Mythical, epic, tragic hero, are just some of the adjectives attributed to the figure of the valiant warrior, depicted in literature throughout the ages. Although there are variations, generally speaking, we can define the hero as someone who performs extraordinary feats, who battles to overcome obstacles, who grows and undergoes an internal transformation. In many classical epics, the hero undertakes a journey which leads him to traverse the unknown, both inside and outside Himself. In our study we present the migrant as the modern hero, whom, driven by the call to adventure, embarks on a journey through different lands, conquering numerous hurdles and gaining greater self-awareness. This article is, therefore, a reflection on the parallelism between the experience of the mythical hero and that of the migrant.

This study is conducted with ultimate objective of identify and evaluate the relationship between leadership style of the coaches, player satisfaction and players performance with the case of Addis Ababa youth football projects. Four sample youth projects were selected, from ten youth football projects using cluster sampling technique. Thus, the subjects in the study were 60 randomly selected football players from the four clubs and four purposively selected coaches. The data was collected through questionnaire. Descriptive (frequency distribution and percentage, mean) method of data analysis has been utilized to analyze the data for questioners. A descriptive survey research design was employed as a general approach in the study. The finding of this study is indicating that coaching leadership styles have a direct relationship with players’ satisfaction and players’ performance. And there are challenges to use fixed leadership style that can best suit with players’ satisfaction. Not all but also majority of the players prefer training and instruction and democratic leadership style for their development of performance. As a general solution to the identified problems coaches’ should understand that every individual player is coming from different culture, expectations, background and with different interest , so the coach should accommodate the background of the trainees’. Therefore, coaching is a multicultural aspect to treat an individual based on their background.

This article analyzes the results of a survey sent to former and current Savannah State University (SSU) students who participated in local, regional, national, and international Model African Union and Model United Nations conferences from fall 2004 – spring 2021. The two-part survey utilized quantitative and qualitative methodological techniques of Likert scale questions, 15 in total, and open-ended questions, seven in total, for the purpose of understanding topics in students’ experiential learning experiences that positively impacted them and their careers. Additionally, open-ended responses were used to justify answers in Likert scale questions. The findings indicate that the Model AU/UN experiential experiences positively shaped students, particularly in areas such as coalition building skills and skills needed to build relationships with other individuals. Findings in this paper can serve as an example to other Historically Black Colleges and Universities (HBCUs) that wish to substantiate their need to create or expand Model AU/UN experiential learning opportunities.

In a series of five papers we presented some fundamental knowledge about hyperbolic functions and 184 properties expressed in 193 equalities. After in a previous paper, using hyperbolic functions, we showed that there is a field of real functions of real variable isomorphic with the field of real numbers in this paper we will present a study of Fibonacci and Lucas sequences, with the help of these functions. Thus, starting from the definition recurrence relations of the Fibonacci and Lucas sequences, we will list here 18 relations between the hyperbolic functions and these sequences, followed by 12 consequences of them, 12 relations between the terms of the Fibonacci and Lucas sequences. All these relationships will be fully proven, moreover, some will be proven in two ways.

The civil service further training systems has been paying an increasing attention to the development of competency in the recent decades in addition to the professional preparedness of the civil service staff. Practical training and e-learning methods have become widespread replacing the traditional training methods. At the same time, several advanced intellectual training forms as e.g. coaching may be only found at scattered places in the civil services of the Central East European region. Our study examines on comparative basis the international and the domestic civil service practice of the appearance of coaching approach based executive training. It introduces in a wide scope the systems, results, possibilities and development trends of the Hungarian law enforcement and public administration executive training. This article was prepared with collecting the coaching experiences of the standard civil service model states and of the Visegrád countries, and with using the statistics and the scientific research results of the domestic civil service management training system. Through our article the reader may obtain an overview of the current civil service coaching experience of the international arena, its institution system, the method of its application, its target group, its results, and its development prospects. By reading the article the reader will get acquainted with the good practices of the Hungarian civil service further training system and the situation of the application of the coaching method (on the development level of the technology of individual, group and coaching approach based management).