The increasing integration of Artificial Intelligence (AI) into recruitment processes has raised critical concerns regarding fairness, bias, and ethical accountability. This study investigates how organisations make sense of, respond to, and learn from the ethical challenges associated with AI-driven recruitment systems. Anchored in Organizational Learning Theory, the research adopts a qualitative, multiple-case study design encompassing four early-adopting firms. Data were collected through 36 semi-structured interviews with key stakeholders and triangulated with internal documents and secondary materials. The analysis reveals distinct organisational learning trajectories. While most cases exhibited single-loop learning, addressing fairness issues through incremental technical adjustments, only a subset engaged in double-loop learning, involving critical reflection on foundational assumptions about merit, bias, and recruitment goals. Defensive reasoning and overreliance on developer assurances often limited ethical reflexivity, whereas participatory governance and stakeholder inclusion facilitated more transformative learning. Theoretically, this study contributes to the literature by extending Organizational Learning Theory to the domain of algorithmic recruitment, highlighting the interplay between perception, reasoning, and adaptive strategies. Practically, the findings underscore the importance of institutional reflexivity and co-creation in fostering equitable AI applications in human resource management.
We study a source identification problem for a class of nonlocal Fokker-Planck equations, where the force field depends on the state function. Our aim is to find some suitable conditions ensuring the solvability of the problem and the Hölder regularity of solutions. The main ingredient of our analysis is the regularity estimates, established for resolvent operators in Hilbert scales, that allow us to employ the fixed point argument. Some specific cases of kernel function are discussed.
Interspecific relationships among plants represent fundamental structural and quantitative attributes that critically influence the formation, organization, and evolutionary dynamics of plant communities. The analysis of these relationships provides essential theoretical foundations and methodological tools for deciphering the mechanisms of community stability and succession, as well as for informing ecological restoration and reconstruction practices. However, the specific mechanisms through which community stability emerges in tropical forest ecosystems remain inadequately elucidated. This study investigated patterns of interspecific association and correlation, as well as community stability, in evergreen and semi-deciduous forests within the Nui Cau-Dau Tieng Protection Forest in southern Vietnam. Using data from 27 systematically surveyed sample plots, each covering 0.1 ha and containing a total of 2475 individual trees, an integrated analytical approach was applied. This approach incorporated the variance ratio method, chi-square tests, Pearson and Spearman correlation analyses, and Godron’s method. The findings revealed a significantly higher proportion of positive interspecific associations in the evergreen forest (68.33
The professional competence of high school physical education teachers is essential for delivering high-quality instruction that supports students' physical, cognitive, and social development. Adherence to professional standards plays a key role in improving student engagement, learning outcomes, and overall well-being. However, differences in training, institutional support, and access to resources create challenges in maintaining these standards. This study aims to assess the ability of high school physical education teachers to meet professional standards by evaluating their instructional effectiveness, program management, and compliance with educational requirements. It also examines differences in competency levels among teachers, managers, and executive officers involved in physical education programs. A cross-sectional survey was conducted with 149 participants, including teachers (n = 56), managers (n = 52), and executive officers (n = 41). Data were collected through structured interviews and analyzed using frequency and percentage distributions. The findings show that a large proportion of participants face difficulties in meeting professional standards. More than 55.70% of respondents did not meet the required competencies, with the lowest performance observed in teaching methods, resource management, and adaptation to modern instructional approaches. Only 10.07% of participants were classified as highly competent, highlighting the need for targeted professional development and institutional improvement. The study concludes that there are notable gaps in professional competence among physical education teachers and administrators. It recommends strengthening training programs, increasing institutional support, and promoting continuous professional development to improve the quality of physical education and
Giấc ngủ là hoạt động sinh lí thiết yếu đối với các hoạt động sống ở người (sức khỏe tim mạch, miễn dịch, trí nhớ và học tập,..). Tuy nhiên, những nghiên cứu về chất lượng giấc ngủ và các yếu tố liên quan ở sinh viên trong các cơ sở giáo dục đại học còn chưa được đầy đủ. Nghiên cứu này có mục tiêu khảo sát chất lượng giấc ngủ giấc ngủ theo thang điểm PSQI ở sinh viên ngành điều dưỡng hệ chính quy Trường Đại học Hùng Vương năm học 2025-2026 và tìm hiểu một số yếu tố liên quan đến chất lượng giấc ngủ ở đối tượng nghiên cứu. Phương pháp nghiên cứu mô tả cắt ngang được sử dụng với bộ câu hỏi khảo sát thông qua Google Forrms, với cỡ mẫu là 376. Kết quả nghiên cứu cho thấy điểm trung bình theo thang PSQI của sinh viên nghiên cứu đạt 4,73 ± 3,31, giá trị trung vị bằng 4. Tỉ lệ sinh viên có chất lượng giấc ngủ tốt đạt 66,8% trong khi tỉ lệ sinh viên có chất lượng giấc ngủ kém đạt 33,2%. Một số yếu tố như thói quen sinh hoạt, môi trường ngủ, áp lực học tập và áp lực tâm lí có liên quan đến chất lượng giấc ngủ của sinh viên với giá trị OR từ 0,51 đến 7,91.
