Comparing Students’ Self-Assessment with Teachers’ Assessment of Clinical Skills Using an Objective Structured Clinical Examination (OSCE)

Evaluation of clinical skills is a demanding and complex process and is dependent on many complex factors, such as teaching and learning approaches, simulated learning, and psychometrically validated assessment tools. Therefore, it is imperative that adequate strategies and methods are employed to evaluate the success of a nursing care activity. One such strategy in the field of nursing care is the application of objective struc - tured clinical examination (OSCE) of a nursing activity. The purpose of this article is to highlight the importance of evaluating nursing activities in a simulated clinical environ- ment with OSCE to determine synchronicity of the teacher and student assessment. A cross-sectional study was carried out, in which we compared the evaluation of nursing activity by the teacher and the 51 students. Summative content analysis was used to ana lyze open-ended questions about possible improvement of performed nursing activity. The data showed a large discrepancy (81.9%) in evaluating nursing activity between the teacher and the student. The synchronicity between the teacher and student assessment modality occurred only in 18%. Students were mostly less successful in their assessment of competence with knowledge about carrying out interventions (36.5%), preparing for interventions (24.3%), and infection control (14.4%). Clinical skills acquisition remains an essential element of a student nurse’s development, as competence in nursing skills is essential to patient safety. Simulation is viewed as an increasingly popular approach to the teaching and assessing of clinical skills. The process of evaluating nursing activity demands the usage of objective instruments that require objectivity, fairness, impartial -ity, and comprehension. The use of OSCE is one such method of promoting reliable and valid assessments in nursing skills.

Introduction
Nursing is a discipline based on clinical practice-based interventions [1] with the purpose of nursing development and adjusting to needs of contemporary society [2]. The study of nursing care must prepare students to carry out and accept professional responsibility in a changing clinical environment [3][4][5]. Only in a clinical environment does a nurse's knowledge become most evident [6]. Because of the importance of clinical training, appropriate strategies for clinical assessment must be sought, with the purpose of specifying a success rate of clinical training [7]. Such strategies are important for evaluating the quality of teaching and learning processes [8], identifying student's weaknesses, increasing their motivation for competence achievement, and helping teachers to assess their work [9][10][11][12]. Knowledge evaluation is a time intensive and complicated process, leaning mostly on teacher's subjective judgment. In addition, students identify they are not satisfied with current methods and results of assessment [7,13,14].
Simulated learning using objective structured clinical examination (OSCE) has emerged as an alternative teaching method to assist students in acquiring clinical skills competency because it attempts to replicate a real-life situation in a simulated environment [15,16]. There is a current trend in nursing education to use OSCE to assess and examine clinical competence [16,17] within this simulated setting. The OSCE was originally designed for the medical profession [18] but has been modified and applied in nursing education, providing means to assess competence in a simulated environment without posing a risk to patient safety [16,19]. A number of studies using various research designs including qualitative [20,21], quantitative [22], and mixed methods [23,24] have all reported positive results from using OSCE as a teaching methodology [16].
Objective structured clinical examination is a versatile multipurpose assessment tool that can be used to evaluate the nursing care that students deliver to patients in a clinical setting [25]. It is used in a planned and structured manner with a clear emphasis on objectivity [26]. Additionally, as an assessment tool, it uses a task analysis of general clinical skills [27] specific to the student's program and year of study and as stated previously is usually carried out in a simulated environments [28,29]. Contrary to traditional assessment modalities, OSCE evaluates areas that are most critical to nursing competence, for example, blood pressure, pulse, respiration, communication skills, and various other nursing interventions [25] in a simulated work environment [30]. The OSCE has for a long time been recognized as a formal assessment method in medical education [31] and is now more frequently used as an assessment method in nursing [32,33]. It is argued that despite the rhetoric of a student-centered approach, education remains wedded to conventional teaching and learning approaches, which fail to engage with the individual and unwittingly silence the individual's voice [34,35]. Therefore, it is imperative that more contemporary student-centered approaches to teaching and learning are incorporated in nursing assessment.
The OSCE assessment tool was introduced to the University of Maribor Faculty of Health Sciences to examine performance of various clinical skills in a simulated clinical environment. The course unit of study was "Nursing Care in academic year 2015/2016" (first year students of nursing care). Standardized assessment checklists were evaluated together with the teacher's assessment of clinical training success. Students were encouraged to reflect on various nursing case scenarios in order to recognize mistakes and ensure competent practice. Simulation as a teaching method allows for multiple learning objectives to be taught in a realistic clinical environment without causing harm to patients and can provide 'microworlds' whereby important interactions between patients, doctors, nurses, and other health professionals can be highlighted, illustrated, explained, and replayed [16,36].
Emphasis was placed on recognizing the mistakes made by both students and teacher when carrying out various nursing care skills and on the aspects of practice they did. The following research questions were posed: 1. Is there consensus between student and teacher evaluations when assessing nursing practice using an OSCE?

2.
Does a student assessed with OSCE method recognize mistakes made when carrying out various nursing care skills?

3.
Can the student critically evaluate the performed nursing care activity in concordance with teacher's evaluations?

Design
To answer the research questions, a cross sectional observational research study was used.
Nursing students performed care activities within an OSCE situation and then assessed their own performance. The nursing care was also independently assessed by a teacher. In this study, we compared these assessments. To explore this, we conducted an analysis of openended question about possible improvements of nursing care activity using summative content analysis.

Setting and participants
An initial available sample of 51 participants was recruited from a cohort of first-year B.Sc. general nursing students using an available sampling approach. Available sampling involves taking a sample of what one would call typical, normal, or average for a particular phenomenon under study [37]. All students were recruited through purposive sampling. The student successfully completed training in the clinical skills laboratory for nursing care of an adult patient and also successfully passed mid-term assessment. Participants were all first year nursing students who had completed the same clinical skills training course in the 1st degree study program of Nursing Care. The majority of participants (46.90%) were female. The response rate was 56% (n = 52). This means that more than half of the students completed the OSCE and wrote a reflective piece. Assessment was carried out by higher education teachers of nursing care in January 2016. Students had to meet the following inclusion criteria: (1) active participation at laboratory clinical skills in a simulated clinical environment (150 hours), (2) student's assessment based on OSCE assessment paper, (3) student's reflective writing after completing the nursing care activity, and (4) written self-evaluation.

Ethical considerations
The study complied with ethical procedures of research, the Declaration of Helsinki, provisions of the Oviedo Convention and Code of Ethics for nurses and medical technicians from Slovenia [38], which was adhered here throughout the process. Research participants' anonymity was assured by numerical coding of their written self-evaluation sheet, so that the participants could not be identified from the information. Data collection took place in classroom settings, and participation in the research was completely voluntary. The research team was the only people who had access to the data, and the data were stored on a computer that was password protected.

Data collection
Students' practical work at the course unit Nursing Care was assessed with objective structured clinical examination checklist OSCE, which consisted of 42 clinical skills. The checklist was composed by teachers, which perform training for students in the clinical skills laboratory. Each checklist of simulated interventions consisted of a series of performance-based observations and rated students' performance as completed accurately; inaccurately or not completed. Students were acquainted with the method of evaluation for their clinical skills competence, and they also had the opportunity to view the assessment checklist items. All OSCE assessors had worked previously with the students in the clinical skills laboratory. An independent evaluator (a teacher who didn't participate in the training process) assessed the students during the performance of the nursing care activity by observing and filling out the assessment checklists. Using OSCE, 42 nursing care activities were evaluated. After performing the nursing intervention, the students had approximately 10 min to evaluate their nursing care activity using an unstructured method of reflection with the purpose of analyzing mistakes and endeavoring to improve future practice of such skills and prevent student from being awarded a fail grade. To assist the critical reflection process, students were posed a question: What could you have improved during carried out intervention or would you improve something?

Data analysis
The first and last author transcribed the students' reflective writing (after 1 month of the evaluation process). The transcripts were then analyzed and coded by two authors (ZF & KČT) using descriptive statistics and summative content analysis [39] for analysis of the openended question. This approach contains a quantitative element, because the results show in the proportions of how many times some words are repeated or a response depending on the particular subject of research. Summative content analysis includes counting and comparing keywords and content with the interpretation of the meaning of these [39]. In the first step, the reflective sheets were read carefully, trying to obtain a sense of the entire contents [39,40] and then to derive topics. We highlight the exact word from the text, which covered the main idea or concept. The incidence of identified keyword and concepts were then calculated and presented in percentages. This method was chosen as there was a large quantity of data [40] and using this approach enabled the opportunity to quantify words or content and subsequent data interpretation.

Results
Answers to the open question were categorized in six themes (see Table 1) and organized after occurrence-from most frequent to less frequent repetition.
The analysis of clinical skills' evaluation (performing a nursing care activity) showed that students were least successful at themes of "Knowledge needed for carried out interventions (159 [36.5%])" that contained theoretical and practical knowledge needed for the successful performance of an intervention. Themes of category "Treatment after intervention" were assessed as less successful from student's and teacher's assessment viewpoint (15 [3.4%]).
Student's and teacher's assessments were in harmony in 18.1%, regarding all items of the assessment papers. In 81.9%, the assessments were not in harmony ( Most discrepancies at evaluation were noted in items of "Knowledge needed for carried out interventions," where discrepancy between the student's and teacher's assessment was 37%. Least discrepancies were noted at items of "Treatment after interventions," 3.5% ( Table 3).

Discussion
For assessment of a nursing care activity, we sought approaches that help teachers objectively evaluate student's knowledge. One of such instrument for evaluation of theoretical knowledge and performance of nursing care activity is the OSCE [41]. In the research carried out on 51 first-year nursing care students, we wanted to find out differences in assessment of a nursing care activity between a student and a teacher in a simulated environment. The data identified a big discrepancy (81.9%) in the evaluation of nursing care. Harmony between the teacher and student was present only in 18% of the data. On completion of the activity, students had to write their reflection about performance and answer questions on possible improvements. In this process, they showed a lack of criticism and in-depth performance insight. This supported other literature [25] as the most critical assessment areas: communication skills and ability to manage patient's inappropriate behavior. In our research, we found out that a stu-  Table 3. Discrepancy of the student's and teacher's assessment regarding themes.
Teaching and Learning in Nursing dent was least successful in the knowledge area of intervention performance, preparation for intervention, and infection management. Results indicate that students lacked self-criticism and lack of theoretical knowledge. The reference [42] states that objective methods for assessment are an appropriate alternative to traditional knowledge assessment forms. These methods are even more effective because of instant feedback of students and teachers [43]. As in previous studies [44,45], the methods of objective assessment requires a lot of time, many teachers, and financial investment, although this should be balanced with greater satisfaction to students and teachers.

Limitations of this study
Our research has some limitations that require careful consideration. Because of a small sample, generalization is less reliable. Students were not assessed using exactly the same interventions. They chose interventions randomly, and they were not the same level of difficulty. Audio and video recording as a feedback method on their own performance for recognizing mistakes was not assessed. A structured reflective model was not used as students wrote their reflection based on questions posed by the teacher. Finally, the assessment was performed by one teacher; therefore, adequate tests of objectivity cannot be assured.

Implications for nursing education
OSCE is an assessment technique in which students perform nursing interventions under a variety of simulated conditions. Through the assessment of students, performance on the same skill and of the same place, the equity, and the objectivity to the students are enhanced. The introduction of a student self-assessment checklist contributed to a reflection of their own performance of each step of the skill before evaluation with OSCE and prompt identification of student's strengths and weaknesses during exercise of skills performance. Using the OSCE as an assessment method that is based on real scenarios increased the confidence of student.

Conclusion
There has been increased attention over the past decades on the use of objective structured clinical examination systems as a training and assessment tool. OSCE mainly assesses basic knowledge and technical performance of an activity. It is harder to assess the ability of critical thinking, interacting communication skills, experiencing, student's expectations and skills, in order to treat a patient like a whole. The use of new assessment systems is limited and onesided; therefore, a richer combination of assessment systems is required. In pursuing clinical competence in nursing students' clinical skills, nursing teachers have to endeavor to find new ways to assess and examine these essential skills that are necessary for patient safety and care.
Future studies should include a larger sample of students, and the use of a reflective model to capture student perception of learning is recommended.


Figuras profesionales emergentes de radio y televisión en la era de la hipermedialidad

Genres hybridization -radio and tv - is a reality, the professionals responsible of this production has adapted to the audience and, in the same way the more traditional formats has changed. The aim of this article is to show how they have evolved their roles, routines and responsibilities. To do this, we have analyzed a sample of quiz show format in television and magazine in radio, using a descriptive exploratory and analytical qualitative methodology, with the case study technique with a representative sample of journalists working in different programs on the air. We  have obtained original results from the analysis of the data, for example, from the evolution of professional routines appear the figure of "script-writter" and also, we have answered to all research questions we asked ourselves.

Introduction
The historical, political and economic context, the cultural and communications policy used in each period, the evolution and implementation of technology in the media, the arrival of Web 2.0 and the transformation of the audiences have profoundly shaped the type of radio and television that we consume today. Traditionally, the analysis of both media has been conducted on the basis of different perspectives that respond to a certain degree to one or more of these parameters. "Although it makes it very difficult to propose unique and closed lines of research, the researchers' agreements reveal what really concerns them: the cultural, social and political implications of the profound changes that have occurred in communication and information, how to use information technology and the mass media for a globalized world without losing one's identity, and how to introduce education and cultural changes" (García, 2005: 45).
Presenting a history of Spanish radio and television without the historical and political context intervening is impossible, since their contents are closely linked to both. Similarly, the evolution of the media is linked to communication policies and the level of regulation of each moment.
But if external agents, such as politics and the economy, have impacted on the history of the media in Spain, the same can be said about both the evolution of the technologies that have been incorporated into the different news media, and the preferences of the audiences that have evolved at the same time as the country's liberties, and new "windows" of reality (Vilches, 1989) have appeared, and finally, when the media have had to compete and coexist with other emerging communication media such as social networks.
We find different perspectives in the research of the mass media and their professionals in Spain according to the interests tackled by different authors, ranging from the strictly historical perspective (Bustamante, 2006;Palacio, 2001;Franquet, 2002Franquet, , 2008Galán, 2007), that of the structure of communication (Bustamante, 1999;Hallin & Mancini, 2008;Zallo, 2010) and the hybridization and new formats (Jenkins, 2008;Scolari, 2008;Tous, 2009), among many other authors; although there are some points in common which overlap between one field of research and another.
Production routines in radio and television are a widely-researched field of knowledge (Luzón, 2001; De Lara et alt., 2012; Las Heras, 2015), but the focus has mainly centred on informative programmes, orienting the different studies around the informative macro-genre and the figure of the journalist as a professional, and in which the perspective of the quality of the end product linked to professional ethics has been constant (Gelado-Marcos, 2016). The production routines of other macro-genres, such as entertainment, have not received priority attention. In this field, we find exceptions such as, for example, the case of the editor projected in the "star presenter" (Moreno, 1998 This perspective of the research in communication is what drives us to focus on the figures of editor and scriptwriter in the productive routines of entertainment programmes on radio and television, to see how they have evolved and in what situation they find themselves in the current communicative context.

Hypermediality emerges from neo-television and paleo-television
There is an unspoken agreement in the change from paleo-to neo-television via which diverse authors, beginning with Eco (1986), observed a series of alterations that establish two different models of television that end up modifying the production modes of contents and the relation between televisions and viewers (Casetti & Odin, 1990;Pastoriza, 1997). Such is the case that while "…the functions of the paleotelevision era are 'to inform, educate and entertain', in the neo-television era they are "to entertain, invite to participate, coexist'" (Tous, 2009: 175). In this way, we can establish that: Neo-television results from the meeting between the basic television model and the production and enunciation modes common to other communication media, namely: the self-referencing of discourses, the application of a bilateral model of communication and the adaptation of contents to the success on reception (Koval, 2009: 5-6).
The contents offered to the public have changed essentially, the main function is different, and the audience takes precedence as an actor of communication. Although the production and enunciation modes are mentioned, it is not directly specified that there has been a substantial change in the 47 production routines of the professionals experiencing the media transformation from the paleo-to the neo-period.
Not all authors agree on the semiotic identification of what the next step will be. We find a diversity of definitions based on the field of study of each of them; thus, Roel maintains that we are heading towards post-television: "Nowadays, we are experiencing a period of digital technology consolidation and continuous innovation, a transitional period from Neo-television to Post-television" (2008: 100); Tous defends the concept of meta-television based on the functions that it will assume: "Meta-television, 'to entertain, fragment and recycle'. Self-referencing and intertextuality are particularly important in this analysis, since they are some of the characteristics of the current television era, meta-television" (Tous, 2009: 175); and, in turn, Scolari points to the new stage as that of hyper-television: In this text, we propose the term hyper-television to define the current status of the television device (…). This experience of hypertextual delight has created a type of reader that is used to interactivity and networks, a user that is expert in fragmented textualities with a great ability to adapt to new situations of interaction (Scolari, 2008: 5).
Radio and television are immersed in an environment of hypermediality, competing with other emerging media which the audience can access every day with greater ease. Moreover, it is coincident that synergies occur between these emerging media and the production routines of the editors and scriptwriters in entertainment formats, since the formats that were seeking self-referencing in neotelevision aspire to trans-textuality, that is, to converting their own format into a hypertext that breaks the television or radio frontier, converging in networks and creating nodes. Therefore, the journalists and scriptwriters who are part of the analysis sample of this research work in a context of hypermediality.
Although it is not our intention to create any semiotic concept, we shall use hypermediality to understand and explain why professionals use different media although professionally they only work for one, since, as Carlos Scolari points out "reducing the evolution of television to a series of stages (from paleo-to neotelevision) can facilitate its transmission in didactic contexts but runs the risk of simplifying highly complex and multi-determined processes" (Scolari, 2008, 3).

The reason behind the evolution of professional profiles in the media
The move from 'paleo-television' to 'neo-television' has meant that the professionals, different authors, critics, theorists,… from television have developed very diverse points of view, giving rise to two main general perspectives, which Umberto Eco defined in two groups: the 'apocalyptic' and the 'integrated'. The 'apocalyptic', or those who see the television as a medium 'corrupted' by the new 'hybrid' programming of spectacle, information and entertainment, which provokes a false morality and a distorted reflection of reality; and, on the other hand, the 'integrated', who understand the evolution of television as a logical consequence of new technological changes and a window to the world, a reflection of the new changes of postmodernity (Gómez, 2005: 5).
Beyond the attitudes reflected at the time by Eco with regard to technology, and defined by Gómez in relation to the evolution of the medium, we find that the communication media are in permanent transformation, both technological and human. The arrival of new communication technologies presented the challenge of reconverting professionals and programmes on different levels, both as regards the transformation of the ecosystem of Spanish communication, and the evolution of the work tools themselves.
In the history of professional profiles, the figure of editor was implemented in the paleo-television era, especially associated with informative programmes and under the supervision and control of the programme director (Fuente, 2014). Subsequently, said figure also joined the entertainment formats. It was, and continues to be, a basic figure, with functions defined by the professional profiles of controlling the flows of each format. The professional figure of scriptwriter appeared with the standardization of scripts in the field of entertainment and emerged with neo-television, the beginning of reality television and the need to design plots for the development of same. This figure of scriptwriter would have greater professional relevance than the figure of editor that emerged from the appearance and success of infoshows, in which fiction joined the referential genre (García Jiménez, 1999) and, from there, moved on to other genres within the field of entertainment, regulating its presence in the majority of these. In fact, the scriptwriter remains established in the professional hierarchy within the genres of entertainment above the editor, and depending directly on the most senior person in charge of the programme's contents, whether the director or the executive producer. Nevertheless, some authors propose including the activities of scriptwriter in neo-television, as a new specialization within the functions of editor, and establish a taxonomy of editor/journalist, bearing in mind their different activities (Ugland & Henderson, 2007: 15).
In the era of hypermediality, a radio or television editor has had to adapt and learn various languages, according to each communication system they deal with -both on a directive and base level-, and see the trends of new audiences, displayed across each consumption platform. Therefore, they cannot limit themselves to meeting antiquated routines that are pre-established by aging work guidelines. The labour market, the strong competition in the sector and the public demand mean that the editor or scriptwriter has to adapt to a new work model. It is "a non-sequential, subjective, personalised model, in which the structure of fixed sections in fixed media disappears" (Arias Robles, 2012: 83).

Objective and method
After defining the historical taxonomy in which the periods in which we want to study the professional roles of editor and scriptwriter in radio and television are framed, we begin with the cartography of the functions of both in the specific era of paleo-television, moving onto neo-television until arriving at the present era, that of hypermediality.
The main objective is to analyse the productive processes of scriptwriters and editors in entertainment programmes, with a view to establishing their workflows after implementing all the variables in their production routines. In this way, we will be able to determine which elements have most impacted on the work of these professionals: new technologies, the hybridization of contents or the economic context. We wish to respond to the following research questions: 1. Is there a convergence of professional figures in the news media?
2. Are new skills appearing, which both editors and scriptwriters have to face?
3. Are new professional figures emerging?

Method
To show whether this convergence in so-called hypermediality exists or not, a descriptive and analytical exploratory methodology of a qualitative nature was chosen, following the case study technique (Yin, 2003). For this, we explored the different television channels and radio stations, choosing a significant sample of the entertainment macro-genre, focusing on television competitions and radio magazine programmes, since these are two of the entertainment genres with the largest presence in the dayparts, as we explain below.

Why the radio magazine programmes?
Within the radio dayparts, the magazine format is one of the top products. We must bear in mind that it is a long programme, often in excess of four hours, and its complexity lies, as indicated by Ortiz, "in the fact that all types of programme genres can be included -as sections" (1995: 157). In this same regard, Cebrián Herreros states that "the magazine is a programme modality in which information and opinion are combined with entertainment and spectacle" (1994: 483). Moreover, said format would fit into what García González calls a talk show: It contains a wake-up section, newspaper headlines, chat, shopping, consultancy, confessional, dedicated discs, the psychoanalyst's couch (…) Everything is happening live. There is an informal dialogue with less abstract, more specific and live improvised language, and the appearance of new protagonists: a) witnesses: listeners who tell their experiences, b) charismatic communicator, who interprets and c) improvisers, collaborators who acquire training in their work and popularity for their appearances on air" (García González, 2001:144).
All of these characteristics assume the presence of one of the most extensive work teams in the radio formula, taking into account the reduced professional staff numbers that tend to exist in the medium. In fact, its long duration helps us to establish the differentiated presence of the functions of editors and scriptwriters in its creation. In this way, its length in the dayparts of radio stations requires working in advance and designing the content of each product (García González, 2001). Such is the case, that "without the script, a radio programme leads us inevitably to chaos" (Barea & Montalvillo, 1992: 53). The radio magazines contain elements that make the figure of the scriptwriter essential within the team to fix the different sections of a programme of this length in the dayparts.
It is also important to bear in mind that, on account of the intrinsic characteristics of the mediumephemeral, immediate and linear-, the conditions in which the recipient receives that product tend to disperse. Therefore, as Barea and Montalvillo point out, "the report must be clear (…) even from the point of view of sound. Expository clarity and technical clarity" (1992: 12), reinforcing the presence of the figure of one or more editors for the construction of a clear discourse that can be understood by the recipient.
In this way, given the central importance the magazine format has in radio dayparts, it is one of the most suitable formats for study as regards the possible evolution of the professional figures responsible for the script and the writing.

Why television competitions?
In the case of television, the macro-genre of competitions was selected and, in particular, the quiz show genre, if we follow the Euromonitor classification (Prado and Delgado, 2010). The justification of the selection of said format lies in its lengthy existence within the television dayparts, rendering it a perfect example to analyse the variations experienced in its narratives and, therefore, in the adaptation of the functions of the professionals performing them. In fact, the competition genre is older than television itself (Guerrero, 2005), since its origin dates back to the radio medium where simple formulae were offered based on the quiz-show model, following the question and answers pattern. Furthermore, the quiz show type competition genre on television has remained the most stable in the face of the new changes experienced in the generic formulae with the arrival of eclecticism and the hybridization of the genres of neo-television (Gordillo, 2009), in such a way that primitive formats coexist with those that introduce something innovative, as well as those that adapt to the latest television trends. Gordillo describes this peculiarity as "a chameleonic ability that turns competition into the genre with the greatest survival and hybridization capacity on television" (Gordillo, 2010: 77).
The appeal of television competitions is based on the "emotional involvement" of the viewer (Ferrés, 1996: 136) in the participants' game and on the presentation of contents that can be consumed by any audience type. This aspect is closely related to the socializing power of the small screen and its notable familiar nature which promotes the "practice of watching television" (Morley, 1996: 56). For all of these reasons, the competition genre is an essential field of study to portray the evolution of the professional functions on a historical level, and their relevance in the consumption of television.

Sample, technique and selection
With the relevance of the format in each medium now established, we set out an in-depth interview to continue with the qualitative analytical method. It involves explicit interrogation, as established by Casetti and Di Chio, in order to clarify the subject of analysis as much as possible in a complex, multiform and changing reality (1999: 21). We interviewed twenty-one journalists (editors and scriptwriters) between January and April 2016. These included twelve professionals from four television programmes and nine professionals from four radio programmes that respond to different audiences, times and production routines.
The eight programmes were broadcast in the respective programmes at the time of the interviews and are a sufficiently representative sample of the dayparts of the communication media analysed, equivalent to other similar research on communication media (Scolari, 2008;Soriano, 2004). The technique used was a semi-structured interview to seek to specify the typology of the replies of the interviewees making up the sample.
The methodological design was not exempt of limitations. Despite using the semi-structured interview to obtain closed-ended replies insofar as possible, some interviewees, in addition to answering the basic questions focused on our objectives, used the interview time to make professional demands.
For the sample selection, the following variables were prioritised:

•
Professional profile of the interviewees: an attempt was made to have a range of all the profiles involved in the evolution of the professional routines, from management to editor and scriptwriter, with a view to defining their functions and responsibilities and also establishing the hierarchical relationships that currently exist between them.
• Programmes: quiz type shows on television and magazine shows on radio, which were broadcast in the dayparts of both media at the time of the interviews.
• History in dayparts: variety in the continuance of the programmes analysed. Thus, we mixed recently-created programmes (-5 years) and programmes with a long history of being included in the dayparts (+5 years) on television.
• Broadcasting channels: Public and private, national and regional channels, in case these specificities involve changes in the conception of the professional functions.
Applying these variables, the sample was as follows:

The professional in the radio magazine show
Some communications theorists describe radio routines by dividing each task according to the role performed by each team member (Ortiz, 1995:74-79). This can be very useful if we need to describe the production routines, but it does not reflect the reality of the teams in a radio magazine programme, where, according to the analysis of the interview data, we find polyvalent figures, since there is no fixed and defined separation of each task. All the interviewees have degrees in journalism, and have assumed the roles of management, presentation, writing and scriptwriting of a magazine radio programme, with some even being involved in production. We can establish therefore, that there is no difference for the performance of the categories of editor or scriptwriter within the magazine programme.
In the specific case of the programme La Ventana, on Cadena Ser, the subdirector, Roberto Sánchez remembers that the original team in 1994, managed by Javier Sardà, had four scriptwriters and four producers, and each of these had differentiated and defined tasks. The situation in which the programme's professionals work today is very different; "we all do everything. The person in charge of a topic is in charge of production, script, writing and everything related to the interview", Sánchez states. This points to polyvalence as the element differentiating this current role from the former role of editor and scriptwriter who had their functions in set divisions.
Of these closed departments, the figure of scriptwriter who writes the script of the magazine programme, defining the different parts and sections, has disappeared. All the scriptwriting now falls on the editors or even the directors of the programme. Moreover, from the interviews conducted, it can be concluded that the figure of scriptwriter has been diluted in the radio magazine programme, giving more 51 responsibility for the performance of each piece to the editor, and more responsibility for the final authorship of the product to the director.
The impact of the economic recession as a criterion of change in the production routines of the radio magazine programmes analysed was a constant feature in all the interviews. The first factor is that the teams are smaller, as a result of staff cuts, resulting in an overload of tasks for the editors, including functions which in theory would not be specific to their routines, but which have been assumed as intrinsic; for example, production. This reinforces polyvalence as a distinguishing element in current radio professionals.
The use of new technologies is not interpreted by the interviewees in a univocal manner. For some of the professionals, they are tools that facilitate their work, such as for example, document searching, although they are aware of the need to thoroughly check everything that appears online. In this regard, one of the editors of No es un día cualquiera on RNE, Mari Cruz Hernández, states that "now you are just a click away from everything" but she also recognises that "sometimes we take information from sources that are not fully trustworthy and you can make a mistake by giving out information". The director-presenter of the same programme on RNE, Pepa Fernández, states regretfully how the figure of documentalist is disappearing, but she defends their survival: "there is a part of professionality that cannot be ignored. It is not only access to the facts, but knowing how to process them. People who know how to extract the facts well know, and those who don't can have millions of facts and not manage to make something intelligible out of them".
But new technologies are not only a large database where information can be sought; for these professionals they have also been another window which the listener can approach and discover, and therefore, more work to take on. The majority of the interviewees understand that the introduction of social networks helps to promote their radio programmes, and that today it is vitally important to be present on them. The interviewees acknowledge that it acts as a gateway to and a link with the listeners, who can find continuous and complementary information regarding the programme online. In two of the four programmes analysed, Las Mañanas on RNE and Buenos días Javi y Mar, have a community manager, an additional editor who belongs to the station but also works for other programmes. He is responsible for the web and manages the information that will be published on the social networks. In this case, it is a figure specialised in the writing of all the material generated by various programmes from the same station on the social networks. In the other two programmes, the management of posts on social networks such as Facebook and Twitter becomes an additional task for editors: "You are forced to use the same editing team for two communication media and social networks" Roberto Sánchez reports.
The interviews reveal which functions have evolved from paleomediality to hypermediality, as illustrated in table 2, in each of the professional figures analysed, whether the editor, scriptwriter or director.

The professional in the television quiz show
From the interviews conducted with regard to programmes that have emerged in neo-television, and whose origin dates back to before the economic recession, we have extracted data which clearly show that the predominant figure in the production structure is still that of the scriptwriter, above even that of the editor, although some of the scriptwriters interviewed from these shows state that some of the functions they carried out beforehand are now in the hands of the editors. Nevertheless, none of the interviewees has the perception that the figure of scriptwriter is "disappearing" unless, in said shows, "it is not really necessary" according to Laura Aguilera. They have undergone a transformation in the production routines; they are no longer dedicated to the realization of the idea and to writing, for example, questions or gags, or to shaping the whole product; these professionals see how their tasks are becoming diluted or how specialised editors are emerging. That is the reality of the programmes of less than five years, those from the hypermediality era: they lack the figure of scriptwriter in their staff, to the benefit of a proliferation of editors specialised in different functions. Thus, we came across a title editor, a gag editor, a rule editor, a question editor, etc.
Another difference between the programmes of neo-television and those of hypermediality is that the more modern ones, when they need the figure of a scriptwriter, because of the specialisation of the competition or the difficulty of some of the phases, outsource it and hire an external scriptwriter for specific days. In the words of Montse Claros, "it is not that these positions are disappearing, but rather, they are outsourced according to the specific needs". That is to say that some traditional functions of the scriptwriters of competitions are being transferred to the editors, who are specialised, leaving in the hands of the scriptwriter, in a specific and external manner, only those functions that require a true specialisation.
As a result of the above, there is a tendency to incorporate a new professional figure, that which Carles Caire, one of the editors interviewed, called "script-editor", a self-sufficient professional "who is capable of writing a question, some titles or a gag so that the presenter can say when that game should be presented to the contestants". The scriptwriters of programmes in neo-television consider that this practice is an action that reduces the labour, since a lower rank is hired (that of editor) to carry out the functions of the scriptwriter.
Specialisation in the figure of editors already emerged with neo-television and the hybridization of genres (Cortés, 1999;Ugland & Henderson, 2007). When the info-show came onto the scene and reality and entertainment began to be blended on television, the editor of television competitions had to add casting to their professional profile; the casting editor therefore becomes a specialisation resulting from the generality of their rank. Although it is not the only one. The addition of advertising and how to manage to introduce it naturally into entertainment programmes is part of the scriptwriter's work, a hybridization where the creation of advertising contents means a scriptwriter of advertising assets emerges. These are figures who resist despite the convergence in hypermediality, and who are consolidated on a contradictory panorama of polyvalence and specialisation.
Like with the radio, new technologies are a new way of selling television programmes to the audience, and their execution falls on the figures of scriptwriters and editors, although this occurs in an unequal manner depending on the medium. On private stations, there is no specific profile of specialisation, but rather, as Jordi Graví states, "we take turns to dedicate some of the hours of our work day to keeping the programme's social networks alive". In competitions broadcast on public television, the tasks of social network tasks are divided between the scriptwriter and the editor, with the scriptwriter being the person who thinks of the content or the way of maintaining the audience's expectation through these new windows, while the editor is the executor or "developer" of said ideas.

53
The interviews reveal which functions have evolved from neo-television to hypermediality, as illustrated in table 3, in each of the professional figures analysed, whether the editor or scriptwriter. Preparation of promotions or videos to join the programme Ideation, design and production or orders which act as a call or promotion of the programme

Scriptwriter Editor
Source: compiled by authors

Discussion
As we indicated in the introduction, points in common are detected, which overlap from one field of research to another when seeking to analyse the production routines of radio and television professionals. The workflows of the scriptwriter and the editor have evolved, and so, our main goal, the analysis of the productive processes of both figures, has been fulfilled. There is no way of determining which element has had more of an influence on the work of these professionals, since, as we have described in the results, they have all had a very direct influence: the economic recession, new technologies and the hybridization of contents are the factors that enable us to respond to the research questions.
Is there a convergence of the professional figures in the news media? In both radio and television, essentially as a result of the economic recession, the functions that were previously performed by the scriptwriter are now performed by the editor, although this is now a polyvalent editor, more specialised and with new skills. The opposite has also happened; the scriptwriter who loses specific skills and takes on the editor's tasks. There is therefore a convergence of both figures: editor and scriptwriter.
Is there an emergence of new skills that both editors and scriptwriters have to face? Hypermediality, especially since the introduction of new technologies, forces them to assume the new windows that 54 social networks represent as forms of communication with the audiences, assuming these new skills in their functions, as well as that of the documentalists of their own products.
Are new professional figures emerging? The specialisation of functions enables us to identify what has been called a "script-editor", a new figure in charge of the generation of contents and responsible for the majority of functions in today's television competitions. This figure, although it has only been identified and named in television interviews, can be extrapolated to the radio, since in some of the interviews conducted we also identified that all the functions of the scriptwriter had been assumed by an editor in the programme, while in others specialised editors were hired.
As new professional figures, emerging in hypermediality, especially as a result of the hybridization of contents, It is also important to highlight the casting editor and the scriptwriter of advertising assets, two figures who are present in the programmes analysed.

Conclusions
This research has enabled us to identify some of the transformations experienced in the professional profile of the editors and scriptwriters of radio magazine shows and quiz show type television competitions, the result of the introduction of digital technology, the hybridization of generic contents and the impact of the economic recession. Below, we present the main findings of the study conducted: • Bearing in mind that the term hypermediality is a concept fenced into the connotations of the present research, television and radio in Spain are undergoing an intense transformation process as the result of the modification of the traditional business models. There is a movement towards situations that incorporate new technological tools, production routines are being transformed, and formats are becoming hybridized in a changing offer.

•
The functions related to the production of contents in entertainment formats are being altered. In fact, we could say that the two traditional figures of preparation of contents in competitions and magazines, the editor and the scriptwriter, are undergoing a profound reconversion. Polyvalence is the main characteristic of both, but on a second plane, we find that the former is immersed in a process of specialisation, and the latter is becoming extinct.
• Hypermediality entails specialisation in the new professional functions that are appearing in the case of the television entertainment genre, where figures such as casting editor or scriptwriter of advertising assets emerge. The professional figure of "script-editor" also emerges, responsible for the generation of contents and for carrying out the majority of the editor's traditional functions, that is, a polyvalent and "self-sufficient" professional. These new professional profiles, both in radio and television, manage new tools and carry out additional tasks. Therefore, new workflows are produced in the preparation of entertainment programmes. Likewise, new functions appear for the professionals, beyond the traditional functions in their medium, which perhaps should be managed by other profiles more specialised in the management of new technologies and new windows, such as for example, the community manager, who performs the functions arising from the maintenance of social networks. Polyvalence in the professional profile leads us to state that we are coming up against new work profiles that are not regulated or considered in the study plans of Spanish universities.

•
We are witnessing an outsourcing of the functions that were previously carried out by the scriptwriter. In this way, scriptwriters are only hired occasionally and for limited time periods to reduce the production costs of programmes.
Beyond these specific conclusions, the present research reveals a clear trend of change and transition of professional roles, calling for an urgent redefinition of categories with a view to adapting them to the historical, generic, economic and technological transformations that have been pointed out. Only then, with a change in the nomenclature and a real difference with regard to the historical precedents, will an attempt be made to have it inserted in the study plans of the vocational training faculties and departments in the sector where, still today, a model of functions and names that are more relevant to paleotelevision than to the present era is being taught and explained. We hope that the research presented here can help and contribute to bringing about this change.


extfieldsofstudy: Physics Psychology

text:
Diversity Teaching Goal in Physical Education and Sport at Schools: What is Teaching for?

Physical Education (PE) and Sport at Schools has become one idea. Learning in PE in term of learning of the physical is also means learning of Sport. Then, since sport has own values was also known as learning through sport. Learning of and through the physical or sport was assumed as learning in PE lesson. Observing on national PE Curriculum was founded that teaching PE and Sport has many intended learning outcomes. Elaborating by type, processes, and goals, learning in PE tend to be learning of sport. Learning to be physically educated person seem as learning to be sport people. In the end of paper was described learning in how to oriented the learning process.

Introduction
In the beginning of 1960s, physical education (PE) was under study of human movement concept, and was spread out in having the term of "gerak badan" (Indonesia Language). Nevertheless, since sport program was developed in 1970s, the term of physical education and especially the term of "gerak badan" was disappear and was substituted by the word of "olahraga" which the same meaning with the word of sport (American language). The real meaning of physical education and sport is become confusing, and it made long debate that couldn't be solved until now. The process of teaching physical education is the process of sport training to acquired sport skills techniquelly. Student's learning becomes learning motor skill. Physical education and sport at schools in its collaboration to prepare sport's student athlete in being the best in sport performers.
In 2016, teaching physical education was assumed as teaching sport skill. The goal to be physically educated person can be also the goal to be sport people. The goal of teaching physical education is delivering the student to be literate in sport, in a kind of "sportization concept" in the main idea of sport as a tool to educate the student, but at the same time sport is also the goal in the term of educational processes. Sport for educational purposes is also education into sport. Two direction in teaching physical education was developed, first teaching student to be sport people, and second teaching the student as educated person physically, which the primary goal is focusing on the student to be the best sport performers. The student was socialized into sport to be sport performer.
The development of PE consists of three concepts [1] : 1) sportization concept; 2) healthyzation concept; and 3) academization concept. The sportization concept means that PE is sport technique lesson. The teaching learning such in the form of 1) explanation; 2) demonstration; 3) practicing focus on mastering sport skills technique. The process of learning in the kind of drilling, habituating, and training that supposed in the end of lesson the student be able to master sport. The healthyzation concept means the teaching learning process focus on inviting the student to have as much as possible in exercising their body to have a level of health and fit. The academization concept is in the focus on good understanding, being loyal to practice student own movement capability, being good in temper of the movement and their own skill in performance. The learning process tends to be having student in moving and movement context. Crum [2] (2016) the character of PE lesson in secondary Dutch school, following four profiles of PE classes, such as : 1) exercise -sweat -fitness; 2) fun -pleasure -entertainment; 3) control -orderdiscipline; 4) relevant learning concerning movement and sport. At the fitness profile, PE lesson stress on inviting the student to be sweat, health, and fit. The student is busy in moving to increase their own capacity and capability in movement and sport. Entertainment profilee, the PE lesson seems to be as entertain their emotion to have fun -joy and happy, especially in having satisfaction of their leisure time. Control profile means the learning process is to enhance student personal character development. The relevant learning is promoting student learning in the form of "learning to move" and "moving to learn." Both of learning was directed to be learning to learn to have meaningful, contextual, and purposeful student movement experience. The student was driven to get the meaning of their experiences in movement and sport.
PE was assumed in two way of thinking. First, it is physical activity which can be in further meaning as sport activities. Even sport is high skills performance, but indeed , it is also a form of activity physically, most people says that PE is also physical activity. Second, PE as an educational process. It means that PE is teaching all kind of physical activity to bring the student becomes physically educated person. As an teaching process, PE should be signed by the student's learning. That learning caused the students to be educated physically. Both meanings was came from physical activity as a performance and physical activity as a learning process. Edward [3] stated that there is a differences between performance and learnig. In term of physical activity, PE, physical activity and sport were interconnection and difficult to have a clear meaning.
Laker [4] PE as one might expect the school subject consist of education of the physical, through the physical and about the physical. On another hand, Chandler [5] sport is structured, goal oriented, competitive, contest based, and ludic. More generally, Hoffman [6] stated that physical activity is movement voluntary, intentional, and directed toward achieving and identifieable goal. It is clear that the three term has own meaning and it couldn't in the same line.
In the common sense, PE and Sport has become one context. They had married in the storming way. Some of people say that PE is sport skill acquition lesson. The idea of PE, since the beginning, is about teaching of the physical, but now some people will say sport education. It is about teaching of sport to the student. Others people will also say that teaching PE is also education through the physical. Teaching PE can be teaching into sport and teaching through sport. Teaching PE was on diversity idea and goal, which goes to be complexity of idea and goal.

Conceptual Approach
In relating to make sure the real concept of PE and Sport at schools is an educational process to have student learning to be physically educated person was indicated by 1) Ken Green [7] that stated "Physical education is supposedly concerned with before viewing in the direction of something that lies as the heart of philosophical conception as education." 2) Susan Carpel & Susan Piotrowski [8] stated that "Physical education is essentially on educational process whereas the focus in sport is on the activity." "sport covers arrange of physical activities in which adults and young people may participate, physical education on the other hands is a process of learning."3) Susan Capel [9] "As a student PE teacher you are embarking on the long but exciting process of becoming an effective PE teacher of translating your knowledge and love of PE into the ability to encourage pupil's learning and progress towards becoming physically educated."4) Kirk David [10], "A high quality physical education curriculum enables all pupils to enjoy and succeed in many kind of physical activity. They developed a wide range of skills and the ability to use tactics, strategies, and compositional ideas to perform successfully. When

make decisions. They also reflect on their own and others performances and find ways to improve them. As a result they develop the confidence to take a part in different physical activities and learn the value of healthy active life styles."
The four concept of physical education is really related to education. The concept to educate the student to be physically educated person. It means the physical (body and movement) will together in his/her personality (embodiment). The body in its potentiality to move was not made displacement of him/herself from his/her environment. The body in its potentiality to move made him/her become independence, easy to move, self-dependence, wellness due to his/her body, and comes to the good quality of life. Physical education, even in the term of sport activities lesson, is always focus on designing movement/game/sport situation to have student's learning in regard to be physically educated person. Student who known well their body, their movement identity, and due to their learning experience their can bring their body to come to the world.

Method
The descriptive research by observing teaching learning process and analyzing the content of the National PE and Sport Curriculum was used as a tool to illustrate the learning process that should be at teaching PE and sport at school. Observing how teacher organize, understanding motivation of the student, and difficulty of movement task in making meaningful and purposeful student learning environment. Another way was also conducted to interpreting the content of the curriculum by categorizing the direction of the curriculum content. Observing and analyzing the idea and goal of PE and Sport at school with also considering the role of PE and Sport at school illustrates the main idea of the process of education in to student learning.

Result and Discussion
Teaching PE and Sport at schools has many meaning. But, the core of teaching PE and sport can be into two direction. First, teaching goes to enhance sport skills to be good sport performer and become sport people. Second, teaching which goes to create student'learning to nurture the learning process physically, affeectively, emotionally, cognitively, and socially. Both is on the term learning to move and moving to learn. Leraning to move is learning of movement and moving to learn is learning through movement. Learning to move, learning of movement, and learning of the physical is learning about the physical and movement. On the other hands, learning through movement is learning movement related to cognitive, affective, and social skills ability. But, even learning to move or learning through movement, both is directed to be learning to learn. It means that learning within movement is for learning. The student whose experience in movement or sport has contextual and situational meaning. The movement and participation in sport activities comes to the certain purposeful.
Teaching PE and sport at schools is for learning oriented that comprises into learnng to move and moving to learn in the umbrella of learning to learn. The tabel illustrate that Teaching PE is 48% on learning of movement which focus on performing in movement and sport skills. For example, learning how to drible the ball, how to kick the ball, how to do a passing ball, how to juggling the ball, etc. On the other hand, learning through movement is learning movement related to cognitive-reflective, social skills, and affective skills ability of the student. For example, learning of soccers game is not only for performing soccer skils but also for having the student in being knowing what to do and how to do in the game, being respect and fair during the game, and making cooperative work within players.
Nevertheless, in reality of teaching PE and sport at schools was assumed as teaching sport skills. So then, the teaching goal would rather sport skills acquition lesson instead of student learning oriented. Such this lesson tends tobe learning of movement or learning of sport without enrichment to the learning through movement. This condition leads to surface learning, the learning is only on learning how to perform sport. Meanwhile, if PE and Sport at schools is for student learning, then the learning process would reather slide from learning of movement to moving to learn, in all the form of learning through movement. Moreover, debating within this two orientation, we have to be remember that PE and sport due to its position at school, the goal should be oriented on learning to learn.
Strengthening the leaning process in teaching PE and Sport at schools should devided into two program. The first program is teaching PE and sport for educational purposes that could be conducted at minimum PE lesson on the intracirricular program which focus on learning process. The second is on competitive sport at after school program or at extracurricular program which known in America as interschool program. The two program lies on quality of learning process, due to its purposes, the first is for educatinal purposes and the second for being good in sport performer, especially to promote the school via sport competion or sport for achievement.
Teaching PE and sport for learning oriented lies on situated learning by disigning movement situation. Learning as a goal greatlly depend on collaborative within complexity of teacher organization, student's participation and motivation, and movement task. Further learning enivironement factors should be considered on time that allocated, space that we have, and facilities together with equipment or tools of learning's media. By these of six considerations and collaborative work should come out a cause in the form of learning process. Learning that leads to rich learning and deep learning for meaningful, contextual, and purposeful intended learning outcomes. It means that the designing movement situation by situated learning caused the student to learn something because their experiences in movement or sport activities. The learning process that leads the student to becomes physically educated person.
The shif of pradigm in teaching PE and sport within Indonesia school is a need to be done. The shif that leads from teaching of sport skills acquition as a form of "sport socialization concept" to teaching PE and sport as a learning oriented. The movement task in a form of games or sport activities should be designed by the teacher in situated learning. It invites the student to learn of movement and learn something cognitive-refectively related to movement. The invitation is also encourage the student to learn something socially and affectively related to movement. This student learning comes toward to be physically educated persons.


Resume, Eulogy, Education and Future

Will the current trend of the Industrial Age, focused on profits, greed, material wealth, and mass consumption continue? Inequality and polarization, which are seen in today’s world, are ranked as the top drivers of global risks. Unequal community threatens democracy. Communities with greater inequality are more violent, have more people in prisons, more mental illness, lower life expectancy etc.. On the other hand, communities with greater equality have higher abundance and lower stress. Among eleven factors most important for classroom learning, social and emotional factors accounted for eight. Our emotional and social IQ developed over millennia of living in groups will continue to be one of the vital assets that give human workers necessary tools for creating and building a world of 21st century. Today’s education system is based on the model which was essential for industrial era and mass production. With fast technological development the approach to teaching should be changed. We need new curriculums for new skills and new learning concepts. The aim of the article is to raise awareness regarding the planet’s and mankind’s future and to stress the importance of education and designation between résumé virtues and the eulogy virtues.

Introduction
Predictions about how the future regarding earth, humanity and education will be are constantly being made. Will the current trend of the Industrial Age, focused on profits, greed, material wealth, and mass consumption continue? Or will the humanity re-examine collective values and envision a society where success is judged by whether a person carried out his or her fair share of responsibilities within the community? To know what competencies should be thought in schools we should know what the future would be like. We should be proactive in building the bright future.
Regarding the person's success two sets of virtues can be distinguished, the résumé virtues and the eulogy virtues. The résumé virtues are the skills you bring to the marketplace. The eulogy virtues are the ones that describe one's personality -whether you were kind, brave, honest, faithful… The former leads to external success while the later to a set of internal values defined by the depth of character. The two, under our current societal norm, are at odds with each other.
The aim of the article is to raise awareness regarding the planet's and mankind's future and to stress the importance of education and designation between résumé virtues and the eulogy virtues. The authors will present the important role of a proactive educator. Educating a new generation, which is not thinking just about career success and money but rather the wellbeing of all species and success of the community (company, town, country, humanity, etc) through sustainable and holistic development of/for all! This should be the primary objective of educators.

Planet (Mother Earth)
It is believed that we are entering the new earth epoch dating from when human activities started to have a significant global impact on Earth's geology and ecosystems, Antropocene. The Anthropocene is a proposed (not yet officially approved) term as a recognized subdivision of geological time. The Antropocene concept includes, and transcends, the idea of anthropogenic climate change.
According to Noam Chomsky, American philosopher, the Earth's climate is being radically modified by human action, creating a very different planet, one that may not be able to sustain organized human life in anything like a form we would want to tolerate. There is good reason to believe that we have already entered the Sixth Extinction, a period of destruction of species on a massive scale, comparable to the Fifth Extinction 65 million years ago, when three-quarters of the species on earth were destroyed, apparently by a huge asteroid. Atmospheric CO2 is rising at a rate unprecedented in the geological record since 55 million years ago. There is concern that global warming, amplified by feedbacks from polar ice melt, methane release from permafrost, and extensive fires, may become irreversible, with catastrophic consequences for life on Earth. Sea level rise and destruction of water resources as glaciers melt alone may have horrendous consequences for human [1].
We do not want Antropocene to be the last Earth's epoch! Is there something that we can do? According to the authors of the article, we can! Educating a new generation, which is not thinking just about career success and money but rather the wellbeing of all species and success of the community (company, town, country, humanity, etc) through sustainable and holistic development of/for all! This should be the primary objective of educators. Some text.

Humanity
According to Credit Suisse report on global wealth for the year 2015 half of world's resources and funds are under the control of the 1 % of world's richest citizens. Half of the world's poorest citizens' own less than 1 % of world's resources and funds [2]. One of the key findings of this year's Global Risks Report, written in the frame of Word Economic Forum in Davos, is that inequality and polarization are now ranked as the top three drivers of global risks [3].
Such unequal community threatens democracy. According to R. Wilkinson and K. Pickett (in the book The spirit level: Why greater Equality Makes Society Stronger) communities with greater inequality are more violent, have more people in prisons, more mental illness, lower life expectancy etc.. On the other hand, communities with greater equality have higher abundance, lower stress, etc. [4]. The world's economic system in which winner takes it all does not reflect a bright future for large majority of people.
Capitalism, as an economic system, based on private ownership of the means of production and their operation for profit includes private property, capital accumulation, wage labor, voluntary exchange, a price system, and competitive markets. In a capitalist market economy, decision-making and investment are determined by the owners of the factors of production in financial and capital markets, and prices and the distribution of goods are mainly determined by competition in the market. The capitalism brought to developed world higher material standard but on the other hand brought also stress and fear. Typical for this is what Alan Greenspan said about Worker Insecurity: "If the workers are more insecure, that's very healthy for the society, because if workers are insecure they won't ask for wages, they won't go on strike, they won't call for benefits; they'll serve the masters gladly and passively. And that's optimal for corporations." And there is another important issue. When we look at the information which is produced by humans we can see that quite a few of them are distorted and false. With this also our perception of the world (reality) is distorted. Imagine the news which we hear from the TV, radio, internet and imagine all commercials. In one way the world is all negative and in the other everything that is advertised is perfect. The real world is different. Today it is common that one who is the best wins and collects everything, teaching for tomorrow should be that the collective work and knowledge is reworded and that all involved parties win.
We as educators have to teach the new generation how to deal with such situations and how to act responsibly in future. Educator should prepare youngsters for the real world!

Humanity
The emphasis on academic achievement often captures most of the attention in debates on education reform. However, important inroads are being made by those who take a more holistic approach to education. Wang, Haertel, and Walberg (Wang 1990) reported that among eleven factors most important for classroom learning, social and emotional factors accounted for eight [5].
Our emotional and social IQ developed over millennia of living in groups will continue to be one of the vital assets that give human workers a comparative advantage over machines (Davies 2011) [6].
Neuroscience, too, has offered evidence to support a holistic message about cognitive, social, and emotional development. Recent scientific advances indicate that the prefrontal cortex, considered the center of higher-level cognition in the brain, also plays a dramatically important role in emotion processing and regulation. Thus, the operation of the brain is more like an orchestra than a number of soloists. Not only does academic learning depend on social and emotional skills, but also it is virtually impossible to disentangle the two.
The current approach -a product of the Industrial Age, focused on profits, greed, material wealth, etc. which relied on compliant factory workers and mass consumption -promotes weakness rather than strength. It has become even more regimented (and thus more disempowering) in recent years due to a lack of trust. Adults who feel hard-pressed to predict or control their own destinies, and who feel confused about the "big issues of life," and are less willing to give children the time and space they need to shape their own futures.
We must start by re-examining our collective values and envision a society where individuals once again matter. Clues to a more suitable paradigm can be found in the metaphors that characterize the dynamic, networked Information Age. These share some key characteristics with the pre-industrial past, when people learned in the community, from a variety of adults with whom they built relationships. Learning continued over the course of a lifetime filled with meaningful work (in contrast to today's high unemployment rates and low workplace engagement levels), and success was judged by whether a person carried out his or her fair share of responsibilities within the community.
It is essential to view learning as a total community responsibility, and have or expect no short cuts. Children need to be integrated, fully contributing members of the broader community, so they can feel useful and valued. It is not just the children who need this; healthy communities also need children in fact all age groups. Many educators continue to focus on issues of how to improve their craft, serve students better, nurture well-rounded, emotionally intelligent students and make educational change in more fundamental ways. Much of the disaffection with the school system stems from a pervasive feeling that the intense focus on formal academics has inadvertently neglected the rest of a child's personality and humanity. While employers, psychologists and other researchers have repeatedly noted that social and emotional skills like empathy, ethics, cooperation, mindfulness, personal growth, etc. are some of the most important parameters for success.
New education would foster young minds with the tools for creating better tomorrow and more responsible global citizens who will contribute to the wellbeing and progress of humanity [7,8].

Education
According to fast technological development the humanity needs new educational approaches to solve the challenges in 21 st century. World is changing, the communication and competencies of the future are changing -also education has to change. Youngsters need tools for solving challenges of future.
We need new approaches regarding our actions towards our nature environment (Earth), humanity, and humans as social beings. To learn about new approaches, we also need new approaches in Education. Today's education system is based on the model which was essential for industrial era and mass production. With fast technological development the approach to teaching should be changed. We need new curriculums for new skills and new learning concepts. The vision is also that the students are active, creative, passionate about the study fields, brave, helpful, honest etc. The education process should be changed and organised in accordance from the child birth on (this includes parent's education as well) through school education process and lifelong learning.

Today's employers at youngsters in Slovenia miss:
motivation for work flexibility discipline, -perseverance reliability self-organisational competencies working habits enthusiasm working experiences communication competencies team work competencies self-initiative ….
It is time to start with changes in our Educational systems. We'll see the results of the changes which we'll start today only in decades to come. Much likely the changes will experience future generations. And we own next generations that we actively do something about the world in which they will live.
Finland started with new curriculum in primary school (till 6 th grade) in August 2016 (changes were prepared since year 2000). It can be said that Finland has the most liberal view at education where only best talents become teachers. The aim of new Educational approach is to connect professional fields and to change the approach to teaching them. To build a kind of multidisciplinary subjects since life is not divided into subjects, on the contrary, it is interconnected. To develop general competencies at different subjects simultaneously. The approach to teaching is more holistic. Teaching on the basis of certain phenomenon or examples which are than enlighten from different aspects. On the basis of first experiences in Finland it is seen that children are more active and curious, creative, interested, independent. Emphasis is on multidisciplinarity, critical thinking, creativity, team work, learning outside school, writing, reading, mathematics, sport and cultural education, knowledge linking, using world wide web. Basis for everything is trust and respect of teacher's work. If we do not trust teachers (as it is today) than we have too much control of teachers work which decreases teacher's performance. Distrust and control of Teachers is than reflected in distrust and control of pupils and consequently in decreasing of their creativity and motivation. Additionally, Finish educators have a lot of autonomy.
There is no comparation (evaluation) of pupils regarding knowledge. Just their individual progress is evaluated.

Active learning.
According to the research of Dolnicar et.al. in which three teaching methods, applied to credit-bearing information literacy (IL) university courses, were evaluated and compared. The effects of lecture-based learning (LBL), project-based learning (PjBL) and problem-based learning (PBL) were investigated using the information literacy test (ILT) as an assessment tool, with regard to the total ILT score, specific IL contents according to the five ACRL standards and students' mental skills according to the Bloom's cognitive categories. While all three teaching methods showed a significant improvement in the ILT post-test, the active-learning groups of PjBL and PBL scored significantly better than the LBL group. The most notable positive difference was observed in students' effective access to information related to database searching skills, in the intellectual property/ethics issues and in the cognitive category of comprehension. The PjBL and PBL post-test results did not differ significantly, indicating that both active learning methods resulted in similar improvements of students' IL [9].

Virtues
Regarding the person's success two sets of virtues can be distinguished, the résumé virtues and the eulogy virtues. The seeming dichotomy between the two virtues is the creation of our own thought process. Asking which of these is more important we will uniformly answer eulogy virtue. However, currently, we will spend unlimited amount of time honing resume virtue. Our culture and our educational systems spend more time teaching the skills and strategies you need for career success than the qualities you need for personal success. Many of us are clearer on how to build an external career than on how to build inner character! If living just for external achievement the deepest parts of personality goes unexplored and unstructured (lack a moral vocabulary). Such person lives with an unconscious boredom, separated from the deepest meaning of life and the highest moral joys. Gradually, a humiliating gap opens between your actual self and your desired self, which can be clearly seen as rising number of psychological disorders, negativism, pessimism etc. in developed societies. The résumé and the eulogy virtues do not need to be mutually exclusive but rather to be as two sides of the same coin and (or) to be complementary. In our education, we need to develop both virtues without compromising either one of them.

Conclusion
It is believed that we are entering the new earth epoch dating from when human activities started to have a significant global impact on Earth's geology and ecosystems, Antropocene.
Inequality and polarization, as consequences of Capitalistic system, are drivers of global risks. Communities with greater equality have higher abundance, lower stress, are more peaceful, are healthier and have higher life expectancy. Today's education system is based on the model which was essential for industrial era and mass production. With fast technological development the approach to teaching should be changed. We need new curriculums for new skills and new learning concepts. The approach to teaching should be more holistic. Emphasis is on multidisciplinarity, critical thinking, creativity, team work, cultural education, knowledge linking and active learning. Basis for everything is trust, respect and autonomy of teacher's work.
The résumé and the eulogy virtues do not need to be mutually exclusive but rather to be as two sides of the same coin and (or) to be complementary. In our education, we need to develop both virtues without compromising either one of them.