RESUMO
Background: The article presents the psychometric parameters and implementation of the adult education needs inventory (AENI) questionnaire, which is designed to measure the key competences of adult educators. It was constructed on the concept of key competences as proposed by the Council of the European Union. This model of competences is inscribed in the concept of lifelong learning and does not concentrate on the compensatory functions of the competences but merely promotes the insight of educators into their self-development. This article presents the construction process and psychometrical properties of AENI. Materials and methods: The reliability of the test is confirmed by the inter-correlated results. The accuracy of the questionnaire was confirmed through principal component analysis (PCA). Apart from this, the accuracy of the theory was verified by a correlation between AENI and the Social Skills Profile (PROKOS), which measures the level of such social skills as assertiveness, cooperativeness, sociability, social resourcefulness, and social activeness. To check the accuracy of the theory, hypotheses were formulated which were related to both the correlated overall results (AENI and PROKOS) and the chosen scales. Results: Six areas of need in development were distinguished: communication skills, multilingual and multicultural skills, digital skills, entrepreneurial skills, openness to science and culture, and social and civic skills. A low result on the scale indicates a need to develop a given skill because the respondent's skills are weak. Such information is vital for employers and educators who wish to diagnose the areas that need improvement. The measures of reliability and accuracy allow us to state that the questionnaire possesses acceptable psychometrical factors. This study contains propositions for further improvement of the questionnaire and a key to interpreting the research results. Conclusion: Adult education needs inventory questionnaire is a reliable research tool that can be used to assess the competences of adult educators. Also, it can be considered a voice of discussion regarding the necessity of raising the quality of education and raising the awareness of the education needs of individual adult educators and organizations that benefit from their services.
RESUMO
The potential use of Bacillus velezensis FZB42 for biological control of various phytopathogens has been documented over the past few years, but its antagonistic interactions with xanthomonads has not been studied in detail. Novel aspects in this study consist of close observation of the death of Xanthomonas campestris pv. campestris cells in a co-culture with B. velezensis FZB42, and quantification of lipopeptides and a siderophore, bacillibactin, involved in the killing process. A new robust Xcc-SU isolate tolerating high concentrations of ferric ions was used. In a co-culture with the antagonist, the population of Xcc-SU was entirely destroyed within 24-48 h, depending on the number of antagonist cells used for inoculation. No inhibitory effect of Xcc-SU on B. velezensis was observed. Bacillibactin and lipopeptides (surfactin, fengycin, and bacillomycin) were present in the co-culture and the monoculture of B. velezensis. Except for bacillibactin, the maximum contents of lipopeptides were higher in the antagonist monoculture compared with the co-culture. Scanning electron microscopy showed that the death of Xcc-SU bacteria in co-culture was caused by cell lysis, leading to an enhanced occurrence of distorted cells and cell ghosts. Analysis by mass spectrometry showed four significant compounds, bacillibactin, surfactin, fengycin, and bacillomycin D amongst a total of 24 different forms detected in the co-culture supernatant: Different forms of surfactin and fengycin with variations in their side-chain length were also detected. These results demonstrate the ability of B. velezensis FZB42 to act as a potent antagonistic strain against Xcc.
