In this study, a power series which can generate different families of new water sorption isotherm models were presented. Experimentally obtained values for equilibrium moisture content of pear for three different temperatures, 15, 30 and 45C, and water activities, from 0.112 to 0.920, as well as literature experimental values for equilibrium moisture content of potato for three different temperatures, 30, 45 and 60C, and water activities, from 0.112 to 0.900, were fitted with the newly generated sorption isotherm models plus the referent Anderson model known in the literature as Guggenheim‐Anderson‐de Boer (GAB) model. In order to find which model gives the best results for approximation of experimental sorption data, several statistical criteria proposed in scientific literature were used. For each model and experimental data set, the average performance index was calculated and models were ranked afterwards. After that, some statistical rejection criteria were checked (D’Agostino‐Pearson test of normality, single‐sample run test, confidence intervals of estimated parameters, significance and precision of the model parameters). The performed statistical analysis shows that the two newly generated three‐parameter models, M32 and M34, give the better fit to the sorption data of pear than the referent three‐parameter Anderson model, while M32 gives the best fit to the sorption data of potato. Practical Applications The sorption isotherms of food materials are of great importance in the food industry and technology, especially for the design and optimization of the drying equipment and in the approach to the prediction of shelf life stability of material. The new generated three‐parameter models, M32 and M34, can be successfully used in practical calculations of the equilibrium moisture content, which is an important parameter in storage conditions of dry food materials. With the incorporation of M32 or M34 in the drying model, more accurate values of transient moisture and temperature profiles on the dried materials will be obtained.

One of the priorities of the European Union in the field of higher education is to build an inclusive and connected system of higher education. Inclusion in higher education means greater involvement of underrepresented groups and groups with special needs in the higher education process. The approach that the higher education process should be only elitist and exclusive is slowly being abandoned, and it is gradually shifting to a democratic and inclusive one. This study aims to investigate the opportunities and challenges for the inclusion of students with disability in higher education in North Macedonia by examining the attitudes of students with disability and the academic staff. Our findings identified that the lack of adapted study programs and didactic materials, professional development of academic staff to improve the quality of higher education for students with disabilities prevents academic staff from adequately facilitating teaching and student learning. The findings of this study highlight the role of student supports in improving institutional response to the needs of students with disabilities. Some of the responsibility lies with the students (and pre-admission preparation), but faculty and staff play a strong role in supporting student development and growth in self-advocacy as well.

Parent involvement is consistently ranked high among the key components of effective schools, and as a result it is one of the brightest prospects for the future of public education.This study aims at finding out attitudes and opinions of elementary teachers and parents about their cooperation and communication strategies in primary schools in the Republic of North Macedonia. Research questions highlight the relationship between parents and schools, parental support, communication strategies, parental recognition program curriculum and functioning of the partnership between parents and schools. The study used descriptive research method and structured questionnaire for teachers and parents in primary schools. The was research conducted on 371 parents and 50 teachers, showed that parents and teachers are satisfied with their mutual cooperation. Although both believe that the cooperation between the school and the family will improve if different communication strategies are used, the traditional ones are still dominant, one-way communication dominates, and the direct participation of parents and their feedback in the organization and realization of school events and activities is neglected. The ways of communication are primarily aimed at transmitting information to parents, and less common are those that provide an opportunity for active engagement of parents, using their knowledge, skills and experiences as an important resource that can contribute to school openness and building partnership with the school. Furthermore, this study provides recommendation for strengthening the parent-teacher communication and fostering partnerships with parents.

Upbringing as a procedure of creating humans mind and character has always profoundly influenced the youth. Quality teachers are considered to be those individuals whose pedagogy is grounded in values and beliefs that lead to caring positive teacher-student relationships, embedded in trust and high standards of professional ethics. This study explored Macedonian teachers’ attitudes towards introducing Ethical education in the primary education and their competencies for developing students’ moral and ethical values. A Likert scale was used to determine teachers’ attitudes towards interpersonal relationships in the classroom. Research showed that the initial teacher’s education is not enough for quality pedagogical work. Teacher’s ethics contains moral norms regarding his behavior in society, attitude towards students, towards colleagues, towards his own work. The practice implemented by competent teachers is an ideal environment and model for developing the knowledge, skills and abilities that support the ethical concept. Teachers needed continuous professional development throughout the participation in seminars, trainings, courses, and projects that will provide them with the necessary information, knowledge and skills and enable them to compete pedagogically in the field of: intercultural and multicultural education, democratic education, inclusive education, ethical education, global education.

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