Coloring plastics at the press is one of the most functional, value-added features a molder can impart to a molded product. Self-coloring not only improves aesthetic properties, it can also Excellerate UV stability and make processing easier. Also, adding color at the machine is almost always less expensive than purchasing precolored material from a supplier.

There's just one catch. Once the color system has been incorporated into the polymer matrix, it becomes an integral part of the material and may alter its engineering properties as well as its processability. As a result, it's important to be aware of some of the common problems involved with melt-coloring plastics and how to avoid them.

Generally, aesthetic flaws can be attributed to three different causes: equipment (machine, mold, ancillary equipment), molding (process), and design (part and tool)/formulation (base resin and colorant). In some instances, the flaw may be the result of problems in more than one category, but generally, there is always a predominant issue. Similarly, some problems may have more than one symptom, so several different "problems" may be showing up in parts that have the same root cause, which calls for the same corrective action.

When troubleshooting aesthetic problems in molded parts, it's important to begin with an open mind. Since successful molding is an interdependent combination of machinery, labor, material, and design, troubleshooting is often more complicated than people initially expect.

Identifying the Problem
The first step in determining if the flaw is caused by a molding- or colorant-related problem is to inspect parts visually to determine what the problem looks like. Some flaws are very distinctive and quickly lead you to their root cause. Others are less distinct and may be caused by a number of factors that fall into several categories. Consequently, some basic troubleshooting and root-cause/corrective-action work is required. The table with this article provides a list of common aesthetic flaws that could involve colorant and their most probable causes.

The next step is to find out when and where the flaws are being reported. Flaws that show up immediately upon molding require one approach to troubleshooting-for instance, processing and equipment issues are easier to check at this point. In this case, the troubleshooting process might start by asking the following questions:

• Have the process settings changed?
• How frequently does the problem occur?
• Is the proper equipment in place and functioning?
• Was the colorant properly metered in and mixed with the melt?
• Is the colorant compatible with the base resin?

However, field failures that occur after months or even years will suggest a different starting point-a focus that begins with either part design or formulation:

• Is UV exposure higher than initially predicted?
• Is the part being used as originally designed?
• Has the part been inadvertently exposed to some chemical agent?
• Is the aesthetic change a symptom of a larger problem (for example, loss of mechanical properties)?

Regardless of the simplicity or complexity of a molding project, good documentation practices should be in effect and followed diligently by all team members. Processing parameters should be noted throughout. Not only will this practice help molders stabilize their process and create good parts faster, it will also provide a baseline for reference should the process drift and problems arise.

Common Sense- Often Uncommon
The best way to begin troubleshooting an aesthetic problem in which colorant and/or special-effects packages are involved is to rule out the colorant package as the source of the problem. This is done by running uncolored (natural) material through on the same process settings to see if the problem recurs. If it does reappear, then it's likely that the problem is not caused by the colorant package, although the base resin could still be part of the problem. If the problem disappears, then the colorant package is the proper place to begin your investigation. It's important to remember that aesthetic issues may exist that are difficult to see without color. In other words, a colored background will frequently magnify aesthetic problems.

While it is outside the scope of this article to cover the entire process, one thing that should be mentioned is that proper troubleshooting requires a sensible, methodical approach. Unless a Taguchi design of experiments study is being conducted, only one parameter at a time should be changed, and its effect should be carefully evaluated and documented. Then the parameter should be returned to its baseline setting before another parameter is changed.

While the following guidelines involve colorant-related problems, we will also touch briefly on processing, equipment, and design issues, indicating areas of concern that can affect colorant and/or aesthetics. If the troubleshooting process indicates that one of these categories is a likely cause, then there are a number of good resources, both human and written, that can and should be consulted for further help.

Troubleshooting Guidelines

As with any manufacturing process, molding a quality product consistently requires proper equipment, design, material, and processing procedures. The following list of considerations are provided as general guides when beginning to troubleshoot aesthetic problems.

1. First, check the following four equipment areas.

Screws/nonreturn valves. In most cases, a general-purpose screw will work well with colorants, depending on the letdown ratio, chromaticity, and base resin used. Although it's usually not necessary, a growing number of injection molders are using mixing screws to aid in color distribution. Processes with high throughput, short cycle times, and large shot sizes or those that use difficult-to-color resins will often benefit from this type of screw.

As with screws, selection of non-return valves is often resin-specific. Ball check valves are more shear intensive and can aid in color distribution, although this method can prove problematic when processing parameters such as screw speed, backpressure, and barrel temperatures are pushed close to the base resin's limits, leading to both colorant and resin degradation.

Screw and barrel wear. A worn screw or barrel-regardless of the design-will inhibit mixing, causing a loss in plasticating quality and therefore color distribution.

Barrel capacity. As a general rule, using more than 60 percent of the barrel capacity with a GP screw is considered to be pushing the processing envelope for good color incorporation. Of course, this is cycle-time dependent. The barrel's L/D ratio is also important. For example, shorter barrels (18:1) are less conducive to a good mix, while longer barrels (24:1) provide a longer mix environment, but also longer residence time. It's important to keep an eye on material residence time, because excessive residence can degrade either the base resin or the colorant, or both, while insufficient time in the barrel may lead to distribution issues.

Colorant handling and dispensing. One of the keys to successful color processing is an accurate blending/distribution of colorant and base resin before both enter the molding machine. When blending equipment is used, production personnel must be aware of proper operation, calibration, and maintenance. If the equipment is not properly calibrated to the process, any money saved by coloring the raw materials will be lost in wasted product.

For solid (salt and pepper mix) colorants, there are many different options, such as drum tumblers or auger mixers. For blending concentrates and powders at the machine, either volumetric or gravimetric feeders are used. Volumetric feeders are both less expensive and potentially less accurate than gravimetric types because they feed colorant based on speed vs. time. Gravimetric feeders weigh and blend each component in the mix. For liquid colorant, special volumetric pumps are typically used to handle the color accurately and neatly. (See the sidebar on p. 87 for definitions of common colorant-system formats and their functions.)

2. Tooling design can also impact aesthetics.

Gates and runner systems. Proper gating and runner types should be considered at the design table. It's important to remember that additional heat generated by a hot manifold or pin gate during injection fill can affect the integrity of the color. If it's known ahead of time that such tooling is being used, a colorant supplier can formulate the color package differently.

Knitlines. Anticipating aesthetic issues during the early design stage is very important, especially if knitlines are a factor. When moldfilling analysis or experience indicates knitlines are likely, color formulation changes can be made with certain resin families that will Excellerate the appearance of knitlines. Of course, this issue is more easily resolved during the early stages of part and tooling design.

Mold texture. Also an important consideration during the design stages is mold texture, since it can affect how the eye perceives color. The presence of gloss and/or texture in the tool can make what would otherwise be an exact color match appear very different. Gloss should be considered in relation to both the mold and resin being processed, since some materials naturally have higher gloss.

3. Take a good look at part design.

Color/special effects. It's important to understand that a joint blessing and challenge of molding color and/or special effects is that the color package may accentuate design or molding problems that are already present in a part, such as knitlines, slight sinks, or stress-whitening marks near the base of a snapfit. Taking color back out and running the part in natural resin may appear to make the problem disappear, but in reality the problem, if it is a molding or design issue, is probably still there, and just not as visible.

The problem will be accentuated in chromatic colors and high-gloss designs. So if it's something that can otherwise be lived with, slight design modifications may solve the problem. On the other hand, certain problems, like stress-whitening marks, can often be hidden by the correct use of color or possible reformulation.

When integrally colored, molded parts of dissimilar materials are mated with other molded or painted parts, they must often match in color, gloss, and texture. Here, it's important to work closely with the resin and color suppliers to ensure that the parts will match as closely as possible when they are new and that they will fade at the same rate throughout the lifetime of the assembly.

Bosses/ribs/knitlines/parting lines. Wherever there is a flow interruption in the part design-from bosses, ribs, or even converging flow fronts on multiple gated parts-there is a strong possibility of sink marks, knitlines, and compromised mechanical integrity because knitlines are always weaker than the surrounding resin. Since the orientation of the material in these areas shifts, the refractive index across this region of the part will also shift, posing aesthetic challenges for many special-effects packages. Therefore, these interruptions should be designed into nonvisible faces and noncritical areas of the part.

4. Take these processing tips to heart.

Screw speed. For color processing, a slower screw speed is usually better to avoid shearing and burning the colorant and to ensure proper color distribution, cycle time permitting.

Backpressure. Higher backpressure promotes more thorough mixing, especially with a GP screw, again, if cycle time permits. A maximum value of 300 psi (2 MPa) is generally recommended by machinery OEMs.

Resin temperature. Higher melt temperatures also promote better mixing, as long as the processor is careful not to begin melting too early in the feed section of the screw, although this too can be resin dependent.

5. Be aware of these colorant and formulation issues.

Resin and colorant compatibility. The melt index relationship between the base resin and color are very important and should be considered early in the design. Additionally, certain pigments react with particular resins to a greater or lesser degree.

For instance, some organic pigments tend to dissolve and disappear (or change color) in styrenic polymers. Similarly, many dyes tend to change color or disappear in nylon polymers, which are weak reducing agents that effectively destroy the chromophore component of the dye that provides color. Additionally, except in special cases, dyes are not recommended for use in olefins because of very limited solubility and a potential for color migration (crocking). Further, dyes can act as a plasticizer in some materials, reducing thermal properties or even reacting with the resin itself to produce various effects.

Phthalocyanine (phthalo) pigments can be problematic, since they can act as nucleators, causing often uncontrollable shrinkage and warpage problems in crystalline resins. Fluorescent dyes also can pose problems in certain environments. They lack thermal stability for use in many engineering resins, they chemically react with nylon, and they lack UV stability for use in most outdoor applications.

A final category of problems is often found with polymer blends and alloys. There can be phase boundaries between the various components of these materials that can cause light scattering and a resulting milkiness. Hence, obtaining chromatic colors can become a costly undertaking due to the large amount of colorant that needs to be introduced to counteract the milkiness-often at the expense of economic concerns and critical physical or mechanical properties.

Carrier specification. The specific carrier for the color and its flow properties vs. the base resin play an important role in color distribution, and must be considered during the initial design. The carrier should melt in the late-feed or early-transition sections of the screw to ensure proper distribution of the pigment or dye in the mix. If the carrier has either too high or too low a melting point, the colorant will not be properly distributed in the melt, and finally in the molded part.

Other additives. Special additives for the colorant package can help with some color-related problems. However, these ingredients are normally not incorporated until processing efforts have failed, primarily because they add cost that may make the end product less cost-effective.

Grade can make a difference. It's important to remember that not all resin families or even grades within the same family are interchangeable with a given color package, let alone with different pigment or dye packages in the same chemical family. Further, since most colorant suppliers custom formulate their packages to a specific resin grade by a particular manufacturer, if the resin supplier is switched after the color package has been formulated, it should be retested.

A good example of this is the fairly wide fluctuation that can be seen in the natural color of polypropylene, which can range from a yellow-white to a gray-white shade, depending on the quality and quantity of filler used.

An Ounce of Prevention
Like so many other problems in life, colorant issues are far easier to anticipate and prevent than to cure once they've occurred in molded parts. If color is important to the final performance of an application, then it should be designed in from the start via simultaneous engineering. To ensure the colorant package is properly formulated for the application, provide the color formulator with all available information on both the application and its material targets as soon as they are set.

If any of these specs change during the latter stages of the design process, inform both the resin and colorant suppliers. Changes may require a new formulation. Don't hesitate to call on the colorant supplier to analyze, retest, and reformulate a color formulation to make sure it will be suitable in the end-use environment.

It's also important to inform the colorant formulator of your equipment setup, in case you need to make changes in order to optimize the resin/colorant/throughput requirements of a particular application. Finally, watch your process parameters and once the process has stabilized, note any sudden changes that may signal the beginnings of a problem.

Special care is needed when self-coloring engineering resins because a significant portion of their perceived value-and therefore cost-lies in their superior physical, mechanical, and aesthetic properties, which can be sensitive to even small compositional changes. The more important color is in a given application, the sooner the colorant supplier should be involved in the design process.

If you have a learner's permit, you'll need car insurance — but not necessarily your own. Drivers who are learning the rules of the road can join their parents' policy. But drivers who can't or don't want to join their parents' policy still have options.

Every insurance company has different rules about when learners must be added to a policy, and many offer discounts to offset the high costs of insuring drivers with learner's permits.

How do insurers handle car insurance for learner's permit drivers?

Even with fewer driving privileges, learner's permit drivers must be insured. They're just as vulnerable to accidents and need the financial security insurance provides.

In most cases, learner's permit drivers are teens living with their parents. These young drivers are generally covered by their parents' policy when they receive their learner's permit and don't need to buy their own policy.

However, insurers take different approaches to young permit drivers. Policyholders may have to list every member of a household who has reached driving age on the policy. With other insurers, you won't need to do this until your young driver has a license.

For example, if a young driver in your household has a learner’s permit, Geico requires you to list the driver on your policy. As long as the young driver only has a permit, your policy premium will not increase. Once the young driver obtains a license, Geico will factor them into your policy rate.

Reach out to your insurer and see how they handle car insurance for permit drivers. Don't skip this step. If you don't properly list drivers as your insurer requires, then you may have to pay out of pocket for damage after a car accident.

The good news? Insurance companies usually don't increase rates until after a student driver receives their license. At that point, rates tend to significantly increase. But there are still ways to get cheap car insurance for teens.

Teen driver insurance costs

Out of every age group, teens are the most at risk for car accidents. That's especially true from ages 16 to 19, according to the Centers for Disease Control and Prevention.

Because teen drivers pose such a high risk, adding them to an insurance policy increases rates significantly. The cost of adding a 16-year-old driver to a six-month family policy can range from $1,293 to $4,831.

However, those rates may vary significantly based on the age and gender of the teen driver being added to the policy. Young male drivers are more likely to engage in risky behaviors and are more likely to be killed while driving than young women. This means a family's policy rates will likely increase more when adding a male teen driver than when adding a female teen driver.

Car insurance discounts for teen drivers

Many insurers offer discounts to help families manage the high costs of insuring their teen driver. Ask your insurer if these discounts are available to you:

In addition to asking for discounts, families can also adopt other money-saving strategies. For instance, driving an inexpensive car can keep premium costs down because it costs less to repair or replace a cheaper car.

Parents and teens should also shop around for the best deal. While it's tempting for parents to default to their own insurer when adding their teen child to a policy, other companies may offer better rates and help families save. See this milestone as a chance to re-evaluate your options and choose the one that best suits your family's needs.

Can you get car insurance with a permit?

Adding permit drivers to a family policy might be the most common way for learners to get insurance, but it's not the only approach. You can buy a car insurance policy just with a learner's permit. Once you have that insurance policy in place, you can also purchase and register a car in most states — even if you are only 16 years old.

While this approach gives 16-year-olds a good deal of independence, that independence comes at a cost. A new driver at this age pays an average of $5,944 for a six-month plan if they purchase their own insurance. By contrast, a new driver added to their parents' policy may pay as little as $1,293 — a $4,651 difference.

However, not all learner drivers live with their parents. Many people learn how to drive much later in life and can't be added to a parent’s policy.

You still have options if you're in this situation. Permit drivers who live with a spouse or significant other can sometimes be covered under their plan. Be aware that married couples may receive better deals than unmarried couples, and unmarried couples may see their rates go up when a permit driver is added to the policy. Reach out to your insurance company and see which options are available to you and your partner.

If you are a permit driver who lives alone, you may find it difficult to find an insurer that will cover you until you get a license. Many national insurers do not offer insurance to first-time learner's permit drivers. Instead, contact smaller local insurance providers and explain your situation. You will likely pay more, but the situation is not without precedent.

For new drivers, getting a permit is an exciting time. Obtaining auto insurance coverage is a crucial first step to new levels of responsibility and freedom.

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Along with this recognition, the UNG Gainesville Campus received a $25,000 grant to increase support for adult learners. The grant was subsequently renewed in 2012 for an additional $25,000. The intent of the grant was “to galvanize [adult Georgians] to change their situation, thereby boosting the state’s economic growth” (University System of Georgia). 

As part of this same initiative, in March 2011, the University System of Georgia’s Office of Military Outreach awarded the UNG Gainesville Campus the Soldiers to Scholars grant enabling the university to better serve military personnel in its service area. With the ALC grant funds, institutional funds, and faculty/staff support, the University of North Georgia has continued to grow its support for veterans and adult learner students.  

With a growing number of both student veterans and adult learners, UNG created the Center for Adult Learners & Military (CALM) in 2012 in an effort to better serve these non-traditional student populations. CALM was renamed in January 2017 to Veteran & Adult Learner Programs (VALP). 

In August 2020, VALP and Orientation and Transitions Program (OTP) merged to form a new department:  Nighthawk Engagement and Student Transitions (NEST). This merger has increased the number of dedicated staff trained to serve Veterans and Adult Learners. NEST is now able to provide a dedicated team of staff members for Veterans and a dedicated team for Adult Learners. Having specific staff dedicated to each of these programs allows NEST to continue all previous VALP programs with an addition of new programs better geared toward each specific population. These programs will help Veterans and Adult Learners connect, prepare, and navigate their college career. 

NEST is the point-of-contact concierge for the Veteran and Adult Learners and provides advisement as requested, ACE transcript reviews, portfolio counseling, career advisement, and mentoring. NEST also works with faculty and staff by providing them training opportunities concerning Veteran and Adult Learners. 

For English learners, acquiring language proficiency opens the door to thrive across all subjects. However, learning a new language can be a long, difficult process that requires courage, resilience and trust from students who initially might feel vulnerable and out of place.

Schools are challenged by the growing number of English learners in their classrooms, with some districts having as many as 100 different native languages spoken by their students. While many regions of the country are equipped to integrate these students, there is still a struggle to find the best ways to support English learners and their caregivers. 

It’s crucial for teachers to create classrooms that are safe places for students to try, experiment and get meaningful feedback that allows them to make sense of what’s going on around them. The first step requires developing a more comprehensive linguistic profile of students.

Standardized tests are an important part of a linguistic profile, but we need to also consider a student’s background and exposure – what languages they speak at home and with whom do they speak those languages – in order to build a more comprehensive picture. Understanding the linguistic and cultural profile of your students will enable you to select the most appropriate evidence-based strategies and customize them to meet individual needs.

To effectively set each student – regardless of their native language – on a path toward achievement in the classroom and overall academic success, consider these five key strategies: 

1. Provide consistency and routine. Familiarity with a schedule is helpful for all students, particularly when children are not native speakers, as it gives them a sense of security knowing what is coming next. This can have particular implications for students in the early production stage of language development. During this stage, students can engage in routine or formulaic speech, which often marks the beginning stage of expressive language skills. Building a consistent classroom routine will facilitate the use of these “formulaic chunks” as it creates context around these phrases.
   
2. Create an ongoing list of words in the English language with multiple meanings and cross curricular application. Language acquisition isn’t something that is limited to a 45 or 90 minute block of language arts. Every content area teacher, academic or nonacademic, has a role in creating an environment where language learning is facilitated. Teachers can look for opportunities for vocabulary growth that are cross-curricular. For example, the word “plot.” Plot can mean the theme of a story, an area of land or a marking a spot on a graph. And conversely, if a student can’t read or understand the words “add” and “subtract,” they won’t do well on a math test.
   
3. Take advantage of native language skills as a bridge to English. Honoring the native language will embolden students to keep their identity while matching the words of their natural thoughts and feelings with the English versions. For example, let them journal in their native language and then translate to English.  And incorporate experiential learning by looking for ways to connect the curriculum to the world of the students, as well as providing an opportunity for shared experiences that can be used as a foundation for discussion or written reflection.
   
4. Utilize peers. Peers in the classroom are often an untapped resource. For some students, it is more comfortable to interact with other students as opposed to the teacher or another adult. Activities can range from structured to unstructured and will depend on the individual classroom dynamics and the personalities of the students. Peers are excellent language models and collaborative learning provides amazing opportunities to build community and strengthen relationships, while giving students an opportunity to show what they know and use and apply their skills to help others. It may be your first inclination to always pair more proficient students with less proficient students but it can be powerful to look for situations in which we capitalize on the strengths of all students and provide them opportunities to be the leader or the expert. Again, it is going to depend on the objective of the lesson. Another advantage of peer interactions is that students sharpen their listening skills when talking with students whose first language is English. Listening is often a weak point on language proficiency tests because it’s not easy to listen to another language and comprehend well.
   
5. Face students when you teach. It is easier to learn a language when watching how you speak. Teachers should make efforts not to turn to the whiteboard to write while speaking. Watching your facial expressions and gestures make a great impact with interpretation. And by the same token, ask students to turn and face each other when someone speaks. This simple act builds a culture of respect for listening to other voices in the room, and it develops the practice of listening and responding instead of thinking about what they’ll say next.

In the classroom, the most fundamental aspect of a successful teacher is establishing a culture of trust. However, for some students, this can be more of a challenge because English is not their native language. By developing linguistic profiles that go beyond standardized testing and leveraging these five key strategies in the classroom, teachers can help English learners overcome hurdles and achieve in the classroom.

Related:
How to help ESL students Excellerate writing skills
Designing fair and inclusive tests for non-native speakers

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Is Roku down?

Try a simple restart

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Check your remote

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© Provided by The Financial Express Soft skills are critical for leadership positions in any field.

By Yuvraj K Sharma

As a student, I thought my education would be over once I left school. However, I soon realised that learning is a constant journey that never stops. Did you Know? Soft skills are ranked higher as a priority by all renowned hiring managers and educational institutions when selecting new employees or candidates. As a result, today, employers seek candidates with transferable soft skills like communication, leadership, critical thinking, problem-solving, and time management.

Collaborating effectively with others and identifying real-world solutions is an invaluable skill set in today’s educational and professional ecosystems. Today more than ever, there is a need for educational environments that offer soft skill development programs that can provide learners with the opportunity to develop essential soft skills.

It’s crucial to understand how 3D virtual learning tools can be used as educational tools to ensure learners get the most out of their learning experience. An immersive educational metaverse setting offers learners a hands-on learning experience with real-world materials. Imagine, if students don’t learn how to work together and communicate effectively in school, how will they develop these skills later on? Well, most learners know how essential these skills are. Still, they sometimes need to learn how to develop them effectively, which will benefit them later when they enter the workforce or start their businesses as entrepreneurs.

The advent and rise of children learning and interacting with technology have made soft skills increasingly vital. A student who can communicate effectively and collaborate with others in a team will learn faster, pay more attention, and feel more engaged in a 3D virtual learning environment. An effective and interactive 3D educational Metaverse platform provides interactive learning experiences using a virtual reality environment. Learners learn how to work with others by engaging in collaborative learning activities where each participant has a unique role based on their strengths and abilities.

Today, the focus of an effective ed-tech virtual learning platform has shifted to more personalized learning approaches, where the educational environment adapts to the learner’s needs. The learning experience for learners through a 3D educational metaverse platform that is immersive, engaging, and interactive. Learners explore novel concepts and ideas through virtual simulations, field trips, and labs. With practice, learners become accustomed to dealing with obstacles and solving problems in a realistic environment where they can try different things before making decisions.

Entering a classroom in a metaverse opens up a new realm of possibilities for learners. By using these technologies—whether through a video game, simulation program, or even by taking advantage of the existing advances in virtual education—learners can gain valuable experience with concepts like collaboration and agility.

Therefore, to summarise by leveraging this technology, learners can be engaged in activities that will help them develop their few critical skills, which include:

Communication Skills: Communication is a crucial component of any relationship or interaction. Learning in a metaverse platform helps learners to communicate effectively by practicing public speaking skills in front of an audience without being judged by others in real-time scenarios and situations. Learners can use three-dimensional educational metaverse to develop their communication skills with the help of simulations involving real people or animated characters. In addition, they can practice active listening techniques by taking turns while talking with each other or asking questions about what others have said. This helps learners Excellerate their speaking skills, allowing them to practice them continuously until it becomes second nature.

Furthermore, learners can be given the opportunity to build confidence by remaining anonymous throughout the simulation. Anonymity, through appearance and also voice masking, allows for improving professional skills without judgment from others in the same setting.

Management and Leadership Skills: Soft skills are critical for leadership positions in any field, so learners must develop them early. Metaverse allows them to train themselves in the most effective ways to lead teams and manage projects effectively. This is done by immersing themselves in scenarios where they’ll be required to take charge of various situations. Training staff for soft skills, such as communication, leadership, listening, and empathy is hard to achieve and also measure. The metaverse facilitates this by immersing learners in real-world conflicts and allows them to practice their soft skills in a safe environment, for example, by having sensitive or difficult conversations with employees or customers.

Analytical Thinking and Problem-Solving Skills: Learners learn how to analyze information to make decisions. They also develop an understanding of how to break down complex problems into smaller parts that are easier to solve. Critical thinking involves analyzing information logically, objectively, rationally, and systematically to draw conclusions or solve problems. Critical thinkers ask questions like “What is this?” “Why did it happen?” “What else might happen?” “Why do we need this?”

The only skill that will be relevant in the 21st century is learning new and relevant skills. Hence, learning in a metaverse will help learners to learn, implement and test their soft skills through technological advancements. As a result, developing soft skills in the new digital age has become paramount to a company’s success and individuals. Soft skills, when done right, help your resume shine and make an excellent first impression during an interview. Moreover, building solid networks will Excellerate a learner’s chances of confidently getting ahead.

The author of this article is co-founder, Edverse, Views expressed are personal.