Ethical Competencies and the Organizational Competency ‘Responsible University Social Innovation’: looking at new ways of understanding universities and the competency-based education model in the context of significant social changes in Latin America

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Javier Villar Olaeta

2017-05-01

Full Text Available Ethical competencies are included in all competency-based education models and are considered essential for the professional preparation of students, especially in terms of their professional conduct and workplace preparedness. As such, the Tuning Academy, along with incorporating ethical competencies in its group of generic competencies, also considers the organizational competency Responsible University Social Innovation (RUSI as part of its Tuning ALFA II Latin América project. This competency, in the area of organizational character, addresses innovation in the context of social responsibility, which it assumes each university should have, in terms of ethical responsibility toward the members of a community. This concept incorporates the equal relationship between the university’s internal community and civil society. By means of interviews with experts in the areas of service-learning, social responsibility, and ethical civil and professional education from the University of Deusto and the Zerbikas Foundation, this article discusses the connection and implementation of both generic ethical competencies and the RUSI organizational competency in higher education in order to respond to the new challenges to professional training in today’s world, all of which ultimately assumes a change in universities’ understandings of themselves as institutions and the role of higher education in general.

Development of Competency-Based Articulated Automotive Program. Big Bend Community College and Area High Schools. Final Report.

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Buche, Fred; Cox, Charles

A competency-based automotive mechanics curriculum was developed at Big Bend Community College (Washington) in order to provide the basis for an advanced placement procedure for high school graduates and experienced adults through a competency assessment. In order to create the curriculum, Big Bend Community College automotive mechanics…

Meeting baccalaureate public/community health nursing education competencies in nurse-managed wellness centers.

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Thompson, Cheryl W; Bucher, Julia A

2013-01-01

The purpose of this article is to describe how community health competencies for baccalaureate nursing education have been met by locating clinical experiences in nurse-managed wellness centers. Such centers are an ideal setting for students to integrate theoretical concepts into clinical practice while building on previous learning. Students are able to develop skills in community health nursing practice at individual, family, and population level. In addition, the practice setting provides other advantages. Clients who represent a vulnerable population group receive valuable health services. Students gain learning opportunities that are broader than community health competencies, and faculty are provided clinical practice, research, and scholarship opportunities. The challenges to year-round sustainability of nurse-managed centers are burdensome; however, the benefits outweigh the difficulty of those challenges. Copyright © 2013 Elsevier Inc. All rights reserved.

Does the Subject Content of the Pharmacy Degree Course Influence the Community Pharmacist's Views on Competencies for Practice?

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Atkinson, Jeffrey; De Paepe, Kristien; Pozo, Antonio Sánchez; Rekkas, Dimitrios; Volmer, Daisy; Hirvonen, Jouni; Bozic, Borut; Skowron, Agnieska; Mircioiu, Constantin; Marcincal, Annie; Koster, Andries; Wilson, Keith; van Schravendijk, Chris; Wilkinson, Jamie

2015-09-01

Do community pharmacists coming from different educational backgrounds rank the importance of competences for practice differently-or is the way in which they see their profession more influenced by practice than university education? A survey was carried out on 68 competences for pharmacy practice in seven countries with different pharmacy education systems in terms of the relative importance of the subject areas chemical and medicinal sciences. Community pharmacists were asked to rank the competences in terms of relative importance for practice; competences were divided into personal and patient-care competences. The ranking was very similar in the seven countries suggesting that evaluation of competences for practice is based more on professional experience than on prior university education. There were some differences for instance in research-related competences and these may be influenced, by education.

Harmony within the Walls: Perceptions of Worthiness and Competence in a Community Prison Choir

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Cohen, Mary L.

2012-01-01

Based on theories that low self-esteem is related to criminal activity (Oser, 2006) and high self-esteem derives from competence and worthiness (Harter, 1985; Mruk, 2006), this study measured changes in community singers' attitudes toward prisoners and documented changes in prisoner singers' perceptions of their social competence. Participants…

Lessons learned from a community-academic initiative: the development of a core competency-based training for community-academic initiative community health workers.

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Ruiz, Yumary; Matos, Sergio; Kapadia, Smiti; Islam, Nadia; Cusack, Arthur; Kwong, Sylvia; Trinh-Shevrin, Chau

2012-12-01

Despite the importance of community health workers (CHWs) in strategies to reduce health disparities and the call to enhance their roles in research, little information exists on how to prepare CHWs involved in community-academic initiatives (CAIs). Therefore, the New York University Prevention Research Center piloted a CAI-CHW training program. We applied a core competency framework to an existing CHW curriculum and bolstered the curriculum to include research-specific sessions. We employed diverse training methods, guided by adult learning principles and popular education philosophy. Evaluation instruments assessed changes related to confidence, intention to use learned skills, usefulness of sessions, and satisfaction with the training. Results demonstrated that a core competency-based training can successfully affect CHWs' perceived confidence and intentions to apply learned content, and can provide a larger social justice context of their role and work. This program demonstrates that a core competency-based framework coupled with CAI-research-specific skill sessions (1) provides skills that CAI-CHWs intend to use, (2) builds confidence, and (3) provides participants with a more contextualized view of client needs and CHW roles.

Serving an Indigenous community: Exploring the cultural competence of medical students in a rural setting

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Chin Hoong Wong

2017-06-01

Full Text Available Since 2013, medical students from the International Medical University (IMU in Malaysia have been providing primary healthcare services, under the supervision of faculty members, to the indigenous people living in Kampung Sebir. The project has allowed the students to learn experientially within a rural setting. This study aims to examine the cultural competence of IMU medical students through an examination of their perspective of the indigenous people who they serve and the role of this community service in their personal and professional development. Students who participated in the project were required to complete a questionnaire after each community engagement activity to help them reflect on the above areas. We analysed the responses of students from January to December 2015 using a thematic analysis approach to identify overarching themes in the students’ responses. Students had differing perceptions of culture and worldviews when compared to the indigenous people. However, they lacked the self-reflection skills necessary to understand how such differences can affect their relationship with the indigenous people. Because of this, the basis of their engagement with the indigenous community (as demonstrated by their views of community service is focused on their agenda of promoting health from a student’s perspective rather than connecting and building relationships first. Students also lacked the appreciation that building cultural competency is a continuous process. The results show that the medical students have a developing cultural competence. The project in Kampung Sebir is an experiential learning platform of great value to provide insights into and develop the cultural competency of participating students. This study also reflects on the project itself, and how the relationship with stakeholders, the competence and diversity of academic staff, and the support of the university can contribute toward training in cultural

Moving Into Communities: Developing Cultural Competence with Pre-service Educators through Community Service-Learning Experiences

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Heather Coffey

2012-04-01

Full Text Available Research in teacher education suggests that field experiences in community settings can offer pre-service teachers a context for understanding the link between theory and practice. This paper documents the experiences of pre-service educators who participated in service-learning partnerships for thirty hours in multiple community settings in the southeast United States. Pre-service teachers not only volunteered in the community, but they also engaged in critically reflective journal writing and participated in evaluative class discussions. Students praised the benefits of a service experience in both school and community placements and discussed how interactions with the community agencies gave them the insight into how community organizations often play a significant role in the lives of the underserved students they will eventually teach. The author argues that the inclusion of a service-learning component in early pre-service teacher education field experiences has the potential to facilitate the examination of the relationships between community organizations and schools and encourage development of cultural competence among pre-service teachers. KEYWORDSservice-learning, pre-service teacher preparation, community partnerships

Researcher readiness for participating in community-engaged dissemination and implementation research: a conceptual framework of core competencies.

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Shea, Christopher M; Young, Tiffany L; Powell, Byron J; Rohweder, Catherine; Enga, Zoe K; Scott, Jennifer E; Carter-Edwards, Lori; Corbie-Smith, Giselle

2017-09-01

Participating in community-engaged dissemination and implementation (CEDI) research is challenging for a variety of reasons. Currently, there is not specific guidance or a tool available for researchers to assess their readiness to conduct CEDI research. We propose a conceptual framework that identifies detailed competencies for researchers participating in CEDI and maps these competencies to domains. The framework is a necessary step toward developing a CEDI research readiness survey that measures a researcher's attitudes, willingness, and self-reported ability for acquiring the knowledge and performing the behaviors necessary for effective community engagement. The conceptual framework for CEDI competencies was developed by a team of eight faculty and staff affiliated with a university's Clinical and Translational Science Award (CTSA). The authors developed CEDI competencies by identifying the attitudes, knowledge, and behaviors necessary for carrying out commonly accepted CE principles. After collectively developing an initial list of competencies, team members individually mapped each competency to a single domain that provided the best fit. Following the individual mapping, the group held two sessions in which the sorting preferences were shared and discrepancies were discussed until consensus was reached. During this discussion, modifications to wording of competencies and domains were made as needed. The team then engaged five community stakeholders to review and modify the competencies and domains. The CEDI framework consists of 40 competencies organized into nine domains: perceived value of CE in D&I research, introspection and openness, knowledge of community characteristics, appreciation for stakeholder's experience with and attitudes toward research, preparing the partnership for collaborative decision-making, collaborative planning for the research design and goals, communication effectiveness, equitable distribution of resources and credit, and

Intercultural Communication Competence: Advising International Students in a Texas Community College

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Zhang, Yi

2015-01-01

Academic advising has long been considered a critical factor to student success. With a qualitative, phenomenological research design, this study was undertaken to better understand the lived experiences of academic advisors in communicating with international students in a community college context. Intercultural communication competence was used…

A fuzzy TOPSIS model to evaluate the Business Intelligence competencies of Port Community Systems

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Ghazanfari Mehdi

2014-04-01

Full Text Available Evaluation of the Business Intelligence (BI competencies of port community systems before they are bought and deployed is a vital importance for establishment of a decision-support environment for managers. This study proposes a new model which provides a simple approach to the assessment of the BI competencies of port community systems in organization. This approach helps decision-makers to select an enterprise system with appropriate intelligence requirements to support the managers’ decision-making tasks. Thirtyfour criteria for BI specifications are determined from a thorough review of the literature. The proposed model uses the fuzzy TOPSIS technique, which employs fuzzy weights of the criteria and fuzzy judgments of port community systems to compute the evaluation scores and rankings. The application of the model is realized in the evaluation, ranking and selecting of the needed port community systems in a port and maritime organization, in order to validate the proposed model with a real application. With utilizing the proposed model organizations can assess, select, and purchase port community systems which will provide a better decision-support environment for their business systems.

Considering Community Psychology Competencies: A Love Letter to Budding Scholar-Activists Who Wonder if They Have What It Takes.

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Langhout, Regina Day

2015-06-01

Recently, community psychologists have re-vamped a set of 18 competencies considered important for how we practice community psychology. Three competencies are: (1) ethical, reflexive practice, (2) community inclusion and partnership, and (3) community education, information dissemination, and building public awareness. This paper will outline lessons I-a white working class woman academic-learned about my competency development through my research collaborations, using the lens of affective politics. I describe three lessons, from school-based research sites (elementary schools serving working class students of color and one elite liberal arts school serving wealthy white students). The first lesson, from an elementary school, concerns ethical, reflective practice. I discuss understanding my affect as a barometer of my ability to conduct research from a place of solidarity. The second lesson, which centers community inclusion and partnership, illustrates how I learned about the importance of "before the beginning" conversations concerning social justice and conflict when working in elementary schools. The third lesson concerns community education, information dissemination, and building public awareness. This lesson, from a college, taught me that I could stand up and speak out against classism in the face of my career trajectory being threatened. With these lessons, I flesh out key aspects of community practice competencies.

Validated Competing Event Model for the Stage I-II Endometrial Cancer Population

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Carmona, Ruben; Gulaya, Sachin; Murphy, James D. [Department of Radiation Medicine and Applied Sciences, University of California San Diego, La Jolla, California (United States); Rose, Brent S. [Harvard Radiation Oncology Program, Harvard Medical School, Boston, Massachusetts (United States); Wu, John; Noticewala, Sonal [Department of Radiation Medicine and Applied Sciences, University of California San Diego, La Jolla, California (United States); McHale, Michael T. [Department of Reproductive Medicine, Division of Gynecologic Oncology, University of California San Diego, La Jolla, California (United States); Yashar, Catheryn M. [Department of Radiation Medicine and Applied Sciences, University of California San Diego, La Jolla, California (United States); Vaida, Florin [Department of Family and Preventive Medicine, Biostatistics and Bioinformatics, University of California San Diego Medical Center, San Diego, California (United States); Mell, Loren K., E-mail: lmell@ucsd.edu [Department of Radiation Medicine and Applied Sciences, University of California San Diego, La Jolla, California (United States)

2014-07-15

Purpose/Objectives(s): Early-stage endometrial cancer patients are at higher risk of noncancer mortality than of cancer mortality. Competing event models incorporating comorbidity could help identify women most likely to benefit from treatment intensification. Methods and Materials: 67,397 women with stage I-II endometrioid adenocarcinoma after total hysterectomy diagnosed from 1988 to 2009 were identified in Surveillance, Epidemiology, and End Results (SEER) and linked SEER-Medicare databases. Using demographic and clinical information, including comorbidity, we sought to develop and validate a risk score to predict the incidence of competing mortality. Results: In the validation cohort, increasing competing mortality risk score was associated with increased risk of noncancer mortality (subdistribution hazard ratio [SDHR], 1.92; 95% confidence interval [CI], 1.60-2.30) and decreased risk of endometrial cancer mortality (SDHR, 0.61; 95% CI, 0.55-0.78). Controlling for other variables, Charlson Comorbidity Index (CCI) = 1 (SDHR, 1.62; 95% CI, 1.45-1.82) and CCI >1 (SDHR, 3.31; 95% CI, 2.74-4.01) were associated with increased risk of noncancer mortality. The 10-year cumulative incidences of competing mortality within low-, medium-, and high-risk strata were 27.3% (95% CI, 25.2%-29.4%), 34.6% (95% CI, 32.5%-36.7%), and 50.3% (95% CI, 48.2%-52.6%), respectively. With increasing competing mortality risk score, we observed a significant decline in omega (ω), indicating a diminishing likelihood of benefit from treatment intensification. Conclusion: Comorbidity and other factors influence the risk of competing mortality among patients with early-stage endometrial cancer. Competing event models could improve our ability to identify patients likely to benefit from treatment intensification.

Validated Competing Event Model for the Stage I-II Endometrial Cancer Population

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Carmona, Ruben; Gulaya, Sachin; Murphy, James D.; Rose, Brent S.; Wu, John; Noticewala, Sonal; McHale, Michael T.; Yashar, Catheryn M.; Vaida, Florin; Mell, Loren K.

2014-01-01

Purpose/Objectives(s): Early-stage endometrial cancer patients are at higher risk of noncancer mortality than of cancer mortality. Competing event models incorporating comorbidity could help identify women most likely to benefit from treatment intensification. Methods and Materials: 67,397 women with stage I-II endometrioid adenocarcinoma after total hysterectomy diagnosed from 1988 to 2009 were identified in Surveillance, Epidemiology, and End Results (SEER) and linked SEER-Medicare databases. Using demographic and clinical information, including comorbidity, we sought to develop and validate a risk score to predict the incidence of competing mortality. Results: In the validation cohort, increasing competing mortality risk score was associated with increased risk of noncancer mortality (subdistribution hazard ratio [SDHR], 1.92; 95% confidence interval [CI], 1.60-2.30) and decreased risk of endometrial cancer mortality (SDHR, 0.61; 95% CI, 0.55-0.78). Controlling for other variables, Charlson Comorbidity Index (CCI) = 1 (SDHR, 1.62; 95% CI, 1.45-1.82) and CCI >1 (SDHR, 3.31; 95% CI, 2.74-4.01) were associated with increased risk of noncancer mortality. The 10-year cumulative incidences of competing mortality within low-, medium-, and high-risk strata were 27.3% (95% CI, 25.2%-29.4%), 34.6% (95% CI, 32.5%-36.7%), and 50.3% (95% CI, 48.2%-52.6%), respectively. With increasing competing mortality risk score, we observed a significant decline in omega (ω), indicating a diminishing likelihood of benefit from treatment intensification. Conclusion: Comorbidity and other factors influence the risk of competing mortality among patients with early-stage endometrial cancer. Competing event models could improve our ability to identify patients likely to benefit from treatment intensification

What is a Pharmacist: Opinions of Pharmacy Department Academics and Community Pharmacists on Competences Required for Pharmacy Practice

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Atkinson, Jeffrey; de Paepe, Kristien; Sánchez Pozo, Antonio; Rekkas, Dimitrios; Volmer, Daisy; Hirvonen, Jouni; Bozic, Borut; Skowron, Agnieska; Mircioiu, Constantin; Marcincal, Annie; Koster, Andries; Wilson, Keith; van Schravendijk, Chris; Wilkinson, Jamie

2016-01-01

This paper looks at the opinions of 241 European academics (who provide pharmacy education), and of 258 European community pharmacists (who apply it), on competences for pharmacy practice. A proposal for competences was generated by a panel of experts using Delphi methodology. Once finalized, the proposal was then submitted to a large, European-wide community of academics and practicing pharmacists in an additional Delphi round. Academics and community pharmacy practitioners recognized the importance of the notion of patient care competences, underlining the nature of the pharmacist as a specialist of medicines. The survey revealed certain discrepancies. Academics placed substantial emphasis on research, pharmaceutical technology, regulatory aspects of quality, etc., but these were ranked much lower by community pharmacists who concentrated more on patient care competences. In a sub-analysis of the data, we evaluated how perceptions may have changed since the 1980s and the introduction of the notions of competence and pharmaceutical care. This was done by splitting both groups into respondents 40 years old. Results for the subgroups were essentially statistically the same but with some different qualitative tendencies. The results are discussed in the light of the different conceptions of the professional identity of the pharmacist. PMID:28970385

What is a Pharmacist: Opinions of Pharmacy Department Academics and Community Pharmacists on Competences Required for Pharmacy Practice

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Jeffrey Atkinson

2016-02-01

Full Text Available This paper looks at the opinions of 241 European academics (who provide pharmacy education, and of 258 European community pharmacists (who apply it, on competences for pharmacy practice. A proposal for competences was generated by a panel of experts using Delphi methodology. Once finalized, the proposal was then submitted to a large, European-wide community of academics and practicing pharmacists in an additional Delphi round. Academics and community pharmacy practitioners recognized the importance of the notion of patient care competences, underlining the nature of the pharmacist as a specialist of medicines. The survey revealed certain discrepancies. Academics placed substantial emphasis on research, pharmaceutical technology, regulatory aspects of quality, etc., but these were ranked much lower by community pharmacists who concentrated more on patient care competences. In a sub-analysis of the data, we evaluated how perceptions may have changed since the 1980s and the introduction of the notions of competence and pharmaceutical care. This was done by splitting both groups into respondents < 40 and > 40 years old. Results for the subgroups were essentially statistically the same but with some different qualitative tendencies. The results are discussed in the light of the different conceptions of the professional identity of the pharmacist.

Does the Subject Content of the Pharmacy Degree Course Influence the Community Pharmacist’s Views on Competencies for Practice?

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Jeffrey Atkinson

2015-09-01

Full Text Available Do community pharmacists coming from different educational backgrounds rank the importance of competences for practice differently—or is the way in which they see their profession more influenced by practice than university education? A survey was carried out on 68 competences for pharmacy practice in seven countries with different pharmacy education systems in terms of the relative importance of the subject areas chemical and medicinal sciences. Community pharmacists were asked to rank the competences in terms of relative importance for practice; competences were divided into personal and patient-care competences. The ranking was very similar in the seven countries suggesting that evaluation of competences for practice is based more on professional experience than on prior university education. There were some differences for instance in research-related competences and these may be influenced, by education.

Does the Subject Content of the Pharmacy Degree Course Influence the Community Pharmacist’s Views on Competencies for Practice?

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Atkinson, Jeffrey; De Paepe, Kristien; Sánchez Pozo, Antonio; Rekkas, Dimitrios; Volmer, Daisy; Hirvonen, Jouni; Bozic, Borut; Skowron, Agnieska; Mircioiu, Constantin; Marcincal, Annie; Koster, Andries; Wilson, Keith; van Schravendijk, Chris; Wilkinson, Jamie

2015-01-01

Do community pharmacists coming from different educational backgrounds rank the importance of competences for practice differently—or is the way in which they see their profession more influenced by practice than university education? A survey was carried out on 68 competences for pharmacy practice in seven countries with different pharmacy education systems in terms of the relative importance of the subject areas chemical and medicinal sciences. Community pharmacists were asked to rank the competences in terms of relative importance for practice; competences were divided into personal and patient-care competences. The ranking was very similar in the seven countries suggesting that evaluation of competences for practice is based more on professional experience than on prior university education. There were some differences for instance in research-related competences and these may be influenced, by education. PMID:28975909

Management Information Systems Students' Perception of Skills and Competencies - Towards Knowledge Based Community

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Alev ELÇİ

2016-12-01

Full Text Available The increasing usage of Information and Communication Technologies in official borders of our business lives, starting from e-government and e-commerce applications, spreading towards our daily personal lives has made it difficult to ignore the importance of Management Information Systems (MIS. MIS, initially taught as a course in different disciplines, has now started to develop as a standalone interdisciplinary academic program in higher education. Besides curriculum standards suggestions and necessary skills and competencies for MIS education identified by academic and professional organizations, students' perceptions in these topics are also important. Thus while developing towards knowledge based community, the aim of this research is to identify MIS students' perceptions of essential skills and competencies in their educational, proffesional and personal lives. The sample group of this study are the students that are a member of social media MIS groups. The gathered quantitative data has been analyzed by an online survey. As a result, it has been evident that students find that information technical skills and competencies are crucial. The skills required for transition to knowledge based community; global working, multicultural, social responsibility, civic awareness, equal opportunity, gender and environmental awareness comes later.

Systems Thinking as a Competency for Community College Leaders in an Era of Increasing Complexity

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Davis, Anne Powel

2013-01-01

The pluralistic and often competing goals of myriad constituents, the changing demographics of students, the uncertainty of funding, and the growing demands for accountability from stakeholders have increased the complexity of systems which community college leaders must manage. Emerging from the recent literature on community colleges is a call…

Instructional Climates in Preschool Children Who Are At-Risk. Part II: Perceived Physical Competence

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Robinson, Leah E.; Rudisill, Mary E.; Goodway, Jacqueline D.

2009-01-01

In Part II of this study, we examined the effect of two 9-week instructional climates (low-autonomy [LA] and mastery motivational climate [MMC]) on perceived physical competence (PPC) in preschoolers (N = 117). Participants were randomly assigned to an LA, MMC, or comparison group. PPC was assessed by a pretest, posttest, and retention test with…

Field-based generation and social validation managers and staff competencies for small community residences.

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Thousand, J S; Burchard, S N; Hasazi, J E

1986-01-01

Characteristics and competencies for four staff positions in community residences for individuals with mental retardation were identified utilizing multiple empirical and deductive methods with field-based practitioners and field-based experts. The more commonly used competency generation methods of expert opinion and job performance analysis generated a high degree of knowledge and skill-based competencies similar to course curricula. Competencies generated by incumbent practitioners through open-ended methods of personal structured interview and critical incident analysis were ones which related to personal style, interpersonal interaction, and humanistic orientation. Although seldom included in staff, paraprofessional, or professional training curricula, these latter competencies include those identified by Carl Rogers as essential for developing an effective helping relationship in a therapeutic situation (i.e., showing liking, interest, and respect for the clients; being able to communicate positive regard to the client). Of 21 core competency statements selected as prerequisites to employment for all four staff positions, the majority (17 of 21) represented interpersonal skills important to working with others, including responsiveness to resident needs, personal valuation of persons with mental retardation, and normalization principles.

Shared Knowledge and Mutual Respect: Enhancing Culturally Competent Practice through Collaboration with Families and Communities

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Verdon, Sarah; Wong, Sandie; McLeod, Sharynne

2016-01-01

Collaboration with families and communities has been identified as one of six overarching principles to speech and language therapists' (SLTs') engagement in culturally competent practice (Verdon et al., 2015a). The aim of this study was to describe SLTs' collaboration with families and communities when engaging in practice to support the speech,…

Cultural competence and perceptions of community health workers' effectiveness for reducing health care disparities.

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Mobula, Linda M; Okoye, Mekam T; Boulware, L Ebony; Carson, Kathryn A; Marsteller, Jill A; Cooper, Lisa A

2015-01-01

Community health worker (CHW) interventions improve health outcomes of patients from underserved communities, but health professionals' perceptions of their effectiveness may impede integration of CHWs into health care delivery systems. Whether health professionals' attitudes and skills, such as those related to cultural competence, influence perceptions of CHWs, is unknown. A questionnaire was administered to providers and clinical staff from 6 primary care practices in Maryland from April to December 2011. We quantified the associations of self-reported cultural competence and preparedness with attitudes toward the effectiveness of CHWs using logistic regression adjusting for respondent age, race, gender, provider/staff status, and years at the practice. We contacted 200 providers and staff, and 119 (60%) participated. Those reporting more cultural motivation had higher odds of perceiving CHWs as helpful for reducing health care disparities (odds ratio [OR] = 9.66, 95% confidence interval [CI] = 3.48-28.80). Those reporting more frequent culturally competent behaviors also had higher odds of believing CHWs would help reduce health disparities (OR = 3.58, 95% CI = 1.61-7.92). Attitudes toward power and assimilation were not associated with perceptions of CHWs. Cultural preparedness was associated with perceived utility of CHWs in reducing health care disparities (OR = 2.33, 95% CI = 1.21-4.51). Providers and staff with greater cultural competence and preparedness have more positive expectations of CHW interventions to reduce healthcare disparities. Cultural competency training may complement the use of CHWs and support their effective integration into primary care clinics that are seeking to reduce disparities. © The Author(s) 2014.

Organizational cultural competence in community health and social service organizations: how to conduct a self-assessment.

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Olavarria, Marcela; Beaulac, Julie; Bélanger, Alexandre; Young, Marta; Aubry, Tim

2009-01-01

In an effort to address the significant socio-cultural changes in the population demographics of the United States (US) and Canada, organizations are increasingly seeking ways of improving their level of cultural competence. Evaluating organizational cultural competence is essential to address the needs of ethnic and cultural minorities. Yet, research related to organizational cultural competence is relatively new. The purpose of this paper is to review the extant literature with a specific focus on: (1) identifying the key standards that define culturally competent community health and social service organizations; and (2) outlining the core elements for evaluating cultural competence in a health and social service organization. Furthermore, issues related to choosing self-assessment tools and conducting an evaluation will be explored.

Competence in metered dose inhaler technique among community pharmacy professionals in Gondar town, Northwest Ethiopia: Knowledge and skill gap analysis.

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Belachew, Sewunet Admasu; Tilahun, Fasil; Ketsela, Tirsit; Achaw Ayele, Asnakew; Kassie Netere, Adeladlew; Getnet Mersha, Amanual; Befekadu Abebe, Tamrat; Melaku Gebresillassie, Begashaw; Getachew Tegegn, Henok; Asfaw Erku, Daniel

2017-01-01

When compared to systemic administration, if used correctly inhalers deliver a smaller enough percent of the drug right to the site of action in the lungs, with a faster onset of effect and with reduced systemic availability that minimizes adverse effects. However, the health professionals' and patients' use of metered dose inhaler is poor. This study was aimed to explore community pharmacy professionals' (pharmacists' and druggists') competency on metered dose inhaler (MDI) technique. A cross sectional study was employed on pharmacy professionals working in community drug retail outlets in Gondar town, northwest Ethiopia from March to May 2017. Evaluation tool was originally taken and adapted from the National Asthma Education and Prevention Programmes of America (NAEPP) step criteria for the demonstration of a metered dose inhaler to score the knowledge/proficiency of using the inhaler. Among 70 community pharmacy professionals approached, 62 (32 pharmacists and 30 druggists/Pharmacy technicians) completed the survey with a response rate of 85.6%. Only three (4.8%) respondents were competent by demonstrating the vital steps correctly. Overall, only 13 participants got score seven or above, but most of them had missed the essential steps which included steps 1, 2, 5, 6, 7 or 8. There was a significant difference (P = 0.015) in competency of demonstrating adequate inhalational technique among respondents who took training on basic inhalational techniques and who did not. This study shown that, community pharmacy professionals' competency of MDI technique was very poor. So as to better incorporate community pharmacies into future asthma illness management and optimize the contribution of pharmacists, interventions would emphasis to improve the total competence of community pharmacy professionals through establishing and providing regular educational programs.

A survey of engagement and competence levels in interventions and activities in a community mental health workforce in England

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Lang Linda

2011-12-01

Full Text Available Abstract Background National Health Service (NHS mental health workforce configuration is at the heart of successful delivery, and providers are advised to produce professional development strategies. Recent policy changes in England have sharpened the focus on competency based role development. We determined levels of intervention activities, engagement and competence and their influencing factors in a community-setting mental health workforce. Methods Using a modified questionnaire based on the Yorkshire Care Pathways Model we investigated 153 mental health staff working in Coventry and Warwickshire NHS Trust. A median score of competence was computed across 10 cluster activities. Low engagement and competence levels were examined in a logistic regression model. Results In 220 activities, Monitoring risk was the highest rate of engagement (97.6% and Group psychological therapy/Art/Drama therapy was the lowest engagement (3.6%. The median competence level based on all activities was 3.95 (proficient. There were significant differences in the competence level among professional groups; non-qualified support group (3.00 for competent, Counsellor/Psychologist/Therapist (3.38, Occupational therapists (3.76, Nurses (4.01, Medical staff (4.05, Social workers (4.25 and Psychologists (4.62 for proficient/expert. These levels varied with activity clusters; the lowest level was for Counsellor/Psychologist/Therapist in the accommodation activity (1.44 novice/advance beginner and the highest for Occupational therapists in personal activity (4.94 expert. In a multivariate analysis, low competence was significantly related to non-qualified community support professions, late time of obtaining first qualification, more frequencies of clinical training, and training of cognitive behavioural therapy. The associations were similar in the analysis for 10 activity clusters respectively. Conclusions There was a reasonable competence level in the community

[Fungal community structure in phase II composting of Volvariella volvacea].

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Chen, Changqing; Li, Tong; Jiang, Yun; Li, Yu

2014-12-04

To understand the fungal community succession during the phase II of Volvariella volvacea compost and clarify the predominant fungi in different fermentation stages, to monitor the dynamic compost at the molecular level accurately and quickly, and reveal the mechanism. The 18S rDNA-denaturing gradient gel electrophoresis (DGGE) and sequencing methods were used to analyze the fungal community structure during the course of compost. The DGGE profile shows that there were differences in the diversity of fungal community with the fermentation progress. The diversity was higher in the stages of high temperature. And the dynamic changes of predominant community and relative intensity was observed. Among the 20 predominant clone strains, 9 were unknown eukaryote and fungi, the others were Eurotiales, Aspergillus sp., Melanocarpus albomyces, Colletotrichum sp., Rhizomucor sp., Verticillium sp., Penicillium commune, Microascus trigonosporus and Trichosporon lactis. The 14 clone strains were detected in the stages of high and durative temperature. The fungal community structure and predominant community have taken dynamic succession during the phase II of Volvariella volvacea compost.

Competencies in Community Instructors who Provide Service to the Indigenous Peoples of the State of Chiapas

Directory of Open Access Journals (Sweden)

Marcela Georgina Gómez Zermeño

2010-05-01

Full Text Available This article shows the results of an exploratory-descriptive study on intercultural competencies in community instructors of the National Council for Educational Development (CONAFE providing service in the Modality of Educational Attention to the Indigenous Population (MAEPI in the region of San Cristobal de las Casas, Chiapas. It describes the historical background of Indian education in Mexico, and the contributions to community education, and develops concepts regarding intercultural education and intercultural competencies. The research methodology adopted a mixed method based on a non-experimental, trans-sectional and naturalistic ethnographic design of convergent triangulation. The conclusions outline the need to strengthen teacher training so as to build an educational model that would fully incorporate the intercultural approach.

Multicultural Competencies for Community Counsellors | Elkchirid ...

African Journals Online (AJOL)

Multicultural competence has recently been explicitly stated by organizations such as the American Psychological Association (APA) and the American Counseling Association (ACA) through their codes and guidelines. Literatures generally relate multicultural competence with work involving high-context situations or ...

Instructional climates in preschool children who are at-risk. Part II: perceived physical competence.

Science.gov (United States)

Robinson, Leah E; Rudisill, Mary E; Goodway, Jacqueline D

2009-09-01

In Part II of this study, we examined the effect of two 9-week instructional climates (low-autonomy [LA] and mastery motivational climate [MMC]) on perceived physical competence (PPC) in preschoolers (N = 117). Participants were randomly assigned to an LA, MMC, or comparison group. PPC was assessed by a pretest, posttest, and retention test with the Pictorial Scale of Perceived Competence and Social Acceptance. A significant Treatment x Time interaction (p < .001) was present, supporting that MMC participants reported significantly higher PPC scores over time, while no positive changes were present in LA and comparison participants. The results show that an MMC leads to psychological benefits related to achievement motivation. These findings should encourage early childhood educators to consider the effect of instructional climates on children's self-perception.

The Competence Readiness of the Electrical Engineering Vocational High School Teachers in Manado towards the ASEAN Economic Community Blueprint in 2025

OpenAIRE

Fid Jantje Tasiam; Djoko Kustono; Purnomo Purnomo; Hakkun Elmunsyah

2017-01-01

This paper presents the competence readiness of the electrical engineering vocational high school teachers in Manado towards ASEAN Economic Community blueprint in 2025. The objective of this study is to get the competencies readiness description of the electrical engineering vocational high school teachers in Manado towards ASEAN Economic Community blueprint in 2025. Method used quantitative and qualitative approach which the statistical analysis in quantitative and the inductive analysis use...

Community College Faculty Members' Perceived Multicultural Teaching Competence and Attitudes Regarding Cultural Diversity

Science.gov (United States)

Fittz, Mia Web

2015-01-01

This study utilized the Survey of Community College Faculty (SCCF), a combined survey of the Multicultural Teaching Scale (MTS) and Pluralism and Diversity Attitude Assessment (PADAA) that framed the research. The MTS assessed self-reported cultural competencies categorized into five dimensions: (a) Content Integration, (b) Knowledge Construction,…

The Relationship between Paramedic Competency, Teamwork and Career Development with Quality of Service at Mengwi I Community Health Centre

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Alit Naya

2015-04-01

Full Text Available Background and objective: Recent survey indicated that patient opinion of services at Mengwi I Community Health Centre was low and there was noticeable decline in patient visits. This study aimed to investigate the issues related to the quality of health services given by the paramedics. Methods: A crosssectional study was conducted with 38 paramedics on duty at the outpatient unit. They were interviewed to obtain the data on their opinions about the quality of their service, competence, teamwork and career development opportunities. Chi square test was used for bivariate analysis and logistic regression for multivariate analysis. Results: The results of bivariate analysis indicated there was significant association between the paramedics’quality of service with the competence, teamwork and career development (p<0,001. Multivariate analysis indicated that the paramedics’competence (OR=43,1; 95%CI: 1,3-1422,5 and development of career (OR=31,7; 95%CI: 1,1-829,7 were related to the paramedics’ quality of service. Conclusion: The quality of service of paramedics at Mengwi I Community Health Centre were significantly associated with the paramedics’competence and development of career. Keywords: competency, teamwork, career development, quality of service

Assessing competence in communication and interpersonal skills: the Kalamazoo II report.

Science.gov (United States)

Duffy, F Daniel; Gordon, Geoffrey H; Whelan, Gerald; Cole-Kelly, Kathy; Frankel, Richard; Buffone, Natalie; Lofton, Stephanie; Wallace, MaryAnne; Goode, Leslie; Langdon, Lynn

2004-06-01

Accreditation of residency programs and certification of physicians requires assessment of competence in communication and interpersonal skills. Residency and continuing medical education program directors seek ways to teach and evaluate these competencies. This report summarizes the methods and tools used by educators, evaluators, and researchers in the field of physician-patient communication as determined by the participants in the "Kalamazoo II" conference held in April 2002. Communication and interpersonal skills form an integrated competence with two distinct parts. Communication skills are the performance of specific tasks and behaviors such as obtaining a medical history, explaining a diagnosis and prognosis, giving therapeutic instructions, and counseling. Interpersonal skills are inherently relational and process oriented; they are the effect communication has on another person such as relieving anxiety or establishing a trusting relationship. This report reviews three methods for assessment of communication and interpersonal skills: (1) checklists of observed behaviors during interactions with real or simulated patients; (2) surveys of patients' experience in clinical interactions; and (3) examinations using oral, essay, or multiple-choice response questions. These methods are incorporated into educational programs to assess learning needs, create learning opportunities, or guide feedback for learning. The same assessment tools, when administered in a standardized way, rated by an evaluator other than the teacher, and using a predetermined passing score, become a summative evaluation. The report summarizes the experience of using these methods in a variety of educational and evaluation programs and presents an extensive bibliography of literature on the topic. Professional conversation between patients and doctors shapes diagnosis, initiates therapy, and establishes a caring relationship. The degree to which these activities are successful depends, in

Competency-Based Business Degree. Issue Brief

Science.gov (United States)

Washington State Board for Community and Technical Colleges, 2014

2014-01-01

In January 2015, thirteen Washington community colleges launched an online, competency-based business transfer degree--the first in the state's community and technical college system. This issue brief provides answers to commonly asked questions about the new competency-based degree.

Flexibility in competency-based workplace transition programs: an exploratory study of community child and family health nursing.

Science.gov (United States)

Cusack, Lynette; Gilbert, Sandra; Fereday, Jennifer

2013-03-01

Successful transition to practice programs that use competency-based assessment require the involvement of all staff, especially those undertaking the preceptor role. Qualitative data were collected using interview methods. Participants were 14 newly employed nurses and 7 preceptors in the child and family community health service in South Australia. Participant narratives were recorded electronically, transcribed, and thematically analyzed using the paradigm of critical social science. Five themes were identified that describe enablers as well as barriers to applying a flexible transition to practice program using competency-based assessment. These included flexibility in the program design, flexibility on the part of preceptors, flexibility to enable recognition of previous learning, flexibility in the assessment of competencies, and flexibility in workload. To ensure successful application of a transition to practice program using competency-based assessment, preceptors must understand the flexible arrangements built into the program design and have the confidence and competence to apply them. Copyright 2013, SLACK Incorporated.

The Competence Readiness of the Electrical Engineering Vocational High School Teachers in Manado towards the ASEAN Economic Community Blueprint in 2025

Directory of Open Access Journals (Sweden)

Fid Jantje Tasiam

2017-08-01

Full Text Available This paper presents the competence readiness of the electrical engineering vocational high school teachers in Manado towards ASEAN Economic Community blueprint in 2025. The objective of this study is to get the competencies readiness description of the electrical engineering vocational high school teachers in Manado towards ASEAN Economic Community blueprint in 2025. Method used quantitative and qualitative approach which the statistical analysis in quantitative and the inductive analysis used in qualitative. There were 46 teachers of the electrical engineering vocational high school in Manado observed. The results have shown that the competencies readiness of the electrical engineering vocational high school teachers in Manado such as: pedagogical, professional, personality, and social were 13.04%, 19.56%, 19.56%, and 19.56% respectively. The results were still far from the focus of the ASEAN economic community blueprint in 2025, so they need to be improved through in-house training, internship programs, school partnerships, distance learning, tiered training and special training, short courses in educational institutions, internal coaching by schools, discussion of educational issues, workshops, research and community service, textbook writing, learning media making, and the creation of technology and art.

Determining the competences of community based workers for disability-inclusive development in rural areas of South Africa, Botswana and Malawi.

Science.gov (United States)

Lorenzo, Theresa; van Pletzen, Ermien; Booyens, Margaret

2015-01-01

Persons with disabilities and their families still live with stigma and a high degree of social exclusion especially in rural areas, which are often poorly resourced and serviced. Community-based workers in health and social development are in an ideal position to assist in providing critical support for some of those most at risk of neglect in these areas. This article analyses the work of community disability workers (CDWs) in three southern African countries to demonstrate the competencies that these workers acquired to make a contribution to social justice for persons with disabilities and their families. It points to some gaps and then argues that these competencies should be consolidated and strengthened in curricula, training and policy. The article explores local experiences and practices of CDWs so as to understand and demonstrate their professional competencies and capacity to deliver disability-inclusive services in rural areas, ways that make all information, activities and programs offered accessible and available to persons with disabilities. A qualitative interpretive approach was adopted, informed by a life history approach. Purposive sampling was used to select 16 CDWs who had at least 5 years experience of disability-related work in a rural area. In-depth interviews with CDWs were conducted by postgraduate students in Disability Studies. An inductive and interpretative phenomenological approach was used to analyse data. Three main themes with sub-categories emerged demonstrating the competencies of CDWs. First, integrated management of health conditions and impairments within a family focus comprised 'focus on the functional abilities' and 'communication, information gathering and sharing'. Second, negotiating for disability-inclusive community development included four sub-categories, namely 'mobilising families and community leaders', 'finding local solutions with local resources', 'negotiating retention and transitions through the education

Community transformation through culturally competent nursing leadership: application of theory of culture care diversity and universality and tri-dimensional leader effectiveness model.

Science.gov (United States)

Shapiro, Mina L; Miller, June; White, Kathleen

2006-04-01

Transcultural knowledge and competency have become a critical need for nurses to accommodate the global trends in cultural diversity and health care disparities. Today, nurses are increasingly taking on leadership roles in community settings. This article addresses the application of Leininger's culture care theory with the sunrise model and Hersey and Blanchard's tri-dimensional leader effectiveness model as potential collaborating theories for capacity building and community transformation from a global, transcultural nursing perspective. The two theories, used in collaboration, view the provision of competent leadership as the delivery of effective, culturally congruent nursing care in promoting health and health equity at the community level.

Earth System Grid II, Turning Climate Datasets into Community Resources

Energy Technology Data Exchange (ETDEWEB)

Middleton, Don

2006-08-01

The Earth System Grid (ESG) II project, funded by the Department of Energy’s Scientific Discovery through Advanced Computing program, has transformed climate data into community resources. ESG II has accomplished this goal by creating a virtual collaborative environment that links climate centers and users around the world to models and data via a computing Grid, which is based on the Department of Energy’s supercomputing resources and the Internet. Our project’s success stems from partnerships between climate researchers and computer scientists to advance basic and applied research in the terrestrial, atmospheric, and oceanic sciences. By interfacing with other climate science projects, we have learned that commonly used methods to manage and remotely distribute data among related groups lack infrastructure and under-utilize existing technologies. Knowledge and expertise gained from ESG II have helped the climate community plan strategies to manage a rapidly growing data environment more effectively. Moreover, approaches and technologies developed under the ESG project have impacted datasimulation integration in other disciplines, such as astrophysics, molecular biology and materials science.

Teaching and learning community work online: can e-learning promote competences for future practice?

OpenAIRE

Larsen, Anne Karin; Visser-Rotgans, Rina; Hole, Grete Oline

2011-01-01

This article presents a case study of an online course in Community Work and the learning outcomes for an international group of students participating in the course. Examples from the process of, and results from the development of virtual-learning material are presented. Finally, the students' learning experience and competences achieved by the use of innovative learning material and ICT communication tools are presented.

How Good Is Good Enough? A Community-Based Assessment of Teacher Competencies for Gifted Students

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Maria P. Gómez-Arizaga

2016-11-01

Full Text Available One of the major challenges of addressing diversity in the classroom is to meet the needs of gifted students, which are often invisible in countries such as Chile, in which providing services for highly able students is still considered elitist. The purpose of this study was to analyze the perceptions of community members about the critical competencies of instructors who work with gifted students. Six focus groups were conducted with students, instructors, and staff members of an enrichment program for the gifted. Qualitative analyses were conducted throughout open, axial, and selective coding. Traits and competencies were grouped into three themes: knowledge, teaching, and socio-emotional characteristics. Differences were found between the perceptions of students and staff members: Whereas students’ emphasis was on socio-affective characteristics, the staff highlighted the importance of content and pedagogical knowledge. The novelty and contribution of the study are related on how to recognize and acknowledge the voices of active members of a community for educational improvement. These community perceptions contributed to depict a profile of an effective teacher for gifted students, and were used to improve instructors’ current performance and to design a more rigorous selection process for future teachers. The implications of the study also shed light about how to improve teacher preparation programs to meet the needs of this group of students.

The Role of Communities in Mental Health Care in Low- and Middle-Income Countries: A Meta-Review of Components and Competencies

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Brandon A. Kohrt

2018-06-01

Full Text Available Community-based mental health services are emphasized in the World Health Organization’s Mental Health Action Plan, the World Bank’s Disease Control Priorities, and the Action Plan of the World Psychiatric Association. There is increasing evidence for effectiveness of mental health interventions delivered by non-specialists in community platforms in low- and middle-income countries (LMIC. However, the role of community components has yet to be summarized. Our objective was to map community interventions in LMIC, identify competencies for community-based providers, and highlight research gaps. Using a review-of-reviews strategy, we identified 23 reviews for the narrative synthesis. Motivations to employ community components included greater accessibility and acceptability compared to healthcare facilities, greater clinical effectiveness through ongoing contact and use of trusted local providers, family involvement, and economic benefits. Locations included homes, schools, and refugee camps, as well as technology-aided delivery. Activities included awareness raising, psychoeducation, skills training, rehabilitation, and psychological treatments. There was substantial variation in the degree to which community components were integrated with primary care services. Addressing gaps in current practice will require assuring collaboration with service users, utilizing implementation science methods, creating tools to facilitate community services and evaluate competencies of providers, and developing standardized reporting for community-based programs.

Competition from Cu(II), Zn(II) and Cd(II) in Pb(II) binding to Suwannee River Fulvic Acid

NARCIS (Netherlands)

Chakraborty, P.; Chakrabarti, C.L.

2008-01-01

This is a study of trace metal competition in the complexation of Pb(II) by well-characterized humic substances, namely Suwannee River Fulvic Acid (SRFA) in model solutions. It was found that Cu(II) seems to compete with Pb(II) for strong binding sites of SRFA when present at the same concentration

Criminal Justice. Occupational Competency Analysis Profile.

Science.gov (United States)

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

This Occupational Competency Analysis Profile (OCAP) contains a competency list verified by expert workers and developed through a modified DACUM (Developing a Curriculum) involving business, industry, labor, and community agency representatives from Ohio. This OCAP identifies the occupational, academic, and employability skills (competencies)…

Addressing Cultural Competency in Pharmacy Education through International Service Learning and Community Engagement

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Rosemin Kassam

2013-08-01

Full Text Available This paper describes the design, implementation and evaluation of a course in international service learning and community engagement for pharmacy undergraduate students. The course offered students opportunities to cultivate cultural competency in an international setting foreign to their own—Sub-Saharan Africa. The experience consisted of pre-departure preparation seminars followed by subsequent community immersion to experience, explore and confront personal attitudes and perceptions. A key feature of this course was its emphasis on a continuing cycle of learning, community engagement and reflection. Three students participated, a near-maximum cohort. Their daily self-reflections were qualitatively analyzed to document the impact of their cultural learning and experiences and revealed meaningful learning in the domains of self-assessment and awareness of their personal and professional culture, exposure to a participatory health delivery model involving the patient, the community and a multidisciplinary team and opportunities to engage in patient care in a different cultural setting. This proof-of-concept course provided students with experiences that were life-changing on both personal and professional levels and confirmed the viability and relevance of international service learning for the pharmacy field within its university-wide mandate.

Improving dementia diagnosis and management in primary care: a cohort study of the impact of a training and support program on physician competency, practice patterns, and community linkages.

Science.gov (United States)

Lathren, Christine R; Sloane, Philip D; Hoyle, Joseph D; Zimmerman, Sheryl; Kaufer, Daniel I

2013-12-10

Primary care physicians routinely provide dementia care, but may lack the clinical skills and awareness of available resources to provide optimal care. We conducted a community-based pilot dementia training intervention designed to both improve clinical competency and increase utilization of local dementia care services. Physicians (N = 29) and affiliated staff (N = 24) participated in a one-day training program on dementia screening, diagnosis and management that included direct engagement with local support service providers. Questionnaires about their dementia care competency and referral patterns were completed before and 6 months after the training intervention. Physicians reported significantly higher overall confidence in their dementia care competency 6 months post-training compared to pre-training. The largest reported improvements were in their ability to educate patients and caregivers about dementia and making appropriate referrals to community care services. Participants also reported markedly increased use of cognitive screening tools in providing care. Community service providers recorded approximately 160 physician-initiated referrals over a 2 year-period post-training, compared to few beforehand. Combining a targeted physician practice-based educational intervention with community service engagement improves dementia care competency in clinicians and promotes linkages between clinical and community dementia care providers.

Accreditation Council for Graduate Medical Education Core Competencies at a Community Teaching Hospital: Is There a Gap in Awareness?

Science.gov (United States)

Al-Temimi, Mohammed; Kidon, Michael; Johna, Samir

2016-01-01

Reports evaluating faculty knowledge of the Accreditation Council for Graduate Medical Education (ACGME) core competencies in community hospitals without a dedicated residency program are uncommon. Faculty evaluation regarding knowledge of ACGME core competencies before a residency program is started. Physicians at the Kaiser Permanente Fontana Medical Center (N = 480) were surveyed for their knowledge of ACGME core competencies before starting new residency programs. Knowledge of ACGME core competencies. Fifty percent of physicians responded to the survey, and 172 (71%) of respondents were involved in teaching residents. Of physicians who taught residents and had complete responses (N = 164), 65 (39.7%) were unsure of their knowledge of the core competencies. However, most stated that they provided direct teaching to residents related to the knowledge, skills, and attitudes stated in each of the 6 competencies as follows: medical knowledge (96.3%), patient care (95.7%), professionalism (90.7%), interpersonal and communication skills (86.3%), practice-based learning (85.9%), and system-based practice (79.6%). Physician specialty, years in practice (1-10 vs > 10), and number of rotations taught per year (1-6 vs 7-12) were not associated with knowledge of the competencies (p > 0.05); however, full-time faculty (teaching 10-12 rotations per year) were more likely to provide competency-based teaching. Objective assessment of faculty awareness of ACGME core competencies is essential when starting a residency program. Discrepancy between knowledge of the competencies and acclaimed provision of competency-based teaching emphasizes the need for standardized teaching methods that incorporate the values of these competencies.

Competency-based education and training in internal medicine.

Science.gov (United States)

Weinberger, Steven E; Pereira, Anne G; Iobst, William F; Mechaber, Alex J; Bronze, Michael S

2010-12-07

Recent efforts to improve medical education include adopting a new framework based on 6 broad competencies defined by the Accreditation Council for Graduate Medical Education. In this article, the Alliance for Academic Internal Medicine Education Redesign Task Force II examines the advantages and challenges of a competency-based educational framework for medical residents. Efforts to refine specific competencies by developing detailed milestones are described, and examples of training program initiatives using a competency-based approach are presented. Meeting the challenges of a competency-based framework and supporting these educational innovations require a robust faculty development program. Challenges to competency-based education include teaching and evaluating the competencies related to practice-based learning and improvement and systems-based practice, as well as implementing a flexible time frame to achieve competencies. However, the Alliance for Academic Internal Medicine Education Redesign Task Force II does not favor reducing internal medicine training to less than 36 months as part of competency-based education. Rather, the 36-month time frame should allow for remediation to address deficiencies in achieving competencies and for diverse enrichment experiences in such areas as quality of care and practice improvement for residents who have demonstrated skills in all required competencies.

An audit of competency assessments on court-referred rape survivors in South Africa.

Science.gov (United States)

Pillay, Anthony L

2008-12-01

This report concerns rape survivors with mental retardation referred by the courts for evaluation of their competencies to (i) provide testimony in court and (ii) consent to sexual intercourse. Being a relatively new area of work in South Africa, it seems important to document findings to (i) examine the challenges facing such rape survivors, (ii) inform quality improvement in this forensic mental health task, and (iii) inform and support advocacy programmes for this vulnerable group. Of 106 rape survivors referred by courts over a 3-yr. period, 91.5% were females, 21.7% were under 16 years of age, and over two-thirds were from rural communities. In 77.4% of the cases the alleged perpetrators were people they had previously seen in the community but had not befriended. Almost 80% were classified as showing Moderate or Severe Mental Retardation, and over 90% were able to testify. However, almost two-thirds were not able to make an informed decision to consent to sexual intercourse.

The regime for nuclear materials and the competence of the Communities to conclude international agreements

International Nuclear Information System (INIS)

Puissochet, J.-P.

1978-01-01

This is a commentary of a Decision handed down on 14 November 1978 by the Court of Justice of the European Communities. The Court was invited to decide whether it was necessary for the European Atomic Energy Community (Euratom) to take part in the negociations on the Convention on the Physical Protection of Nuclear Materials, Installations and Transport. In its Decision, the Court considered that the negotiations covered certain aspects within the sole competence of Euratom (in particular concerning supply). Euratom should therefore participate in the Convention on this basis. The author analyses the relevant provisions of the Euratom Treaty and expresses reservations on certain conclusions reached by the Court. (NEA) [fr

The effect of metacognitive self on confirmation bias revealed in relation to community and competence

Directory of Open Access Journals (Sweden)

Brycz Hanna

2014-09-01

Full Text Available The main goal of our study was to investigate the role of insight into one’s own biases (metacognitive self in the process of hypothesis validation in accordance to the two fundamental social perception domains (community and competence on the example of confirmation bias. The study was conducted on a group of 593 participants with the use of a confirmation bias procedure, a free recall procedure and the Metacognitive Self scale. We manipulated with the domain and the value of information given to the respondents. We suspected that individuals with a high metacognitive self, in opposition to low metacognitive self ones, would not process the given information according to the two fundamental social perception domains. The results verified the existence of an interaction effect of the metacognitive self (MCS and the domain of the information given about a perceived person on the susceptibility to follow the confirmation bias. Contrary to the low metacognitive self individuals, who show a higher tendency for the confirmation bias within the competence than the community domain, persons with a high insight into their own biases express the same level of confirmation bias in no respect to the domain of the information. The value of the information has no significant influence.

Fear of falling and falls self-efficacy and their relationship to higher-level competence among community-dwelling senior men and women in Japan.

Science.gov (United States)

Katsumata, Yuriko; Arai, Asuna; Tomimori, Masashi; Ishida, Kozo; Lee, Romeo B; Tamashiro, Hiko

2011-07-01

This cross-sectional study examined the relationships of fear of falling and falls self-efficacy with higher-level competence among community-dwelling senior citizens in Japan. Of the 822 registered senior citizens, 731 (89%) community dwellers were requested to participate in the survey using a mailed self-accomplished questionnaire. Data from 648 respondents with duly accomplished questionnaires were analyzed using R(2) , the coefficient of determination, based on a multivariate regression analysis. Fear of falling, low falls self-efficacy and higher-level functional disability were observed among respondents. Of the hypothesized relationships examined by sex, fear of falling was significantly associated with disability among male respondents and low falls self-efficacy among both sexes. Several confounding variables were strongly associated with competence. While the data underscore the strategic importance of promoting higher-level competence among the senior citizens, there is much to suggest that their competence is likely to be maintained if their fear of falling and falls self-efficacy were modified. Programs must also consider a wide array of intervening factors. © 2011 Japan Geriatrics Society.

Soil Type Dependent Rhizosphere Competence and Biocontrol of Two Bacterial Inoculant Strains and Their Effects on the Rhizosphere Microbial Community of Field-Grown Lettuce

Science.gov (United States)

Schreiter, Susanne; Sandmann, Martin; Smalla, Kornelia; Grosch, Rita

2014-01-01

Rhizosphere competence of bacterial inoculants is assumed to be important for successful biocontrol. Knowledge of factors influencing rhizosphere competence under field conditions is largely lacking. The present study is aimed to unravel the effects of soil types on the rhizosphere competence and biocontrol activity of the two inoculant strains Pseudomonas jessenii RU47 and Serratia plymuthica 3Re4-18 in field-grown lettuce in soils inoculated with Rhizoctonia solani AG1-IB or not. Two independent experiments were carried out in 2011 on an experimental plot system with three soil types sharing the same cropping history and weather conditions for more than 10 years. Rifampicin resistant mutants of the inoculants were used to evaluate their colonization in the rhizosphere of lettuce. The rhizosphere bacterial community structure was analyzed by denaturing gradient gel electrophoresis of 16S rRNA gene fragments amplified from total community DNA to get insights into the effects of the inoculants and R. solani on the indigenous rhizosphere bacterial communities. Both inoculants showed a good colonization ability of the rhizosphere of lettuce with more than 106 colony forming units per g root dry mass two weeks after planting. An effect of the soil type on rhizosphere competence was observed for 3Re4-18 but not for RU47. In both experiments a comparable rhizosphere competence was observed and in the presence of the inoculants disease symptoms were either significantly reduced, or at least a non-significant trend was shown. Disease severity was highest in diluvial sand followed by alluvial loam and loess loam suggesting that the soil types differed in their conduciveness for bottom rot disease. Compared to effect of the soil type of the rhizosphere bacterial communities, the effects of the pathogen and the inoculants were less pronounced. The soil types had a surprisingly low influence on rhizosphere competence and biocontrol activity while they significantly affected

Soil type dependent rhizosphere competence and biocontrol of two bacterial inoculant strains and their effects on the rhizosphere microbial community of field-grown lettuce.

Directory of Open Access Journals (Sweden)

Susanne Schreiter

Full Text Available Rhizosphere competence of bacterial inoculants is assumed to be important for successful biocontrol. Knowledge of factors influencing rhizosphere competence under field conditions is largely lacking. The present study is aimed to unravel the effects of soil types on the rhizosphere competence and biocontrol activity of the two inoculant strains Pseudomonas jessenii RU47 and Serratia plymuthica 3Re4-18 in field-grown lettuce in soils inoculated with Rhizoctonia solani AG1-IB or not. Two independent experiments were carried out in 2011 on an experimental plot system with three soil types sharing the same cropping history and weather conditions for more than 10 years. Rifampicin resistant mutants of the inoculants were used to evaluate their colonization in the rhizosphere of lettuce. The rhizosphere bacterial community structure was analyzed by denaturing gradient gel electrophoresis of 16S rRNA gene fragments amplified from total community DNA to get insights into the effects of the inoculants and R. solani on the indigenous rhizosphere bacterial communities. Both inoculants showed a good colonization ability of the rhizosphere of lettuce with more than 10(6 colony forming units per g root dry mass two weeks after planting. An effect of the soil type on rhizosphere competence was observed for 3Re4-18 but not for RU47. In both experiments a comparable rhizosphere competence was observed and in the presence of the inoculants disease symptoms were either significantly reduced, or at least a non-significant trend was shown. Disease severity was highest in diluvial sand followed by alluvial loam and loess loam suggesting that the soil types differed in their conduciveness for bottom rot disease. Compared to effect of the soil type of the rhizosphere bacterial communities, the effects of the pathogen and the inoculants were less pronounced. The soil types had a surprisingly low influence on rhizosphere competence and biocontrol activity while they

Soil type dependent rhizosphere competence and biocontrol of two bacterial inoculant strains and their effects on the rhizosphere microbial community of field-grown lettuce.

Science.gov (United States)

Schreiter, Susanne; Sandmann, Martin; Smalla, Kornelia; Grosch, Rita

2014-01-01

Rhizosphere competence of bacterial inoculants is assumed to be important for successful biocontrol. Knowledge of factors influencing rhizosphere competence under field conditions is largely lacking. The present study is aimed to unravel the effects of soil types on the rhizosphere competence and biocontrol activity of the two inoculant strains Pseudomonas jessenii RU47 and Serratia plymuthica 3Re4-18 in field-grown lettuce in soils inoculated with Rhizoctonia solani AG1-IB or not. Two independent experiments were carried out in 2011 on an experimental plot system with three soil types sharing the same cropping history and weather conditions for more than 10 years. Rifampicin resistant mutants of the inoculants were used to evaluate their colonization in the rhizosphere of lettuce. The rhizosphere bacterial community structure was analyzed by denaturing gradient gel electrophoresis of 16S rRNA gene fragments amplified from total community DNA to get insights into the effects of the inoculants and R. solani on the indigenous rhizosphere bacterial communities. Both inoculants showed a good colonization ability of the rhizosphere of lettuce with more than 10(6) colony forming units per g root dry mass two weeks after planting. An effect of the soil type on rhizosphere competence was observed for 3Re4-18 but not for RU47. In both experiments a comparable rhizosphere competence was observed and in the presence of the inoculants disease symptoms were either significantly reduced, or at least a non-significant trend was shown. Disease severity was highest in diluvial sand followed by alluvial loam and loess loam suggesting that the soil types differed in their conduciveness for bottom rot disease. Compared to effect of the soil type of the rhizosphere bacterial communities, the effects of the pathogen and the inoculants were less pronounced. The soil types had a surprisingly low influence on rhizosphere competence and biocontrol activity while they significantly affected

HIV/AIDS Competent Households: Interaction between a Health-Enabling Environment and Community-Based Treatment Adherence Support for People Living with HIV/AIDS in South Africa.

Science.gov (United States)

Masquillier, Caroline; Wouters, Edwin; Mortelmans, Dimitri; van Wyk, Brian; Hausler, Harry; Van Damme, Wim

2016-01-01

In the context of severe human resource shortages in HIV care, task-shifting and especially community-based support are increasingly being cited as potential means of providing durable care to chronic HIV patients. Socio-ecological theory clearly stipulates that-in all social interventions-the interrelatedness and interdependency between individuals and their immediate social contexts should be taken into account. People living with HIV/AIDS (PLWHA) seldom live in isolation, yet community-based interventions for supporting chronic HIV patients have largely ignored the social contexts in which they are implemented. Research is thus required to investigate such community-based support within its context. The aim of this study is to address this research gap by examining the way in which HIV/AIDS competence in the household hampers or facilitates community-based treatment adherence support. The data was analyzed carefully in accordance with the Grounded Theory procedures, using Nvivo 10. More specifically, we analyzed field notes from participatory observations conducted during 48 community-based treatment adherence support sessions in townships on the outskirts of Cape Town, transcripts of 32 audio-recorded in-depth interviews with PLWHA and transcripts of 4 focus group discussions with 36 community health workers (CHWs). Despite the fact that the CHWs try to present themselves as not being openly associated with HIV/AIDS services, results show that the presence of a CHW is often seen as a marker of the disease. Depending on the HIV/AIDS competence in the household, this association can challenge the patient's hybrid identity management and his/her attempt to regulate the interference of the household in the disease management. The results deepen our understanding of how the degree of HIV/AIDS competence present in a PLWHA's household affects the manner in which the CHW can perform his or her job and the associated benefits for the patient and his/her household

HIV/AIDS Competent Households: Interaction between a Health-Enabling Environment and Community-Based Treatment Adherence Support for People Living with HIV/AIDS in South Africa.

Directory of Open Access Journals (Sweden)

Caroline Masquillier

Full Text Available In the context of severe human resource shortages in HIV care, task-shifting and especially community-based support are increasingly being cited as potential means of providing durable care to chronic HIV patients. Socio-ecological theory clearly stipulates that-in all social interventions-the interrelatedness and interdependency between individuals and their immediate social contexts should be taken into account. People living with HIV/AIDS (PLWHA seldom live in isolation, yet community-based interventions for supporting chronic HIV patients have largely ignored the social contexts in which they are implemented. Research is thus required to investigate such community-based support within its context. The aim of this study is to address this research gap by examining the way in which HIV/AIDS competence in the household hampers or facilitates community-based treatment adherence support. The data was analyzed carefully in accordance with the Grounded Theory procedures, using Nvivo 10. More specifically, we analyzed field notes from participatory observations conducted during 48 community-based treatment adherence support sessions in townships on the outskirts of Cape Town, transcripts of 32 audio-recorded in-depth interviews with PLWHA and transcripts of 4 focus group discussions with 36 community health workers (CHWs. Despite the fact that the CHWs try to present themselves as not being openly associated with HIV/AIDS services, results show that the presence of a CHW is often seen as a marker of the disease. Depending on the HIV/AIDS competence in the household, this association can challenge the patient's hybrid identity management and his/her attempt to regulate the interference of the household in the disease management. The results deepen our understanding of how the degree of HIV/AIDS competence present in a PLWHA's household affects the manner in which the CHW can perform his or her job and the associated benefits for the patient and his

The influence of medical burden severity and cognition on functional competence in older community-dwelling individuals with schizophrenia.

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Tsoutsoulas, Christopher; Mulsant, Benoit H; Kalache, Sawsan M; Kumar, Sanjeev; Ghazala, Zaid; Voineskos, Aristotle N; Butters, Meryl A; Menon, Mahesh; Rajji, Tarek K

2016-02-01

Cognition predicts functional competence among individuals with schizophrenia across the lifespan. However, as these individuals age, increasing levels of medical burden may also contribute to functional deficits both directly and indirectly through cognition. Thus, we assessed the relationship among, cognition, medical burden, and functional competence in older individuals with schizophrenia. We analyzed data obtained from 60 community-dwelling participants with schizophrenia and 30 control participants aged 50 or above. Cognition was assessed using the MATRICS Consensus Cognitive Battery (MCCB), functional competence was assessed using the USCD Performance-Based Skills Assessment (UPSA), and medical burden was assessed using the Cumulative Illness Rating Scale for Geriatrics (CIRS-G). Group differences were assessed using independent samples t-tests or chi-square tests. Mediation analyses using bootstrapping techniques were used to assess whether cognition mediated the effects of medical burden on functional competence. Participants with schizophrenia had higher levels of medical burden, cognitive deficits, and functional impairments. In participants with schizophrenia, cognition, but not medical burden, predicted functional competence after adjusting for age, education, gender, clinical symptoms, and anticholinergic burden of medications. In control participants, cognition and medical burden both predicted functional competence after adjusting for age, education, and gender. Further, cognition was found to fully mediate the association between medical burden and functional competence in control participants. Cognition is a robust predictor of functional competence among older individuals with schizophrenia, regardless of medical burden. Cognitive deficits associated with schizophrenia may mask any further cognitive impairment associated with medical burden and its impact on function. Copyright © 2015 Elsevier B.V. All rights reserved.

Competencies in the Heartland

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Cejda, Brent

2012-01-01

Although many of the issues facing community colleges are similar, rural community colleges face additional leadership challenges due to limited resources, geographic isolation, and static economies. This chapter focuses on the impact of location on the interpretation and development of the leadership competencies. The chapter concludes with…

Students‟ reflections on the attainment of competencies in a ...

African Journals Online (AJOL)

Community service-learning (CSL) is advocated as a pedagogical tool to impart knowledge, attitudes and skills to students. This study aimed at determining whether community service-learning was a suitable method of instruction for recreation students to acquire the competencies needed in the field. Competencies ...

Reading the Competencies through a Feminist Lens

Science.gov (United States)

Wilson, Kristin Bailey; Cox-Brand, Elizabeth

2012-01-01

The American Association of Community Colleges (AACC) has been a constant advocate for greater diversity in community college leadership. Along with other work to encourage diversity in leadership, the AACC brought together community college practitioners and scholars to develop a competency framework for community college leadership,…

Testing competing hypotheses about single trial fMRI

DEFF Research Database (Denmark)

Hansen, Lars Kai; Purushotham, Archana; Kim, Seong-Ge

2002-01-01

We use a Bayesian framework to compute probabilities of competing hypotheses about functional activation based on single trial fMRI measurements. Within the framework we obtain a complete probabilistic picture of competing hypotheses, hence control of both type I and type II errors....

Autonomy, Competence and Non-interference.

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Roberts, Joseph T F

2017-12-30

In light of the variety of uses of the term autonomy in recent bioethics literature, in this paper, I suggest that competence, not being as contested, is better placed to play the anti-paternalistic role currently assigned to autonomy. The demonstration of competence, I will argue, can provide individuals with robust spheres of non-interference in which they can pursue their lives in accordance with their own values. This protection from paternalism is achieved by granting individuals rights to non-interference upon demonstration of competence. In this paper, I present a risk-sensitive account of competence as a means of grounding rights to non-interference. On a risk-sensitive account of competence individuals demonstrate their competence by exercising three capacities to the extent necessary to meet a threshold determined by the riskiness of the decision. These three capacities are the capacity to (i) acquire knowledge, (ii) use instrumental rationality, and (iii) form and revise a life plan.

Decreased trabecular bone biomechanical competence, apparent density, IGF-II and IGFBP-5 content in acromegaly

DEFF Research Database (Denmark)

Ueland, Thor; Ebbesen, Ebbe Nils; Thomsen, Jesper Skovhus

2002-01-01

of these growth factors in relation to biomechanical properties in acromegaly. MATERIALS AND METHODS: Trabecular bone biomechanical competence (compression test), apparent density (peripheral quantitative computed tomography, pQCT), and bone matrix contents of calcium (HCl hydrolysis) and IGFs (guanidinium......-HCl extraction) were measured in iliac crest biopsies from 13 patients with active acromegaly (two women and 11 men, aged 21-61 years) and 21 age- and sex-matched controls (four women and 17 men, aged 23-64 years). RESULTS: Trabecular bone pQCT was reduced in acromegalic patients compared with controls (P = 0...... bone content of IGF-I, IGFBP-3, or osteocalcin. However, IGF-II and IGFBP-5 content was decreased (P acromegaly, supporting previous observations...

Geriatric core competencies for family medicine curriculum and enhanced skills: care of elderly.

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Charles, Lesley; Triscott, Jean A C; Dobbs, Bonnie M; McKay, Rhianne

2014-06-01

There is a growing mandate for Family Medicine residency programs to directly assess residents' clinical competence in Care of the Elderly (COE). The objectives of this paper are to describe the development and implementation of incremental core competencies for Postgraduate Year (PGY)-I Integrated Geriatrics Family Medicine, PGY-II Geriatrics Rotation Family Medicine, and PGY-III Enhanced Skills COE for COE Diploma residents at a Canadian University. Iterative expert panel process for the development of the core competencies, with a pre-defined process for implementation of the core competencies. Eighty-five core competencies were selected overall by the Working Group, with 57 core competencies selected for the PGY-I/II Family Medicine residents and an additional 28 selected for the PGY-III COE residents. The core competencies follow the CanMEDS Family Medicine roles. Both sets of core competencies are based on consensus. Due to demographic changes, it is essential that Family Physicians have the required skills and knowledge to care for the frail elderly. The core competencies described were developed for PGY-I/II Family Medicine residents and PGY-III Enhanced Skills COE, with a focus on the development of geriatric expertise for those patients that would most benefit.

Doorways II: Community Counselor Reference Materials. On School-Related Gender-Based Violence Prevention and Response

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US Agency for International Development, 2009

2009-01-01

The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). This booklet, "Doorways II: Community Counselor Reference Materials on…

Competencies necessary for becoming a leader in the field of community medicine: a Japanese qualitative interview study.

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Kainuma, Mosaburo; Kikukawa, Makoto; Nagata, Masaharu; Yoshida, Motofumi

2018-04-17

To clarify competencies for inclusion in our curriculum that focuses on developing leaders in community medicine. Qualitative interview study. All six regions of Japan, including urban and rural areas. Nineteen doctors (male: 18, female: 1) who play an important leadership role in their communities participated in semistructured interviews (mean age 48.3 years, range 34-59; mean years of clinical experience 23.1 years, range 9-31). Semistructured interviews were held and transcripts were independently analysed and coded by the first two authors. The third and fourth authors discussed and agreed or disagreed with the results to give a consensus agreement. Doctors were recruited by maximum variation sampling until thematic saturation was achieved. Six themes emerged: (1)'Medical ability': includes psychological issues and difficult cases in addition to basic medical problems. High medical ability gives confidence to other medical professionals. (2)'Long term perspective': the ability to develop a long-term, comprehensive vision and to continuously work to achieve the vision. Cultivation of future generations of doctors is included. (3) 'Team building':the ability to drive forward programmes that include residents and local government workers, to elucidate a vision, to communicate and to accept other medical professionals. (4)'Ability to negotiate': the ability to negotiate with others to ensure that programmes and visions progress smoothly (5) 'Management ability': the ability to run a clinic, medical unit or medical association. (6) 'Enjoying oneself': doctors need to feel an attraction to community medicine, that it be fun and challenging for them. We found six competencies that are needed by leaders in the field of community medicine. The results of this study will contribute to designing a curriculum that develops such leaders. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial

The role of community conversations in facilitating local HIV competence: case study from rural Zimbabwe.

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Campbell, Catherine; Nhamo, Mercy; Scott, Kerry; Madanhire, Claudius; Nyamukapa, Constance; Skovdal, Morten; Gregson, Simon

2013-04-17

This paper examines the potential for community conversations to strengthen positive responses to HIV in resource-poor environments. Community conversations are an intervention method through which local people work with a facilitator to collectively identify local strengths and challenges and brainstorm potential strategies for solving local problems. We conducted 18 community conversations (with six groups at three points in time) with a total of 77 participants in rural Zimbabwe (20% HIV positive). Participants were invited to reflect on how they were responding to the challenges of HIV, both as individuals and in community groups, and to think of ways to better support openness about HIV, kindness towards people living with HIV and greater community uptake of HIV prevention and treatment. Community conversations contributed to local HIV competence through (1) enabling participants to brainstorm concrete action plans for responding to HIV, (2) providing a forum to develop a sense of common purpose in relation to implementing these, (3) encouraging and challenging participants to overcome fear, denial and passivity, (4) providing an opportunity for participants to move from seeing themselves as passive recipients of information to active problem solvers, and (5) reducing silence and stigma surrounding HIV. Our discussion cautions that community conversations, while holding great potential to help communities recognize their potential strengths and capacities for responding more effectively to HIV, are not a magic bullet. Poverty, poor harvests and political instability frustrated and limited many participants' efforts to put their plans into action. On the other hand, support from outside the community, in this case the increasing availability of antiretroviral treatment, played a vital role in enabling communities to challenge stigma and envision new, more positive, ways of responding to the epidemic.

Doorways II: Community Counselor Training Manual on School-Related Gender-Based Violence Prevention and Response

Science.gov (United States)

US Agency for International Development, 2009

2009-01-01

The Doorways training program was designed by the U.S. Agency for International Development (USAID)-funded Safe Schools Program (Safe Schools) to enable teachers, community members and students to prevent and respond to school-related gender-based violence (SRGBV). Doorways II was designed for community counselors to prevent and respond to…

An analysis of the concept of competence in individuals and social systems.

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Adler, P T

1982-01-01

This paper has attempted to present a unified conceptual model of positive mental health or competence from the perspective of individuals and from the perspective of social systems of varying degrees of complexity, such as families, organizations, and entire communities. It has provided a taxonomy of the elements of competence which allows the application of a common framework to the analysis of competence and to the planning and evaluation of competence building interventions at any level of social organization. Community Mental Health Centers can apply the model which has been presented in a number of different ways. At whatever level(s) the CMHCs' efforts are directed, the competence model presents a framework for analysis, intervention, and evaluation which enriches and expands upon more typical disorder-based formulations. By providing a framework which encompasses all levels of social organization, the model provides the conceptual tools for going beyond the individual and microsystem levels which have often constituted the boundaries of CMHC concern, and allows the CMHC to approach the organizational and community levels which must be encompassed by a competently comprehensive center. Application of the concept of competence to social organizations and to communities allows the CMHC to analyze and intervene at these levels. Finally, the concept of organizational competence separated into its various elements provides the CMHC with a tool for analyzing and evaluating its own environment and the competence of various aspects of its own functioning within that environment.

Cultural competence in working with the Arab Australian community: a conceptual review and the experience of the Arab Council Australia (ACA gambling help counselling service

Directory of Open Access Journals (Sweden)

Randa Mazbouh-Moussa

2017-12-01

Full Text Available Abstract Although Culturally And Linguistically Diverse (CALD communities participate less in gambling than the general population, those who gamble are more likely to show signs of disordered gambling (Moore and Ohtsuka International Gambling Studies, 1, 87–101, 2001; Raylu and Oei Clinical Psychology Review, 23, 1087–1114, 2004; Yamine and Thomas The impact of gaming on specific cultural groups, Victorian Casino and Gaming Authority, Melbourne, 2000. Research data on gambling problems and interventions in the Arab Australian community are extremely scarce. Therefore, this article will present an overview of the Arab Australian community and cultural issues regarding gambling within the Arab Australian community. Identifying these issues is important to work effectively with Arab Australians clients and those from other CALD backgrounds. The article also presents a conceptual review of peer-reviewed research articles on cultural competence in working with the Arab clients, the overview of Arab migration history to Australia and a summary of recent events that suggest a tension between Arab and non-Arab Australian communities. Observations and experiences that were encountered during the gambling counselling service operating in the Australian Arab community in New South Wales are also discussed. The research data to validate the effectiveness and positive impact of cultural competence are still in its early stages. However, a small number of community education resources have been available for working with the Arab community. From the data in annual reviews on the Arab Council Australia gambling counselling service, it was identified that cultural beliefs and expectations influence risk-taking decisions, identification of gambling issues, and preference of help seeking within the client’s social network. Further, culturally-specific sensitive issues related to political and global security events, which in turn influenced openness and

Competency-Based Training and Worker Turnover in Community Supports for People with IDD: Results from a Group Randomized Controlled Study

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Bogenschutz, Matthew; Nord, Derek; Hewitt, Amy

2015-01-01

Turnover among direct support professionals (DSPs) in community support settings for individuals with intellectual and developmental disabilities (IDD) has been regarded as a challenge since tracking of this workforce began in the 1980s. This study utilized a group randomized controlled design to test the effects of a competency-based training…

Associations Among Depressive Symptoms, Wellness, Patient Involvement, Provider Cultural Competency, and Treatment Nonadherence: A Pilot Study Among Community Patients Seen at a University Medical Center.

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Hooper, Lisa M; Huffman, Lauren E; Higginbotham, John C; Mugoya, George C T; Smith, Annie K; Dumas, Tia N

2018-02-01

Treatment nonadherence is a pernicious problem associated with increasing rates of chronic diseases, escalating healthcare costs, and rising mortality in some patients. Although researchers have suggested numerous factors related to treatment nonadherence, several understudied aspects warrant attention, such as primary-care settings, provider cultural competence, and patient involvement. Adding to the research base, the present pilot study examined 88 primarily Black American and White American community patients from a large university medical center in the southern part of the United States. The study explored two research questions: (a) To what extent are there associations among depressive symptoms, wellness, patient involvement, cultural competency, and treatment nonadherence in a racially diverse community patient population? And (b) to what extent do the study exploratory variables and background characteristics predict treatment nonadherence, both separately and jointly? Depressive symptoms, the patient's perception of a provider's cultural competence, and marital/partnered status were found to be statistically significantly associated with treatment nonadherence, but not entirely in the directions expected.

Perspective: Organizational professionalism: relevant competencies and behaviors.

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Egener, Barry; McDonald, Walter; Rosof, Bernard; Gullen, David

2012-05-01

The professionalism behaviors of physicians have been extensively discussed and defined; however, the professionalism behaviors of health care organizations have not been systemically categorized or described. Defining organizational professionalism is important because the behaviors of a health care organization may substantially impact the behaviors of physicians and others within the organization as well as other institutions and the larger community. In this article, the authors discuss the following competencies of organizational professionalism, derived from ethical values: service, respect, fairness, integrity, accountability, mindfulness, and self-motivation. How nonprofit health care organizations can translate these competencies into behaviors is described. For example, incorporating metrics of population health into assessments of corporate success may increase collaboration among regional health care organizations while also benefiting the community. The unique responsibilities of leadership to model these competencies, promote them in the community, and develop relevant organizational strategies are clarified. These obligations elevate the importance of the executive leadership's capacity for self-reflection and the governing boards' responsibility for mapping operational activities to organizational mission. Lastly, the authors consider how medical organizations are currently addressing professionalism challenges. In an environment made turbulent by regulatory change and financial constraints, achieving proficiency in professionalism competencies can assist nonprofit health care organizations to promote population health and the well-being of their workforces.

Moral competence questionnaire for public health nurses in Japan: scale development and psychometric validation.

Science.gov (United States)

Asahara, Kiyomi; Kobayashi, Maasa; Ono, Wakanako

2015-01-01

To develop a valid and reliable self-assessment questionnaire that can be easily used by public health nurses in Japan to measure their moral competence. A self-administered questionnaire that included the preliminary Moral Competence Questionnaire for Public Health Nurses and demographics was distributed to public health nurses who worked at local governments in Japan. Exploratory factor analysis for the Moral Competence Questionnaire for Public Health Nurses from 3493 responses (31.9%) revealed 15 items loading on three factors: (1i) judgment based on the values of community members; (ii) strong will to face difficult situations; and (iii) cooperating with relevant people/organizations. Confirmatory factor analysis indicated that this model has a reasonable fit to the data. Cronbach's alphas ranged 0.85-0.91. The construct validity and internal consistency reliability of the Moral Competence Questionnaire for Public Health Nurses were supported. This questionnaire reflected the characteristics of Japan's public health nursing practice and it may be used to assess current moral practice and need for continuing education. However, this questionnaire needs additional internal validity testing and possible item development. Additional research is needed to refine this scale and increase the possibility of generalizability. © 2014 The Authors. Japan Journal of Nursing Science © 2014 Japan Academy of Nursing Science.

Experience of Delphi technique in the process of establishing consensus on core competencies.

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Raghav, Pankaja Ravi; Kumar, Dewesh; Bhardwaj, Pankaj

2016-01-01

The Department of Community Medicine and Family Medicine (CMFM) has been started as a new model for imparting the components of family medicine and delivering health-care services at primary and secondary levels in all six newly established All India Institute of Medical Sciences (AIIMS), but there is no competency-based curriculum for it. The paper aims to share the experience of Delphi method in the process of developing consensus on core competencies of the new model of CMFM in AIIMS for undergraduate medical students in India. The study adopted different approaches and methods, but Delphi was the most critical method used in this research. In Delphi, the experts were contacted by e-mail and their feedback on the same was analyzed. Two rounds of Delphi were conducted in which 150 participants were contacted in Delphi-I but only 46 responded. In Delphi-II, 26 participants responded whose responses were finally considered for analysis. Three of the core competencies namely clinician, primary-care physician, and professionalism were agreed by all the participants, and the least agreement was observed in the competencies of epidemiologist and medical teacher. The experts having more experience were less consistent as responses were changed from agree to disagree in more than 15% of participants and 6% changed from disagree to agree. Within the given constraints, the final list of competencies and skills for the discipline of CMFM compiled after the Delphi process will provide a useful insight into the development of competency-based curriculum of the subject.

Components of cultural competence in three mental health programs.

Science.gov (United States)

Siegel, Carole; Haugland, Gary; Reid-Rose, Lenora; Hopper, Kim

2011-06-01

The aim of this study was to identify components of cultural competence in mental health programs developed for cultural groups by community and mental health professionals from these groups. Three programs were studied: a prevention program primarily serving African-American and Afro-Caribbean youth, a Latino adult acute inpatient unit, and a Chinese day treatment program in a community-based agency. Nine study-trained field researchers used a semistructured instrument that captures program genealogy, structure, processes, and cultural infusion. Program cultural elements were identified from field notes and from individual and group interviews of consumers and staff (N=104). A research-group consensus process with feedback from program staff was used to group elements by shared characteristics into the program components of cultural competence. Components included communication competencies (with use of colloquialisms and accepted forms of address); staff in culturally acceptable roles; culturally framed trust building (such as pairing youths with mentors), stigma reduction, friendly milieus (such as serving culturally familiar foods and playing music popular with the culture), and services; and peer, family, and community involvement (including use of peer counselors and mentors, hosting parent weekends, and linking clients with senior center and community services). Incorporating these components into any program in which underserved cultural populations are seen is recommended for improving cultural competence.

Floral colour versus phylogeny in structuring subalpine flowering communities.

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McEwen, Jamie R; Vamosi, Jana C

2010-10-07

The relative number of seeds produced by competing species can influence the community structure; yet, traits that influence seed production, such as pollinator attraction and floral colour, have received little attention in community ecology. Here, we analyse floral colour using reflectance spectra that include near-UV and examined the phylogenetic signal of floral colour. We found that coflowering species within communities tended to be more divergent in floral colour than expected by chance. However, coflowering species were not phylogenetically dispersed, in part due to our finding that floral colour is a labile trait with a weak phylogenetic signal. Furthermore, while we found that locally rare and common species exhibited equivalent floral colour distances from their coflowering neighbours, frequent species (those found in more communities) exhibited higher colour distances from their coflowering neighbours. Our findings support recent studies, which have found that (i) plant lineages exhibit frequent floral colour transitions; and (ii) traits that influence local population dynamics contribute to community structure.

Travel and Tourism Marketing. Ohio's Competency Analysis Profile.

Science.gov (United States)

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for travel and tourism occupations. The list contains units (with and without subunits), competencies, and competency…

Industry-Oriented Competency Requirements for Mechatronics Technology in Taiwan

Science.gov (United States)

Shyr, Wen-Jye

2012-01-01

This study employed a three-phase empirical method to identify competency indicators for mechatronics technology according to industry-oriented criteria. In Phase I, a list of required competencies was compiled using Behavioral Event Interviews (BEI) with three engineers specializing in the field of mechatronics technology. In Phase II, the Delphi…

Experiential Learning Model in Enhancing Prospective English Teachers` Teaching Competence

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Heri Mudra

2017-09-01

Full Text Available This study aimed to describe the effectiveness of Experiential Learning (EL model in improving prospective EFL teachers’ (PETs teaching competence. The method of this study was Classroom Action Research (CAR consisting of planning, observing, acting, and reflecting phases. There were two cycles needed in implementing EL to the twenty one EFL learners as the participants. The results revealed that each subcompetence in cycle I and cycle II was achieved in the following score: planning & preparation for learning (Mean in cycle I=2,8; Mean in cycle II=3,38, classroom management (Mean in cycle I=2,5; Mean in cycle II=2,95, delivery of instruction (Mean in cycle I=2,6; Mean in cycle II=2,90, and monitoring, assessment, and follow-up (Mean in cycle I=2,4; Mean in cycle II=2,95. It can be concluded that EL is effective in improving PETs’ teaching competence.

Identifying Student Competencies in Macro Practice: Articulating the Practice Wisdom of Field Instructors

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Regehr, Cheryl; Bogo, Marion; Donovan, Kirsten; Lim, April; Anstice, Susan

2012-01-01

Although a growing literature examines competencies in clinical practice, competencies of students in macro social work practice have received comparatively little attention. A grounded-theory methodology was used to elicit field instructor views of student competencies in community, organization, and policy contexts. Competencies described by…

PLURILINGUAL COMPETENCE, STYLES AND VARIATION

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Jyrki Kalliokoski

2011-01-01

Full Text Available The paper explores plurilingual competence in respect to language proficiency, language education and pluri- and multilingualism. The notion of communicative competence was introduced by Hymes (1972 as a reaction to chomskyan view of language as an autonomous system. Hymes’ notion of communicative competence originally included plurilingualism. The concept of communicative competence was quickly adopted to applied linguistics but the idea of a linguistic repertoire consisting of the competencies of linguistic varieties was not imported to SLA or language testing. The Hymesian perspective to plurilingualism as an essential dimension of communicative competence was revived in the Common European Framework (CEFR. However,the practice of applying the CEFR has mostly neglected the dimension on plurilingualism and plurilingual competence. The focus in the use of the CEFR has been on the different areas of language skills within one single language at a time, while the application of plurilingual practices has gained very little attention. The Hymesian notion of communicative competence has lived on in the sociolinguistic research tradition, especially within interactional sociolinguistics. The present paper relates the notion of plurilingual competence to its hymesian origin, to recent trends in plurilingual and pluricultural education, and to the sociolinguistic study of style and linguistic variation in multilingual communities. The article uses Finnish L2 data to show how plurilingual competence is used as an interactional resource.From the perspective of language learning, plurilingual competence enables speakers with different linguistic backgrounds to use their shared linguistic repertoire in order to ensure smooth interaction and achieve mutual understanding.

Nurses’ Competencies in Disaster Nursing: Implications for Curriculum Development and Public Health

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Loke, Alice Yuen; Fung, Olivia Wai Man

2014-01-01

The purpose of this study was to explore Hong Kong nurses’ perceptions of competencies required for disaster nursing. Focus group interviews and written inquiry were adopted to solicit nurses’ perceived required competencies for disaster care. A total of 15 nurses were interviewed and 30 nurses completed the written inquiry on their perceived competencies related to disaster nursing. The International Council for Nurses’ (ICN) framework of disaster nursing competencies, consisting of four themes and ten domains, was used to tabulate the perceived competencies for disaster nursing reported by nurses. The most mentioned required competencies were related to disaster response; with the ethical and legal competencies for disaster nursing were mostly neglected by nurses in Hong Kong. With the complexity nature of disasters, special competencies are required if nurses are to deal with adverse happenings in their serving community. Nurses’ perceived disaster nursing competencies reported by nurses were grossly inadequate, demonstrating the needs to develop a comprehensive curriculum for public health. The establishment of a set of tailor-made disaster nursing core competencies for the community they served is the first step in preparing nurses to deal with disastrous situations for the health of the public. PMID:24658409

CASAS Competencies: Essential Life and Work Skills for Youth and Adults

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CASAS - Comprehensive Adult Student Assessment Systems (NJ1), 2008

2008-01-01

The CASAS Competencies identify more than 360 essential life skills that youth and adults need to be functionally competent members of their community, their family, and the workforce. Competencies are relevant across the full range of instructional levels, from beginning literacy through high school completion including transition to…

A 21st Century Imperative: integrating intercultural competence in Tuning

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Darla K. Deardorff

2015-12-01

Full Text Available Given the increasing demand for interculturally competent graduates and employees, it is incumbent upon the Tuning community to incorporate intercultural competence into Tuning Frameworks. With the growing diversity in the world today, beyond national diversity, intercultural competence cuts across disciplines, subjects, and contexts. This essay highlights the first research-based definition and framework of intercultural competence which can be translated into any subject and context and makes the case for why intercultural competence must be embedded into Tuning Frameworks around the world.

Hospitality and Facility Care Services. Ohio's Competency Analysis Profile.

Science.gov (United States)

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified employer competency profile for hospitality and facility care occupations. The list contains units (with and without subunits), competencies, and…

Assessing Capacity for Providing Culturally Competent Services to LGBT Older Adults

Science.gov (United States)

Portz, Jennifer Dickman; Retrum, Jessica H.; Wright, Leslie A.; Boggs, Jennifer M.; Wilkins, Shari; Grimm, Cathy; Gilchrist, Kay; Gozansky, Wendolyn S.

2014-01-01

This qualitative, interview-based study assessed the cultural competence of health and social service providers to meet the needs of LGBT older adults in an urban neighborhood in Denver, Colorado, known to have a large LGBT community. Only 4 of the agencies were categorized as “high competency” while 12 were felt to be “seeking improvement” and 8 were considered “not aware.” These results indicate significant gaps in cultural competency for the majority of service providers. Social workers are well-suited to lead efforts directed at improving service provision and care competencies for the older LGBT community. PMID:24798180

Two approaches, one problem: Cultural constructions of type II diabetes in an indigenous community in Yucatán, Mexico.

Science.gov (United States)

Frank, Sarah M; Durden, T Elizabeth

2017-01-01

The emerging epidemic of obesity and type II diabetes in Mexico has recently propelled the nation into the public health spotlight. In the state of Yucatán, the experience of diabetes is greatly impacted by two cultural constructions of disease. In this setting, elements of Yucatec Mayan health practices as well as the biomedical model affect the approach to type II diabetes. Both frameworks offer unique understandings of the etiology of diabetes and recommend different ways to manage the condition. Based on in-depth and semi-structured interviews with both community members and clinicians, the present study seeks to understand how diabetes is understood and treated in indigenous settings in rural Yucatán. We explore the context in which community members navigate between locally available healthcare options, choose one over the other, or incorporate strategies from both into their diabetes care regimens. The tension between indigenous community members and their biomedical healthcare providers, the changing food environment of this community, and the persistence of traditional gender constructions affect the management of type II diabetes and its associated symptoms. Copyright © 2016 Elsevier Ltd. All rights reserved.

Zonation of Microbial Communities by a Hydrothermal Mound in the Atlantis II Deep (the Red Sea)

KAUST Repository

Wang, Yong

2015-10-20

In deep-sea geothermal rift zones, the dispersal of hydrothermal fluids of moderately-high temperatures typically forms subseafloor mounds. Major mineral components of the crust covering the mound are barite and metal sulfides. As a result of the continental rifting along the Red Sea, metalliferous sediments accumulate on the seafloor of the Atlantis II Deep. In the present study, a barite crust was identified in a sediment core from the Atlantis II Deep, indicating the formation of a hydrothermal mound at the sampling site. Here, we examined how such a dense barite crust could affect the local environment and the distribution of microbial inhabitants. Our results demonstrate distinctive features of mineral components and microbial communities in the sediment layers separated by the barite crust. Within the mound, archaea accounted for 65% of the community. In contrast, the sediments above the barite boundary were overwhelmed by bacteria. The composition of microbial communities under the mound was similar to that in the sediments of the nearby Discovery Deep and marine cold seeps. This work reveals the zonation of microbial communities after the formation of the hydrothermal mound in the subsurface sediments of the rift basin.

Zonation of Microbial Communities by a Hydrothermal Mound in the Atlantis II Deep (the Red Sea.

Directory of Open Access Journals (Sweden)

Yong Wang

Full Text Available In deep-sea geothermal rift zones, the dispersal of hydrothermal fluids of moderately-high temperatures typically forms subseafloor mounds. Major mineral components of the crust covering the mound are barite and metal sulfides. As a result of the continental rifting along the Red Sea, metalliferous sediments accumulate on the seafloor of the Atlantis II Deep. In the present study, a barite crust was identified in a sediment core from the Atlantis II Deep, indicating the formation of a hydrothermal mound at the sampling site. Here, we examined how such a dense barite crust could affect the local environment and the distribution of microbial inhabitants. Our results demonstrate distinctive features of mineral components and microbial communities in the sediment layers separated by the barite crust. Within the mound, archaea accounted for 65% of the community. In contrast, the sediments above the barite boundary were overwhelmed by bacteria. The composition of microbial communities under the mound was similar to that in the sediments of the nearby Discovery Deep and marine cold seeps. This work reveals the zonation of microbial communities after the formation of the hydrothermal mound in the subsurface sediments of the rift basin.

Zonation of Microbial Communities by a Hydrothermal Mound in the Atlantis II Deep (the Red Sea)

KAUST Repository

Wang, Yong; Li, Jiang Tao; He, Li Sheng; Yang, Bo; Gao, Zhao Ming; Cao, Hui Luo; Batang, Zenon B.; Al-Suwailem, Abdulaziz M.; Qian, Pei-Yuan

2015-01-01

In deep-sea geothermal rift zones, the dispersal of hydrothermal fluids of moderately-high temperatures typically forms subseafloor mounds. Major mineral components of the crust covering the mound are barite and metal sulfides. As a result of the continental rifting along the Red Sea, metalliferous sediments accumulate on the seafloor of the Atlantis II Deep. In the present study, a barite crust was identified in a sediment core from the Atlantis II Deep, indicating the formation of a hydrothermal mound at the sampling site. Here, we examined how such a dense barite crust could affect the local environment and the distribution of microbial inhabitants. Our results demonstrate distinctive features of mineral components and microbial communities in the sediment layers separated by the barite crust. Within the mound, archaea accounted for 65% of the community. In contrast, the sediments above the barite boundary were overwhelmed by bacteria. The composition of microbial communities under the mound was similar to that in the sediments of the nearby Discovery Deep and marine cold seeps. This work reveals the zonation of microbial communities after the formation of the hydrothermal mound in the subsurface sediments of the rift basin.

Biochemistry and Ecology of Novel Cytochromes Catalyzing Fe(II) Oxidation by an Acidophilic Microbial Community

Science.gov (United States)

Singer, S. W.; Jeans, C. J.; Thelen, M. P.; Verberkmoes, N. C.; Hettich, R. C.; Chan, C. S.; Banfield, J. F.

2007-12-01

An acidophilic microbial community found in the Richmond Mine at Iron Mountain, CA forms abundant biofilms in extremely acidic (pHindicated that several variants of Cyt579 were present in Leptospirillum strains. Intact protein MS analysis identified the dominant variants in each biofilm and documented multiple N-terminal cleavage sites for Cyt579. By combining biochemical, geochemical and microbiological data, we established that the sequence variation and N-terminal processing of Cyt579 are selected by ecological conditions. In addition to the soluble Cyt579, the second cytochrome appears as a much larger protein complex of ~210 kDa predominant in the biofilm membrane fraction, and has an alpha-band absorption at 572 nm. The 60 kDa cytochrome subunit, Cyt572, resides in the outer membrane of LeptoII, and readily oxidizes Fe(II) at low pH (0.95 - 3.0). Several genes encoding Cyt572 were localized within a recombination hotspot between two strains of LeptoII, causing a large range of variation in the sequences. Genomic sequencing and MS proteomic studies established that the variants were also selected by ecological conditions. A general mechanistic model for Fe(II) oxidation has been developed from these studies. Initial Fe(II) oxidation by Cyt572 occurs at the outer membrane. Cyt572 then transfers electrons to Cyt579, perhaps representing an initial step in energy flow to the biofilm community. Amino acid variations and post-translational modifications of these unique cytochromes may represent fine-tuning of function in response to local environmental conditions.

Community health clinical education in Canada: part 2--developing competencies to address social justice, equity, and the social determinants of health.

Science.gov (United States)

Cohen, Benita E; Gregory, David

2009-01-01

Recently, several Canadian professional nursing associations have highlighted the expectations that community health nurses (CHNs) should address the social determinants of health and promote social justice and equity. These developments have important implications for (pre-licensure) CHN clinical education. This article reports the findings of a qualitative descriptive study that explored how baccalaureate nursing programs in Canada address the development of competencies related to social justice, equity, and the social determinants of health in their community health clinical courses. Focus group interviews were held with community health clinical course leaders in selected Canadian baccalaureate nursing programs. The findings foster understanding of key enablers and challenges when providing students with clinical opportunities to develop the CHN role related to social injustice, inequity, and the social determinants of health. The findings may also have implications for nursing programs internationally that are addressing these concepts in their community health clinical courses.

Competence remains competence? Reopening decisions that violate Community Law

NARCIS (Netherlands)

Jans, J.H.; Marseille, A.T.

2007-01-01

This paper discusses the question what should administrative bodies do in cases where they have adopted decisions that turn out to be contrary to Community law, but these decisions have become final because the parties concerned have not made use of the possibilities of judicial review available to

Mexican Americans on the Home Front: Community Organizations in Arizona during World War II.

Science.gov (United States)

Marin, Christine

During World War II Arizona's Mexican-American communities organized their own patriotic activities and worked, in spite of racism, to support the war effort. In Phoenix the Lenadores del Mundo, an active fraternal society, began this effort by sponsoring a festival in January 1942. Such "mutualistas" provided an essential support system…

CONTEMPORARY CONDITION OF THE PROBLEM OF PROFESSIONAL-METHODICAL FORMATION COMPETENCE OF FUTURE TEACHERS OF PRE-SCHOOL EDUCATIONAL ORGANIZATIONS BY ONLINE COMMUNITIES TOOLS

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Natalia Smirnova

2016-04-01

Full Text Available In the article the questions of the present stage of development of professional education in the Russian Federation during the consideration of which, it is evident that one of the most important component of professional competence of future teachers of pre-school education is the extent of his readiness to use modern information technologies in their professional activities. One of the main means of formation of the psychological basis of the study competence should be allocated to a network community. Today it is impossible to imagine educational space without modern information technologies and means of telecommunication. They open up entirely new possibilities of education and communication, and, therefore, have considerable educational potential.

Developing Cultural Competence in Working with Korean Immigrant Families

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Kim, Irene J.; Kim, Luke I. C.; Kelly, James G.

2006-01-01

The authors provide an in-depth examination of the historical background, cultural values, family roles, and community contexts of Korean Americans as an aid to both researchers and clinicians in developing cultural competence with this particular group. First, the concept of cultural competence is defined. A brief history of Korean immigration…

Developing the Simulator Instructor’s Pedagogical Competence

DEFF Research Database (Denmark)

Sjøstedt, Peter

2014-01-01

The full benefits of investment in simulator-based training are achieved only when development of the simulator instructor’s pedagogical competence accompanies the acquisition of advanced technology. In spite of this, the instructor’s pedagogical competence often is not well developed. Courses...... for simulator instructors that address their experiential instructional skills and their understanding of adult participants' learning processes are rare. Lessons learned about the instructor’s role that focus on the relationship between instruction and learning are seldom reported. Simulator instructors......’ pedagogical competence appears to be an area afforded insufficient attention from the simulation community. Based on lessons learned from our four-day pedagogical course for naval simulator instructors in the Danish armed forces, this paper presents a framework for instructors’ pedagogical competence...

Global and public health core competencies for nursing education: A systematic review of essential competencies.

Science.gov (United States)

Clark, Megan; Raffray, Marie; Hendricks, Kristin; Gagnon, Anita J

2016-05-01

Nurses are learning and practicing in an increasingly global world. Both nursing schools and nursing students are seeking guidance as they integrate global health into their learning and teaching. This systematic review is intended to identify the most common global and public health core competencies found in the literature and better inform schools of nursing wishing to include global health content in their curricula. Systematic review. An online search of CINAHL and Medline databases, as well as, inclusion of pertinent gray literature was conducted for articles published before 2013. Relevant literature for global health (GH) and public and community health (PH/CH) competencies was reviewed to determine recommendations of both competencies using a combination of search terms. Studies must have addressed competencies as defined in the literature and must have been pertinent to GH or PH/CH. The databases were systematically searched and after reading the full content of the included studies, key concepts were extracted and synthesized. Twenty-five studies were identified and resulted in a list of 14 global health core competencies. These competencies are applicable to a variety of health disciplines, but particularly can inform the efforts of nursing schools to integrate global health concepts into their curricula. Copyright © 2016 Elsevier Ltd. All rights reserved.

Forensic psychiatric nursing: skills and competencies: II clinical aspects.

Science.gov (United States)

Mason, T; Coyle, D; Lovell, A

2008-03-01

This study reports on research undertaken to identify the skills and competencies of forensic psychiatric nurses working in secure psychiatric services in the UK. The rationale for this research is the lack of clarity in the role definition of nurses working in these environments and the specific content that may underscore the curriculum for training forensic nurses. Over 3300 questionnaires were distributed to forensic psychiatric nurses, non-forensic psychiatric nurses and other disciplines and information obtained on (1) the perceived clinical problems that give forensic nurses the most difficulty; (2) the skills best suited to overcome those problems; and (3) the priority aspects of clinical nursing care that needs to be developed. A 35% response rate was obtained with 1019 forensic psychiatric nurses, 110 non-forensic psychiatric nurses and 43 other disciplines. The results highlighted a 'top ten' list of main problems with possible solutions and main areas for development. The conclusions drawn include a focus on skills and competencies regarding the management of personality disorders and the management of violence and aggression.

Competence is Competence

DEFF Research Database (Denmark)

Bramming, Pia

2004-01-01

The article will address competence, its' diffusion, application, and the consequence of this application within the field of Human Resource Management (HRM). The concept competence-in-practice will be presented and in conclusion the article will consider implications and possibilities...... of competence-in-practice as an alternative approach to Competence Development within Human Resource Management....

Assessment and self-assessment of the pharmacists' competencies using the global competency framework (GbCF) in Serbia.

Science.gov (United States)

Stojkov, Svetlana; Tadić, Ivana; Crnjanski, Tatjana; Krajnović, Dušanka

2016-09-01

Pharmacists' competence represents a dynamic framework of knowledge, skills and abilities to carry out tasks, and it reflects on improving the quality of life and on patients’ health. One of the documents for the Evaluation and Competency Development of Pharmacists is the Global Competency Framework (GbCF). The aim of this study was to implement the GBCF document into Serbian pharmacies, to perform assessment and self assessment of the competencies. The assessment and self-assessment of pharmacists’ competencies were performed during the period 2012−13 year in eight community pharmacy chains, in seven cities in Serbia. For assessment and self-assessment of pharmacists competencies the GbCF model was applied, which was adjusted to pharmaceutical practice and legislation in Serbia. External assessment was conducted by teams of pharmacists using the structured observation of the work of pharmacists during regular working hours. Evaluated pharmacists filled out the questionnaire about demographic indicators about the pharmacist and the pharmacy where they work. A total of 123 pharmacists were evaluated. Pharmacists’ Professional Competency Cluster (KK1) had the lowest score (average value 2.98), while the cluster Management and Organizational Competency (KK2) had the highest score (average value 3.15). The competence Recognition of the Diagnosis and Patient Counseling (K8), which belonged to the cluster KK1, had the lowest score (average value for assessment and self-assessment were 2.09, and 2.34, respectively) among the all evaluated competencies. GbCF might be considered as an instrument for the competencies' evaluation/selfevaluation and their improvement, accordingly.

Fiber, Fabric and Fashion. Environment II.

Science.gov (United States)

Arizona State Univ., Tempe.

A competency-based instructional guide for grades 7-14, this volume is one of three parts, each of which focuses on a different environment (psychomotor, cognitive, or affective), and each of which includes competencies and learning activities for each of three instructional levels. The topics for this volume (Environment II--cognitive) are…

Towards a National Discursive Construction of Nurses' Diversity Related Competencies?

DEFF Research Database (Denmark)

Jensen, Annie Aarup; Jæger, Kirsten

2009-01-01

This paper will explore the premises for developing a national discursive construction of the professional competencies needed by nurses when confronted with cultural difference and intercultural contact. Based on an analysis of the Danish nursing community's articles in the Danish Nursing Union......'s journal, "The Nurse", covering an eight-year period it is concluded that the nursing profession understood as a community of practice continues to encounter the same type of problems related to diversity and that increased knowledge, skills and competencies are needed. The discourse of a new Bachelor...

Organizational Factors and Intrapreneurial Competences

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Suzete Antonieta Lizote

2013-12-01

Full Text Available This study analyzes the relationship between organizational factors and entrepreneurial competencies of coordinators of undergraduate courses in two community universities in Santa Catarina, Brazil. The organizational factors studied were: management support, freedom at work, rewards, and time available and organizational limitations. Eight entrepreneurial competencies were considered; five included in an achievement set, and three in a planning set. The method was quantitative and descriptive, adopting a structured questionnaire as the data collection tool. Factor analysis, canonical analysis, and multiple regression analysis were performed. The results revealed a positive relationship between the constructs. The most relevant competencies were organizational limitations or uncertainty about tasks, and freedom at work, which indicates the importance having clarity about rules and decisions that should exist both at the level of performance expected of the coordinator, and the freedom that they must feel in their work.

Lutetium-177 complexation of DOTA and DTPA in the presence of competing metals

International Nuclear Information System (INIS)

Watanabe, Satoshi; Ishioka, Noriko S.; Hashimoto, Kazuyuki

2013-01-01

177 Lu complexation of DOTA and DTPA is investigated by the addition of Ca(II), Fe(II) and Zn(II). The 177 Lu complexation yield of DTPA was higher than that of DOTA in the presence of Ca(II), Fe(II) and Zn(II). Therefore, it was found that the 177 Lu complexation of DTPA was more advantageous compared with DOTA in the presence of competing metals, Ca, Fe and Zn. (author)

Bidirectional Associations among Sensitive Parenting, Language Development, and Social Competence

Science.gov (United States)

Barnett, Melissa A.; Gustafsson, Hanna; Deng, Min; Mills-Koonce, W. Roger; Cox, Martha

2012-01-01

Rapid changes in language skills and social competence, both of which are linked to sensitive parenting, characterize early childhood. The present study examines bidirectional associations among mothers' sensitive parenting and children's language skills and social competence from 24 to 36?months in a community sample of 174 families. In addition,…

Impact of a community based implementation of REACH II program for caregivers of Alzheimer's patients.

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Kristine Lykens

Full Text Available BACKGROUND: In 2009 an estimated 5.3 million people in the United States were afflicted with Alzheimer's disease, a degenerative form of dementia. The impact of this disease is not limited to the patient but also has significant impact on the lives and health of their family caregivers. The Resources for Enhancing Alzheimer's Caregiver Health (REACH II program was developed and tested in clinical studies. The REACH II program is now being delivered by community agencies in several locations. This study examines the impact of the REACH II program on caregiver lives and health in a city in north Texas. STUDY DESIGN: Family caregivers of Alzheimer's patients were assessed using an instrument covering the multi-item domains of Caregiver Burden, Depression, Self-Care, and Social Support upon enrollment in the program and at the completion of the 6 month intervention. The domain scores were analyzed using a multivariate paired t-test and Bonferroni confidence interval for the differences in pre- and post-service domain scores. RESULTS: A total of 494 families were enrolled in the program during the period January 1, 2011 through June 30, 2012. Of these families 177 completed the 6 month program and have pre - and post service domain scores. The median age for the caregivers was 62 years. The domain scores for Depression and Caregiver Burden demonstrated statistically significant improvements upon program completion. CONCLUSION: The REACH II intervention was successfully implemented by a community agency with comparable impacts to those of the clinical trial warranting wider scale implementation.

Assessment and self-assessment of the pharmacists' competencies using the global competency framework (GbCF in Serbia

Directory of Open Access Journals (Sweden)

Stojkov Svetlana

2016-01-01

Full Text Available Background/Aim. Pharmacists' competence represents a dynamic framework of knowledge, skills and abilities to carry out tasks, and it reflects on improving the quality of life and on patients’ health. One of the documents for the Evaluation and Competency Development of Pharmacists is the Global Competency Framework (GbCF. The aim of this study was to implement the GBCF document into Serbian pharmacies, to perform assessment and self assessment of the competencies. Methods. The assessment and self-assessment of pharmacists’ competencies were performed during the period 2012−13 year in eight community pharmacy chains, in seven cities in Serbia. For assessment and self-assessment of pharmacists competencies the GbCF model was applied, which was adjusted to pharmaceutical practice and legislation in Serbia. External assessment was conducted by teams of pharmacists using the structured observation of the work of pharmacists during regular working hours. Evaluated pharmacists filled out the questionnaire about demographic indicators about the pharmacist and the pharmacy where they work. Results. A total of 123 pharmacists were evaluated. Pharmacists’ Professional Competency Cluster (KK1 had the lowest score (average value 2.98, while the cluster Management and Organizational Competency (KK2 had the highest score (average value 3.15. The competence Recognition of the Diagnosis and Patient Counseling (K8, which belonged to the cluster KK1, had the lowest score (average value for assessment and self-assessment were 2.09, and 2.34, respectively among the all evaluated competencies. Conclusion. GbCF might be considered as an instrument for the competencies' evaluation/selfevaluation and their improvement, accordingly.

COMMUNITTY HEALTH II – SUBJECT THAT PROMOTES THE LEARNING- SERVING-COMUNITTY INTERACTION AIMING THE PROMOTION OF HEALTH, CARE AND COMFORT

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Onã Silva

2013-09-01

Full Text Available Introduction: In the context of the teaching and learning process, the communication between the fields of study and their subjects is important, once such integration reflects on the formation and the learning-serving-community triad. This pedagogical basis figures in the syllabi of the subjects Community Health II and its Training Course, offered by the Nursing Program. Objective: Reporting the teaching and learning process for the academic subject Community Health II, as being an inclusive part of learning-serving-community triad, with regards of developing care for the health of individuals, family and community, according to the reports of the experiences of this author during the training course. Methodological Description: It was reported the events dealing with the data experienced by the author over the second term of 2012. The following places were used in that report. In the academic environment and in the training course which took place in one of the administrative regions of Distrito Federal. The pedagogical theoretical basis was made on Paulo Freire. Data were collected from the studied subjects, legislation, theoretical and practical meetings, communication materials on the virtual environment among other sources. Results and discussion: this experience revealed that the subject CH-II presents an interdisciplinary, multiprofessional and inclusive view of learning-serving-community triad. The participants mediated by the problematization contributed for the construction of theoretical and practical knowledge using reflections, debates, and discussions according to the Pedagogy of Autonomy. The teaching and learning methods permitted the development of independence, competencies and abilities contained in the political project. Conclusion: The training course experienced in the environment of CH-II was an unique experience, generating benefits to all the people involved in the process, besides the resignification of their practices

The ways of police cadets’ social competence evaluation

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V. M. Kiikov

2016-10-01

Full Text Available In the article analysis of general theoretic approaches towards competent and motivated behavior definitions, the model of police officer social competence was proposed along with the ways of its study. Based on development theory conception the initial validation of social competence logical system as a mean of cadets’ social competence evaluation was considered in the article. Additionally, the determination of personality development level as possibility for definition and evaluation of cadets’ social competence based on social behavior theory perspectives was considered. As well the social features of social competence of law­enforcement officers were discussed and the theoretical construction for schematized representation of police cadets’ social competence structure is presented. The model includes: social norms related to police activity; motivation to socially­oriented activity; social intelligence, as integrative characteristic of cognitive and operational processes; emotional steadiness and communication skills. It was stated that the main characteristic of police cadets’ social competence is efficiency of interaction between police and community. The other important factor influencing social competence is professional activity and in our case it is law­enforcement. The social environment of departmental educational institution was explored as a main factor contributing to development of police cadets’ social competence components.

Developing the European Center of Competence on VVER-Type Nuclear Power Reactors

Science.gov (United States)

Geraskin, Nikolay; Pironkov, Lyubomir; Kulikov, Evgeny; Glebov, Vasily

2017-01-01

This paper presents the results of the European educational projects CORONA and CORONA-II which are dedicated to preserving and further developing nuclear knowledge and competencies in the area of VVER-type nuclear power reactors technologies (Water-Water Energetic Reactor, WWER or VVER). The development of the European Center of Competence for…

Competency-Based, Time-Variable Education in the Health Professions: Crossroads.

Science.gov (United States)

Lucey, Catherine R; Thibault, George E; Ten Cate, Olle

2018-03-01

Health care systems around the world are transforming to align with the needs of 21st-century patients and populations. Transformation must also occur in the educational systems that prepare the health professionals who deliver care, advance discovery, and educate the next generation of physicians in these evolving systems. Competency-based, time-variable education, a comprehensive educational strategy guided by the roles and responsibilities that health professionals must assume to meet the needs of contemporary patients and communities, has the potential to catalyze optimization of educational and health care delivery systems. By designing educational and assessment programs that require learners to meet specific competencies before transitioning between the stages of formal education and into practice, this framework assures the public that every physician is capable of providing high-quality care. By engaging learners as partners in assessment, competency-based, time-variable education prepares graduates for careers as lifelong learners. While the medical education community has embraced the notion of competencies as a guiding framework for educational institutions, the structure and conduct of formal educational programs remain more aligned with a time-based, competency-variable paradigm.The authors outline the rationale behind this recommended shift to a competency-based, time-variable education system. They then introduce the other articles included in this supplement to Academic Medicine, which summarize the history of, theories behind, examples demonstrating, and challenges associated with competency-based, time-variable education in the health professions.

Examining the implementation of collaborative competencies in a critical care setting: Key challenges for enacting competency-based education.

Science.gov (United States)

Goldman, Joanne; Kitto, Simon; Reeves, Scott

2017-11-21

Interprofessional collaboration is recognised as an important factor in improving patient care in intensive care units (ICUs). Competency frameworks, and more specifically interprofessional competency frameworks, are a key strategy being used to support the development of attitudes, knowledge, skills, and behaviours needed for an interprofessional approach to care. However, evidence for the application of competencies is limited. This study aimed to extend our empirically based understanding of the significance of interprofessional competencies to actual clinical practice in an ICU. An ethnographic approach was employed to obtain an in-depth insight into healthcare providers' perspectives, behaviours, and interactions of interprofessional collaboration in a medical surgical ICU in a community teaching hospital in Canada. Approximately 160 hours of observations were undertaken and 24 semi-structured interviews with healthcare workers were conducted over a period of 6 months. Data were analysed using a directed content approach where two national competency frameworks were used to help generate an understanding of the practice of interprofessional collaboration. Healthcare professionals demonstrated numerous instances of interprofessional communication, role understandings, and teamwork in the ICU setting, which supported a number of key collaborative competencies. However, organisational factors such as pressures for discharge and patient flow, staffing, and lack of prioritisation for interprofessional learning undermined competencies designed to improve collaboration and teamwork. The findings demonstrate that interprofessional competencies can play an important role in promoting knowledge, attitudes, skills, and behaviours needed. However, competencies that promote interprofessional collaboration are dependent on a range of contextual factors that enable (or impede) individuals to actually enact these competencies.

The design of reliability data bases, part II: competing risk and data compression

International Nuclear Information System (INIS)

Cooke, Roger M.

1996-01-01

Models for analyzing dependent competing risk data are presented. These models are designed to represent interactions of critical failure and maintenance mechanisms responsible for intercepting incipient and degraded failures, and they are fashioned such that the (constant) critical failure rate is identifiable from dependent competing risk data. Uncertainty bounds for the critical failure rate which take modeling uncertainty and statistical fluctuations into account are given

Performance and self-perceived competencies of enrolled nurse/midwives: a mixed methods study from rural Tanzania.

Science.gov (United States)

Tarimo, Edith A M; Moyo, Gustav; Masenga, Happy; Magesa, Paul; Mzava, Dafroza

2018-04-11

Tanzania is experiencing a severe shortage of human resources for health, which poses a serious threat to the quality of health care services particularly in rural areas. Task shifting has been considered a way to address this problem. However, since a large percentage of health care providers in rural setting is comprised of Enrolled Nurse/Midwives (ENMs), most of the health care tasks are shifted to them. This article analyzes the performance and self-perceived competencies of ENMs at the dispensary level; the lowest health facility in Tanzania. Performance refers to routine duties performed by ENMs, and self-perceived competence means self-perceived proficiency in performing nursing/midwifery and medical duties. This was a mixed methods study conducted in rural Tanzania. A purposeful sample of twelve (12) informants (six ENMs; two Community Leaders [CLs] and four Dispensary In-charges [DIs]) was recruited for semi-structured interviews. The interviews were supplemented with quantitative data from 59 ENMs. Both thematic and descriptive analysis approaches were used. Three themes emerged: (1) 'Approval of the performances of ENMs in meeting community health needs' underscores important services the community members got from ENMs at dispensaries. (2) 'Experienced difficulties of meeting community health needs' indicate the problems ENMs encountered while providing services to the community. In striving to serve a large number of demanding clients without adequate medical equipment and supplies, sometimes the ENMs ended up with prescription errors (3) 'Appreciating the performances and competencies of ENMs' shows the acknowledgement of community members towards ENMs' performance and competencies within and beyond their scope of practice. The community members as well as ENMs and their supervisors knew that ENMs must sometimes provide care that is outside their scope of training and competency. Overall, the performance among ENMs above 38 years of age (P competencies

Setting up decommissioning funds for nuclear facilities - a competence problem for EURATOM

International Nuclear Information System (INIS)

Danwitz, Th. von

2003-01-01

The nuclear package presented by the European Commission in the autumn of 2002 has added considerable practical significance to the problem of the vertical limits of competence between the Community and its member states within the framework of the Euratom Treaty. The question most important to Germany is the authority of the European Atomic Energy Community to oblige its member states to set up funds for financing the decommissioning of nuclear facilities. As the Euratom Treaty contains no explicit competences of Euratom for regulations of this type, the article examines the content and range of Art. 30 ff. of the Euratom Treaty, the unwritten authority resulting from factual connections and the nature of the problems involved, looks at the importance of international agreements as far as legal competences are implied, and deals with a possible competence based on the right to amend the Treaty under Art. 203, Euratom Treaty. (orig.) [de

Trust of community health workers influences the acceptance of community-based maternal and child health services

Directory of Open Access Journals (Sweden)

Merridy Grant

2017-05-01

Conclusion: Understanding the complex contextual challenges faced by CHWs and community members can strengthen community-based interventions. CHWs require training, support and supervision to develop competencies navigating complex relationships within the community and the health system to provide effective care in communities.

DEVELOPMENT OF THE INFORMATION COMPETENCE OF THE ACADEMIC COMMUNITY: TWENTY YEARS AFTER

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Glosiene, Audrone

2006-12-01

Full Text Available Twenty years ago, reading culture, library skills’ development used to be one of the core directions in research and teaching policy of the Department of Library Science at Vilnius University. Lateron, the topic was marginalized and today we return to the field that meanwhile has developed huge knowledge and experience base worldwide. A stimulus for the return was participation in BIBLIONOVA project. The aim of the article is to present a holistic approach towards information competency development in a modern academic institution. Prescriptive approach based on information literacy standards proved to be limited and not always effective in the academic environment.Information competency development is problem-specific, domain-specific, and disciplinespecific. It is interrelated with critical thinking, analytical skills as well as creativity and computerliteracy skills. Holistically, information competency development is an integral part of university’s life-long learning strategy. Critical success factors for information competency development areopen and problem-based learning and cooperative, inclusive strategies of the whole university. Academic libraries continue to play a major role in the process but the connections with faculty and administration in the process are of major importance.

An investigation of culturally competent terminology in healthcare policy finds ambiguity and lack of definition.

Science.gov (United States)

Grant, Julian; Parry, Yvonne; Guerin, Pauline

2013-06-01

This research explored how the concept of cultural competence was represented and expressed through health policies that were intended to improve the quality and efficacy of healthcare provided to families from culturally marginalised communities, particularly women and children with refugee backgrounds. A critical document analysis was conducted of policies that inform healthcare for families from culturally marginalised communities in two local government areas in South Australia. The analysis identified two major themes: lack of, or inconsistent, definitions of 'culture' and 'cultural competency' and related terms; and the paradoxical use of language to determine care. Cultural competence within health services has been identified as an important factor that can improve the health outcomes for families from marginalised communities. However, inconsistency in definitions, understanding and implementation of cultural competence in health practice makes it difficult to implement care using these frameworks. Clearly defined pathways are necessary from health policy to inform culturally competent service delivery. The capacity for policy directives to effectively circumvent the potential deleterious outcomes of culturally incompetent services is only possible when that policy provides clear definitions and instructions. Consultation and partnership are necessary to develop effective definitions and processes relating to cultural competence. © 2013 The Authors. ANZJPH © 2013 Public Health Association of Australia.

Competence and Quality in Real-Life Decision Making.

Science.gov (United States)

Geisler, Martin; Allwood, Carl Martin

2015-01-01

What distinguishes a competent decision maker and how should the issue of decision quality be approached in a real-life context? These questions were explored in three studies. In Study 1, using a web-based questionnaire and targeting a community sample, we investigated the relationships between objective and subjective indicators of real-life decision-making success. In Study 2 and 3, targeting two different samples of professionals, we explored if the prevalent cognitively oriented definition of decision-making competence could be beneficially expanded by adding aspects of competence in terms of social skills and time-approach. The predictive power for each of these three aspects of decision-making competence was explored for different indicators of real-life decision-making success. Overall, our results suggest that research on decision-making competence would benefit by expanding the definition of competence, by including decision-related abilities in terms of social skills and time-approach. Finally, the results also indicate that individual differences in real-life decision-making success profitably can be approached and measured by different criteria.

Competence and Quality in Real-Life Decision Making

Science.gov (United States)

2015-01-01

What distinguishes a competent decision maker and how should the issue of decision quality be approached in a real-life context? These questions were explored in three studies. In Study 1, using a web-based questionnaire and targeting a community sample, we investigated the relationships between objective and subjective indicators of real-life decision-making success. In Study 2 and 3, targeting two different samples of professionals, we explored if the prevalent cognitively oriented definition of decision-making competence could be beneficially expanded by adding aspects of competence in terms of social skills and time-approach. The predictive power for each of these three aspects of decision-making competence was explored for different indicators of real-life decision-making success. Overall, our results suggest that research on decision-making competence would benefit by expanding the definition of competence, by including decision-related abilities in terms of social skills and time-approach. Finally, the results also indicate that individual differences in real-life decision-making success profitably can be approached and measured by different criteria. PMID:26545239

Cultural Core Competencies: Perceptions of 4-H Youth Development Professionals

Directory of Open Access Journals (Sweden)

Janet E. Fox

2015-10-01

Full Text Available As society grows increasingly diverse, it is critical that youth development professionals are equipped with cultural core competencies. This descriptive study gauged the perceived level of cultural competence among 4-H Youth Development professionals from a Southern state in the United States. Based on the 4-H Professional Research, Knowledge, and Competency (PRKC Model (Stone & Rennekamp, 2004, youth development professionals rated their cultural competence (equity, access, and opportunity in eight core competency areas. Based on a five-point Likert scale ranging from 0 = No knowledge to 4 = Expert, youth development professionals evaluated their cultural competence ranging from 0.66 to 4.00. According to an interpretive scale, most youth development professionals rated their competence as intermediate. Participants reported the skills of active listening and an open attitude as areas in which they felt most competent. Areas of least competence were community outreach policies and procedures. No significant relationships existed between the demographic variables of gender, degree earned, and field of study when compared to perceived cultural competence. The findings will be used to detect deficiencies and create opportunities for professional training and development experiences in supporting the cultural competence and growth of youth professionals.

Interdisciplinary Service-Learning: Building Student Competencies through the Cross-Cultural Parent Groups Project

Directory of Open Access Journals (Sweden)

Michele Belliveau

2011-03-01

Full Text Available Changing demographics and an emphasis on competency-based social work education call for innovative approaches to the delivery of curricular content. In an effort to introduce BSW students to the socio-political issues facing the local Latino immigrant community, a service-learning project was developed in collaboration with the Spanish Language Department and a local middle school. An analysis of outcomes from social work student evaluations showed that students engaged with the community and issues in new and unexpected ways. Through their engagement in a cross-cultural group project, students developed greater cultural competency, honed their group practice skills in an unfamiliar context, provided a needed service to the community, and raised their awareness about the working conditions of new immigrants as part of a developing framework for social action. Details and implications of the project as a means to build student competencies are described.

Nahal Ein Gev II, a Late Natufian Community at the Sea of Galilee.

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Leore Grosman

Full Text Available The Natufian culture is of great importance as a starting point to investigate the dynamics of the transition to agriculture. Given its chronological position at the threshold of the Neolithic (ca. 12,000 years ago and its geographic setting in the productive Jordan Valley, the site of Nahal Ein Gev II (NEG II reveals aspects of the Late Natufian adaptations and its implications for the transition to agriculture. The size of the site, the thick archaeological deposits, invested architecture and multiple occupation sub-phases reveal a large, sedentary community at least on par with Early Natufian camps in the Mediterranean zone. Although the NEG II lithic tool kit completely lacks attributes typical of succeeding Pre Pottery Neolithic A (PPNA assemblages, the artistic style is more closely related to the early PPNA world, despite clear roots in Early Natufian tradition. The site does not conform to current perceptions of the Late Natufians as a largely mobile population coping with reduced resource productivity caused by the Younger Dryas. Instead, the faunal and architectural data suggest that the sedentary populations of the Early Natufian did not revert back to a nomadic way of life in the Late Natufian in the Jordan Valley. NEG II encapsulates cultural characteristics typical of both Natufian and PPNA traditions and thus bridges the crossroads between Late Paleolithic foragers and Neolithic farmers.

Stochastic analysis of an ecosystem of two competing species

Indian Academy of Sciences (India)

Ecosystem; competing species; stochastic model; Monte Carlo .... probability density p(g) of the grass density for the same system but for different initial states .... Li Q C, Lin Y K 1995 New stochastic theory for bridge stability in turbulent flow, II.

Competing Allegiances in ESL Curriculum Work

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Melles, Gavin

2010-01-01

The ethnography reported here reports on the findings of a practitioner ethnography conducted in a feminised and casualised workforce over four years (1997-2001) in a New Zealand polytechnic. It examines the competing allegiances of teachers and students in a combined community and workplace English oriented programme, in contexts where…

Competency-Based Curriculum Guide for Laser Technology. September 1980-June 1981.

Science.gov (United States)

Fioroni, John J.

This document contains materials developed by a project to provide a competency-based curriculum guide for laser technology at the community college level. An abstract of the final report is included. Next, the 17 job competencies determined as necessary to meet the job description of laser technician are listed. A career ladder and qualifications…

Engineering qualifications for competence

International Nuclear Information System (INIS)

Levy, J.C.

1990-01-01

The Engineering Council has a responsibility across all fields of engineering to set standards for those who are registered as Chartered Engineers, Incorporated Engineers or Engineering Technicians. These standards amount to a basic specification of professional competence to which must be added the features needed in each different branch of engineering, such as nuclear, and each particular occupation, such as quality assurance. This article describes The Engineering Council's general standards and includes a guide to the roles and responsibilities which should lie within the domain of those who are registered with the Council. The concluding section describes the title of European Engineer and its relationship to the European Community directive governing the movement of professionals across community frontiers. (author)

Nucleolytic degradation of homologous and heterologous deoxyribonucleic acid molecules at the surface of competent pneumococci

International Nuclear Information System (INIS)

Seto, H.; Lopez, R.; Garrigan, O.; Tomasz, A.

1975-01-01

Competent pneumococci can catalyze the rapid and quantitative degradation of extracellular deoxyribonucleic acid (DNA) molecules through the activity of surface-located nucleases (endo- and, possibly, exonucleases as well). Both homologous and heterologous DNAs are degraded by a mechanism that seems to involve a cyclic process: (i) attachment of DNA to the cell surface followed by (ii) nucleolytic attack, and (iii) release to the medium. Processes (ii) and (iii) are both inhibited by ethylenediaminetetraacetate. Whereas surface nuclease activity is specific for competent cells, the bulk of this activity is not coupled to irreversible DNA uptake (deoxyribonuclease-resistant binding). Pneumococcal DNA treated with ultraviolet irradiation or nitrous acid (cross-linking) is selectively impaired in the ability to irreversibly bind to competent cells, whereas reversible binding is normal. (U.S.)

Social Empowerment in Mexican Violent Contexts through Media Competence

OpenAIRE

Grijalva-Verdugo, Abel-Antonio; Moreno-Candil, David

2017-01-01

The acquisition of digital skills, media diet management, and general knowledge of ICT, is essential for the development and empowerment of audiences in the current media ecology, particularly considering the political and social challenges of the Latin American environment. In that sense, the study of media competence is urgent for sizing up the needs and characteristics of these communities. This work analyses the axiological and ideological dimension of media competence during an electoral...

Developing cultural competence and social responsibility in preclinical dental students.

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Rubin, Richard W

2004-04-01

Dental student development of cultural competence and social responsibility is recognized by educators as an important element in the overall shaping of minds and attitudes of modem dental practitioners. Yet training modalities to achieve these competencies are not clearly defined, and outcome measurements are elusive. This article shows an effective method to meet these desired outcomes. Sixty-one freshmen (class of 2005) participated in forty hours of nondental community service, and reflective journals were completed by the end of second year. Competency outcomes were measured by selecting key words and phrases found in the individual journals. Key phrases were related to compassion, righteousness, propriety, and wisdom. Also, phrases had to be accompanied by written indications of direct program causation. The combination of active-learning (based upon service learning models) in public health settings outside of the dental realm, accompanied by reflective journaling, enhanced cultural understanding and community spirit in the majority of students.

The Occupational Well-Being of School Staff and Maintenance of Their Ability to Work in Finland and Estonia--Focus on the School Community and Professional Competence

Science.gov (United States)

Saaranen, Terhi; Sormunen, Marjorita; Pertel, Tiia; Streimann, Karin; Hansen, Siivi; Varava, Liana; Lepp, Kadi; Turunen, Hannele; Tossavainen, Kerttu

2012-01-01

Purpose: This paper aims to present the baseline results of a research and development project targeted to improve the occupational well-being of school staff and maintain their ability to work, in Finland and Estonia. It reveals the most problematic factors in the various aspects of the school community and professional competence and outlines…

Linking public health nursing competencies and service-learning in a global setting.

Science.gov (United States)

Brown, Cynthia L

2017-09-01

Nurse educators in baccalaureate programs are charged with addressing student competence in public health nursing practice. These educators are also responsible for creating nursing student opportunities for civic engagement and development of critical thinking skills. The IOM report (2010) on the Future of Nursing emphasizes the nurse educator's role in promoting collaborative partnerships that incorporate interdisciplinary and intraprofessional efforts to promote health. The purpose of this article is to describe an innovative approach to address public health nursing competencies and to improve the health and well-being of indigenous populations in a global setting through promotion of collaboration and service- learning principles. As part of a hybrid elective course, baccalaureate nursing students from various nursing tracks participated in a 2 week immersion experience in Belize that included preimmersion preparation. These students were to collaborate among themselves and with Belizean communities to address identified health knowledge deficits and health-related needs for school-aged children and adult populations. Students successfully collaborated in order to meet health-related needs and to engage in health promotion activities in the Toledo district of Belize. They also gained practice in developing public health nursing competencies for entry-level nursing practice. Implementation of service-learning principles provided students with opportunities for civic engagement and self-reflection. Some challenges existed from the students', faculty, and global community's perspectives. Lack of culturally appropriate and country specific health education materials was difficult for students and the community. Faculty encountered challenges in communicating and collaborating with the Belizean partners. Commonalities exist between entry-level public health nursing competencies and service-learning principles. Using service-learning principles in the development of

Emotional competence and online game use in adolescents.

Science.gov (United States)

Seo, Mia; Kang, Hee Sun; Chae, Sun-Mi

2012-12-01

The purpose of this study was to explore the relations between emotional competence and online game use in adolescents. This study is a cross-sectional descriptive survey using a convenience sample. The participants were 2199 adolescents in South Korea. Online game use and emotional competence including positive emotion, emotional expression, and emotional intelligence were measured. The study results indicated that emotional competence was negatively correlated with excessive online game use. All variables of emotional competence were significantly lower in high-risk users compared with general users. In addition, female adolescents were rated significantly higher in emotional competence among general users, but there were no significant gender differences among high-risk users. The results of our study imply that high-risk game users have lower levels of emotional intelligence than general users do. The results of this study suggest that emotion is an important factor to which practitioners in psychomedical fields and nursing should pay attention. Therefore, nurses in schools and communities should regularly screen the emotions of adolescents who habitually play online games and develop a program to enhance emotional competence associated with online games.

Rochester Focuses: A Community's Core Competence.

Science.gov (United States)

Gabor, Andrea

1991-01-01

Rochester, New York, is globally competitive in optics manufacturing because of cooperative, strategic use of community resources: (1) collaboration of the University of Rochester and industry in the Center for Optics Manufacturing; (2) business cooperation in reform of the schools system; and (3) emphasis on total quality. (SK)

pH-dependence of the specific binding of Cu(II) and Zn(II) ions to the amyloid-β peptide

International Nuclear Information System (INIS)

Ghalebani, Leila; Wahlström, Anna; Danielsson, Jens; Wärmländer, Sebastian K.T.S.; Gräslund, Astrid

2012-01-01

Highlights: ► Cu(II) and Zn(II) display pH-dependent binding to the Aβ(1–40) peptide. ► At pH 7.4 both metal ions display residue-specific binding to the Aβ peptide. ► At pH 5.5 the binding specificity is lost for Zn(II). ► Differential Cu(II) and Zn(II) binding may help explain metal-induced AD toxicity. -- Abstract: Metal ions like Cu(II) and Zn(II) are accumulated in Alzheimer’s disease amyloid plaques. The amyloid-β (Aβ) peptide involved in the disease interacts with these metal ions at neutral pH via ligands provided by the N-terminal histidines and the N-terminus. The present study uses high-resolution NMR spectroscopy to monitor the residue-specific interactions of Cu(II) and Zn(II) with 15 N- and 13 C, 15 N-labeled Aβ(1–40) peptides at varying pH levels. At pH 7.4 both ions bind to the specific ligands, competing with one another. At pH 5.5 Cu(II) retains its specific histidine ligands, while Zn(II) seems to lack residue-specific interactions. The low pH mimics acidosis which is linked to inflammatory processes in vivo. The results suggest that the cell toxic effects of redox active Cu(II) binding to Aβ may be reversed by the protective activity of non-redox active Zn(II) binding to the same major binding site under non-acidic conditions. Under acidic conditions, the protective effect of Zn(II) may be decreased or changed, since Zn(II) is less able to compete with Cu(II) for the specific binding site on the Aβ peptide under these conditions.

Competing retention pathways of uranium upon reaction with Fe(II)

Science.gov (United States)

Massey, Michael S.; Lezama-Pacheco, Juan S.; Jones, Morris E.; Ilton, Eugene S.; Cerrato, José M.; Bargar, John R.; Fendorf, Scott

2014-10-01

Biogeochemical retention processes, including adsorption, reductive precipitation, and incorporation into host minerals, are important in contaminant transport, remediation, and geologic deposition of uranium. Recent work has shown that U can become incorporated into iron (hydr)oxide minerals, with a key pathway arising from Fe(II)-induced transformation of ferrihydrite, (Fe(OH)3·nH2O) to goethite (α-FeO(OH)); this is a possible U retention mechanism in soils and sediments. Several key questions, however, remain unanswered regarding U incorporation into iron (hydr)oxides and this pathway's contribution to U retention, including: (i) the competitiveness of U incorporation versus reduction to U(IV) and subsequent precipitation of UO2; (ii) the oxidation state of incorporated U; (iii) the effects of uranyl aqueous speciation on U incorporation; and, (iv) the mechanism of U incorporation. Here we use a series of batch reactions conducted at pH ∼7, [U(VI)] from 1 to 170 μM, [Fe(II)] from 0 to 3 mM, and [Ca] at 0 or 4 mM coupled with spectroscopic examination of reaction products of Fe(II)-induced ferrihydrite transformation to address these outstanding questions. Uranium retention pathways were identified and quantified using extended X-ray absorption fine structure (EXAFS) spectroscopy, X-ray powder diffraction, X-ray photoelectron spectroscopy, and transmission electron microscopy. Analysis of EXAFS spectra showed that 14-89% of total U was incorporated into goethite, upon reaction with Fe(II) and ferrihydrite. Uranium incorporation was a particularly dominant retention pathway at U concentrations ⩽50 μM when either uranyl-carbonato or calcium-uranyl-carbonato complexes were dominant, accounting for 64-89% of total U. With increasing U(VI) and Fe(II) concentrations, U(VI) reduction to U(IV) became more prevalent, but U incorporation remained a functioning retention pathway. These findings highlight the potential importance of U(V) incorporation within iron

Cultural Competence Training for Healthcare Professionals Working with LGBT Older Adults

Science.gov (United States)

Gendron, Tracey; Maddux, Stu; Krinsky, Lisa; White, Jay; Lockeman, Kelly; Metcalfe, Yohvane; Aggarwal, Sadashiv

2013-01-01

The population of the aging lesbian, gay, bisexual and transgender (LGBT) community is significant and growing rapidly. As LGBT individuals age and begin to move into healthcare communities, they are fearful of apathy, discrimination, and abuse by healthcare providers and other residents. Person-centered cultural competence and sensitivity among…

Public health nursing competency in a rural/frontier state.

Science.gov (United States)

Bigbee, Jeri L; Otterness, Nancy; Gehrke, Pam

2010-01-01

To assess the self-reported levels of competency among public health nurses (PHNs) in Idaho. A cross-sectional descriptive design was used. The sample consisted of 124 PHNs, including 30 in leadership roles, currently practicing in Idaho's official public health agencies. Structured interviews were conducted with participants who provided self-ratings in the 8 domains of public health competency as developed by the Council on Linkages Between Academia and Public Health Practice and the Quad Council of Public Health Nursing Organizations. The findings indicated that the overall level of competency was most strongly associated with the duration of professional experience. No major differences in the competency levels were found in relation to nurses' level of education or licensure. Nurses in leadership positions reported the highest levels of competency. Rurality, as measured by district population density, was not significantly correlated with competency levels, except in relation to community dimensions of practice skills. The findings suggest that PHNs' self-perceived levels of competence are most strongly influenced by their years of professional experience, particularly in leadership roles. Professional development efforts should focus on the domains with the lowest perceived competency: policy development/program planning skills, analytic assessment skills, and financial planning/management skills.

Do we develop public health leaders?- association between public health competencies and emotional intelligence: a cross-sectional study.

Science.gov (United States)

Czabanowska, Katarzyna; Malho, André; Schröder-Bäck, Peter; Popa, Daniela; Burazeri, Genc

2014-04-17

Professional development of public health leaders requires a form of instruction which is competency-based to help them develop the abilities to address complex and evolving demands of health care systems. Concurrently, emotional intelligence (EI) is a key to organisational success. Our aim was twofold: i) to assess the relationship between the level of self-assessed public health and EI competencies among Master of European Public Health (MEPH) students and graduates at Maastricht University, and; ii) to determine the relationship between different groups of public health competencies and specific EI skills. A cross-sectional study was conducted including all recent MEPH graduates and students from 2009-2012, out of 67 eligible candidates N = 51 were contacted and N = 33 responded (11 males and 22 females; overall response: 64.7%).Two validated tools were employed: i) public health competencies self-assessment questionnaire, and; ii) Assessing Emotions Scale. Females scored higher than males in all seven domains of the self-assessed key public health competencies (NS) and emotional intelligence competences (P = 0.022). Overall, the mean value of public health competencies was the lowest in students with "staff" preferences and the highest among students with mixed job preferences (P leadership.

Achieving HBSE Competencies through Service-learning

Directory of Open Access Journals (Sweden)

Sarah E. Twill

2011-04-01

Full Text Available Service-learning pedagogy allows social work educators to create meaningful learning opportunities for students and better prepare them for practicum, while at the same time, meeting a community need. This paper outlines the relevance of incorporating service-learning into the social work curriculum, specifically the human behavior and the social environment (HBSE area. Using Bloom’s taxonomy as a guide, the authors propose how the CSWE competencies and practice behaviors specific to HBSE may be assessed using service-learning pedagogy. An example is reviewed to illustrate how service-learning can assist faculty and students achieve the HBSE competencies and practice behaviors. Finally, implications for service-learning as a pedagogical strategy for social work education are discussed.

Policy issues on the control of major accident hazards and the new Seveso II directive

International Nuclear Information System (INIS)

Porter, S.; Wettig, J.

1999-01-01

No one wants a major accident to occur! This paper describes the development of EC policies to convert this simple and obvious fact into a coherent prevention strategy which can deliver a high level of protection throughout the European Community. The Seveso II Directive is described in detail, being the relevant Community Instrument which Member States must implement in their national laws. The need to achieve the correct balance between setting general goals and being over prescriptive is discussed, commensurate with the intent to be flexible but yet consistent and effective at the same time. The main changes from Seveso I are discussed, including requirements related to the operator's management systems, the competent authority's systems for inspection, and information and consultation arrangements with the public. (Copyright (c) 1999 Elsevier Science B.V., Amsterdam. All rights reserved.)

Providing the meta-model of development of competency using the meta-ethnography approach: Part 2. Synthesis of the available competency development models

Directory of Open Access Journals (Sweden)

Shahram Yazdani

2016-12-01

Full Text Available Background and Purpose: ConsideringBackground and Purpose: Considering the importance and necessity of competency-based education at a global level and with respect to globalization and the requirement of minimum competencies in medical fields, medical education communities and organizations worldwide have tried to determine the competencies, present frameworks and education models to respond to be sure of the ability of all graduates. In the literature, we observed numerous competency development models that refer to the same issues with different terminologies. It seems that evaluation and synthesis of all these models can finally result in designing a comprehensive meta-model for competency development.Methods: Meta-ethnography is a useful method for synthesis of qualitative research that is used to develop models that interpret the results in several studies. Considering that the aim of this study is to ultimately provide a competency development meta-model, in the previous section of the study, the literature review was conducted to achieve competency development models. Models obtained through the search were studied in details, and the key concepts of the models and overarching concepts were extracted in this section, models’ concepts were reciprocally translated and the available competency development models were synthesized.Results: A presentation of the competency development meta-model and providing a redefinition of the Dreyfus brothers model.Conclusions: Given the importance of competency-based education at a global level and the need to review curricula and competency-based curriculum design, it is required to provide competency development as well as meta-model to be the basis for curriculum development. As there are a variety of competency development models available, in this study, it was tried to develop the curriculum using them.Keywords: Meta-ethnography, Competency development, Meta-model, Qualitative synthesis

Leading change in diversity and cultural competence.

Science.gov (United States)

de Leon Siantz, Mary Lou

2008-01-01

This article describes an expanded leadership role needed in schools of nursing as the nurse of the 21st century is prepared to assume expanded roles in a diverse society. With schools of nursing becoming more global, and the diverse population of the United States rapidly growing, a critical need exists for nurses who are ready to partner in the health care that multicultural communities need locally, nationally, and globally. Diversity and cultural competence have now become central issues in nursing education, research, practice, and health policy. Diversity leadership in a school of nursing can no longer concentrate only on issues of affirmative action, recruitment, and retention. The purpose of this article is to discuss how diversity leadership must increasingly focus on building a corporate environment in schools of nursing that integrates diversity and cultural competence with the strategic plan of the School's Chief Nursing Officer, across academic programs, research, practice, and public policy to eliminate health disparities in partnership with faculty, students, staff, the University infrastructure, and the community at large. The theoretical framework that guided the strategic planning is based on the model used by the Robert Wood Johnson Executive Nurse Fellowship Program. Examples of program initiatives designed to implement the strategic plan to strengthen the diversity and cultural competence of one school of nursing environment are described.

Competency to stand trial: rationalism, "contextualism" and other modest theories.

Science.gov (United States)

Jan Brakel, S

2003-01-01

Determinations of competency to stand trial in criminal cases are complicated and rendered unpredictable by two sub-surface issues that are rarely articulated: (i) the place of the defendant's rationality in the substantive standard(s) for competency and (ii) the level or degree of incompetency required to stop the criminal process. The rare references to these issues, mostly indirect, that are made in the cases, commentary, and competency testing instruments devised (including those civil as well as criminal) are examined. The conclusion that emerges is that the level of capacity and rationality required of the defendant depends much on context-the type of case, its relative complexity, and the values and stakes implicated in the outcome. Copyright 2003 John Wiley & Sons, Ltd.

Competency-Based Training and Worker Turnover in Community Supports for People With IDD: Results From a Group Randomized Controlled Study.

Science.gov (United States)

Bogenschutz, Matthew; Nord, Derek; Hewitt, Amy

2015-06-01

Turnover among direct support professionals (DSPs) in community support settings for individuals with intellectual and developmental disabilities (IDD) has been regarded as a challenge since tracking of this workforce began in the 1980s. This study utilized a group randomized controlled design to test the effects of a competency-based training intervention for DSPs on site-level turnover rates over a one year period. Results suggested that, compared with the control group, sites receiving the training intervention experienced a significant decrease in annual turnover, when multiple factors were controlled. Implications, including the importance of considering quality training as a long term organizational investment and intervention to reduce turnover, are discussed.

The Second Round of the PHAR-QA Survey of Competences for Pharmacy Practice

Directory of Open Access Journals (Sweden)

Jeffrey Atkinson

2016-09-01

Full Text Available This paper presents the results of the second European Delphi round on the ranking of competences for pharmacy practice and compares these data to those of the first round already published. A comparison of the numbers of respondents, distribution by age group, country of residence, etc., shows that whilst the student population of respondents changed from Round 1 to 2, the populations of the professional groups (community, hospital and industrial pharmacists, pharmacists in other occupations and academics were more stable. Results are given for the consensus of ranking and the scores of ranking of 50 competences for pharmacy practice. This two-stage, large-scale Delphi process harmonized and validated the Quality Assurance in European Pharmacy Education and Training (PHAR-QA framework and ensured the adoption by the pharmacy profession of a framework proposed by the academic pharmacy community. The process of evaluation and validation of ranking of competences by the pharmacy profession is now complete, and the PHAR-QA consortium will now put forward a definitive PHAR-QA framework of competences for pharmacy practice.

The Second Round of the PHAR-QA Survey of Competences for Pharmacy Practice

Science.gov (United States)

Atkinson, Jeffrey; De Paepe, Kristien; Pozo, Antonio Sánchez; Rekkas, Dimitrios; Volmer, Daisy; Hirvonen, Jouni; Bozic, Borut; Skowron, Agnieska; Mircioiu, Constantin; Marcincal, Annie; Koster, Andries; Wilson, Keith; van Schravendijk, Chris

2016-01-01

This paper presents the results of the second European Delphi round on the ranking of competences for pharmacy practice and compares these data to those of the first round already published. A comparison of the numbers of respondents, distribution by age group, country of residence, etc., shows that whilst the student population of respondents changed from Round 1 to 2, the populations of the professional groups (community, hospital and industrial pharmacists, pharmacists in other occupations and academics) were more stable. Results are given for the consensus of ranking and the scores of ranking of 50 competences for pharmacy practice. This two-stage, large-scale Delphi process harmonized and validated the Quality Assurance in European Pharmacy Education and Training (PHAR-QA) framework and ensured the adoption by the pharmacy profession of a framework proposed by the academic pharmacy community. The process of evaluation and validation of ranking of competences by the pharmacy profession is now complete, and the PHAR-QA consortium will now put forward a definitive PHAR-QA framework of competences for pharmacy practice. PMID:28970400

Building professional competence in dental hygiene students through a community-based practicum.

Science.gov (United States)

Yoon, M N; Compton, S M

2017-11-01

As Canadians age, there is an increased need for oral health professionals specializing in services for this unique population. Dental hygiene students require exposure to this population to develop professional competencies. This study investigated the dimensions of professional competence that were developed through a practicum for dental hygiene students in long-term care settings while working with older adults. Nine dental hygiene students were recruited across two cohorts. All students completed reflective journals describing their practicum experiences. Five students also participated in an audio-recorded focus group and completed a pre-focus group questionnaire. Additionally, the practicum course coordinator completed an audio-recorded interview. Transcripts and journals were coded using a constant comparative approach and themes were identified. Students described developing client-focused skills, such as effective verbal and non-verbal communication with older adults with dementia. Context-based learning was also a large part of the competency development for the practicum students. Understanding the care environment within which these residents lived helped students to understand and empathize why oral health may not be prioritized. Students also developed an understanding of the work of other health professionals in the settings and improved their abilities to communicate with other healthcare providers. However, students recognized that the utility of those interprofessional skills in private practice may be limited. Dental hygiene students developed personal and ethical competencies during practicum that are highly transferrable across professional settings. Exposure of students to older adult populations in long-term care may increase the likelihood of dental hygienists working in this area. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Towards a National Discursive Construction of Nurses' Diversity Related Competencies?

DEFF Research Database (Denmark)

Jensen, Annie Aarup; Jæger, Kirsten

2009-01-01

's journal, "The Nurse", covering an eight-year period it is concluded that the nursing profession understood as a community of practice continues to encounter the same type of problems related to diversity and that increased knowledge, skills and competencies are needed. The discourse of a new Bachelor......This paper will explore the premises for developing a national discursive construction of the professional competencies needed by nurses when confronted with cultural difference and intercultural contact. Based on an analysis of the Danish nursing community's articles in the Danish Nursing Union...... degree programme in nursing containing a national, standardised curriculum is therefore analysed to uncover how cultural difference and intercultural issues are prioritised in terms of learning goals and resources, and to examine whether the discourse contributes significantly to the understanding...

Core competency model for the family planning public health nurse.

Science.gov (United States)

Hewitt, Caroline M; Roye, Carol; Gebbie, Kristine M

2014-01-01

A core competency model for family planning public health nurses has been developed, using a three stage Delphi Method with an expert panel of 40 family planning senior administrators, community/public health nursing faculty and seasoned family planning public health nurses. The initial survey was developed from the 2011 Title X Family Planning program priorities. The 32-item survey was distributed electronically via SurveyMonkey(®). Panelist attrition was low, and participation robust resulting in the final 28-item model, suggesting that the Delphi Method was a successful technique through which to achieve consensus. Competencies with at least 75% consensus were included in the model and those competencies were primarily related to education/counseling and administration of medications and contraceptives. The competencies identified have implications for education/training, certification and workplace performance. © 2014 Wiley Periodicals, Inc.

The Nurse Professional Competence (NPC) Scale: Self-reported competence among nursing students on the point of graduation.

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Gardulf, Ann; Nilsson, Jan; Florin, Jan; Leksell, Janeth; Lepp, Margret; Lindholm, Christina; Nordström, Gun; Theander, Kersti; Wilde-Larsson, Bodil; Carlsson, Marianne; Johansson, Eva

2016-01-01

International organisations, e.g. WHO, stress the importance of competent registered nurses (RN) for the safety and quality of healthcare systems. Low competence among RNs has been shown to increase the morbidity and mortality of inpatients. To investigate self-reported competence among nursing students on the point of graduation (NSPGs), using the Nurse Professional Competence (NPC) Scale, and to relate the findings to background factors. The NPC Scale consists of 88 items within eight competence areas (CAs) and two overarching themes. Questions about socio-economic background and perceived overall quality of the degree programme were added. In total, 1086 NSPGs (mean age, 28.1 [20-56]years, 87.3% women) from 11 universities/university colleges participated. NSPGs reported significantly higher scores for Theme I "Patient-Related Nursing" than for Theme II "Organisation and Development of Nursing Care". Younger NSPGs (20-27years) reported significantly higher scores for the CAs "Medical and Technical Care" and "Documentation and Information Technology". Female NSPGs scored significantly higher for "Value-Based Nursing". Those who had taken the nursing care programme at upper secondary school before the Bachelor of Science in Nursing (BSN) programme scored significantly higher on "Nursing Care", "Medical and Technical Care", "Teaching/Learning and Support", "Legislation in Nursing and Safety Planning" and on Theme I. Working extra paid hours in healthcare alongside the BSN programme contributed to significantly higher self-reported scores for four CAs and both themes. Clinical courses within the BSN programme contributed to perceived competence to a significantly higher degree than theoretical courses (93.2% vs 87.5% of NSPGs). Mean scores reported by NSPGs were highest for the four CAs connected with patient-related nursing and lowest for CAs relating to organisation and development of nursing care. We conclude that the NPC Scale can be used to identify and measure

Kinetic and spectroscopic investigation of CoII, NiII, and N-oxalylglycine inhibition of the FeII/α-ketoglutarate dioxygenase, TauD

International Nuclear Information System (INIS)

Kalliri, Efthalia; Grzyska, Piotr K.; Hausinger, Robert P.

2005-01-01

Co II , Ni II , and N-oxalylglycine (NOG) are well-known inhibitors of Fe II /α-ketoglutarate (αKG)-dependent hydroxylases, but few studies describe their kinetics and no spectroscopic investigations have been reported. Using taurine/αKG dioxygenase (TauD) as a paradigm for this enzyme family, time-dependent inhibition assays showed that Co II and Ni II follow slow-binding inhibition kinetics. Whereas Ni II -substituted TauD was non-chromophoric, spectroscopic studies of the Co II -substituted enzyme revealed a six-coordinate site (protein alone or with αKG) that became five-coordinate upon taurine addition. The Co II spectrum was not perturbed by a series of anions or oxidants, suggesting the Co II is inaccessible and could be used to stabilize the protein. NOG competed weakly (K i ∼ 290 μM) with αKG for binding to TauD, with the increased electron density of NOG yielding electronic transitions for NOG-Fe II -TauD and taurine-NOG-Fe II -TauD at 380 nm (ε 38 90-105 M -1 cm -1 ). The spectra of the NOG-bound TauD species did not change significantly upon oxygen exposure, arguing against the formation of an oxygen-bound state mimicking an early intermediate in catalysis

Relationship between performance barriers and pharmacist competency towards the implementation of an expanded public health pharmacy role.

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Mathialagan, Amuthaganesh; Nagalinggam, Preesha; Mathialagan, Saravanabavan; Kirby, Brian P

2015-10-01

The objective of this study was to examine the relationship between performance barriers and competency, and implementation of an expanded public health role for community pharmacists. A validated questionnaire was utilised for this study whereby three variables of the study (performance barriers, competency and public health role) were measured using a 5-point Likert scale. Three hundred questionnaires were distributed to target respondents of registered community pharmacies in five states (Johor, Negeri Sembilan, Selangor, Perak and Penang) in Malaysia. The data were analysed utilising the principles of structural equation modelling. There were 191 completed and usable responses received, which represented a 66.7% response rate. This study showed perceived competency had a direct relationship with delivering a general public health role. A perceived lack of competency was shown to be a barrier to fulfilling a public health role. However, other factors, such as design of premises, IT infrastructure and pay, were not viewed as barriers to carrying out a public health role. Perceived competency is an obstacle for community pharmacists to undertake a public health role in Malaysia. Adequate training programmes in pharmaceutical public health have to be put in place to address this concern and this should therefore be a priority. © 2015 Royal Pharmaceutical Society.

Geriatric Core Competencies for Family Medicine Curriculum and Enhanced Skills: Care of Elderly

OpenAIRE

Charles, Lesley; Triscott, Jean A.C.; Dobbs, Bonnie M.; McKay, Rhianne

2014-01-01

Background There is a growing mandate for Family Medicine residency programs to directly assess residents’ clinical competence in Care of the Elderly (COE). The objectives of this paper are to describe the development and implementation of incremental core competencies for Postgraduate Year (PGY)-I Integrated Geriatrics Family Medicine, PGY-II Geriatrics Rotation Family Medicine, and PGY-III Enhanced Skills COE for COE Diploma residents at a Canadian University. Methods Iterative expert panel...

Self-perceived competency among postgraduate students of public health dentistry in India: A cross-sectional survey

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Sanjeev Khanagar

2014-01-01

Full Text Available Introduction: The professional profile of the public health dentist is made up of a number of competencies. Evaluation of the student′s performance in relation to the specified competencies is an important task for purposes of student evaluation and for assessing the curriculum and making necessary revisions. Aim: The aim was to assess the level of self-perceived competency in dental public health among postgraduate (PG students in India. Materials and Methods: A cross-sectional study was done among the PG students in the specialty of public health dentistry in India. Their competency was assessed by a questionnaire sent through E-mail. Students assessed their competence in these dental public health functions using a 3 point ordinal scale, 0 indicating "not at all competent," 1 as "competent," and 2 as "very competent." Chi-square has been used for categorical variables. Results: One-hundred and twenty-four PG students responded to the questionnaire. Comparison was made for gender and academic year. Males were significantly competent to comply infection control policies and procedures (P < 0.040FNx01. Third year PG students were significantly competent to comply infection control policies and procedures (P < 0.017 and to adapt their dental practice to the existing laws and regulations (P < 0.45. Conclusion: In the present study, the PG students considered themselves more competent to elaborate the socioeconomic-cultural diagnosis of the community, to participate in epidemiological surveillance system and less competent to adopt ethical principles in all aspects of community oral health activities, to take up initiatives in advocacy issues for health policy and using media effectively.

Factors in creating sustainable intersectoral community mobilization for prevention of heart and lung disease.

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Bourdages, Josée; Sauvageau, Lyne; Lepage, Céline

2003-06-01

This paper describes factors facilitating and working against successful community mobilization in the implementation of an integrated prevention programme for cardiovascular disease and lung cancer in four community settings in Québec, Canada. Implementation evaluation data from several sources showed that over the 3-year period, mobilization was partly achieved in all four communities, although the degree of success varied. The data support those of previous studies showing that several factors are key to effective intersectoral community mobilization: (i) involvement of concerned and influential community members with a commitment to shared goals and a visible community focus; (ii) formation of multi-organization systems among appropriate organizations, recognizing their strengths, resources and competencies, and preserving both their autonomy and interdependence with an appreciation of divergent perspectives; (iii) development of decision-making mechanisms through the setting up of formal structural arrangements to facilitate decisions with clear leadership; (iv) clear definition of objectives, tasks, roles and responsibilities; and (v) official support and legitimization from participating agencies, government authorities, and organizations with adequate resources devoted to partnership building. This study also replicated a number of barriers to the creation of sustainable intersectoral community mobilization, notably the potentially destructive role of power conflicts among the key institutional partners.

Discourse Communities--Local and Global.

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Killingsworth, M. Jimmie

1992-01-01

Argues that rhetorical theory needs to keep alive competing concepts of discourse communities, so that alternatives exist in the description and analysis of discourse practices. Proposes distinguishing between two kinds of discourse communities--the local and the global--so that rhetorical analysis can achieve the necessary critical edge,…

Weaving latino cultural concepts into Preparedness Core Competency training.

Science.gov (United States)

Riley-Jacome, Mary; Parker, Blanca Angelica Gonzalez; Waltz, Edward C

2014-01-01

The New York • New Jersey Preparedness and Emergency Response Learning Center (NY•NJ PERLC) is one of 14 Centers funded by the Centers for Disease Control and Prevention designed to address the preparedness and response training and education needs of the public health workforce. One of the important niches, or focus areas for the Center, is training to improve the capacity of public health workers to respond with competence to the needs of vulnerable populations. During every phase of a disaster, racial and ethnic minorities, including Latinos, suffer worse outcomes than the general population. Communities with diverse cultural origins and limited English speakers often present more complex issues during public health emergencies. Training that incorporates cultural concepts into the Preparedness Core Competencies may improve the ability of public health workers to engage the Latino community in preparedness activities and ultimately improve outcomes during disasters. This article describes initiatives undertaken by the NY•NJ PERLC to improve the capacity of the public health workforce to respond competently to the needs of Latino populations. In 2012, the Center collaborated with national, state, and local partners to develop a nationwide broadcast founded on the Preparedness Core Competencies, Latinos During Emergencies: Cultural Considerations Impacting Disaster Preparedness. The widely viewed broadcast (497 sites in 47 states and 13 nations) highlighted the commonalities and differences within Latino culture that can impact emergency preparedness and response and outlined practical strategies to enhance participation. The success of the broadcast spurred a number of partner requests for training and technical assistance. Lessons learned from these experiences, including our "undercover" work at local Points of Dispensing, are incorporated into subsequent interactive trainings to improve the competency of public health workers. Participants recommended

The Study of Human Resource Competency Development Policy in Tourism Sector of Bureaucracy Reformation Era

OpenAIRE

Wiryanto, Wisber

2018-01-01

The development of the tourism sector ought to be supported by the competent Human Resources (SDM). Human resources of tourism that include human resources apparatus, industrial human resources, and the tourism community until now still facing difficulties of competency gaps and capability certification. Concerning this issue, there will be conducted a research of human resource competency development policy in tourism sector of bureaucratic reformation era. The goal of this research is to ex...

Integrating Interprofessional Education and Cultural Competency Training to Address Health Disparities.

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McElfish, Pearl Anna; Moore, Ramey; Buron, Bill; Hudson, Jonell; Long, Christopher R; Purvis, Rachel S; Schulz, Thomas K; Rowland, Brett; Warmack, T Scott

2018-01-01

Many U.S. medical schools have accreditation requirements for interprofessional education and training in cultural competency, yet few programs have developed programs to meet both of these requirements simultaneously. Furthermore, most training programs to address these requirements are broad in nature and do not focus on addressing health disparities. The lack of integration may reduce the students' ability to apply the knowledge learned. Innovative programs that combine these two learning objectives and focus on disenfranchised communities are needed to train the next generation of health professionals. A unique interprofessional education program was developed at the University of Arkansas for Medical Sciences Northwest. The program includes experiential learning, cultural exposure, and competence-building activities for interprofessional teams of medicine, nursing, and pharmacy students. The activities include (a) educational seminars, (b) clinical experiential learning in a student-led clinic, and (c) community-based service-learning through health assessments and survey research events. The program focuses on interprofessional collaboration to address the health disparities experienced by the Marshallese community in northwest Arkansas. The Marshallese are Pacific Islanders who suffer from significant health disparities related to chronic and infectious diseases. Comparison tests revealed statistically significant changes in participants' retrospectively reported pre/posttest scores for Subscales 1 and 2 of the Readiness for Interpersonal Learning Scale and for the Caffrey Cultural Competence in Healthcare Scale. However, no significant change was found for Subscale 3 of the Readiness for Interpersonal Learning Scale. Qualitative findings demonstrated a change in students' knowledge, attitudes, and behavior toward working with other professions and the underserved population. The program had to be flexible enough to meet the educational requirements and

An anthropological approach to teaching health sciences students cultural competency in a field school program.

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Hutchins, Frank T; Brown, Lori DiPrete; Poulsen, Keith P

2014-02-01

International immersion experiences do not, in themselves, provide students with the opportunity to develop cultural competence. However, using an anthropological lens to educate students allows them to learn how to negotiate cultural differences by removing their own cultural filters and seeing events through the eyes of those who are culturally different. Faculty at the University of Wisconsin-Madison's Global Health Institute believed that an embedded experience, in which students engaged with local communities, would encourage them to adopt this Cultural Competency 2.0 position. With this goal in mind, they started the Field School for the Study of Language, Culture, and Community Health in Ecuador in 2003 to teach cultural competency to medical, veterinary, pharmacy, and nursing students. The program was rooted in medical anthropology and embraced the One Health initiative, which is a collaborative effort of multiple disciplines working locally, nationally, and globally to obtain optimal health for people, animals, and the environment. In this article, the authors identify effective practices and challenges for using a biocultural approach to educating students. In a semester-long preparatory class, students study the Spanish language, region-specific topics, and community engagement principles. While in Ecuador for five weeks, students apply their knowledge during community visits that involve homestays and service learning projects, for which they partner with local communities to meet their health needs. This combination of language and anthropological course work and community-based service learning has led to positive outcomes for the local communities as well as professional development for students and faculty.

Community/public health nursing faculty's knowledge, skills and attitudes of the Quad Council Competencies for Public Health Nurses.

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Joyce, Barbara L; Harmon, Monica; Johnson, Regina Gina H; Hicks, Vicki; Brown-Schott, Nancy; Pilling, Lucille; Brownrigg, Vicki

2018-05-02

A multisite collaborative team of community/public health nursing (C/PHN) faculty surveyed baccalaureate nursing faculty to explore their knowledge, skills, attitudes, and application of the Quad Council Competencies for Public Health Nurses (QCC-PHN). (1) Evaluate the knowledge, skills, and attitudes of the 2011 QCC-PHN by academic C/PHN faculty; (2) Evaluate the application of 2011 QCC-PHN by C/PHN faculty in the clinical practicum for undergraduate baccalaureate C/PHN students; and (3) Determine if a significant difference existed in the knowledge for each domain. A mixed methods descriptive research design was used to answer three specific hypotheses related to the study objectives. A convenience sample of 143 faculty teaching C/PHN in baccalaureate schools of nursing completed an online survey. ANOVA was used to determine the difference between knowledge, skills, attitudes, and application of nursing faculty regarding the QCC-PHN based on years of nursing experience, C/PHN experience, and nursing specialty preparation. Participants' qualitative comments for each domain were analyzed for themes. C/PHN nursing faculty are described and differences in knowledge, skills, and attitudes delineated. A statistically significant difference was found in skills based on years of experience in C/PHN and in the application of the competencies based on nursing specialty preparation. Variations in knowledge of the QCC-PHN are identified. Ten recommendations are proposed for key skill sets and necessary preparation for faculty to effectively teach C/PHN in baccalaureate schools of nursing. © 2018 Wiley Periodicals, Inc.

Determining a Criminal Defendant's Competency to Proceed With an Extradition Hearing.

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Piel, Jennifer; Finkle, Michael J; Giske, Megan; Leong, Gregory B

2015-06-01

When a criminal defendant flees from one state (often referred to as the requesting state) to another (often referred to as the asylum state), the requesting state can demand that the asylum state return the defendant through a process called extradition. Only a handful of states have considered a fugitive's right to be competent to proceed with an extradition hearing. Those states fall into three categories. Some states apply the same standard as in criminal trial competency cases. Others apply a more limited competency standard. Two have found that a fugitive has no right to be competent to proceed in an extradition hearing. The particular legal test adopted affects the nature and scope of the competency evaluation conducted by the psychiatrist or psychologist in the extradition hearing. In addition, we are not aware of any state that has considered what happens to the fugitive if he is ultimately found not competent to proceed. Legislation, either state by state or through amendments to the Uniform Criminal Extradition Act, can provide the legal and psychiatric communities with guidance in assessing competency initially and in taking appropriate steps if the fugitive is ultimately found not competent. © 2015 American Academy of Psychiatry and the Law.

[Competency: general principles and applicability in dementia].

Science.gov (United States)

Alvaro, L C

2012-06-01

Competency means the capacity to make responsible and balanced decisions. This may be performed in clinical settings (decision-making abilities on treatment or risky diagnostic procedures) and also in daily-life activities (financial matters, nursing home admittance, contracts, etc.). Competency is linked to the ethical principle of autonomy and to a horizontal doctor-patient interaction, far from ancient paternalistic relationships. It is contemplated in the Spanish law as the patient's right to be informed and to make free choices, particularly in cases of dementia. The competency that we assess is the so-called natural or working capacity. It is specific for an action or task. The level of required capacity depends on the decision: higher for critical ones, lower for low-risk decisions. The assessment process requires noting the patient's capacity to understand, analyse, self-refer and apply the information. There are some guides available that may be useful in competency assessments, but nevertheless the final statement must be defined by the physician in charge of the patient and clinical judgement. Capacity is directly related to the level of cognitive deterioration. Nevertheless, specific cognitive tests like MMSE (mini-mental) have a low predictive value. The loss of competency is more associated with the so-called legal standards of incapacity (LS). These encompass a five steps range (LS1-LS5), which may detect the incapacity from the mild levels of dementia. The cortical functions that are the best predictors of incapacity are language and executive dysfunctions. These explain the incapacity in cases of Alzheimer's and Parkinson's disease, and have been studied more. Incapacity is common and it influences the clinical decision-making process. We must be particularly cautious with clinical trials of dementia. It also involves other areas of daily life, particularly financially related ones, where limitations are present from the mild cognitive impairment

Cultural Competence in the Treatment of Addictions: Theory, Practice and Evidence.

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Gainsbury, Sally M

2017-07-01

Culturally and linguistically diverse (CALD) populations often have high rates of addictive disorders, but lower rates of treatment seeking and completion than the mainstream population. A significant barrier to treatment is the lack of culturally relevant and appropriate treatment. A literature review was conducted to identify relevant literature related to cultural competence in mental health services delivery and specifically treatment for addictive disorders. Several theoretical models of cultural competence in therapy have been developed, but the lack of rigorous research limits the empirical evidence available. Research indicates that culturally competent treatment practices including providing therapy and materials in the client's language, knowledge, understanding and appreciation for cultural perspectives and nuances, involving the wider family and community and training therapists can enhance client engagement, retention and treatment outcomes for substance use and gambling. Further methodologically rigorous research is needed to isolate the impact of cultural competence for the treatment of addictions and guide research to determine treatment efficacy within specific CALD populations. Training therapists and recruiting therapists and researchers from CALD communities is important to ensure an ongoing focus and improved outcomes for CALD populations due to the importance of engaging these populations with addiction treatment. Copyright © 2016 John Wiley & Sons, Ltd. Key Practitioner Message: The treatment needs of culturally diverse individuals with addictions are often not met. Theoretical models can guide therapists in incorporating cultural competence. Culturally targeted treatments increase recruitment, retention and treatment outcomes. Cultural competence includes matching clinicians and clients on linguistic and cultural backgrounds as well as being mindful of the impact of culture on client's experience of addiction problems. Few methodologically

The Relationship Between Provider Competence, Content Exposure, and Consumer Outcomes in Illness Management and Recovery Programs.

Science.gov (United States)

McGuire, Alan B; White, Dominique A; Bartholomew, Tom; Flanagan, Mindy E; McGrew, John H; Rollins, Angela L; Mueser, Kim T; Salyers, Michelle P

2017-01-01

Provider competence may affect the impact of a practice. The current study examined this relationship in sixty-three providers engaging in Illness Management and Recovery with 236 consumers. Improving upon previous research, the present study utilized a psychometrically validated competence measure in the ratings of multiple Illness Management and Recovery sessions from community providers, and mapped outcomes onto the theory underlying the practice. Provider competence was positively associated with illness self-management and adaptive coping. Results also indicated baseline self-management skills and working alliance may affect the relationship between competence and outcomes.

[Pedagogical strategies for developing ethical and political competence in nursing education].

Science.gov (United States)

Burgatti, Juliane Cristina; Leonello, Valéria Marli; Bracialli, Luzmarina Aparecida Doretto; Oliveira, Maria Amélia de Campos

2013-01-01

This study presents a theoretical reflection that aims at identifying teaching strategies for the development of ethical-political dimension of professional competence from the perspective of critical reflection. Professional competence has two dimensions - technical and political, mediated by ethics. Critical reflection renew search ways of thinking and doing in health, with the ultimate goal of intervention in social reality, to improve the living conditions and health of communities. Highlights some educational tools such as portfolio, the field journal and written narratives, which allow producing a clear and objective account of the experience and assigning meaning and significance of what was accomplished. Based on a critical reflection, such instruments helped develop ethical-political dimension of professional competence.

Innovative Competency Gap Analysis; A Malaysian Nuclear Research Institute Case Study

International Nuclear Information System (INIS)

Muhd Husamuddin A Khalil; Zakaria Taib; Zuraida Zainudin; Munira Shaikh Nasir; Abul Adli Anuar

2015-01-01

Human resource development has become an essential component to the development process of Research and Development institute like Malaysian Nuclear Agency as it relies heavily on a specialized and highly trained work force for its technical capability and sustainability. In this paper, it is urged that human resource development be supported by appropriate survey tools to achieve its one of the most important objective which is to prepare training platforms that follow-through from the systematic competency gap analysis approach. The purpose of this study was to find the competency needs and investigate the competency gaps in Malaysia Nuclear Agency using modified Systematic Assessment of Regulatory Competence Needs for Regulatory Bodies of Nuclear Facilities (SARCoN) tools by International Atomic Energy Agency (IAEA) based on basic, applied and specialized Science and Technology area of expertise. To achieve this purpose, the secretariat identified the appropriate competency statements based on each Division and investigation has been done on all the researchers to find the competency gaps via survey using SARCoN tools. On this ground, it has been concluded that a lot of competency on specialized subject matters need to be systematically analyzed using innovative analytical method that yield 2 important parameters: i. organizational core competencies; ii. Personnel core competencies. From a before and after comparison, it is concluded that the new strategy is better placed to manage the training and educational programme to preserve the sustainability of subject matter experts of nuclear HRD in this organization and Malaysia as a whole. (author)

Connecting care competencies and culture during disasters

Science.gov (United States)

Chhabra, Vivek

2009-01-01

Connecting care Competencies and Culture are core fundamentals in responding to disasters. Thick coordination between professionals, communities and agencies in different geographical areas is crucial to the happening of appropriate preparedness and thus efficient response and mitigation of a disaster. In the next few articles, we present diverse examples related to the preparedness and recovery process to adverse disasters across the globe PMID:19561968

Exploring the 'cultural' in cultural competencies in Pacific mental health.

Science.gov (United States)

Samu, Kathleen Seataoai; Suaalii-Sauni, Tamasailau

2009-02-01

Cultural competency is about the ability of individuals and systems to respond respectfully and effectively to the cultural needs of peoples of all cultures. Its general attributes include knowledge, attitudes, skills and professional judgment. In Pacific mental health, 'the cultural' is generally understood to be ethnic culture. Accordingly, Pacific cultural competencies assume ethnic specific markers. In mental health Pacific cultural competencies has seen a blending of cultural and clinical beliefs and practices. This paper provides an overview of five key theme areas arising from Auckland-based ethnic-specific Pacific workshop data: language, family, tapu relationships, skills and organisation policy. Workshop participants comprised of Pacific mental health providers, Pacific consumers, family members of Pacific consumers and members of the Pacific community members. This paper purports that identifying the perceptions of different Pacific groups on ethnic-specific elements of cultural competencies are necessary to build and strengthen the capacity and capability of mental health services to provide culturally relevant services.

The Epistemic Dimension of Competence in the Social Sciences

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Liliana Maggioni

2010-12-01

Full Text Available To investigate competence in the social sciences, we propose to define competence as a particular configuration of the learner’s cognition, strategic repertoire, motivation, and orientation toward knowing. Specifically, we focus on epistemic beliefs and on the changes that a view of knowing as a complex, effortful, generative, evidence-seeking, and reflective enterprise entails. In this context, we discuss how familiarity with the processes used to justify knowledge claims within specific disciplinary communities can provide useful tools to develop the kind of adaptive and consistent thinking that characterize competence in different domains and how this focus may aid the identification of characteristics common across domains. We use our empirical exploration of adolescents’ development of competence in the domain of history to illustrate the implications of this theoretical framework, to highlight the relations between domain-specific epistemic beliefs and kind of understanding that students built as a result of reading multiple texts, and to suggest what pedagogical practices may have influenced students’ orientations toward knowing in these three history classes.

Competence for Contract and Competence to Consent to Treatment

OpenAIRE

前田, 泰

2008-01-01

This paper analyzes assessing competence to consent to treatment. It focuses on problems of competence for contract and competence to consent to treatment. Finally, it discusses the degree of assessing competence to consent to treatment.

A snapshot of cultural competency education in US dental schools.

Science.gov (United States)

Rowland, Michael L; Bean, Canise Y; Casamassimo, Paul S

2006-09-01

During the last decade, cultural competency has received a great deal of attention in health care and the literature of many fields, including education, social services, law, and health care. The dental education literature provides little information regarding status, strategies, or guiding principles of cultural competency education in U.S. dental schools. This study was an attempt to describe the status of cultural competency education in U.S. dental schools. A web-based thirty-question survey regarding cultural competency education coursework, teaching, course materials, and content was sent in 2005 to the assistant/associate deans for academic affairs at fifty-six U.S. dental schools, followed up by subsequent email messages. Thirty-four (61 percent) dental school officials responded to the survey. The majority of respondents (twenty-eight; 82 percent) did not have a specific stand-alone cultural competency course, but indicated it was integrated into the curriculum. Recognition of local and national community diversity needs prompted course creation in most schools. Respondents at almost two-thirds of schools indicated that their impression of students' acceptance was positive. Teachers of cultural competency were primarily white female dentists. Few schools required faculty to have similar cultural competency or diversity training. Thirty-three of the thirty-four U.S. dental schools responding to this survey offer some form of coursework in cultural competency with little standardization and a variety of methods and strategies to teach dental students.

FORMATION OF THE ICT COMPETENCE OF MANAGERIAL AND PEDAGOGICAL STAFF IN A NETWORKING

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O. A. Kozlov

2016-01-01

Full Text Available The questions related to the preparation of modern pedagogical and managerial staff to implement the capabilities of information and communication technologies in the professional activities in terms of networking. The authors found that the scientific-pedagogical conditions of formation of the ICT competencies of management and teaching staff as the coordinator of modernization of education are: to form approaches and principles of formation of the ICT competencies of management and teaching staff and the willingness of the professional community in the formation of the ICT competencies of management and teaching staff as the modernization of the coordinators education in networking Determined ways and means to achieve teaching and administrative staff of professional ICT competence under network interaction. Said factors that provide an optimal model to achieve the professional pedagogical ICT competence and managerial personnel under network interaction.

A Community Patient Demographic System

OpenAIRE

Gabler, James M.; Simborg, Donald W.

1985-01-01

A Community Patient Demographic System is described. Its purpose is to link patient identification, demographic and insurance information among multiple organizations in a community or among multiple registration systems within the same organization. This function requires that there be a competent patient identification methodology and clear definition of local responsibilities for number assignment and database editing.

Professional competence of the person in the Smart-society

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Nina V. Komleva

2017-01-01

competences, it is necessary to increase their level, and certification testing for confirming the level of professional competence of employees, which dictates the ethics of the Economy and Smart-society.This problem causes the need to use the active and relevant content. In order to solve the global task it is necessary to promote development and to use open educational resources. Such active approaches to learning increasingly spread, as the creation of professional communities, the use of cloud computing, mobile communication development.In the context of the professional standards’ implementation, the person should be prepared for such a certification and not pass it by trial and error. The person has to have a possibility to check and to develop the competencies. «Professional communities» can provide such a possibility, in our opinion. Professional community portal – is an effective tool for creating of the high quality and relevant content that can be used for the continuous development of competencies and the employers can submit their claims. Monitoring of competencies, including the monitoring in the centers of the qualification independent assessment should be carried out with the use of adaptive testing algorithms and test tasks continuously updated to meet the changing needs of the Smart-society.

Ten-Competence: Life-Long Competence Development and Learning

NARCIS (Netherlands)

Koper, Rob; Specht, Marcus

2006-01-01

Koper, R., & Specht, M. (2008). Ten-Competence: Life-Long Competence Development and Learning. In M-A. Cicilia (Ed.), Competencies in Organizational e-learning: concepts and tools (pp. 234-252). Hershey: IGI-Global.

Host density and competency determine the effects of host diversity on trematode parasite infection.

Directory of Open Access Journals (Sweden)

Jeremy M Wojdak

Full Text Available Variation in host species composition can dramatically alter parasite transmission in natural communities. Whether diverse host communities dilute or amplify parasite transmission is thought to depend critically on species traits, particularly on how hosts affect each other's densities, and their relative competency as hosts. Here we studied a community of potential hosts and/or decoys (i.e. non-competent hosts for two trematode parasite species, Echinostoma trivolvis and Ribeiroia ondatrae, which commonly infect wildlife across North America. We manipulated the density of a focal host (green frog tadpoles, Rana clamitans, in concert with manipulating the diversity of alternative species, to simulate communities where alternative species either (1 replace the focal host species so that the total number of individuals remains constant (substitution or (2 add to total host density (addition. For E. trivolvis, we found that total parasite transmission remained roughly equal (or perhaps decreased slightly when alternative species replaced focal host individuals, but parasite transmission was higher when alternative species were added to a community without replacing focal host individuals. Given the alternative species were roughly equal in competency, these results are consistent with current theory. Remarkably, both total tadpole and per-capita tadpole infection intensity by E. trivolvis increased with increasing intraspecific host density. For R. ondatrae, alternative species did not function as effective decoys or hosts for parasite infective stages, and the diversity and density treatments did not produce clear changes in parasite transmission, although high tank to tank variation in R. ondatrae infection could have obscured patterns.

The Competing Values of Hackers

DEFF Research Database (Denmark)

Mûller, Sune Dueholm; Ulrich, Frank

2015-01-01

In this paper we describe the hacker culture by analyzing 25 years of communication on one of the oldest and most renowned hacker websites. For this purpose, we utilize a previously documented text analysis technique [14] which provides an efficient and effective method of producing a quick...... overview of values underlying any written text. The technique allows for the creation of culture profiles of texts based on the competing values framework [2]. The article contributes to understanding an important but overlooked hotbed of creativity—the hacker community. It provides examples of how hackers...

Personal Universes: revealing community college students' competences though their organization of the cosmos

Science.gov (United States)

Buck Bracey, Zoë

2017-10-01

In this article I present a study on learners' conceptions in cosmology by situating the results in the context of broader historical and sociocultural themes. Participants were community college students in California from non-dominant cultural and linguistic backgrounds finishing their first semester of astronomy. Data were collected through a drawing activity and card sort given during clinical-style interviews. This type of work is typically done from the perspective of conceptual change theory, using drawings to reveal student "misconceptions." I argue that in analyzing this kind of data, we need to come from the perspective that students are competent, and put their conceptions in context. I begin by presenting traditional frameworks for evaluating and describing learning, all of which rely on an outdated "banking" or "transmission" model of learning that puts an over-emphasis on the performance and attributes of individuals. Not only do these theories provide an incomplete picture of what learning looks like, they create and reify unnecessary divides between "scientific" and "unscientific" that can contribute to student alienation from the world of science. To illustrate this, I present my own results as a window into the logic of learners' assumptions within a sociocultural context, and suggest ways to support their learning trajectories, rather than figuring out how to unlearn their misconceptions. Through this analysis, I hope to show how taking student conceptions out of sociocultural context can potentially exclude students from non-dominant cultural and linguistic backgrounds from science.

Primary school teacher’s mentor’s competencies

OpenAIRE

Masiulienė, Jūratė

2006-01-01

Teachers need to re-create their role to suit new situations and relationship in Lithuania; teacher educators – create approaches and methods allowing teachers make a transition. Teacher competencies in this context come into the centre of reform. After renovation of the primary education concept, primary education program, primary school teacher’s education standards, certification provisions according to European Community agreements on the free professional movement, qualification reco...

ICA contribution to the development of international standards of competence for nautical cartographers

Science.gov (United States)

Furness, Ron; Tsoulos, Lysandros

2018-05-01

All professions face challenges as how best to ensure the achievement and continuance of the highest standards as they seek to determine and promulgate best practices. In the essentially linked professions of hydrographic surveying and nautical cartography these challenges become immediately international in their impacts and require close cooperation between the professional bodies representing surveyors, hydrographers and cartographers. The Standards of Competence for Nautical Cartographers are known in short form as S-8 and they describe the minimum required competencies for nautical cartographers. They indicate the minimum degree of knowledge and experience considered necessary for nautical cartographers and provide a set of programme outlines against which the FIG/IHO/ICA International Board on Standards of Competence for Hydrographic Surveyors and Nautical Cartographers may evaluate programmes submitted for recognition. The Standards recognize two levels of competence: Cate- gory A and Category B. In nautical charting communities, Category A programmes offer levels of comprehensive and broad-based knowledge in all aspects of the theory and practice of nautical cartography. Category B programmes provide a level of practical comprehension, along with the essential theoretical background, necessary for individuals to carry out the various nautical cartography tasks. The Standards have recently undergone complete review and should be ratified during 2017/18. This paper aims to bring the existence and aims of the Standards to the wider notice of ICA members and to describe the philosophy and aims of the review in meeting the professional competency needs of the nautical cartographic community.

Community College Student Mental Health: A Comparative Analysis

Science.gov (United States)

Katz, Daniel Seth; Davison, Karen

2014-01-01

This study explores community college student mental health by comparing the responses of California community college and traditional university students on the American College Health Association-National College Health Assessment II (ACHA-NCHA II). Using MANOVA, we compared community college and traditional university students, examining…

Cultural competence springs up in the desert: the story of the center for cultural competence in health care at Weill Cornell Medical College in Qatar.

Science.gov (United States)

Elnashar, Maha; Abdelrahim, Huda; Fetters, Michael D

2012-06-01

The authors describe the factors that led Weill Cornell Medical College in Qatar (WCMC-Q) to establish the Center for Cultural Competence in Health Care from the ground up, and they explore challenges and successes in implementing cultural competence training.Qatar's capital, Doha, is an extremely high-density multicultural setting. When WCMC-Q's first class of medical students began their clinical clerkships at the affiliated teaching hospital Hamad Medical Corporation in 2006, the complicated nature of training in a multicultural and multilingual setting became apparent immediately. In response, initiatives to improve students' cultural competence were undertaken. Initiatives included launching a medical interpretation program in 2007; surveying the patients' spoken languages, examining the effect of an orientation program on interpretation requests, and surveying faculty using the Tool for Assessing Cultural Competence Training in 2008; implementing cultural competence training for students and securing research funding in 2009; and expanding awareness to the Qatar community in 2010. These types of initiatives, which are generally highly valued in U.S. and Canadian settings, are also apropos in the Arabian Gulf region.The authors report on their initial efforts, which can serve as a resource for other programs in the Arabian Gulf region.

The Construction Of Ethical Competence In The Perception Of Primary Care Nurses

Directory of Open Access Journals (Sweden)

Rafaela Schaefer

2014-04-01

Full Text Available The study intended to understand the perception of nurses of Primary Care Services about the construction of ethical competence on their formation and practices. This is a qualitative study, with an interpretative phenomenological approach and interviews with ten nurses of the community health services of Porto Alegre, RS. The results showed that the interviewed professionals had already experienced situations with ethical conflicts and knew what ethical competence means. The central themes point out three fundamental issues in the construction of the ethical competence: personal values, education and practice. Taking into account that ethical competence is in permanent construction, the study shows the importance to promote organizational and educational activities in a transversal manner, as a tool to cope the moral stress and contribute in improving the quality of care in the primary health attention.

Treatment of groundwater containing Mn(II), Fe(II), As(III) and Sb(III) by bioaugmented quartz-sand filters.

Science.gov (United States)

Bai, Yaohui; Chang, Yangyang; Liang, Jinsong; Chen, Chen; Qu, Jiuhui

2016-12-01

High concentrations of iron (Fe(II)) and manganese (Mn(II)) often occur simultaneously in groundwater. Previously, we demonstrated that Fe(II) and Mn(II) could be oxidized to biogenic Fe-Mn oxides (BFMO) via aeration and microbial oxidation, and the formed BFMO could further oxidize and adsorb other pollutants (e.g., arsenic (As(III)) and antimony (Sb(III))). To apply this finding to groundwater remediation, we established four quartz-sand columns for treating groundwater containing Fe(II), Mn(II), As(III), and Sb(III). A Mn-oxidizing bacterium (Pseudomonas sp. QJX-1) was inoculated into two parallel bioaugmented columns. Long-term treatment (120 d) showed that bioaugmentation accelerated the formation of Fe-Mn oxides, resulting in an increase in As and Sb removal. The bioaugmented columns also exhibited higher overall treatment effect and anti-shock load capacity than that of the non-bioaugmented columns. To clarify the causal relationship between the microbial community and treatment effect, we compared the biomass of active bacteria (reverse-transcribed real-time PCR), bacterial community composition (Miseq 16S rRNA sequencing) and community function (metagenomic sequencing) between the bioaugmented and non-bioaugmented columns. Results indicated that the QJX1 strain grew steadily and attached onto the filter material surface in the bioaugmented columns. In general, the inoculated strain did not significantly alter the composition of the indigenous bacterial community, but did improve the relative abundances of xenobiotic metabolism genes and Mn oxidation gene. Thus, bioaugmentation intensified microbial degradation/utilization for the direct removal of pollutants and increased the formation of Fe-Mn oxides for the indirect removal of pollutants. Our study provides an alternative method for the treatment of groundwater containing high Fe(II), Mn(II) and As/Sb. Copyright © 2016 Elsevier Ltd. All rights reserved.

Readiness for the next generation of information competence in new product development

DEFF Research Database (Denmark)

Jespersen, Kristina Risom; Søndergaard, Helle Alsted

2007-01-01

Readiness for information methods like communities, simulation and virtual worlds in new product development (NPD) is discussed based on analysis of NPD strategy, market orientation and competitive pressure as generic antecedents of exploitative and explorative information search. The paper...... forwards evolvement as new information competence to leverage holistic information methods, and finds that current information competences of decision-makers are not ready to leverage new information methods enable by technology. Data is collected with an agent-based simulation platform and logistic...

Library and Information Science (LIS Transferable Competencies

Directory of Open Access Journals (Sweden)

Melissa Fraser-Arnott

2013-09-01

Full Text Available This article uses data obtained from a content analysis of job advertisements to explore the questions of (1 what types of non-traditional jobs are available for library and information science (LIS professionals and (2 how can LIS students and professionals take advantage of non-traditional job opportunities. Two groups of job advertisements were used in this investigation: advertisements from LIS-targeted job boards (two library school job boards and two library association job boards and Government of Canada internal job postings. These two sets of job postings were selected to compare the competencies in job postings targeted to LIS graduates (the LIS job board advertisements and job postings that were not targeted to the LIS community (the Government of Canada job advertisements. An analysis of these groups of job advertisements demonstrated that both samples focused mainly on transferable competencies. Due to the emphasis on transferable competencies, the analysis of job postings from the Government of Canada job list revealed that there are many non-traditional opportunities for LIS graduates. A typical LIS professional could apply for 51 (or 25.8% of the job advertisements in this set, having met all of the listed criteria. This individual may be able to apply for an additional 40 (or 21.2% of the jobs listed if they had certain additional competencies or knowledge obtained through prior experience working in the Government of Canada but not necessarily obtained by the average LIS professional. This supports the argument that there are numerous opportunities for LIS professionals in non-traditional jobs. The exploration of commonly requested competencies can be used to guide LIS job seekers to craft their resumes and CVs to address the competencies requested by potential employers.

Core Competencies and the Prevention of High-Risk Sexual Behavior

Science.gov (United States)

Charles, Vignetta Eugenia; Blum, Robert Wm.

2008-01-01

Adolescent sexual risk-taking behavior has numerous individual, family, community, and societal consequences. In an effort to contribute to the research and propose new directions, this chapter applies the core competencies framework to the prevention of high-risk sexual behavior. It describes the magnitude of the problem, summarizes explanatory…

Researching in the community: the value and contribution of nurses to community based or primary health care research.

Science.gov (United States)

Barthow, Christine; Jones, Bernadette; Macdonald, Lindsay; Vernall, Sue; Gallagher, Peter; McKinlay, Eileen

2015-05-01

To describe the role, contribution and value of research nurses in New Zealand community-based or primary health care research. Research nurses are increasingly recognised as having a key role in undertaking successful research in hospitals and clinical trial units however only limited work has been undertaken to examine their role in community-based research. Undertaking health research in the community has unique challenges particularly in relation to research design and recruitment and retention of participants. We describe four community-based research projects involving research nurses, each with particular recruitment, retention and logistical problems. Vignettes are used to illustrate the role, contribution and value of research nurses in a diverse range of community research projects. The knowledge and skills used by research nurses in these projects included familiarity with communities, cultural competence, health care systems and practice philosophies and in particular with vulnerable populations. Their research actions and activities include competence with a broad range of research methodologies, organisational efficiency, family-centred approach, along with advocacy and flexibility. These are underpinned by nursing knowledge and clinical expertise contributing to an ability to work autonomously. These four projects demonstrate that research nurses in community-based research possess specific attributes which facilitate successful study development, implementation and outcome.

Method for efficient establishment of technical biodosimetry competence

International Nuclear Information System (INIS)

Stricklin, D.; Jaworska, Alicja; Arvidsson, E.

2007-01-01

The current gold standard in biodosimetry, the dicentric assay, requires documented technical competence. Expertise is developed over time by evaluation of thousands of metaphases. Competence is documented through establishment of a dose-response curve, required by any service laboratory performing biodosimetry. Consistent and reliable evaluations must be established for new observers that might contribute to analyses for biological dose assessments. Discrepancies in evaluations jeopardize the reliability of assessments. The Swedish Defence Research Agency (FOI) together with the Norwegian Radiation Protection Authority (NRPA) conducted an inter-calibration exercise for the purpose of establishing comparable scoring criteria for evaluation of aberrations in metaphases. The exercise revealed specific aberrations that were difficult to identify and were consistent sources of uncertainty. Subsequently, a report detailing the FOI's scoring criteria was developed with visual examples and a strategy for establishing technical competence in metaphase scoring in an efficient manner evolved. Key components of the strategy are the review of guidance for biodosimetry, performance of inter-calibration exercises with previously established data sets, review of incongruous evaluations with a well-established observer, follow-up exercises depending on the initial outcome, and inter-comparisons to document agreement. Methods suggested here could be applied in training of new personnel. Documentation of methods in other laboratories could facilitate more consistent scoring criteria among the biodosimetry community, a problem observed in previous international inter-comparisons. Improved consistency among biodosimetry laboratories could facilitate reliably sharing the work load among different members of the biodosimetry community in the event of a mass casualty accident

Using Songs in Developing Intercultural Competence

Directory of Open Access Journals (Sweden)

Liliia Shayakhmetova

2017-09-01

Full Text Available Songs in teaching English are not used to the full extent. To confirm this, we created a set of exercises based on the use of songs to form socio-cultural and regional knowledge, to familiarize students with the culture and way of life of Great Britain, to gain a deeper understanding of the representatives of this linguistic cultural community. The next step was carrying out a survey on revealing the effectiveness of using songs in EFL class, more precisely their effect on the developing of intercultural competence. Following methods were used to conduct the survey: the questionnaire of teachers and students, to determine the role of English songs in the developing of intercultural competence; the analysis of English language course books to determine the presence of songs focusing on their cultural significance; Life in the UK Test, a test to check the knowledge of the history and culture of Britain. The results of the research showed the expediency of using song to develop intercultural competence. Moreover, use of songs aroused interest among students; they expressed the opinion that lyrics have a much deeper meaning and varied information than they thought before using them in English classes. They expressed a desire to continue using songs during classes in keeping with this approach.

Intercultural Competence – Key Competence of Multicultural Teams

Directory of Open Access Journals (Sweden)

Diana Bebenova - Nikolova

2014-08-01

Full Text Available The article deals with intercultural competence of multicultural teams elaborating European projects. Firstly, it discusses basic theoretical aspects of the related concepts: culture and intercultural competence, then presents its impact on multicultural team effectiveness and models for improving it. The article finds ground on studies of intercultural competence as a set of strategic, personal, social and professional competences. The paper uses the project cycle management theory and proves that in multi-ethnic surroundings, the project membersř communication skills might not be sufficient to generate mutual understanding. Provisionally, the study performed a standardized Internet survey on self-assessment of intercultural competence among 50 experts on European projects. Another applied approach is field observation (attendance and note-taking of the 5- day training "To become diplomats between cultures", based on Bennettřs theoretical model for "Development of Intercultural Sensitivity". A training model for improving intercultural competence of multicultural team members. Possible approach for improvement of project management of crossborder or trans-border funding programs. Building intercultural competence in European project management is important, timely and necessity-driven, especially under the framework of the Danube Region Strategy.

Analysis Influence of Managerial Competence, Technical Competence, and Strategic Competence on Firm Performance in Electrical Engineering Company in Bandung

Science.gov (United States)

Wijaya, E. R.; Irianto, D.

2018-03-01

The industry sectors that have an important role in the era of globalization is the electro engineering sector. The era of globalization led to intense competition. One of the negative effects of the intense competition is declining profits. Drop in profits caused many firms reduces their employees without seeking the root cause of declining profits in detail. Whereas, employee is the important resources to maintain competitive advantage. Competitive advantage can be measured by the performance of which is owned by the firm. The firm's performance can be formed of competencies that is unique, rare, irreplaceable, and difficult to imitate within the firm, one of them is the competence of the individual. According to a competency-based approach and the resource- based approach, individual competence that affect the performance of the firm is managerial competence, technical competence, and strategic competence. Questionnaire is built based on the dimensions of the firm's performance, managerial competence, technical competence, and strategic competence, are processed using partial least squares application. The results indicate that managerial competence negatively impact firm’s performance with weak ties. The technical competence and strategic competence positively affect firm’s performance with moderate ties.

Questionnaire-based evaluation of everyday competence in older adults.

Science.gov (United States)

Kalisch, Tobias; Richter, Julia; Lenz, Melanie; Kattenstroth, Jan-Christoph; Kolankowska, Izabela; Tegenthoff, Martin; Dinse, Hubert R

2011-01-01

Gerontological research aims at understanding factors that are crucial for mediating "successful aging". This term denotes the absence of significant disease and disabilities, maintenance of high levels of physical and cognitive function, and preservation of social and productive activities. Preservation of an active lifestyle is considered an effective means through which everyday competence can be attained. In this context, it is crucial to obtain ratings of modern day older adults' everyday competence by means of appropriate assessments. Here, we introduce the Everyday Competence Questionnaire (ECQ), designed to assess healthy older adults' everyday competence. The ECQ includes 17 items, covering housekeeping, leisure activities, sports, daily routines, manual skills, subjective well-being, and general linguistic usage. The ECQ was administered to a population of 158 healthy subjects aged 60-91 years, who were divided into groups on the basis of their physical activity. These groups were community-dwelling subjects, those living independently and having a sedentary lifestyle, those living independently but characterized by a general lifestyle without any noteworthy physical activity, and those living independently and exercising regularly. Age, gender, and education levels were balanced between the groups. Using the ECQ, we could identify and distinguish different everyday competence levels between the groups tested: Subjects characterized by an active lifestyle outperformed all other groups. Subjects characterized by a general lifestyle showed higher everyday competence than those with a sedentary lifestyle or subjects who needed care. Furthermore, the ECQ data showed a significant positive correlation between individual physical activity and everyday competence. The ECQ is a novel tool for the questionnaire-based evaluation of everyday competence among healthy subjects. By including leisure activities, it considers the changed living conditions of modern

Developing Leaders: The Role of Competencies in Rural Community Colleges

Science.gov (United States)

Eddy, Pamela L.

2013-01-01

Pending retirements underscore the need to develop community college campus leaders. Rural community colleges will be particularly hard-hit by changes in leadership as they represent the majority of 2-year colleges and face unique challenges given their location. To help address the anticipated leadership transition, the American Association of…

Competency Analytics Tool: Analyzing Curriculum Using Course Competencies

Science.gov (United States)

Gottipati, Swapna; Shankararaman, Venky

2018-01-01

The applications of learning outcomes and competency frameworks have brought better clarity to engineering programs in many universities. Several frameworks have been proposed to integrate outcomes and competencies into course design, delivery and assessment. However, in many cases, competencies are course-specific and their overall impact on the…

Community Fragmentation: Implications for Future Wild Fire Management

Science.gov (United States)

Robert G. Lee

1987-01-01

Two meanings of human community compete for public attention: (1) community as a sense of belonging to a particular social group within a society, and (2) community as a global ideal consisting of political expression, religious fulfillment, and/or harmony with the world at large. The latter meaning has become increasingly prevalent as we approach the year2000. This...

EBR-II: twenty years of operating experience

International Nuclear Information System (INIS)

Lentz, G.L.; Buschman, H.W.; Smith, R.N.

1985-01-01

Experimental Breeder Reactor No. 2 (EBR-II) is an unmoderated, sodium-cooled reactor with a design power of 62.5 MWt. For the last 20 years EBR-II has operated safely, has demonstrated stable operating characteristics, has shown excellent performance of its sodium components, and has had an excellent plant factor. These years of operating experience provide a valuable resource to the nuclear community for the development and design of future liquid metal fast reactors. This report provides a brief description of the EBR-II plant and its early operating experience, describes some recent problems of interest to the nuclear community, and also mentions some of the significant operating achievements of EBR-II. Finally, a few words and speculations on EBR-II's future are offered. 4 figs., 1 tab

Community psychology practice: expanding the impact of psychology's work.

Science.gov (United States)

Wolff, Tom

2014-11-01

This article introduces the reader to community psychology practice by defining the field and its key principles and then illustrating through brief case stories what community psychology practice looks like in various employment settings. An exploration of the development of the field includes a review of the competencies of community psychology practice. Finally, the emerging opportunities for community psychology practice for psychologists are outlined. Well-publicized issues such as health disparities give psychologists an opportunity to bring social problems such as racism, sexism, homophobia, and income inequality to the forefront and to create community-wide efforts to improve the ways in which people live. Community psychology practice offers psychologists a format and a set of competencies for moving forward on this work by focusing on approaches that are ecological, community centered, population based, preventive, focused on systems change and empowerment, and multidisciplinary and that bring those most affected by the issues to the heart of the decision making. PsycINFO Database Record (c) 2014 APA, all rights reserved.

[Being personal: the development of community psychiatric mental health nursing].

Science.gov (United States)

Shiau, Shu-Jen; Lee, Shu-Hong

2009-08-01

Community psychiatric mental health nursing care emphasizes humanistic values and focuses on serving patient and family needs. In Taiwan, such care is delivered largely as part of patient discharge care plans and hospital / community based service models. Issues involved underscore the importance of operating an effective and integrated transfer system, the role and function of nurses and training in relevant competencies (Shiau, Huang & Lin, 2005). This article again emphasizes the importance of 'being personal' in the development of community psychiatric mental health nursing in Taiwan. Critical issues to consider include humanization, empowerment, nursing competencies, regulations, relating on a personal level, and facilitating empowerment and enlightenment on the healing process.

Can the democratic ideal of participatory research be achieved? An inside look at an academic-indigenous community partnership.

Science.gov (United States)

Cargo, Margaret; Delormier, Treena; Lévesque, Lucie; Horn-Miller, Kahente; McComber, Alex; Macaulay, Ann C

2008-10-01

Democratic or equal participation in decision making is an ideal that community and academic stakeholders engaged in participatory research strive to achieve. This ideal, however, may compete with indigenous peoples' right to self-determination. Study objectives were to assess the perceived influence of multiple community (indigenous) and academic stakeholders engaged in the Kahnawake Schools Diabetes Prevention Project (KSDPP) across six domains of project decision making and to test the hypothesis that KSDPP would be directed by community stakeholders. Self-report surveys were completed by 51 stakeholders comprising the KSDPP Community Advisory Board (CAB), KSDPP staff, academic researchers and supervisory board members. KSDPP staff were perceived to share similar levels of influence with (i) CAB on maintaining partnership ethics and CAB activities and (ii) academic researchers on research and dissemination activities. KSDPP staff were perceived to carry significantly more influence than other stakeholders on decisions related to annual activities, program operations and intervention activities. CAB and staff were the perceived owners of KSDPP. The strong community leadership aligns KSDPP with a model of community-directed research and suggests that equitable participation-distinct from democratic or equal participation-is reflected by indigenous community partners exerting greater influence than academic partners in decision making.

Teacher competencies

OpenAIRE

Svatošová, Kateřina

2012-01-01

This diploma thesis deals with adult teacher competencies. It describes current situation in adult education and it focuses on measuring quality level of teacher competencies. There is given the main overview of adult education specifics. These are the prerequisites for defining adult teacher competencies. There is given specific adult teacher competencies and related roles which are generally based on teacher's activities during educational courses. Next part describes present conception of ...

Considering the culture of disability in cultural competence education.

Science.gov (United States)

Eddey, Gary E; Robey, Kenneth L

2005-07-01

Cultural competence extends beyond understanding those values, beliefs, and needs that are associated with patients' age or gender or with their racial, ethnic, or religious backgrounds. People hold many simultaneous cultural associations, and each have implications for the care process. The "culture of disability" is a pan-ethnic culture for which a set of physician competencies are required to ensure appropriate, culturally sensitive care to persons with congenital or acquired disabilities. Such competencies include communicating with patients who have deficits in verbal communication and avoidance of infantilizing speech; understanding the values and needs of persons with disabilities; the ability to encourage self-advocacy skills of patients and families; acknowledging the core values of disability culture including the emphasis on interdependence rather than independence; and feeling comfortable with patients with complex disabilities. Medical schools have developed programs to increase students' exposure to persons with disabilities and it is suggested that such programs are most effective when they are the result of collaboration with community-based facilities or organizations that serve persons with disabilities in the natural environment. Combining lecture-based instruction and structured experiences with the opportunity for students to interact with patients in their natural environments may facilitate development of competencies with respect to patients with disabilities. The culture of disability should be included as one of the many cultures addressed in cultural competence initiatives in medical school and residency curricula.

Adjudicative Competence

Science.gov (United States)

Dawes, Sharron E.; Palmer, Barton W.; Jeste, Dilip V.

2008-01-01

Purpose of review Although the basic standards of adjudicative competence were specified by the U.S. Supreme Court in 1960, there remain a number of complex conceptual and practical issues in interpreting and applying these standards. In this report we provide a brief overview regarding the general concept of adjudicative competence and its assessment, as well as some highlights of recent empirical studies on this topic. Findings Most adjudicative competence assessments are conducted by psychiatrists or psychologists. There are no universal certification requirements, but some states are moving toward required certification of forensic expertise for those conducting such assessments. Recent data indicate inconsistencies in application of the existing standards even among forensic experts, but the recent publication of consensus guidelines may foster improvements in this arena. There are also ongoing efforts to develop and validate structured instruments to aid competency evaluations. Telemedicine-based competency interviews may facilitate evaluation by those with specific expertise for evaluation of complex cases. There is also interest in empirical development of educational methods to enhance adjudicative competence. Summary Adjudicative competence may be difficult to measure accurately, but the assessments and tools available are advancing. More research is needed on methods of enhancing decisional capacity among those with impaired competence. PMID:18650693

Associations between young children's perceived and actual ball skill competence and physical activity.

Science.gov (United States)

Barnett, Lisa M; Ridgers, Nicola D; Salmon, Jo

2015-03-01

The relationship between actual and perceived object control competence (ball skills) and the contribution to young children's physical activity is not known. Cross sectional study. The Test Gross Motor Development-2 assessed actual object control competence and a modified version of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children assessed perceived object control competence. Moderate- to vigorous-intensity physical activity was measured via accelerometry. Three mixed regression models were performed: (i) object control competence as the predictor and the outcome as perceived object control, (ii) perceived object control competence as the predictor and the outcome moderate to vigorous physical activity and (iii) actual object control as the predictor and the outcome moderate to vigorous physical activity. Models adjusted for school clustering, monitor wear time, sex and age. Interactions between respective predictor variables and sex were performed if warranted. A total of 102 children (56% boys, 44% girls) aged 4-8 years (M 6.3, SD 0.92) completed assessments. Girls had lower perceived and actual object control competence and were less active than boys. Actual object control competence was positively associated with perceived object control competence (B=0.11, t(96)=2.25, pperceived object control competence (p=0.827) were associated with moderate to vigorous physical activity. Young children's perceived ball skill abilities appear to relate to actual competence; however, these measures were not associated with physical activity. In older children, object control skill is associated with physical activity so targeting young children's object control skills is an intervention priority. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.

LEVEL OF COMPETENCIES OF FAMILY PHYSICIANS IN KOSOVO FROM DIFFERENT PERSPECTIVES.

Science.gov (United States)

Bojaj, Gazmend; Skeraj, Fitim; Czabanowska, Katarzyna; Burazeri, Genc

2016-10-01

The aim of this analysis was to compare the level of self-perceived competencies of primary health care physicians in Kosovo with patients' viewpoint, as well as the necessary (required) level of such competencies from decision-makers' standpoint. Three cross-sectional studies were carried out in Kosovo in 2013 including: i) a representative sample of 1340 primary health care users aged ≥18 years (49% men; overall mean age: 50.5±17.9 years; response rate: 89%); ii) a representative sample of 597 primary health care physicians (49% men; overall mean age: 46.0±9.4 years; response rate: 90%), and; iii) a nationwide representative sample of 100 decision-makers operating at different primary health care institutions or public health agencies in Kosovo (63% men; mean age: 47.7±5.7 years). A structured self-administered questionnaire (consisting of 37 items) was used in the three surveys in order to assess physicians' competencies regarding different domains of the quality of health care. There was a significant gap in the level of self-perceived physicians' competencies and patients' perspective in transitional Kosovo. Furthermore, there was a gap in the level of self-perceived physicians' competencies and the necessary (required) level of physicians' competencies from decision-makers perspective which was less evident in Prishtina, but considerable in the other regions of Kosovo. Our analysis provides valuable evidence about the level of competencies of primary health care physicians in Kosovo from different stakeholders' perspectives. There is an urgent need for continuous professional development of family physicians in post-war Kosovo.

Assessing Consumer Preference using Community Pharmacy ...

African Journals Online (AJOL)

... using Community Pharmacy Preference Evaluation Questionnaire (ComPETe): A ... (CP) for filling prescription, and purchasing over-the-counter (OTC) and health ... Prescription Filling, Over-the-counter Products, Financial Management ...

Psychological first aid: a consensus-derived, empirically supported, competency-based training model.

Science.gov (United States)

McCabe, O Lee; Everly, George S; Brown, Lisa M; Wendelboe, Aaron M; Abd Hamid, Nor Hashidah; Tallchief, Vicki L; Links, Jonathan M

2014-04-01

Surges in demand for professional mental health services occasioned by disasters represent a major public health challenge. To build response capacity, numerous psychological first aid (PFA) training models for professional and lay audiences have been developed that, although often concurring on broad intervention aims, have not systematically addressed pedagogical elements necessary for optimal learning or teaching. We describe a competency-based model of PFA training developed under the auspices of the Centers for Disease Control and Prevention and the Association of Schools of Public Health. We explain the approach used for developing and refining the competency set and summarize the observable knowledge, skills, and attitudes underlying the 6 core competency domains. We discuss the strategies for model dissemination, validation, and adoption in professional and lay communities.

AAOHN Competencies.

Science.gov (United States)

2015-11-01

The AAOHN Competency document is one of the core documents that define occupational health nursing practice. This article provides a description of the process used to update the competencies, as well as a description of the new competencies. © 2015 The Author(s).

The Healthy Migrant Families Initiative: development of a culturally competent obesity prevention intervention for African migrants.

Science.gov (United States)

Renzaho, Andre M N; Halliday, Jennifer A; Mellor, David; Green, Julie

2015-03-19

Although obesity among immigrants remains an important area of study given the increasing migrant population in Australia and other developed countries, research on factors amenable to intervention is sparse. The aim of the study was to develop a culturally-competent obesity prevention program for sub-Saharan African (SSA) families with children aged 12-17 years using a community-partnered participatory approach. A community-partnered participatory approach that allowed the intervention to be developed in collaborative partnership with communities was used. Three pilot studies were carried out in 2008 and 2009 which included focus groups, interviews, and workshops with SSA parents, teenagers and health professionals, and emerging themes were used to inform the intervention content. A cultural competence framework containing 10 strategies was developed to inform the development of the program. Using findings from our scoping research, together with community consultations through the African Review Panel, a draft program outline (skeleton) was developed and presented in two separate community forums with SSA community members and health professionals working with SSA communities in Melbourne. The 'Healthy Migrant Families Initiative (HMFI): Challenges and Choices' program was developed and designed to assist African families in their transition to life in a new country. The program consists of nine sessions, each approximately 1 1/2 hours in length, which are divided into two modules based on the topic. The first module 'Healthy lifestyles in a new culture' (5 sessions) focuses on healthy eating, active living and healthy body weight. The second module 'Healthy families in a new culture' (4 sessions) focuses on parenting, communication and problem solving. The sessions are designed for a group setting (6-12 people per group), as many of the program activities are discussion-based, supported by session materials and program resources. Strong partnerships and

A community-based approach for integrating geriatrics and gerontology into undergraduate medical education.

Science.gov (United States)

Martinez, Iveris L; Mora, Jorge Camilo

2012-01-01

Medical school accreditation requirements require educational opportunities in geriatrics. Twenty-six minimum graduating competencies in geriatrics have recently been identified for medical students. The authors describe how these competencies are being integrated into a new medical curriculum through coursework and community-based experiences. This approach is intended to expose students to older adults from diverse communities and adequately prepare students to address the complex and individual needs of these patients. Initial results indicate proficiency in the minimum geriatric competencies covered. The growth and diversity of the older adult population makes it important to integrate and evaluate geriatrics education in undergraduate medical education.

Development of Instructional Competencies for Assessing and Managing Suicide Risk for Baccalaureate Nursing Education: A Modified Delphi Study.

Science.gov (United States)

Kotowski, Abigail; Roye, Carol

2017-03-01

Suicide is a major health problem and a leading cause of death throughout the world. A primary goal for suicide prevention is reforming health professional education in order to increase the competence of health professionals in assessing and managing suicide risk. Nursing leadership is involved in this reform, yet nurses frequently lack the competence to care for patients in suicidal crisis. An identified gap in baccalaureate nursing education is instructional competencies for assessing and managing suicide risk. A modified Delphi study was used. The study began with a focus group which was conducted in order to develop the Round I Survey which included forty-four competencies. After scoring these competencies, thirty-four were scored for inclusion, two were dropped and eight were revised according to panel members' comments. The Round II Survey comprised the eight revised competencies which were scored for inclusion, resulting in forty-two competencies in the final set of instructional competencies. Forty-two instructional competencies were developed: fourteen pre-assessment instructional competencies, fifteen assessment instructional competencies, and thirteen management instructional competencies. Incorporating these instructional competencies into baccalaureate nursing education might increase the competence of nursing students, and thus new nurses, in caring for patients at risk for suicide. These instructional competencies provide a first step to address the challenging task of intervening with patients at risk for suicide.

Competence articulation: Alignment of competences and responsibilities in synchronous telemedical collaboration

DEFF Research Database (Denmark)

Larsen, Simon Bo; Bardram, Jakob Eyvind

2008-01-01

. In particular, we want to look at the dynamic quality of competences, and investigate how competence is mutually developed in coordinated work. We have termed this process competence articulation, a concept which tries to emphasize competence as well as social development of competence as part of cooperation......Many studies and concepts within CSCW deal with the temporal, spatial, social, and computational aspects of supporting collaborative work. In this paper we want to pay attention to another central aspect to the achievement of collaborative work, namely the competence of the people involved...... communication options for competence articulation, which again improve collaboration and thus the quality of the treatment....

Can a Web-Based Course Improve Communicative Competence of Foreign-Born Nurses?

Science.gov (United States)

Van Schaik, Eileen; Lynch, Emily M.; Stoner, Susan A.; Sikorski, Lorna D.

2014-01-01

In the years since World War II, the United States has grown increasingly dependent on foreign-born healthcare personnel at all levels of the healthcare system. Foreign-born nurses report that while they may feel clinically competent, they often feel unprepared for the use of English in the healthcare setting (Davis & Nichols, 2002; Guttman,…

Cross-cultural research: challenge and competence.

Science.gov (United States)

Clark, Mary Jo

2012-07-01

Increasing globalization, population diversity and health disparities among non-dominant cultures necessitate cross-cultural research. Research with other cultures is fraught with challenges that must be addressed by the competent cross-cultural researcher. Areas for consideration include choice of research foci, ethical concerns, cultural adaptation of research measurements and interventions, participant recruitment and retention, strategies for data collection and analysis, dissemination of findings and perspectives of time. Approaches to dealing with these challenges are addressed, with an emphasis on community-based participatory research. © 2012 Blackwell Publishing Asia Pty Ltd.

The influence of Fe(II) competition on the sorption and migration of Ni(II) in MX-80 bentonite

International Nuclear Information System (INIS)

Pfingsten, Wilfried; Bradbury, Mike; Baeyens, Bart

2011-01-01

Highlights: → We model the diffusion of Ni(II) through bentonite using different sorption models. → We examine sorption competition of Fe(II) and Ni(II) at different concentrations. → Ni(II) breakthrough is 15 times earlier with Fe(II) sorption competition. → Ni(II) sorption is non-linear and depends on the Fe(II) concentration levels. → Sorption competition is important and has to be modelled by reactive transport codes. - Abstract: The results from batch sorption experiments on montmorillonite systems have demonstrated that bivalent transition metals compete with one another for sorption sites. For safety analysis studies of high level radioactive waste repositories with compacted bentonite near fields, the importance of competitive sorption on the migration of radionuclides needs to be evaluated. Under reducing conditions, the bentonite porewater chosen has a Fe(II) concentration of ∼5.3 x 10 -5 M through saturation with siderite. The purpose of this paper is to assess the influence of such high Fe(II) concentrations on the transport of Ni(II) through compacted bentonite, Ni(II) was chosen as an example of a bivalent transition metal. The one-dimensional calculations were carried out at different Ni(II) equilibrium concentrations at the boundary (Ni(II) EQBM ) with the reactive transport code MCOTAC incorporating the two site protolysis non electrostatic surface complexation/cation exchange sorption model, MCOTAC-sorb. At a Ni(II) EQBM level of 10 -7 M without Fe(II) competition, the reactive transport calculations using a constant K d approach and the MCOTAC-sorb calculation yielded the same breakthrough curves. At higher Ni(II) EQBM (10 -5 M), the model calculations with MCOTAC-sorb indicated a breakthrough which was shifted to later times by a factor of ∼5 compared with the use of the constant K d approach. When sorption competition was included in the calculations, the magnitude of the influence depended on the sorption characteristics of the

A Study on How Industrial Pharmacists Rank Competences for Pharmacy Practice: A Case for Industrial Pharmacy Specialization

Directory of Open Access Journals (Sweden)

Jeffrey Atkinson

2016-02-01

Full Text Available This paper looks at the way in which industrial pharmacists rank the fundamental competences for pharmacy practice. European industrial pharmacists (n = 135 ranked 68 competences for practice, arranged into 13 clusters of two types (personal and patient care. Results show that, compared to community pharmacists (n = 258, industrial pharmacists rank competences centering on research, development and production of drugs higher, and those centering on patient care lower. Competences centering on values, communication skills, etc. were ranked similarly by the two groups of pharmacists. These results are discussed in the light of the existence or not of an “industrial pharmacy” specialization.

Competency champions in the clinical competency committee: a successful strategy to implement milestone evaluations and competency coaching.

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Ketteler, Erika R; Auyang, Edward D; Beard, Kathy E; McBride, Erica L; McKee, Rohini; Russell, John C; Szoka, Nova L; Nelson, M Timothy

2014-01-01

To create a clinical competency committee (CCC) that (1) centers on the competency-based milestones, (2) is simple to implement, (3) creates competency expertise, and (4) guides remediation and coaching of residents who are not progressing in milestone performance evaluations. We created a CCC that meets monthly and at each meeting reviews a resident class for milestone performance, a competency (by a faculty competency champion), a resident rotation service, and any other resident or issue of concern. University surgical residency program. The CCC members include the program director, associate program directors, director of surgical curriculum, competency champions, departmental chair, 2 at-large faculty members, and the administrative chief residents. Seven residents were placed on remediation (later renamed as coaching) during the academic year after falling behind on milestone progression in one or more competencies. An additional 4 residents voluntarily placed themselves on remediation for medical knowledge after receiving in-training examination scores that the residents (not the CCC membership) considered substandard. All but 2 of the remediated/coached residents successfully completed all area milestone performance but some chose to stay on the medical knowledge competency strategy. Monthly meetings of the CCC make milestone evaluation less burdensome. In addition, the expectations of the residents are clearer and more tangible. "Competency champions" who are familiar with the milestones allow effective coaching strategies and documentation of clear performance improvements in competencies for successful completion of residency training. Residents who do not reach appropriate milestone performance can then be placed in remediation for more formal performance evaluation. The function of our CCC has also allowed us opportunity to evaluate the required rotations to ensure that they offer experiences that help residents achieve competency performance necessary

Investigating the Problem Solving Competency of Pre Service Teachers in Dynamic Geometry Environment

Science.gov (United States)

Haja, Shajahan

2005-01-01

This study investigated the problem-solving competency of four secondary pre service teachers (PSTs) of University of London as they explored geometry problems in dynamic geometry environment (DGE) in 2004. A constructivist experiment was designed in which dynamic software Cabri-Geometre II (hereafter Cabri) was used as an interactive medium.…

Timespacing competence

DEFF Research Database (Denmark)

Laursen, Helle Pia; Mogensen, Naja Dahlstrup

2016-01-01

-generated activity My linguistic world 2014, they are invited to map and talk about their lived experiences as multiple language users seen in the light of place and movement. By demythifying themselves and their linguistic worlds, the children also raise important questions about the notion of linguistic competence....... By perceiving competences from a subjective child perspective, we learn how children do what we call timespacing competence. On that basis, we suggest paying attention to how children themselves timespace competence by focusing (more consistently) on the subjective, social, spatial and temporal dimensions...

Moral competency: meta-competence of nursing care

Science.gov (United States)

Zafarnia, Niloofar; Abbaszadeh, Abbas; Borhani, Fariba; Ebadi, Abbas; Nakhaee, Nouzar

2017-01-01

Introduction To follow the progress of technology and increasing domain of nurses’ duties, ethical challenges can be observed more than ever. Therefore, the growing and dynamic system of nursing requires nurses with professional and ethical competence who can provide optimal care. The aim of the present study was to define and explain dimensions of moral competency among the clinical nurses of Iran. Methods This qualitative content analysis study was carried out in the years 2014 and 2015 in Iran. Data were collected through in-depth semistructured interviews and field notes. The resulting data were analyzed by Graneheim and Lundman’s method of conventional content analysis. The participants were 12 clinical nurses who were selected using purposive convenient sampling and continued interviews until data saturation. Results Themes obtained in the present study were posited in three main categories of “moral character,” with subcategories of altruism, search for meaning, be pioneering, perfectionism, self-control, honesty, and forgiveness; “moral care” with subcategories of dignified care, safe care, fair care, and holistic care; and “moral decision-making” with subcategories of moral sensitivity, moral thinking, moral reasoning, and moral courage. Conclusions Findings of the present study suggest that nurses’ moral competency is an adorable character with a wide range that includes moral virtues and character, moral decision-making, and ultimately providing moral care; therefore, moral competency is a meta-competence in the field of nursing. Because there are many competencies in different fields. PMID:28848630

A Management Strategy for the Improvement of Private Universities Lecturers' Professional Competences

Science.gov (United States)

Suhaemi, Mimin Emi; Aedi, Nur

2015-01-01

Lecturers are professional educators and scientists whose main job is to transform, develop, and disseminate knowledge, technology, and art through education, research and community services. As professionals, in Indonesia, lecturers are expected to possess pedagogic, personal, social, and professional competences. However, in reality, the…

The urban and community health pathway: preparing socially responsive physicians through community-engaged learning.

Science.gov (United States)

Meurer, Linda N; Young, Staci A; Meurer, John R; Johnson, Sheri L; Gilbert, Ileen A; Diehr, Sabina

2011-10-01

One of five options for the new required Medical College of Wisconsin Pathways program, the Urban and Community Health Pathway (UCHP), links training with community needs and assets to prepare students with the knowledge, skills, and attitudes to provide effective care in urban, underserved settings; promote community health; and reduce health disparities. Students spend at least 10 hours per month on pathway activities: 4 hours of core material delivered through readings, didactics, case discussions, and site visits; and at least 6 hours of experiential noncore activities applying core competencies, guided by an Individualized Learning Plan and faculty advisor. Noncore activities include community-engaged research, service-learning activities or other relevant experiences, and submission of a synthesis paper addressing pathway competencies. The first cohort of students began their pathways in January 2010. Of 560 participating students, 95 (of which 48 were first-year, 21 second-year, and 26 third-year students) selected UCHP. Core sessions focused on public health, social determinants, cultural humility, poverty, the local healthcare system, and safety net. During noncore time, students engaged in projects addressing homelessness, obesity, advocacy, Hmong and Latino health, HIV, asthma, and violence prevention. Students enjoyed working with peers across classes and favored interactive, community-based sessions over didactics in the classroom. Students' papers reflected a range of service and scholarly activities and a deepened appreciation of social and economic influences on health. The UCHP enriches the traditional curriculum with individualized, community-based experiences to build knowledge about health determinants and skills in partnering with communities to improve health. Copyright © 2011 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

Distribució de competències i reformes estatutàries

Directory of Open Access Journals (Sweden)

Hèctor López Bofill

2011-10-01

Full Text Available This article draws a comparison between the different provisions that dealwith the allocation of powers system definition of the amended statutes ofAutonomy. From the analysis of the different regulations we appreciate thatthe statutes of Catalonia, Andalusia and Aragon contain norms regardingthe functional definition of competences. Nevertheless, in the case of theCatalan Statute, this provisions defining the allocation of powers system mustbe modulated according to the restricted adjudication of the decision 31/2010,ruled by the Constitutional Court, from June 28th. This decision would eventuallyhave an impact on the adjudication of the statutes of Autonomy’sprovisions of Andalusia and Aragon. Other amended statutes (such as thepassed in Valencia, Balearic Islands, Castilia-Leon, Extremadura and Navarrado not change the previous competence framework through a general definition,be it because of the logic of the previous system was kept or, ashappened in the case of Navarra, because the statute’s rules were not amendedin this point. The study also analyzes a specific field in the powers allocatedbetween the State and the Autonomous Community (such as the regulationson professional associations. This allows to conclude that the moreambitious amendment of the statutes of Autonomy concerning the principlesof the competences framework do not have almost any remarkable effectin the state’s legislative powers and the scope of decisions adopted by theAutonomous Community powers.

Typewriting Syllabus: Part II: Modules. 1976 Revision.

Science.gov (United States)

New York State Education Dept., Albany. Bureau of Occupational and Career Curriculum Development.

The document is the second of a two-part set on typewriting and focuses on the nine modules of instruction. The nine modules are: (1) keyboard mastery and skill development, (2) basic typewriting competencies, (2a) personal use typewriting, (3) introduction to office typewriting I, (4) introduction to office typewriting II, (5) intermediate office…

Neighbourhood as community: A qualitative descriptive study of nursing students' experiences of community health nursing.

Science.gov (United States)

Babenko-Mould, Yolanda; Ferguson, Karen; Atthill, Stephanie

2016-03-01

Explore the use of a neighbourhood practice placement with nursing students to gain insight into how the experience influenced their learning and how the reconceptualization of community can be a model for students' professional development. The integration of community health nursing competencies in undergraduate nursing education is a critical element of student development. Neighbourhood placements have been found to support development of such competencies by exposing students to issues such as culture, social justice, partnership, and community development. A qualitative design was used with a sample of 48 Year 3 baccalaureate nursing students enrolled in a community health nursing practice course. Students submitted reflective reviews where they responded to questions and subsequently participated in focus groups. Meaning making of narrative data took place using the descriptive qualitative analysis approach. Students became more self-directed learners and developed team process skills. Some found it challenging to adapt to a role outside of the traditional acute care context. Nursing practice in a neighbourhood context requires students to be innovative and creative in problem-solving and relationship building. The placement also requires neighbourhood liaison persons who are adept at helping students bridge the theory-practice gap. Copyright © 2016 Elsevier Ltd. All rights reserved.

Competence and Quality in Real-Life Decision Making

OpenAIRE

Geisler, Martin; Allwood, Carl Martin

2015-01-01

What distinguishes a competent decision maker and how should the issue of decision quality be approached in a real-life context? These questions were explored in three studies. In Study 1, using a web-based questionnaire and targeting a community sample, we investigated the relationships between objective and subjective indicators of real-life decision-making success. In Study 2 and 3, targeting two different samples of professionals, we explored if the prevalent cognitively oriented definiti...

Witness, Service, and Community.

Science.gov (United States)

McCarthy, Kathleen Mary

1997-01-01

Reviews the mission of Catholic schools as defined by the church and Vatican II. Suggests that schools be responsive to their communities, implement fair policies, remain faithful to the Catholic tradition, and foster participation in the community. (JDI)

Competence Building

DEFF Research Database (Denmark)

Borrás, Susana; Edquist, Charles

The main question that guides this paper is how governments are focusing (and must focus) on competence building (education and training) when designing and implementing innovation policies. With this approach, the paper aims at filling the gap between the existing literature on competences...... on the one hand, and the real world of innovation policy-making on the other, typically not speaking to each other. With this purpose in mind, this paper discusses the role of competences and competence-building in the innovation process from a perspective of innovation systems; it examines how governments...... and public agencies in different countries and different times have actually approached the issue of building, maintaining and using competences in their innovation systems; it examines what are the critical and most important issues at stake from the point of view of innovation policy, looking particularly...

Competence-based education to develop digital competence

NARCIS (Netherlands)

Wesselink, R.; Giaffredo, Silvio

2015-01-01

The competence approach to learning and teaching has been described by several theoretical models. These formal models are often not integrated with concrete educational activity. On the contrary, this article proposes a practical implementation of the competence approach in education. The model of

Women's Health Leadership to Enhance Community Health Workers as Change Agents.

Science.gov (United States)

Ingram, Maia; Chang, Jean; Kunz, Susan; Piper, Rosie; de Zapien, Jill Guernsey; Strawder, Kay

2016-05-01

Objectives A community health worker (CHW) is a frontline public health worker who is a trusted member of and/or has an unusually close understanding of the community served. While natural leadership may incline individuals to the CHW profession, they do not always have skills to address broad social issues. We describe evaluation of the Women's Health Leadership Institute (WHLI), a 3-year training initiative to increase the capacity of CHWs as change agents. Methods Pre-/postquestionnaires measured the confidence of 254 participants in mastering WHLI leadership competencies. In-depth interviews with CHW participants 6 to 9 months after the training documented application of WHLI competencies in the community. A national CHW survey measured the extent to which WHLI graduates used leadership skills that resulted in concrete changes to benefit community members. Multivariate logistic regressions controlling for covariates compared WHLI graduates' leadership skills to the national sample. Results Participants reported statistically significant pre-/postimprovements in all competencies. Interviewees credited WHLI with increasing their capacity to listen to others, create partnerships, and initiate efforts to address community needs. Compared to a national CHW sample, WHLI participants were more likely to engage community members in attending public meetings and organizing events. These activities led to community members taking action on an issue and a concrete policy change. Conclusions Leadership training can increase the ability of experienced CHWs to address underlying issues related to community health across different types of organizational affiliations and job responsibilities. © 2016 Society for Public Health Education.

What Competencies Do Sub-Baccalaureate Degrees Teach? Retrospective Reports from College Graduates

Science.gov (United States)

Ng, Chenny; Rosenbaum, James E.

2018-01-01

Sub-baccalaureate degrees represent a growing and distinctive sector of American higher education. However, policymakers and community colleges lack a clear understanding of the specific competencies learned in these programs that are useful in graduates' careers. In particular, they overlook non-academic skills. This study uses qualitative…

Linguistic Multi-Competence of Fiji School Students and Their Conversational Partners

Science.gov (United States)

Hopf, Suzanne C.; McLeod, Sharynne; McDonagh, Sarah H.

2018-01-01

This study explored linguistic multi-competence in Fiji students and their conversational partners through a description of linguistic diversity in one school community. Students' caregivers (n = 75), teachers (n = 25) and year 4 students (n = 40) in an urban school of Fiji completed paper-based questionnaires regarding: 75 students, 75 mothers,…

Competence, competency-based education, and undergraduate dental education: a discussion paper.

Science.gov (United States)

Chuenjitwongsa, S; Oliver, R G; Bullock, A D

2018-02-01

The aim of undergraduate dental education is to provide competent dentists to serve societal needs and improve population oral healthcare. Competency-based education has influenced the development of dental education for decades but this term is problematic. This article explores components of competency-based undergraduate health professional education in order to help the dental profession have a better understanding of the context and purposes of undergraduate dental education. This is a discussion paper based on a wide reading of the literature on the education of health professionals with a specific focus on competency-based undergraduate education. Competence comprises an integration of knowledge, skills and attitudes indicating a capability to perform professional tasks safely and ethically. The process of becoming a competent practitioner is complex. Four characteristics of competency-based education are: curriculum components and content shaped by societal needs; focused on student-centred learning; learning achievement; and limited attention to time-based training and numerical targets. Alongside a competency-based approach, undergraduate dental education can be influenced by institutional features and external factors but these receive little consideration in the literature. Understanding competence, competency-based education, and institutional and external factors will help to improve educational quality, define roles and professional development for the dental educator, and inform further research. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

The Role of Generic Competence and Professional Expertise in Legal Translation. The Case of English and Polish Probate Documents

Directory of Open Access Journals (Sweden)

Goźdź-Roszkowski Stanisław

2016-06-01

Full Text Available This paper seeks to demonstrate how the concept of generic competence (primarily intended for monolingual specialized communication could be extended to address important issues in translating legal texts. First, generic competence is discussed against the backdrop of the related concept of translation competence. Then, a case study is presented which examines a closely related set of documents employed by the professional community of lawyers (represented by an English solicitor and Polish advocate engaged in the specialist domain of probate law (legal process related to the estate of a deceased person. It is argued that both generic competence and professional expertise should be included in the range of competencies required for the translator of legal texts.

Designing meaningful educational spaces for the development of competencies in childhood

Directory of Open Access Journals (Sweden)

Yenny Otálora Sevilla

2010-11-01

Full Text Available A meaningful educational space is a learning environment that promotes and strengthens the development of social and cognitive competencies in children. This article offers conceptual and methodological elements from Educational Psychology that facilitates the design of significant educational spaces for the development of child competencies, both in and out of school. On the one hand, the learning environment is defined as a dynamic and complex space of construction of knowledge. On the other it takes into account some considerations about child development which help set five criteria to characterize learning environments as meaningful educational spaces: They are structured, intensive, extensive, generative and interactive situations. Each of these criteria is illustrated through learning environments designed by educators in Colombia, based on the use of cultural practices inherent their communities of origin. Cultural practices were found to be relevant to the development of their children’s competencies.

Questionnaire-based evaluation of everyday competence in older adults

Directory of Open Access Journals (Sweden)

Tobias Kalisch

2011-01-01

Full Text Available Tobias Kalisch1, Julia Richter3, Melanie Lenz1, Jan-Christoph Kattenstroth2, Izabela Kolankowska2, Martin Tegenthoff1, Hubert R Dinse21Department of Neurology, BG-Kliniken Bergmannsheil, 2Neural Plasticity Lab, Institute for Neuroinformatics, Department of Theoretical Biology, 3Faculty of Psychology, Department of Methods, Diagnostics and Evaluation, Ruhr-University Bochum, GermanyBackground: Gerontological research aims at understanding factors that are crucial for mediating “successful aging”. This term denotes the absence of significant disease and disabilities, maintenance of high levels of physical and cognitive function, and preservation of social and productive activities. Preservation of an active lifestyle is considered an effective means through which everyday competence can be attained. In this context, it is crucial to obtain ratings of modern day older adults’ everyday competence by means of appropriate assessments. Here, we introduce the Everyday Competence Questionnaire (ECQ, designed to assess healthy older adults' everyday competence.Methods: The ECQ includes 17 items, covering housekeeping, leisure activities, sports, daily routines, manual skills, subjective well-being, and general linguistic usage. The ECQ was administered to a population of 158 healthy subjects aged 60–91 years, who were divided into groups on the basis of their physical activity. These groups were community-dwelling subjects, those living independently and having a sedentary lifestyle, those living independently but characterized by a general lifestyle without any noteworthy physical activity, and those living independently and exercising regularly. Age, gender, and education levels were balanced between the groups.Results: Using the ECQ, we could identify and distinguish different everyday competence levels between the groups tested: Subjects characterized by an active lifestyle outperformed all other groups. Subjects characterized by a general

On Verbal Competence

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Zhongxin Dai

2014-04-01

Full Text Available This paper explored a new concept, verbal competence, to present a challenge to Chomsky’s linguistic competence and Hymes’ communicative competence. It is generally acknowledged that Chomsky concerned himself only with the syntactic/grammatical structures, and viewed the speaker’s generation and transformation of syntactic structures as the production of language. Hymes challenged Chomsky’s conception of linguistic competence and argued for an ethnographic or sociolinguistic concept, communicative competence, but his concept is too broad to be adequately grasped and followed in such fields as linguistics and second language acquisition. Communicative competence can include abilities to communicate with nonverbal behaviors, e.g. gestures, postures or even silence. The concept of verbal competence concerns itself with the mental and psychological processes of verbal production in communication. These processes originate from the speaker’s personal experience, in a certain situation of human communication, and with the sudden appearance of the intentional notion, shape up as the meaning images and end up in the verbal expression.

The Interrelations between Competences for Sustainable Development and Research Competences

Science.gov (United States)

Lambrechts, Wim; Van Petegem, Peter

2016-01-01

Purpose: The purpose of this paper is to explore how competences for sustainable development and research interrelate within a context of competence-based higher education. Specific focus is oriented towards strengthening research competences for sustainability. Design/methodology/approach: Following a hermeneutic-interpretive methodology, this…

Receptors for insulin-like growth factors I and II: autoradiographic localization in rat brain and comparison to receptors for insulin

International Nuclear Information System (INIS)

Lesniak, M.A.; Hill, J.M.; Kiess, W.; Rojeski, M.; Pert, C.B.; Roth, J.

1988-01-01

Receptors for insulin-like growth factor I (IGF-I) in rat brain were visualized using autoradiography with [125I]IGF-I. The binding of the labeled peptide was competed for fully by high concentrations of unlabeled IGF-I. At intermediate concentrations of unlabeled peptide the binding of [125I]IGF-I was competed for by unlabeled IGF-I more effectively than by IGF-II or insulin, which is typical of receptors for IGF-I. Essentially every brain section shows specific binding of IGF-I, and the pattern of binding of IGF-I to its receptors correlated well with the cytoarchitectonic structures. In parallel studies we showed that [125I]IGF-II was bound to tissue sections of rat brain and that the binding was competed for by an excess of unlabeled IGF-II. However, intermediate concentrations of unlabeled peptides gave inconclusive results. To confirm that the binding of [125I]IGF-II was to IGF-II receptors, we showed that antibodies specific for the IGF-II receptor inhibited the binding of labeled IGF-II. Furthermore, the binding of the antibody to regions of the brain section, visualized by the application of [125I]protein-A, gave patterns indistinguishable from those obtained with [125I]IGF-II alone. Again, the binding was very widely distributed throughout the central nervous system, and the patterns of distribution corresponded well to the underlying neural structures. Densitometric analysis of the receptors enabled us to compare the distribution of IGF-I receptors with that of IGF-II receptors as well as retrospectively with that of insulin receptors

Examining the importance of incorporating emergency preparedness and disaster training core competencies into allied health curricula.

Science.gov (United States)

Curtis, Tammy

2015-01-01

Preparation for responding to emergency events that does not warrant outside help beyond the local community resources or responding to disaster events that is beyond the capabilities of the local community both require first responders and healthcare professionals to have interdisciplinary skills needed to function as a team for saving lives. To date, there is no core emergency preparedness and disaster planning competencies that have been standardized at all levels across the various allied health curricula disciplines. To identify if emergency preparedness and disaster training content are currently being taught in allied health program courses, to identify possible gaps within allied health curricula, and to explore the perceptions of allied health college educators for implementing emergency preparedness and disaster training core competencies into their existing curricula, if not already included. A quantitative Internet-based survey was conducted in 2013. Convenient sample. Fifty-one allied health college educators completed the survey. Descriptive statistics indicated that the majority of allied health college instructors do not currently teach emergency preparedness and disaster training core competency content within their current allied health discipline; however, their perceived level of importance for inclusion of the competencies was high. The results of this study supported the need for developing and establishing a basic national set of standardized core emergency preparedness and disaster planning competencies at all levels across various allied health curricula disciplines to ensure victims receive the best patient care and have the best possible chance of survival.

International cooperation at RTNS-II

International Nuclear Information System (INIS)

Logan, C.M.

1984-02-01

The Rotating Target Neutron Source-II (RTNS-II) facility at LLNL is a unique materials-test facility. It provides the most intense source of 14-MeV neutrons in the world. Dedicated operation in support of the fusion-materials-research community began in early 1979. Three years later, the Japanese Ministry of Education, Science, and Culture (Monbusho) and the US Department of Energy agreed to jointly support the RTNS-II operation and to share in the use of the facility

Competence Map of Regulatory Body: Personal and Interpersonal Effectiveness Competencies

International Nuclear Information System (INIS)

Volkov, E.

2016-01-01

Full text: The paper presents implementation stages and outcomes of the project “Nuclear Facility Competences” fulfilled in JSC “Rosenergoatom” and outcomes of the project “Knowledge Management, Training and Staff Retention” fulfilled for Romania regulatory authority. The goal of the project was a development of competence profiles for nuclear power plant and corporate inspectorate key job positions. The paper is focused on personal and interpersonal effectiveness competencies for inspectorate job positions which are a part of well-known 4-Quadrant Competence Model. Each competence is described by one or two behavior scales. One can consider those competencies like common ones for organizations implementing inspection activity and could be used in human resource management processes like personnel selection, job assessment, career planning, training, mentoring. (author

Development of new core competencies for Taiwanese Emergency Medical Technicians

Directory of Open Access Journals (Sweden)

Chang YT

2018-03-01

Full Text Available Yu-Tung Chang,1,2 Kuang-Chau Tsai,2 Brett Williams1,3 1Department of Community Emergency Health and Paramedic Practice, Faculty of Medicine, Nursing and Health Sciences, Monash University, Frankston, VIC, Australia; 2Department of Emergency Medicine, Far Eastern Memorial Hospital, New Taipei City, Taiwan; 3Division of Paramedicine, University of Tasmania, Hobart, TAS, Australia Objectives: Core competencies are considered the foundation for establishing Emergency Medical Technician (EMT and paramedic curricula, and for ensuring performance standards in the delivery of prehospital care. This study surveyed EMT instructors and medical directors to identify the most desirable core competencies for all levels of EMTs in Taiwan. Methods: A principal components analysis with Varimax rotation was conducted. An online questionnaire was distributed to obtain perspectives of EMT instructors and medical directors on the most desirable core competencies for EMTs. The target population was EMT training-course instructors and medical directors of fire departments in Taiwan. The questionnaire comprised 61 competency items, and multiple-choice and open-ended questions were used to obtain respondents’ perspectives of the Taiwanese EMT training and education system. Results: The results identified three factors at EMT-1 and EMT-2 levels and five factors at the EMT-Paramedic level. The factors for EMT-1 and EMT-2 were similar, and those for EMT-Paramedics identified further comprehensive competence perspectives. The key factors that appear to influence the development of the Taiwanese Emergency Medical Services (EMS education system are the attitude of authorities, the licensure system, and legislation. Conclusion: The findings present new core competencies for the Taiwanese EMT system and provide capacity to redesign curricula and reconsider roles for EMT-1 and EMT-2 technicians. At the EMT-Paramedic level, the findings demonstrate the importance of

Evaluation of a community transition to professional practice program for graduate registered nurses in Australia.

Science.gov (United States)

Aggar, Christina; Gordon, Christopher J; Thomas, Tamsin H T; Wadsworth, Linda; Bloomfield, Jacqueline

2018-03-26

Australia has an increasing demand for a sustainable primary health care registered nursing workforce. Targeting graduate registered nurses who typically begin their nursing career in acute-care hospital settings is a potential workforce development strategy. We evaluated a graduate registered nurse Community Transition to Professional Practice Program which was designed specifically to develop and foster skills required for primary health care. The aims of this study were to evaluate graduates' intention to remain in the primary health care nursing workforce, and graduate competency, confidence and experiences of program support; these were compared with graduates undertaking the conventional acute-care transition program. Preceptor ratings of graduate competence were also measured. All of the 25 graduates (n = 12 community, n = 13 acute-care) who completed the questionnaire at 6 and 12 months intended to remain in nursing, and 55% (n = 6) of graduates in the Community Transition Program intended to remain in the primary health care nursing workforce. There were no differences in graduate experiences, including level of competence, or preceptors' perceptions of graduate competence, between acute-care and Community Transition Programs. The Community Transition to Professional Practice program represents a substantial step towards developing the primary health care health workforce by facilitating graduate nurse employment in this area. Copyright © 2018 Elsevier Ltd. All rights reserved.

How Community Colleges in Texas Prioritize Resources for Latino Men

Science.gov (United States)

Rodriguez, Sarah L.; Garbee, Kelty T.; Miller, Ryan A.; Saenz, Victor B.

2018-01-01

This study explored how administrators at community colleges conceptualized change related to resource allocation and managing competing priorities to support targeted programming for Latino men. The study included the perspectives of 39 administrators from seven community colleges across Texas using concepts associated with institutional change…

Developing mathematical modelling competence

DEFF Research Database (Denmark)

Blomhøj, Morten; Jensen, Tomas Højgaard

2003-01-01

In this paper we introduce the concept of mathematical modelling competence, by which we mean being able to carry through a whole mathematical modelling process in a certain context. Analysing the structure of this process, six sub-competences are identified. Mathematical modelling competence...... cannot be reduced to these six sub-competences, but they are necessary elements in the development of mathematical modelling competence. Experience from the development of a modelling course is used to illustrate how the different nature of the sub-competences can be used as a tool for finding...... the balance between different kinds of activities in a particular educational setting. Obstacles of social, cognitive and affective nature for the students' development of mathematical modelling competence are reported and discussed in relation to the sub-competences....

Response to culturally competent drug treatment among homeless persons with different living arrangements.

Science.gov (United States)

Guerrero, Erick G; Song, Ahyoung; Henwood, Benjamin; Kong, Yinfei; Kim, Tina

2018-02-01

This study investigated the association between program cultural competence and homeless individuals' drug use after treatment in Los Angeles County, California. Los Angeles County has the largest and most diverse population of homeless individuals in the nation. We randomly selected for analysis 52 drug-treatment programs and 2158 participants who identified as homeless in the Los Angeles County Participant Reporting System in 2011. We included their living arrangements (indoors and stable, indoors and unstable, and outdoors) and individual and program characteristics (particularly whether their programs used six culturally competent practices) in multilevel regression analyses. The outcome was days of primary drug use at discharge.Results showed that higher levels of staff personal involvement in minority communities (IRR=0.437; 95% CI=0.222, 0.861) and outreach to minority communities (IRR = 0.406; 95% CI=0.213, 0.771) were associated with fewer days of drug use at discharge. Homeless individuals living outdoors used their primary drug more often than any other group. Yet, compared to individuals with other living arrangements, when outdoor homeless individuals were treated by programs with the highest community resources and linkages (IRR=0.364; 95% CI=0.157, 0.844), they reported the fewest days of drug use. We discuss implications for program evaluation and community engagement policies and practices. Copyright © 2017. Published by Elsevier Ltd.

Athletic Coaching Competencies.

Science.gov (United States)

Nathanson, Stephen J.

1979-01-01

This article describes a study conducted to identify the competencies appropriate for an athletic coach and to incorporate those competencies into a competency based coaching education program for the four-year colleges and universities within the New York state systems. (JMF)

Evaluation of a nursing student health fair program: Meeting curricular standards and improving community members' health.

Science.gov (United States)

Salerno, John P; McEwing, Evan; Matsuda, Yui; Gonzalez-Guarda, Rosa M; Ogunrinde, Olutola; Azaiza, Mona; Williams, Jessica R

2018-04-17

Public health nursing (PHN) is an essential component of baccalaureate nursing education. In order to build PHN competencies, universities must design and operationalize meaningful clinical activities addressing community and population health. Currently, there is a paucity of literature delineating best practices for promoting competency in PHN. The purpose of this manuscript is to describe a PHN-student health fair program as a means for meeting undergraduate PHN curricular standards, and to report results of an evaluation conducted examining its effectiveness in improving community member's health knowledge. Health fairs were held at community agencies that served the homeless or victims of intimate partner violence. A total of 113 community members that attended a health fair were assessed at baseline and immediate posttest using open-ended questionnaires. The design of the health fairs included a community assessment, intervention, and evaluation flow that followed the nursing process. We report that results from participants surveyed indicated that PHN-student delivered health fairs improved health knowledge among community members in this sample (p = .000). Health fairs conducted by PHN students appear to be promising community health promotion and disease prevention interventions that can serve as an effective strategy for teaching PHN student competencies and facilitating engagement with the community. © 2018 Wiley Periodicals, Inc.

Competence development: Key issues and trends in European competence policies

DEFF Research Database (Denmark)

Milana, Marcella

  In recent years there has been a rising political attention on competence development both at national and international level. At European level in particular, since 2000, with the set of the Lisbon Agenda, different bodies representing the Union have been very productive in generating working...... papers, reports, and communications that led to directives and resolutions concerning the development and recognition of skills and competences in a lifelong learning perspective. In 2005 this process led to the definition of a European Framework on Key Competences for Lifelong Learning - covering those...... competences that are given priority within the Union - as well as a European Qualification Framework, a reference tool for making qualifications - here described in terms of progressive levels of competence - transparent and transferable within the European borders. The aim of the paper is to investigate...

Lifelong Competence Development: On the Advantages of Formal Competence-Performance Modeling

NARCIS (Netherlands)

Kickmeier-Rust, Michael D.; Albert, Dietrich; Steiner, Christina

2006-01-01

Please, cite this publication as: Kickmeier-Rust, M.D., Albert, D., & Steiner, C. (2006). Lifelong Competence Development: On the Advantages of Formal Competence-Performance Modeling. Proceedings of International Workshop in Learning Networks for Lifelong Competence Development, TENCompetence

Cultural consultation as a model for training multidisciplinary mental healthcare professionals in cultural competence skills: preliminary results.

Science.gov (United States)

Owiti, J A; Ajaz, A; Ascoli, M; de Jongh, B; Palinski, A; Bhui, K S

2014-01-01

-city area to work with community mental health services to improve on patients' outcomes and clinicians' cultural competence skills. We targeted 94 clinicians in four mental health service teams in the community. After initial training sessions, we used a cultural consultation model to facilitate 'in vivo' learning. During cultural consultation, we used an ethnographic interview method to assess patients in the presence of referring clinicians. Clinicians' self-reported measure of cultural competence using the Tool for Assessing Cultural Competence Training (n = 28, at follow-up) and evaluation forms (n = 16) filled at the end of each cultural consultation showed improvement in cultural competence skills. We conclude that cultural consultation model is an innovative way of training clinicians in cultural competence skills through a dynamic interactive process of learning within real clinical encounters. © 2013 John Wiley & Sons Ltd.

Motor Skill Competence and Perceived Motor Competence: Which Best Predicts Physical Activity among Girls?

Science.gov (United States)

Khodaverdi, Zeinab; Bahram, Abbas; Khalaji, Hassan; Kazemnejad, Anoshirvan

2013-10-01

The main purpose of this study was to determine which correlate, perceived motor competence or motor skill competence, best predicts girls' physical activity behavior. A sample of 352 girls (mean age=8.7, SD=0.3 yr) participated in this study. To assess motor skill competence and perceived motor competence, each child completed the Test of Gross Motor Development-2 and Physical Ability sub-scale of Marsh's Self-Description Questionnaire. Children's physical activity was assessed by the Physical Activity Questionnaire for Older Children. Multiple linear regression model was used to determine whether perceived motor competence or motor skill competence best predicts moderate-to-vigorous self-report physical activity. Multiple regression analysis indicated that motor skill competence and perceived motor competence predicted 21% variance in physical activity (R(2)=0.21, F=48.9, P=0.001), and motor skill competence (R(2)=0.15, ᵝ=0.33, P= 0.001) resulted in more variance than perceived motor competence (R(2)=0.06, ᵝ=0.25, P=0.001) in physical activity. Results revealed motor skill competence had more influence in comparison with perceived motor competence on physical activity level. We suggest interventional programs based on motor skill competence and perceived motor competence should be administered or implemented to promote physical activity in young girls.

Assessment of Innovation Competency

DEFF Research Database (Denmark)

Nielsen, Jan Alexis

2015-01-01

competency, and communication competency) as well as assessment criteria for a number of skills relevant to these subcompetencies. These assessment criteria, it is argued, largely resonate with existing literature and they provide a detailed glimpse into how assessment of innovation competency could...... of the recorded talk in interaction that occurred in teacher group discussion sessions at 5 upper secondary schools. Based on the analysis, it was possible to extrapolate assessment criteria for 5 subcompetencies relevant to innovation (creative competency, collaboration competency, navigation competency, action...

Soft Skill Competencies, Hard Skill Competencies, and Intention to Become Entrepreneur of Vocational Graduates

Directory of Open Access Journals (Sweden)

Benedicta Prihatin Dwi Riyanti

2016-08-01

Full Text Available This study aimed to determine the effect of soft skill competencies and hard skill competencies to the intention to become entrepreneur in the vocational school graduates. Hard skill entrepreneurial competencies are competencies that are needed to running business. Meanwhile for soft skill competencies are competencies related to aspects of personality and cognitive style. Population in this research is vocational graduates in Jakarta and Jogjakarta. The sampling technique used is incidental sampling. We used measuring instruments as follow: the intention to become entrepreneur of Shapero & Sokol (in Riyanti, 2009. soft skill competencies of Spencer & Spencer (1993 and hard skill competencies of Chou. Shen. Hsiou & Chen. 2010. The regression analysis of the 258 respondents showed significant effect of soft skill competencies (initiative. self-confidence and assertiveness to the intention to become entrepreneur in the vocational school graduates. There are significant effect hard skill competencies (human resources capability competency and production capability competency to the intention to be entrepreneur. Based on the results. we suggested that the learning process should be more emphasis on direct practice so that more competencies can be formed on vocational school graduates.

THE INFLUENCE OF LANGUAGE COMPETENCE, WRITING COMPETENCE, AND CULTURAL COMPETENCE ON PRODUCING A SUCCESSFUL WRITING

Directory of Open Access Journals (Sweden)

Hermanto Hermanto

2008-11-01

Full Text Available Writing is a skill derived from a long way of learning and exercises. Different from other language skills, writing is considered the difficult language skill to acquire since it involves many aspects of linguistics, social, and writing knowledge and conventions. There are at least three important elements of writing useful to produce a good piece of composition, language competence, writing competence and cultural competence. This paper shows the influence of these three elements in order to produce good, readable, communicative, and successful writing

Competence Models in Technology-enhanced Competence-based Learning

NARCIS (Netherlands)

Sampson, Demetrios; Fytros, Demetrios

2008-01-01

Please cite as: Sampson, D., & Fytros, D. (2008). Competence Models in Technology-enhanced Competence-based Learning. In H. H. Adelsberger, Kinshuk, J. M. Pawlowski & D. Sampson (Eds.), International Handbook on Information Technologies for Education and Training, 2nd Edition, Springer, June 2008

Intercultural competency in public health: a call for action to incorporate training into public health education

Directory of Open Access Journals (Sweden)

Julia eFleckman

2015-09-01

Full Text Available Due to increasing national diversity, programs addressing cultural competence have multiplied in U.S. medical training institutions. Little progress has been made to translate cultural competency training from the clinical setting into the public health setting where the focus is on population-based health, preventative programming, and epidemiological and behavioral research. The need for culturally relevant public health programming and culturally sensitive public health research is more critical than ever. Awareness of differing cultural roles needs to be included in all processes of planning, implementation and evaluation. In focusing on community-based health program planning and research, cultural competence implies that it is possible for public health professionals to completely know another culture, whereas intercultural competence implies it is a dual-sided process. Public health professionals need a commitment toward intercultural competence and skills that demonstrate flexibility, openness and self-reflection so that cultural learning is possible. In this article, the authors recommend a number of elements to develop, adapt and strengthen intercultural competence education in public health educational institutions.

Building communities through performance: emerging approaches to interculturality.

Science.gov (United States)

Parent, Roger

2009-08-01

Changing definitions of culture are modifying approaches to intercultural education and training. This paper outlines the principal features of these emerging models for innovation and capacity building in communities. Semiotics provides a theoretical frame for the interdisciplinary analysis of research on cultural competency, especially regarding recent studies on "cultural intelligence", performance and creativity. Interdisciplinary research on cultural literacy is shifting from cultural knowledge to intercultural know-how. This know-how translates into the individual's capacity to innovate and illustrates the influence of culture on individual and group performance. Research on cultural intelligence, performance and creativity provides promising new models for capacity building in communities. These approaches constitute a synthesis of previous research on cultural competency and provide new avenues for innovative social action through intercultural exchange.

The value of community-focused interprofessional care in peru for developing cultural competency in health professions students.

Science.gov (United States)

Allen, Carol B; Smart, Denise A; Odom-Maryon, Tamara; Swain, Deborah

2013-07-04

International immersion experiences for health-care students have increased over the past 10 years. Students and faculty expect these experiences to increase cultural competency; however, research on outcomes of these programs has lacked rigor. Over a 4-year period, groups of nursing and other health professions students spent 3 weeks in Peru providing primary care and health education. Students attended pre-departure seminars addressing personal travel health and safety, culture and health care in Peru, working with interpreters, and ethics of international health care. Student participants (N=77) completed an instrument assessing self-perceived cultural competency before and after the experience. Results of pre- and post-immersion scores showed significant increases in perceived cultural competency and increased self-efficacy in cultural knowledge, skills, and attitudes for four groups of students. Implications and future directions are discussed and recommended.

Creating a vision for the future: key competencies and strategies for culturally competent practice with lesbian, gay, bisexual, and transgender (LGBT) older adults in the health and human services.

Science.gov (United States)

Fredriksen-Goldsen, Karen I; Hoy-Ellis, Charles P; Goldsen, Jayn; Emlet, Charles A; Hooyman, Nancy R

2014-01-01

Sexual orientation and gender identity are not commonly addressed in health and human service delivery, or in educational degree programs. Based on findings from Caring and Aging with Pride: The National Health, Aging and Sexuality Study (CAP), the first national federally-funded research project on LGBT health and aging, this article outlines 10 core competencies and aligns them with specific strategies to improve professional practice and service development to promote the well-being of LGBT older adults and their families. The articulation of key competencies is needed to provide a blueprint for action for addressing the growing needs of LGBT older adults, their families, and their communities.

Creating a Vision for the Future: Key Competencies and Strategies for Culturally Competent Practice With Lesbian, Gay, Bisexual, and Transgender (LGBT) Older Adults in the Health and Human Services

Science.gov (United States)

FREDRIKSEN-GOLDSEN, KAREN I.; HOY-ELLIS, CHARLES P.; GOLDSEN, JAYN; EMLET, CHARLES A.; HOOYMAN, NANCY R.

2014-01-01

Sexual orientation and gender identity are not commonly addressed in health and human service delivery, or in educational degree programs. Based on findings from Caring and Aging with Pride: The National Health, Aging and Sexuality Study (CAP), the first national federally-funded research project on LGBT health and aging, this article outlines 10 core competencies and aligns them with specific strategies to improve professional practice and service development to promote the well-being of LGBT older adults and their families. The articulation of key competencies is needed to provide a blueprint for action for addressing the growing needs of LGBT older adults, their families, and their communities. PMID:24571387

Clinical nurse specialist education: actualizing the systems leadership competency.

Science.gov (United States)

Thompson, Cathy J; Nelson-Marten, Paula

2011-01-01

The purpose of this article was to show how sequenced educational strategies aid in the acquisition of systems leadership and change agent skills, as well as other essential skills for professional clinical nurse specialist (CNS) practice. Clinical nurse specialist education offers the graduate student both didactic and clinical experiences to help the student transition into the CNS role. Clinical nurse specialist faculty have a responsibility to prepare students for the realities of advanced practice. Systems leadership is an integral competency of CNS practice. The contemporary CNS is to be a leader in the translation of evidence into practice. To assist students to acquire this competency, all CNS students are expected to use research and other sources of evidence to identify, design, implement, and evaluate a specific practice change. Anecdotal comments from students completing the projects are offered. Student projects have been focused in acute and critical care, palliative care, and adult/gerontologic health clinical settings; community outreach has been the focus of a few change projects. Examples of student projects related to the systems leadership competency and correlated to the spheres of influence impacted are presented.

Building Project Competence

DEFF Research Database (Denmark)

Pemsel, Sofia; Wiewiora, Anna

This research investigates the development of project competence, and particularly, three related dynamic capabilities (shifting, adapting, leveraging) that contribute to project competence development. In doing so, we make use of the emerging literature on knowledge governance and theorize how...... of dynamic capability building promoting project competence development....

Implementation of Active Learning Method in Unit Operations II Subject

OpenAIRE

Ma'mun, Sholeh

2018-01-01

ABSTRACT: Active Learning Method which requires students to take an active role in the process of learning in the classroom has been applied in Department of Chemical Engineering, Faculty of Industrial Technology, Islamic University of Indonesia for Unit Operations II subject in the Even Semester of Academic Year 2015/2016. The purpose of implementation of the learning method is to assist students in achieving competencies associated with the Unit Operations II subject and to help in creating...

The Role of Competencies and Education in Increasing Entrepreneurial Intention in Creative Economy

Directory of Open Access Journals (Sweden)

Christine Winstinindah Sandroto

2018-06-01

Full Text Available The creative economy is being increasingly encouraged by the Indonesian government, the existing entrepreneurs are mostly engaged in the culinary industry. This study aims to describe the role of competencies and education in increasing entrepreneurial intention in the creative economy. Three hundred and five questionnaires were distributed to creative entrepreneurs, consisting of 162 respondents in Jakarta and 143 in Balikpapan using convenience sampling. Research findings show that there is no difference between the mean scores of entrepreneurial competencies in Jakarta and Balikpapan. Furthermore, the level of education has a positive effect on (i entrepreneurial intention, (ii entrepreneurial professional attraction, and (iii entrepreneurial networking support. There is a positive relationship between education level and monthly revenue, as well as between entrepreneurial competencies and monthly revenue. The findings of this research would suggest government and education institution to further develop entrepreneurship education and train them with various methods and to cultivate interests in other creative sub-sectors.

Linking Social Anxiety with Social Competence in Early Adolescence: Physiological and Coping Moderators.

Science.gov (United States)

Kaeppler, Alexander K; Erath, Stephen A

2017-02-01

Despite relatively universal feelings of discomfort in social situations, there is considerable evidence for diversity in the social behaviors and peer experiences of socially anxious youth. However, to date, very little research has been conducted with the aim of identifying factors that differentiate socially anxious youth who are more socially competent from those who are less socially competent. The present study addresses this gap in the literature by examining whether physiological and cognitive coping responses to social stress moderate the association between social anxiety and social competence. Participants were a community sample of 123 fifth and sixth graders (Mage = 12.03). Social anxiety was measured globally and in the context of a lab-based peer evaluation situation, and social competence was assessed via teacher-reports. Physiological (i.e., skin conductance level reactivity, SCLR, and respiratory sinus arrhythmia reactivity, RSAR) and coping (i.e., disengaged) responses to social stressors were also assessed. Results indicated that SCLR and disengaged coping with peer victimization moderated associations linking global and context-specific social anxiety with social competence, such that social anxiety was associated with lower social competence at lower levels of SCLR and higher levels of disengaged coping with peer victimization. Thus, whether socially anxious preadolescents exhibit more or less competent social behavior may depend, in part, on how they respond to peer-evaluative stress. Inflexible physiological responses and disengaged coping responses may undermine social competence, whereas engaged responses may counteract socially anxious preadolescents' tendency to withdraw from social interactions or focus primarily on threat cues.

Future orientation and competence to stand trial: the fragility of competence.

Science.gov (United States)

Kivisto, Aaron J; Moore, Todd M; Fite, Paula A; Seidner, Bruce G

2011-01-01

The current study examined the direct, indirect, and interactive effects of age, intellectual ability, psychiatric symptomatology, and future orientation on juvenile adjudicative competence utilizing a secondary sample of 927 youth from the MacArthur Juvenile Adjudicative Competence Study. Consistent with previous research, age, intellectual ability, and future orientation were found to be positively associated with competence, and psychiatric symptomatology was weakly negatively related to competence. Tests of indirect effects revealed that the development of an orientation toward future consequences partially explains the relationship between age and the capacity to reason about legal decision-making. Further, tests of invariance revealed that the competence of immature adolescents is particularly "fragile," in that smaller deficits in cognitive abilities appear to pose greater problems in youths regarding their adjudicative competence than in their more mature peers. Findings are discussed in regard to forensic practice as well as for future research.

Generation of a Lineage II Powassan Virus (Deer Tick Virus) cDNA Clone: Assessment of Flaviviral Genetic Determinants of Tick and Mosquito Vector Competence.

Science.gov (United States)

Kenney, Joan L; Anishchenko, Michael; Hermance, Meghan; Romo, Hannah; Chen, Ching-I; Thangamani, Saravanan; Brault, Aaron C

2018-05-21

The Flavivirus genus comprises a diverse group of viruses that utilize a wide range of vertebrate hosts and arthropod vectors. The genus includes viruses that are transmitted solely by mosquitoes or vertebrate hosts as well as viruses that alternate transmission between mosquitoes or ticks and vertebrates. Nevertheless, the viral genetic determinants that dictate these unique flaviviral host and vector specificities have been poorly characterized. In this report, a cDNA clone of a flavivirus that is transmitted between ticks and vertebrates (Powassan lineage II, deer tick virus [DTV]) was generated and chimeric viruses between the mosquito/vertebrate flavivirus, West Nile virus (WNV), were constructed. These chimeric viruses expressed the prM and E genes of either WNV or DTV in the heterologous nonstructural (NS) backbone. Recombinant chimeric viruses rescued from cDNAs were characterized for their capacity to grow in vertebrate and arthropod (mosquito and tick) cells as well as for in vivo vector competence in mosquitoes and ticks. Results demonstrated that the NS elements were insufficient to impart the complete mosquito or tick growth phenotypes of parental viruses; however, these NS genetic elements did contribute to a 100- and 100,000-fold increase in viral growth in vitro in tick and mosquito cells, respectively. Mosquito competence was observed only with parental WNV, while infection and transmission potential by ticks were observed with both DTV and WNV-prME/DTV chimeric viruses. These data indicate that NS genetic elements play a significant, but not exclusive, role for vector usage of mosquito- and tick-borne flaviviruses.

Curriculum reform for residency training: competence, change, and opportunities for leadership.

Science.gov (United States)

Fraser, Amy B; Stodel, Emma J; Chaput, Alan J

2016-07-01

Certain pressures stemming from within the medical community and from society in general, such as the need for increased accountability in resident training and restricted resident duty hours, have prompted a re-examination of methods for training physicians. Leaders in medical education in North America and around the world champion competency-based medical education (CBME) as a solution. The Department of Anesthesiology at the University of Ottawa launched Canada's first CBME program for anesthesiology residents on July 1, 2015. In this paper, we discuss the opportunities and challenges associated with CBME and delineate the elements of the new CBME program at the University of Ottawa. Review of the current literature. Competency-based medical education addresses some of the challenges associated with physician training, such as ensuring that specialists are competent in all key areas and reducing training costs. In principle, competency-based medical education can better meet the needs of patients, providers, and other stakeholders in the healthcare system, but its success will depend on support from all involved. As CBME is implemented, anesthesiologists have the opportunity to become leaders in innovation and medical education. The University of Ottawa has implemented a CBME program with a twofold purpose, namely, to focus learning opportunities on the development of the specific competencies required of practicing anesthesiologists and to test the effectiveness of a reduction in the length of training. Canadian anesthesia residency programs will soon transition to CBME in order to promote better transparency, accountability, fairness, fiscal responsibility, and patient safety. Competency-based medical education offers significant potential advantages for healthcare stakeholders.

Organizational structure, leadership and readiness for change and the implementation of organizational cultural competence in addiction health services.

Science.gov (United States)

Guerrero, Erick G; Kim, Ahraemi

2013-10-01

Increasing representation of racial and ethnic minorities in the health care system and on-going concerns about existing health disparities have pressured addiction health services programs to enhance their cultural competence. This study examines the extent to which organizational factors, such as structure, leadership and readiness for change contribute to the implementation of community, policy and staffing domains representing organizational cultural competence. Analysis of a randomly selected sample of 122 organizations located in primarily Latino and African American communities showed that programs with public funding and Medicaid reimbursement were positively associated with implementing policies and procedures, while leadership was associated with staff having greater knowledge of minority communities and developing a diverse workforce. Moreover, program climate was positively associated with staff knowledge of communities and having supportive policies and procedures, while programs with graduate staff and parent organizations were negatively associated with knowledge of and involvement in these communities. By investing in funding, leadership skills and a strategic climate, addiction health services programs may develop greater understanding and responsiveness of the service needs of minority communities. Implications for future research and program planning in an era of health care reform in the United States are discussed. Copyright © 2013 Elsevier Ltd. All rights reserved.

Competences for All: Recognizing and Developing Competences of Young People with Fewer Opportunities

Science.gov (United States)

Usakli, Hakan

2016-01-01

This qualitative study clarifies opinion of 32 European volunteer youth leaders on concepts of competence, fewer opportunities and enlargement strategies on competence of fewer opportunities. Leaders underline main competencies as follows: tongue, languages, mathematical, digital, learning, social, entrepreneurship, cultural. Key competences are…

Competencies for the 21st Century Information Professional: Translating the SLA Competencies into Business Competencies.

Science.gov (United States)

Henczel, Sue

This paper examines how the Special Libraries Association competencies can be mapped to the broader business competencies of marketing (promoting), packaging (product development), persuading and performing (sales/customer service), and positioning (strategic maneuvering). It introduces a process whereby the skills, knowledge, understandings, and…

Soft Skill Competencies, Hard Skill Competencies, and Intention to Become Entrepreneur of Vocational Graduates

OpenAIRE

Benedicta Prihatin Dwi Riyanti; Christine Winstinindah Sandroto; M. Tri Warmiyati D.W

2016-01-01

This study aimed to determine the effect of soft skill competencies and hard skill competencies to the intention to become entrepreneur in the vocational school graduates. Hard skill entrepreneurial competencies are competencies that are needed to running business. Meanwhile for soft skill competencies are competencies related to aspects of personality and cognitive style. Population in this research is vocational graduates in Jakarta and Jogjakarta. The sampling technique used is incidental ...

COACHES' PERCEPTIONS OF COMPETENCE AND ACKNOWLEDGEMENT OF TRAINING NEEDS RELATED TO PROFESSIONAL COMPETENCES

Directory of Open Access Journals (Sweden)

Sofia Santos

2010-03-01

Full Text Available The purpose of the present study was to examine coaches' perceptions of competence and acknowledgement of training needs related to professional competences according to the professional experience and academic education. The participants were 343 coaches from several sports, who answered to a questionnaire that includes a scale focused on perceptions of competence and another scale on acknowledgment of training needs. An exploratory factor analysis with Maximum Likelihood Factoring was used with Oblimin rotation for the identification of emergent factors. Comparison on coaches' perceptions in function of coaching experience and coaches' academic background were made applying One-way ANOVA and Tukey's post hoc multiple comparisons. Factor analysis on coaches' perceptions of competence and acknowledgement of training needs made apparent three main areas of competences, i.e. competences related to annual and multi-annual planning; competences related to orientation towards practice and competition; and personal and coaching education competences. Coaches' perceptions were influenced by their experience, as low experienced coaches rated themselves at lower levels of competence and with more training needs; also coaches with high education, in Physical Education or others, perceived themselves as more competent than coaches with no higher education. Finally, the majority of the coaches perceived themselves to be competent but, nevertheless, they indicated to have training needs, which brings an important feedback to coach education. This suggests that coaches are interested in increasing their knowledge and competence in a broad range of areas which should be considered in future coach education programs

SAP Nuclear Competence Centre

International Nuclear Information System (INIS)

Andrlova, Z.

2009-01-01

In this issue we continue and introduce the SAP Nuclear Competence Centre and its head Mr. Igor Dzama. SAP Nuclear Competence Centrum is one of the fi rst competence centres outside ENEL headquarters. It should operate in Slovakia and should have competencies within the whole Enel group. We are currently dealing with the issues of organisation and funding. We are trying to balance the accountability to the NPP directors and to the management of the competence centres at Enel headquarters; we are looking at the relations between the competence centres within the group and defining the services that we will provide for the NPPs. author)

Beyond NAVMEC: competency-based veterinary education and assessment of the professional competencies.

Science.gov (United States)

Hodgson, Jennifer L; Pelzer, Jacquelyn M; Inzana, Karen D

2013-01-01

The implementation of competency-based curricula within the health sciences has been an important paradigm shift over the past 30 years. As a result, one of the five strategic goals recommended by the North American Veterinary Medical Education Consortium (NAVMEC) report was to graduate career-ready veterinarians who are proficient in, and have the confidence to use, an agreed-upon set of core competencies. Of the nine competencies identified as essential for veterinary graduates, seven could be classified as professional or non-technical competencies: communication; collaboration; management (self, team, system); lifelong learning, scholarship, value of research; leadership; diversity and multicultural awareness; and adaptation to changing environments. Traditionally, the professional competencies have received less attention in veterinary curricula and their assessment is often sporadic or inconsistent. In contrast, the same or similar competencies are being increasingly recognized in other health professions as essential skills and abilities, and their assessment is being undertaken with enhanced scrutiny and critical appraisal. Several challenges have been associated with the assessment of professional competencies, including agreement as to their definition and therefore their evaluation, the fact that they are frequently complex and require multiple integrative assessments, and the ability and/or desire of faculty to teach and assess these competencies. To provide an improved context for assessment of the seven professional competencies identified in the NAVMEC report, this article describes a broad framework for their evaluation as well as specific examples of how these or similar competencies are currently being measured in medical and veterinary curricula.

Competency Maps: an Effective Model to Integrate Professional Competencies Across a STEM Curriculum

Science.gov (United States)

Sánchez Carracedo, Fermín; Soler, Antonia; Martín, Carme; López, David; Ageno, Alicia; Cabré, Jose; Garcia, Jordi; Aranda, Joan; Gibert, Karina

2018-05-01

Curricula designed in the context of the European Higher Education Area need to be based on both domain-specific and professional competencies. Whereas universities have had extensive experience in developing students' domain-specific competencies, fostering professional competencies poses a new challenge we need to face. This paper presents a model to globally develop professional competencies in a STEM (science, technology, engineering, and mathematics) degree program, and assesses the results of its implementation after 4 years. The model is based on the use of competency maps, in which each competency is defined in terms of competency units. Each competency unit is described by a set of expected learning outcomes at three domain levels. This model allows careful analysis, revision, and iteration for an effective integration of professional competencies in domain-specific subjects. A global competency map is also designed, including all the professional competency learning outcomes to be achieved throughout the degree. This map becomes a useful tool for curriculum designers and coordinators. The results were obtained from four sources: (1) students' grades (classes graduated from 2013 to 2016, the first 4 years of the new Bachelor's Degree in Informatics Engineering at the Barcelona School of Informatics); (2) students' surveys (answered by students when they finished the degree); (3) the government employment survey, where former students evaluate their satisfaction of the received training in the light of their work experience; and (4) the Everis Foundation University-Enterprise Ranking, answered by over 2000 employers evaluating their satisfaction regarding their employees' university training, where the Barcelona School of Informatics scores first in the national ranking. The results show that competency maps are a good tool for developing professional competencies in a STEM degree.

Assessment of training needs for disaster mental health preparedness in black communities.

Science.gov (United States)

Laborde, Danielle J; Brannock, Kristen; Parrish, Theodore

2011-07-01

Reducing racial disparities in postdisaster mental health requires the integration of unique and complex community challenges in disaster planning. We conducted focus group discussions with 13 community leaders and 7 clinical providers in eastern North Carolina to inform the adaptation of a competency-based training model in postdisaster mental health for black communities. The audience-specific perspectives on disaster mental health and training priorities were identified by structured thematic analyses. Community leaders and clinical providers without personal ties to the local black population were unaware of internal networks and other community resources. Conversely, most black community leaders and clinical providers were unaware of local disaster response resources. All participants identified training in coordination, outreach to reduce mental health stigma, and cultural competence as priority training needs. Black community leaders also were concerned about their inclusion in local planning and leveraging resources. These inputs and suggestions made for tailoring with culturally appropriate language and processes guided the development of learning objectives, content, and field testing of the feasibility of trainer the trainer delivery of postdisaster mental health training for clinical providers and community leaders serving vulnerable black populations.

Microbial Fe(II) oxidation at circumneutral pH: Reaction kinetics, mineral products, and distribution of neutrophilic iron oxidizers in wetland soils

NARCIS (Netherlands)

Vollrath, S.

2012-01-01

Multiple studies have shown that neutrophilic Fe(II) oxidizers can conserve energy from Fe(II) oxidation, however, it is still unclear how they can compete against the fast abiotic reaction at neutral pH, or to which extent these bacteria increase the overall Fe(II) oxidation rate. Similar to

Development of Articulated Competency-Based Curriculum in Laser/Electro-Optics Technology. Final Report.

Science.gov (United States)

Luzerne County Community Coll., Nanticoke, PA.

A project was conducted at the Community College of Luzerne County (Pennsylvania) to develop, in cooperation with area vocational-technical schools, the first year of a competency-based curriculum in laser/electro-optics technology. Existing programs were reviewed and private sector input was sought in developing the curriculum and identifying…

Floral colour versus phylogeny in structuring subalpine flowering communities

OpenAIRE

McEwen, Jamie R.; Vamosi, Jana C.

2010-01-01

The relative number of seeds produced by competing species can influence the community structure; yet, traits that influence seed production, such as pollinator attraction and floral colour, have received little attention in community ecology. Here, we analyse floral colour using reflectance spectra that include near-UV and examined the phylogenetic signal of floral colour. We found that coflowering species within communities tended to be more divergent in floral colour than expected by chanc...

Application of the Intervention Mapping Framework to Develop an Integrated Twenty-First Century Core Curriculum-Part 1: Mobilizing the Community to Revise the Masters of Public Health Core Competencies.

Science.gov (United States)

DeBate, Rita; Corvin, Jaime A; Wolfe-Quintero, Kate; Petersen, Donna J

2017-01-01

Twenty-first century health challenges have significantly altered the expanding role and functions of public health professionals. Guided by a call from the Association of Schools and Programs of Public Health's (ASPPH) and the Framing the Future: The Second 100 Years of Education for Public Health report to adopt new and innovative approaches to prepare public health leaders, the University of South Florida College of Public Health aimed to self-assess the current Masters of Public Health (MPH) core curriculum with regard to preparing students to meet twenty-first century public health challenges. This paper describes how Intervention Mapping was employed as a framework to increase readiness and mobilize the COPH community for curricular change. Intervention Mapping provides an ideal framework, allowing organizations to access capacity, specify goals, and guide the change process from curriculum development to implementation and evaluation of competency-driven programs. The steps outlined in this paper resulted in a final set of revised MPH core competencies that are interdisciplinary in nature and fulfill the emergent needs to address changing trends in both public health education and challenges in population health approaches. Ultimately, the competencies developed through this process were agreed upon by the entire College of Public Health faculty, signaling one college's readiness for change, while providing the impetus to revolutionize the delivery of public health education at the University of South Florida.

Development of geriatric competencies for emergency medicine residents using an expert consensus process.

Science.gov (United States)

Hogan, Teresita M; Losman, Eve D; Carpenter, Christopher R; Sauvigne, Karen; Irmiter, Cheryl; Emanuel, Linda; Leipzig, Rosanne M

2010-03-01

The emergency department (ED) visit rate for older patients exceeds that of all age groups other than infants. The aging population will increase elder ED patient utilization to 35% to 60% of all visits. Older patients can have complex clinical presentations and be resource-intensive. Evidence indicates that emergency physicians fail to provide consistent high-quality care for elder ED patients, resulting in poor clinical outcomes. The objective was to develop a consensus document, "Geriatric Competencies for Emergency Medicine Residents," by identified experts. This is a minimum set of behaviorally based performance standards that all residents should be able to demonstrate by completion of their residency training. This consensus-based process utilized an inductive, qualitative, multiphase method to determine the minimum geriatric competencies needed by emergency medicine (EM) residents. Assessments of face validity and reliability were used throughout the project. In Phase I, participants (n=363) identified 12 domains and 300 potential competencies. In Phase II, an expert panel (n=24) clustered the Phase I responses, resulting in eight domains and 72 competencies. In Phase III, the expert panel reduced the competencies to 26. In Phase IV, analysis of face validity and reliability yielded a 100% consensus for eight domains and 26 competencies. The domains identified were atypical presentation of disease; trauma, including falls; cognitive and behavioral disorders; emergent intervention modifications; medication management; transitions of care; pain management and palliative care; and effect of comorbid conditions. The Geriatric Competencies for EM Residents is a consensus document that can form the basis for EM residency curricula and assessment to meet the demands of our aging population. Copyright (c) 2010 by the Society for Academic Emergency Medicine.

Perceived competency towards preventive dentistry among dental graduates: the need for curriculum change.

Science.gov (United States)

Arheiam, Arheiam; Bankia, Ibtesam; Ingafou, Mohamed

2015-01-01

A previous study has shown that dental practitioners in Benghazi believed that the less prevention-oriented education system is one of the barriers to applying preventive dentistry. To assess attitudes and perceived competence of the dental graduates in Benghazi towards prevention and early management of dental caries. A cross-sectional, questionnaire-based survey was conducted among internship students attending the Department of Community and Preventive Dentistry in Faculty of Dentistry, Benghazi, Libya. The participants were asked to provide demographic information, to respond to statements about their attitudes towards preventive dentistry, and to answer questions regarding their perceived competence in applying preventive dentistry procedures. Data from 108 Libyan dental graduates were analysed for this study, of which 64% of them were females and 42.1% of them passed their final year with grade: acceptable. The most acknowledged aspects of preventive dentistry were being useful and essential to the community (95.4 and 90.8%, respectively). The percentage of participants expressing a proficiency in providing oral hygiene instructions was the highest (95.4%). There were differences between study subgroups in their perceived competence of preventive dental practices by gender and academic performance (p≤0.05). This study highlighted that the currently implemented undergraduate education programme in Benghazi dental school does not provide dentists with the required attitude and skills to fulfil their role in providing preventive-oriented health services.

Educating the Female Citizen in a Post-war World: Competing Ideologies for American Women, 1945-1965.

Science.gov (United States)

Eisenmann, Linda

2002-01-01

In post-World War II United States, women were caught between competing patriotic, economic, cultural, and psychological ideologies dictating their behavior. Differences between these expectations and challenges to behavioral norms provoked tensions in women's education that lasted until the women's movement of the 1960s. (Contains 25 references.)…

Development of an interprofessional competency framework for collaborative practice in Japan.

Science.gov (United States)

Haruta, Junji; Yoshida, Kazue; Goto, Michiko; Yoshimoto, Hisashi; Ichikawa, Shuhei; Mori, Youhei; Yoshimi, Kenji; Otsuka, Mariko

2018-01-30

Rapid aging of the population necessitates improved collaboration among healthcare professionals. Unfortunately, interprofessional collaboration has yet to be implemented effectively in Japan. Therefore, we aimed to develop an interprofessional competency framework for Japanese healthcare professionals. The project was conducted as a four-step process, starting with initial categorization of potential competency domains,, followed by guiding principle and prototype development, feedback on the prototype, and final consensus. First, authors (JH and MO) collected opinions about competency in interprofessional collaboration at two academic meetings of the Japan Association for Interprofessional Education (JAIPE) and then analyzed the data thematically. Second, a project team consisting of JAIPE and University representatives extracted the domains and statements as prototype 1. Third, seven representatives from professional organizations joined the project team and developed prototype 2. We then called for feedback on the revised prototype 2 at both an open symposium and via public comments. Following revision of prototype 2, a new project team including 20 university, professional organization and health practitioner representatives finally discussed prototype 3, developed the final draft and reached a consensus. In analysis after collecting the data, we extracted 11 themes. We developed four key principles which applied to six domains as prototype 1-3. Finally, our competency framework included two core domains of "Patient-/client-/family-/community-centered" and "Interprofessional communication", and four peripheral domains of "Role contribution", "Facilitation of relationships", "Reflection" and "Understanding of others". We developed an interprofessional competency framework in Japan which consists of two core and four peripheral domains. The interprofessional competency framework is likely to affect the understanding of "high-context" and "relationalism" in

Competency remodelling and application plans for development of job competency in RI-biomics

Energy Technology Data Exchange (ETDEWEB)

Shin, Woo Ho; Park, Tai Jin [Korean Association for Radiation Application, Seoul (Korea, Republic of)

2017-03-15

RI-Biomics technology is advanced convergence technologies that can be measured in real time and track in vivo behavior and metabolism of substances using characteristics of the radioactive isotope. Its application fields are increasing such as drug development, agriculture, development of new materials and their utilization, etc. In addition, according to domestic and international developments and changes in the RI-Biomics environment, RI-Biomics professionals are needed to train continuously. To develop systematic human resources basement and competency-based curriculum, we perform competency modeling of pedagogical perspective to targeted at high-performance on RI-Biomics. Furthermore, we redefine the competency model and verified by industry experts with focus group interviews. In the result, two general competencies and three professional competencies were extracted by interview. Each competencies are organized six sub-competencies and nine sub-competencies. In the final steps, the same procedures were repeated to obtain the consensus of experts on derived competencies and behavioral objectives. The results of the study are applicable to enhance human resource management and to develop the curriculum for RI-Biomics expert training. It is expected to be used as reference material of long term-planning for RI-Biomics professional.

Competency remodelling and application plans for development of job competency in RI-biomics

International Nuclear Information System (INIS)

Shin, Woo Ho; Park, Tai Jin

2017-01-01

RI-Biomics technology is advanced convergence technologies that can be measured in real time and track in vivo behavior and metabolism of substances using characteristics of the radioactive isotope. Its application fields are increasing such as drug development, agriculture, development of new materials and their utilization, etc. In addition, according to domestic and international developments and changes in the RI-Biomics environment, RI-Biomics professionals are needed to train continuously. To develop systematic human resources basement and competency-based curriculum, we perform competency modeling of pedagogical perspective to targeted at high-performance on RI-Biomics. Furthermore, we redefine the competency model and verified by industry experts with focus group interviews. In the result, two general competencies and three professional competencies were extracted by interview. Each competencies are organized six sub-competencies and nine sub-competencies. In the final steps, the same procedures were repeated to obtain the consensus of experts on derived competencies and behavioral objectives. The results of the study are applicable to enhance human resource management and to develop the curriculum for RI-Biomics expert training. It is expected to be used as reference material of long term-planning for RI-Biomics professional

IMPROVING THE HARD SKILLS AND SOFT SKILLS OF MADRASAH TEACHERS FOR DEALING ASEAN ECONOMIC COMMUNITY (AEC

Directory of Open Access Journals (Sweden)

Laely Mahmudah

2016-11-01

Full Text Available ASEAN Economic Community (AEC has been started rolling. Market competition, industry, and skilled workers, especially in the field of education are becoming increasingly stringent. Madrasah teachers as the front liners in the education process should improve the quality of human resources. Hard skills and soft skills of madrasah teachers must be improved to deal with the Asean Economic Community (AEC. Hard skills are academic skills that include pedagogic competence and professional competence. How to improve the hard skills is to meet the pedagogic competence (ability to manage learning students and professional competence (the ability to master the learning material is broad and deep. Soft skills is the ability to organize themselves (intrapersonal skills, such as creativity, motivation, and self-contained and the ability to interact with others (interpersonal skills, such as communication, team building and adaptation to maximize performance. Soft skills include personal competence and social competence. Madrasah teachers should be able to change the mindset of a passenger became good driver. Professional madrasah teachers are teachers who have the balanced hard skills and soft skills, which can compete healthily in AEC era.

The Optimization of Human Resource’s Performance in Islamic Microfinance Institutions Through Job Analysis and Competency Model

Directory of Open Access Journals (Sweden)

verni yuliaty ismail

2015-07-01

Full Text Available Abstract. This study aims to develop a standard job analysis and human resource competency model for Islamic Micro Finance Institutions (Baitul Maal wat Tamwil, so it could be a reference for others, providing a standard professional human resources management on MFIs. This research is a field study designed as a survey, through the method of interviewing job holders and the supervisor with direct observation of the activities of field staffs. The data was analysed in the form of a verbal description of qualitative data. The main activity of the staff of MFIs is to encourage the low economic community through the activities of saving and financing. MFIs main characteristic is the principle of being directly in the field thus forming networks through regular meetings and maintaining a reliable service. MFIs personnel competency model consists of a cluster model based on teamwork/collaboration, customer focus, and communication competencies; technical cluster includes technical expertise and managing work competencies; and personal cluster is integrity, achievement orientation, and self-control competencies.Keywords: Baitul Mal Wattamwi, competency model, job description, job specification, micro finance institution

The Optimization of Human Resource’s Performance in Islamic Microfinance Institutions Through Job Analysis and Competency Model

Directory of Open Access Journals (Sweden)

Verni Yuliaty Ismail

2015-06-01

Full Text Available Abstract. This study aims to develop a standard job analysis and human resource competency model for Islamic Micro Finance Institutions (Baitul Maal wat Tamwil, so it could be a reference for others, providing a standard professional human resources management on MFIs. This research is a field study designed as a survey, through the method of interviewing job holders and the supervisor with direct observation of the activities of field staffs. The data was analysed in the form of a verbal description of qualitative data. The main activity of the staff of MFIs is to encourage the low economic community through the activities of saving and financing. MFIs main characteristic is the principle of being directly in the field thus forming networks through regular meetings and maintaining a reliable service. MFIs personnel competency model consists of a cluster model based on teamwork/collaboration, customer focus, and communication competencies; technical cluster includes technical expertise and managing work competencies; and personal cluster is integrity, achievement orientation, and self-control competencies. Keywords: Baitul Mal Wattamwi, competency model, job description, job specification, micro finance institution

Guidelines for competency development and measurement in rehabilitation psychology postdoctoral training.

Science.gov (United States)

Stiers, William; Barisa, Mark; Stucky, Kirk; Pawlowski, Carey; Van Tubbergen, Marie; Turner, Aaron P; Hibbard, Mary; Caplan, Bruce

2015-05-01

This study describes the results of a multidisciplinary conference (the Baltimore Conference) that met to develop consensus guidelines for competency specification and measurement in postdoctoral training in rehabilitation psychology. Forty-six conference participants were chosen to include representatives of rehabilitation psychology training and practice communities, representatives of psychology accreditation and certification bodies, persons involved in medical education practice and research, and consumers of training programs (students). Consensus education and training guidelines were developed that specify the key competencies in rehabilitation psychology postdoctoral training, and structured observation checklists were developed for their measurement. This study continues the development of more than 50 years of thinking about education and training in rehabilitation psychology and builds on the existing work to further advance the development of guidelines in this area. The conference developed aspirational guidelines for competency specification and measurement in rehabilitation psychology postdoctoral training (i.e., for studying the outcomes of these training programs). Structured observation of trainee competencies allows examination of actual training outcomes in relation to intended outcomes and provides a methodology for studying how program outcomes are related to program structures and processes so that program improvement can occur. Best practices in applying program evaluation research methods to the study of professional training programs are discussed. (c) 2015 APA, all rights reserved).

Contextualizing Competence: Language and LGBT-Based Competency in Health Care.

Science.gov (United States)

Rossi, Alexis L; Lopez, Eliot J

2017-01-01

Changes in the language and terminology used to refer to individuals identifying as lesbian, gay, bisexual, and transgender (LGBT), as well as how best to discuss issues of sexual and gender identity, can prove challenging for health care providers due to (1) lack of training; (2) interdisciplinary issues; and (3) prejudices on personal and institutional levels. Given the importance of language in the relationship between health care provider and patient as well as the myriad ways in which language can reflect knowledge, skills, and attitudes, we contend that language is both a facilitator and inhibitor of competence. In this article, we discuss language as a means of exhibiting cultural competence as well as the barriers to facilitating this degree of competence. Communicative competence, a concept traditionally used in linguistics, is discussed as a framework for contextualizing LGBT-specific cultural competence in health care. Ideally, a professional will be considered competent once they (1) acquire a foundation in issues associated with LGBT individuals, as well as a basic understanding of appropriate vocabulary' (2) reconcile personal beliefs with their professional role; (3) create an inclusive healthcare environment such that the influence of personal biases does not negatively impact care; and (4) use identifiers suggested by the patient.

Managerial capacity and adoption of culturally competent practices in outpatient substance abuse treatment organizations.

Science.gov (United States)

Guerrero, Erick G

2010-12-01

The field of cultural competence is shifting its primary emphasis from enhancement of counselors' skills to management, organizational policy, and processes of care. This study examined managers' characteristics associated with adoption of culturally competent practices in the nation's outpatient substance abuse treatment field. Findings indicate that in 1995, supervisors' cultural sensitivity played the most significant role in adopting practices, such as matching counselors and clients based on race and offering bilingual services. Staff's exposure to cross-cultural training increased from 1995 to 2005. In this period, positive associations were found between managers' cultural sensitivity and connection with the community and staff receiving cross-cultural training and the number of training hours completed. However, exposure to and investment in this training were negatively correlated with managers' formal education. Health administration policy should consider the extent to which the decision makers' education, community involvement, and cultural sensitivity contribute to building culturally responsive systems of care. Copyright © 2010 Elsevier Inc. All rights reserved.

Training community health students to develop community-requested social marketing campaigns: an innovative partnership.

Science.gov (United States)

Lindsey, Billie J; Hawk, Carol Wetherill

2013-01-01

This paper describes a sustained partnership between a university community health program and local and regional community health agencies. As a key component of the Health Communication and Social Marketing course, the partnership involves undergraduate community health students working for and with community agencies and community members to design social marketing campaigns based on community-identified health needs. The goals of the course are to (1) provide students with the opportunity to work within the community to apply their skills in program planning, evaluation, and communication and (2) provide community agencies with a tailored campaign that can be implemented in their communities. Throughout the 10-week quarter, teams of students follow the principles of community participation in planning a social marketing campaign. These include (1) audience segmentation and formative assessment with the intended audience to determine campaign content and strategies and (2) pretesting and revisions of campaign messages and materials based on community feedback. This partnership contributes to the promotion of health in the local community and it builds the skills and competencies of future health educators. It demonstrates a successful and sustainable combination of community-based participatory research and experiential learning. From 2005 to 2011, 35 campaigns have been developed, many which have been implemented.

Outsourcing competence

NARCIS (Netherlands)

Bergstra, J.; Delen, G.; van Vlijmen, B.

2011-01-01

The topic of this paper, competences needed for outsourcing, is organized by first providing a generic competence scheme, which is subsequently instantiated to the area of sourcing and outsourcing. Sourcing and outsourcing are positioned as different areas of activity, neither one of which is

Recombinant allergen Lol p II: expression, purification and characterization.

Science.gov (United States)

Tamborini, E; Brandazza, A; De Lalla, C; Musco, G; Siccardi, A G; Arosio, P; Sidoli, A

1995-05-01

Pollen from perennial rye grass (Lolium perenne) is a major cause of type I allergies worldwide. It contains complex mixtures of proteins, among which Lol p II is a major allergen. Previously, we have reported the cloning and sequencing of Lol p II and its expression in fusion with the heavy chain of human ferritin as carrier polypeptide (Sidoli et al., 1993, J. biol. Chem. 268, 21819-21825). Here, we describe the expression, purification and characterization of a recombinant Lol p II overproduced as a non-fusion protein in the periplasm of E. coli. The recombinant allergen was expressed in high yields and was easily purified in milligram amounts. It competed with the natural Lol p II for binding to specific IgE, and it induced allergic responses in skin prick tests, indicating to be immunologically analogous to the natural protein. Biochemical analyses indicate that recombinant Lol p II is a highly stable and soluble monomeric molecule which behaves like a small globular protein.

MRP (materiel requirements planning) II implementation: a case study.

Science.gov (United States)

Sheldon, D

1994-05-01

Manufacturing resource planning (MRP II) is a powerful and effective business planning template on which to build a continuous improvement culture. MRP II, when successfully implemented, encourages a disciplined yet nonthreatening environment centered on measurement and accountability. From the education that accompanies an MRP II implementation, the employees can better understand the vision and mission of the organization. This common goal keeps everyone's energy directed toward the same final objective. The Raymond Corporation is a major materiels handling equipment manufacturer headquartered in Greene, New York, with class "A" MRP II manufacturing facilities in Greene and Brantford, Ontario and an aftermark distribution facility in East Syracuse, New York. Prior to the implementation of MRP II in its Greene plant (from 1988 through 1990) good intentions and hard work were proving to be less than necessary to compete in the global market. Certified class "A" in February 1990. The Raymond Corporation has built a world-class organization from these foundations.

Development of Articulated Competency-Based Curriculum in Automated Systems/Robotics Technology. Final Report.

Science.gov (United States)

Luzerne County Community Coll., Nanticoke, PA.

The project described in this report was conducted at the Community College of Luzerne County (Pennsylvania) to develop, in conjunction with area vocational-technical schools, the second year of a competency-based curriculum in automated systems/robotics technology. During the project, a task force of teachers from the area schools and the college…

IMPROVING THE HARD SKILLS AND SOFT SKILLS OF MADRASAH TEACHERS FOR DEALING ASEAN ECONOMIC COMMUNITY (AEC)

OpenAIRE

Laely Mahmudah

2016-01-01

ASEAN Economic Community (AEC) has been started rolling. Market competition, industry, and skilled workers, especially in the field of education are becoming increasingly stringent. Madrasah teachers as the front liners in the education process should improve the quality of human resources. Hard skills and soft skills of madrasah teachers must be improved to deal with the Asean Economic Community (AEC). Hard skills are academic skills that include pedagogic competence and professional compete...

Improving The Hard Skills And Soft Skills Of Madrasah Teachers For Dealing ASEAN Economic Community (Aec)

OpenAIRE

Mahmudah, Laely

2016-01-01

ASEAN Economic Community (AEC) has been started rolling. Market competition, industry, and skilled workers, especially in the field of education are becoming increasingly stringent. Madrasah teachers as the front liners in the education process should improve the quality of human resources. Hard skills and soft skills of madrasah teachers must be improved to deal with the Asean Economic Community (AEC). Hard skills are academic skills that include pedagogic competence and professional compete...

Metaphorical Competence: A Neglected Component of Communicative Competence

Science.gov (United States)

Sabet, Masoud Khalili; Tavakoli, Marjaneh

2016-01-01

The ability to comprehend and use metaphors in L2 which is referred to as metaphorical competence is an important issue in second language acquisition. Metaphors are so pervasive in our life that we might not realize their presence and simply neglect them even in our first language. Different models of communicative competence have been suggested…

Competence feedback improves CBT competence in trainee therapists: A randomized controlled pilot study.

Science.gov (United States)

Weck, Florian; Kaufmann, Yvonne M; Höfling, Volkmar

2017-07-01

The development and improvement of therapeutic competencies are central aims in psychotherapy training; however, little is known about which training interventions are suitable for the improvement of competencies. In the current pilot study, the efficacy of feedback regarding therapeutic competencies was investigated in cognitive behavioural therapy (CBT). Totally 19 trainee therapists and 19 patients were allocated randomly to a competence feedback group (CFG) or control group (CG). Two experienced clinicians and feedback providers who were blind to the treatment conditions independently evaluated therapeutic competencies on the Cognitive Therapy Scale at five treatment times (i.e., at Sessions 1, 5, 9, 13, and 17). Whereas CFG and CG included regular supervision, only therapists in the CFG additionally received written qualitative and quantitative feedback regarding their demonstrated competencies in conducting CBT during treatment. We found a significant Time × Group interaction effect (η² = .09), which indicates a larger competence increase in the CFG in comparison to the CG. Competence feedback was demonstrated to be suitable for the improvement of therapeutic competencies in CBT. These findings may have important implications for psychotherapy training, clinical practice, and psychotherapy research. However, further research is necessary to ensure the replicability and generalizability of the findings.

Competence and frequency of provision of spiritual care by nurses in the Netherlands.

Science.gov (United States)

Vogel, Annemieke; Schep-Akkerman, Annemiek E

2018-04-25

Spiritual care to patients is important for their well-being, and nurses do have a crucial role in it. Previous research focused on self-assessed competence in providing spiritual care, but little is known about the actual provision. The aims of this study were as follows: (i) to evaluate how often nurses provide spiritual care, (ii) if or which association there is between self-assessed competency and provision of spiritual care, and (iii) to study which factors do have influence on delivering spiritual care. A quantitative study was designed. Nurses were asked to complete a questionnaire. Self-assessment of spiritual care competence and actions was evaluated with the Spiritual Care Competence Scale New: a 27 items questionnaire on competence (SCCS-can) and frequency (SCCS-do) of providing spiritual care, measured with a five-point Likert scale. Mean competence score and frequency of provision were calculated, next to the correlation between those two. Several factors (mean SCCS-can, gender, age, education level, experience, life view, personal spirituality (measured on a 1-10 scale)) were included in regression analysis to study factors of influence on actual provision of spiritual care (measured with SCCS-do). A total of 104 completed questionnaires have been analysed. Mean score on the SCCS-can was 3.9, and on the SCCS-do 3.2. This means that nurses state they are highly competent in delivering spiritual care and provide this monthly. The Pearson correlation between SCCS-can and SCCS-do was 0.50, which means the higher the score on SCCS-can, the higher the score on SCCS-do. Regression analysis shows that the self-assessed competence of spiritual care (SCCS-can) and the personal spirituality are significant predictors of the outcome SCCS-do. The better the nurses think they can provide spiritual care, the more they say they practise it. Regression analysis supports this: the factors of influence on provision of spiritual care are self-assessed competence and

32 CFR 776.20 - Competence.

Science.gov (United States)

2010-07-01

... 32 National Defense 5 2010-07-01 2010-07-01 false Competence. 776.20 Section 776.20 National... Professional Conduct § 776.20 Competence. (a) Competence. A covered attorney shall provide competent, diligent.... Initial determinations as to competence of a covered USG attorney for a particular assignment shall be...

Intercultural Competency in Public Health: A Call for Action to Incorporate Training into Public Health Education.

Science.gov (United States)

Fleckman, Julia M; Dal Corso, Mark; Ramirez, Shokufeh; Begalieva, Maya; Johnson, Carolyn C

2015-01-01

Due to increasing national diversity, programs addressing cultural competence have multiplied in U.S. medical training institutions. Although these programs share common goals for improving clinical care for patients and reducing health disparities, there is little standardization across programs. Furthermore, little progress has been made to translate cultural competency training from the clinical setting into the public health setting where the focus is on population-based health, preventative programming, and epidemiological and behavioral research. The need for culturally relevant public health programming and culturally sensitive public health research is more critical than ever. Awareness of differing cultures needs to be included in all processes of planning, implementation and evaluation. By focusing on community-based health program planning and research, cultural competence implies that it is possible for public health professionals to completely know another culture, whereas intercultural competence implies it is a dual-sided process. Public health professionals need a commitment toward intercultural competence and skills that demonstrate flexibility, openness, and self-reflection so that cultural learning is possible. In this article, the authors recommend a number of elements to develop, adapt, and strengthen intercultural competence education in public health educational institutions.

Negotiating Competing Goals in the Development of an Urban Ecology Practitioner Inquiry Community

Science.gov (United States)

Piazza, Peter; McNeill, Katherine L.

2013-11-01

Teacher learning communities are hailed by many as vehicles for reforming and elevating the professional status of teaching. While much research explores teacher community as a venue for measurable gains, our research examines the orientation of practitioner inquiry toward critical debate about effective instruction. Specifically, our study focuses on a group of middle and high school teachers who worked with a nonprofit organization to engage students in urban environmental field investigations. Teachers met regularly as a community with the common goal of teaching urban ecology in an outdoor setting. We collected interview data from members of the teacher community, and we observed teacher interaction during a meeting of the practitioner inquiry group. Interview results indicated that while the nonprofit aimed to support collaborative dialogue and self-critique, participants saw the community mainly as a venue for pursuing short-term goals, such as receiving new resources or socializing with colleagues. Observation data, however, suggested that the community was taking early steps toward building an environment oriented toward critical discussion. Juxtaposing results from our interviews and observations, we discuss the challenges communities face when they seek to develop shared beliefs and deal openly with conflict. Ultimately, we suggest that organizers of collaborative learning environments should work to actively develop structures for building the organizational trust necessary to support civil critique.

Drunken Speech and the Construction of Meaning: Bilingual Competence in the Southern Peruvian Andes.

Science.gov (United States)

Harvey, Penelope M.

1991-01-01

Examination of the language use of drunken speakers in a bilingual Southern Peruvian Andes community found that drunken speakers were less constrained in their linguistic choices by individual linguistic competence and of differential status between speaker and addressee, and they exploited the ambiguities in implicit social meanings that normally…

Socialization of Perceived Academic Competence among Highly Competent Children.

Science.gov (United States)

Phillips, Deborah A.

1987-01-01

Academically competent third-graders and their parents were studied to (1) determine whether the illusion of incompetence documented in fifth graders appears in younger children; and (2) examine the influence that parents exert on their children's development of self-perceptions of academic competence. (PCB)

Archaeology as an Avocation--A Certificate Program at Norwalk Community College.

Science.gov (United States)

Vlahos, Olivia

1979-01-01

Archaeology as an Avocation program certifies students as competent amateur archaeologists. The article describes how an independent study at local excavation sites grew into a community club that trains its members as archaeologists who help discover the archaeological potential of the community and help federal agencies in planning area…

International Education at American Community Colleges

Science.gov (United States)

Chen, Danxia

2008-01-01

Higher education has an incalculable impact on society and the development of its citizens. In today's globalizing world, the responsibility of community colleges for producing high quality graduates with global competence cannot be ignored. The study reported here researches international education and provides insights of importance to community…

Cross-fostering reveals seasonal changes in the relative fitness of two competing species of flycatchers

NARCIS (Netherlands)

Qvarnstrom, A; Svedin, N; Wiley, C; Veen, T; Gustafsson, L

Spatial and temporal heterogeneity in relative fitness of competing species is a key factor affecting the structure of communities. However, it is not intuitive whys species that are ecologically similar should differ in their response to environmental changes. Here we show that two sympatric

Training Counseling Students to Develop Group Leadership Self-Efficacy and Multicultural Competence through Service Learning

Science.gov (United States)

Midgett, Aida; Hausheer, Robin; Doumas, Diana M.

2016-01-01

This article describes a service-learning project designed to increase student group leadership self-efficacy and multicultural competence. Students facilitated debriefing groups for campus and community members after they participated in a theater production aimed at increasing awareness of oppression, power, and privilege. Students completed…

Competency profile of Fitness Instructor

OpenAIRE

Peterová, Marta

2011-01-01

Title: COMPETENCY PROFILE OF FITNESS INSTRUCTOR Objectives: The aim of this work is to find out competencies of fitness instructor and make a competency profile, containing competencies, which are important for excellent fitness instructor. Methods: I applied the method of interview and the method of research in my thesis. The interview was used to make a list of competencies of fitness instructor. The research was applied in the final part of making competency profile, for an attestation of ...

Nuclear safety and human competence

International Nuclear Information System (INIS)

Stefanescu, Petre

2001-01-01

Competence represents a very well defined ensemble of knowledge and skills, behavior modalities, standard procedures and judgement types that can be used in a given situation, without a priori learning. It is obvious that a person competence should fulfill the needs of the company he works for. For a Nuclear Power Plant operator competence is a constitutive part of his individuality. Competence includes: 1. Knowledge that can be classified in three main items: - procedural and declarative knowledge; - practical knowledge and skills; - fundamental knowledge. 2. 'Non cognitive' knowledge components, such as 'social information', team collective competence, safety education, risks perception and management. The last item presents a special interest for nuclear safety. On the other hand, competence level defines the quality of procedures applied in different operational situations. Competence - procedures relations are presented. Competence fundament results from operator activity analysis. The analyst has to take into consideration several phases of activity in which competence is highlighted like: - genesis, during formation; - transformation, during adaptation to a technical modification; - transfer, from expert to probationer. Competence is subject to a continuous transformation process due to technical and organizational evolutions and 'operator ageing'. Cognitive ageing of operators or the technical ageing of competence often appear to be superimposed. Technical progress acceleration increases the ageing effects of competence. Knowledge - skills dynamic relations are discussed. The changing of organizational form determines appearance of new competence gained from others domains or defined by multidisciplinary studies. Ergonomics can help the changing of organizational form through analysis of operators evolution activity which will generate new competence. Ergonomics can contribute to identify means of raising competence starting from learning process

Structural and Community Change Outcomes of the Connect-to-Protect Coalitions: Trials and Triumphs Securing Adolescent Access to HIV Prevention, Testing, and Medical Care.

Science.gov (United States)

Miller, Robin Lin; Reed, Sarah J; Chiaramonte, Danielle; Strzyzykowski, Trevor; Spring, Hannah; Acevedo-Polakovich, Ignacio D; Chutuape, Kate; Cooper-Walker, Bendu; Boyer, Cherrie B; Ellen, Jonathan M

2017-09-01

Connect to Protect (C2P), a 10-year community mobilization effort, pursued the dual aims of creating communities competent to address youth's HIV-related risks and removing structural barriers to youth health. We used Community Coalition Action Theory (CCAT) to examine the perceived contributions and accomplishments of 14 C2P coalitions. We interviewed 318 key informants, including youth and community leaders, to identify the features of coalitions' context and operation that facilitated and undermined their ability to achieve structural change and build communities' capability to manage their local adolescent HIV epidemic effectively. We coded the interviews using an a priori coding scheme informed by CCAT and scholarship on AIDS-competent communities. We found community mobilization efforts like C2P can contribute to addressing the structural factors that promote HIV-risk among youth and to community development. We describe how coalition leadership, collaborative synergy, capacity building, and local community context influence coalitions' ability to successfully implement HIV-related structural change, demonstrating empirical support for many of CCAT's propositions. We discuss implications for how community mobilization efforts might succeed in laying the foundation for an AIDS-competent community. © Society for Community Research and Action 2017.

LGBT Cultural Competence and Interventions to Help Oncology Nurses and Other Health Care Providers.

Science.gov (United States)

Radix, Asa; Maingi, Shail

2018-02-01

To define and give an overview of the importance of lesbian, gay, bisexual, and transgender (LGBT) cultural competency and offer some initial steps on how to improve the quality of care provided by oncology nurses and other health care professionals. A review of the existing literature on cultural competency. LGBT patients experience cancer and several other diseases at higher rates than the rest of the population. The reasons for these health care disparities are complex and include minority stress, fear of discrimination, lower rates of insurance, and lack of access to quality, culturally competent care. Addressing the health care disparities experienced by LGBT individuals and families requires attention to the actual needs, language, and support networks used by patients in these communities. Training on how to provide quality care in a welcoming and non-judgmental way is available and can improve health equity. Health care professionals and institutions that acquire cultural competency training can improve the overall health of LGBT patients who currently experience significant health care disparities. Copyright © 2017 Elsevier Inc. All rights reserved.

Strategies for developing competency models.

Science.gov (United States)

Marrelli, Anne F; Tondora, Janis; Hoge, Michael A

2005-01-01

There is an emerging trend within healthcare to introduce competency-based approaches in the training, assessment, and development of the workforce. The trend is evident in various disciplines and specialty areas within the field of behavioral health. This article is designed to inform those efforts by presenting a step-by-step process for developing a competency model. An introductory overview of competencies, competency models, and the legal implications of competency development is followed by a description of the seven steps involved in creating a competency model for a specific function, role, or position. This modeling process is drawn from advanced work on competencies in business and industry.

Preparation and Instructional Competency Needs of the New Dental Hygiene Educator: A Phenomenological Study

Science.gov (United States)

Donovan, Kelly

2017-01-01

This study focused on the instructional competency needs of new dental hygiene educators. The purpose of this qualitative and phenomenological study was twofold: (a) to explore the lived experiences and perceptions of 14 dental hygiene educators who have transitioned from clinical practice into the California Community College education system to…

On the Importance of Accounting for Competing Risks in Pediatric Brain Cancer: II. Regression Modeling and Sample Size

International Nuclear Information System (INIS)

Tai, Bee-Choo; Grundy, Richard; Machin, David

2011-01-01

Purpose: To accurately model the cumulative need for radiotherapy in trials designed to delay or avoid irradiation among children with malignant brain tumor, it is crucial to account for competing events and evaluate how each contributes to the timing of irradiation. An appropriate choice of statistical model is also important for adequate determination of sample size. Methods and Materials: We describe the statistical modeling of competing events (A, radiotherapy after progression; B, no radiotherapy after progression; and C, elective radiotherapy) using proportional cause-specific and subdistribution hazard functions. The procedures of sample size estimation based on each method are outlined. These are illustrated by use of data comparing children with ependymoma and other malignant brain tumors. The results from these two approaches are compared. Results: The cause-specific hazard analysis showed a reduction in hazards among infants with ependymoma for all event types, including Event A (adjusted cause-specific hazard ratio, 0.76; 95% confidence interval, 0.45-1.28). Conversely, the subdistribution hazard analysis suggested an increase in hazard for Event A (adjusted subdistribution hazard ratio, 1.35; 95% confidence interval, 0.80-2.30), but the reduction in hazards for Events B and C remained. Analysis based on subdistribution hazard requires a larger sample size than the cause-specific hazard approach. Conclusions: Notable differences in effect estimates and anticipated sample size were observed between methods when the main event showed a beneficial effect whereas the competing events showed an adverse effect on the cumulative incidence. The subdistribution hazard is the most appropriate for modeling treatment when its effects on both the main and competing events are of interest.

Intercultural Communication Ethics and Communication Competence%Intercultural Communication Ethics and Communication Competence

Institute of Scientific and Technical Information of China (English)

时婷洁

2012-01-01

This paper investigates intercultural communication ethics is a vital element to promote intercultural communication competence. Firstly, it defines the concept of intercultural communication ethics; Secondly, it illustrates the relation between ethics and the key point of intercultural communication competence; and finally addresses how intercultural communication ethics can improve intercultural communication competence.

Competencies required for occupational health nurses.

Science.gov (United States)

Kono, Keiko; Goto, Yuki; Hatanaka, Junko; Yoshikawa, Etsuko

2017-11-25

For occupational health (OH) nurses to perform activities effectively, not only skills and knowledge but also competencies proposed by Dr. McClelland are indispensable. This study aimed to identify competencies required for OH nurses and to show their structure diagram. Qualitative descriptive research was conducted from October 2010 to August 2011. Eight high-performing OH nurses participated, and data were collected from semi-structured interviews held for each nurse. Data were qualitatively and inductively analyzed using the KJ method. Seven competencies were identified: "self-growth competency," "OH nursing essence perpetuation competency," "strategic planning and duty fulfillment competency," "coordination competency," "client growth support competency," "team empowerment competency," and "creative competency." A structure diagram of the seven competencies was clarified. As the definitions of the competencies were different, the findings of competencies for OH nursing in the United States of America (USA) could not simply be compared with the findings of our study; however, all seven competencies were compatible with those in AAOHN model 1 and AAOHN model 2 in the USA. Our seven competencies are essential for OH nurses to perform activities that meet the expectations of employees and the employer.

Culturally Competent Diabetes Self-Management Education for Mexican Americans: The Starr County Border Health Initiative.

Science.gov (United States)

Brown, Sharon A.; Garcia, Alexandra A.; Kouzekanani, Kamiar; Hanis, Craig L.

2002-01-01

In a culturally competent diabetes self-management intervention in Starr County, Texas, bilingual Mexican American nurses, dieticians, and community workers provided weekly instruction on nutrition, self-monitoring, exercise and other self-care topics. A biweekly support group promoted behavior change. Interviews and examinations with 256 Mexican…

Competence without a competence pheromone in a natural isolate of Streptococcus infantis

DEFF Research Database (Denmark)

Ween, O; Teigen, S; Gaustad, P

2002-01-01

C and a two-component regulatory system encoded by comDE. Here we report that a natural isolate of a mitis group streptococcus (Atu-4) is competent for genetic transformation even though it has lost the gene encoding the competence pheromone. In contrast to other strains, induction of competence in Atu-4...

Competency-Based Training and Simulation: Making a "Valid" Argument.

Science.gov (United States)

Noureldin, Yasser A; Lee, Jason Y; McDougall, Elspeth M; Sweet, Robert M

2018-02-01

The use of simulation as an assessment tool is much more controversial than is its utility as an educational tool. However, without valid simulation-based assessment tools, the ability to objectively assess technical skill competencies in a competency-based medical education framework will remain challenging. The current literature in urologic simulation-based training and assessment uses a definition and framework of validity that is now outdated. This is probably due to the absence of awareness rather than an absence of comprehension. The following review article provides the urologic community an updated taxonomy on validity theory as it relates to simulation-based training and assessments and translates our simulation literature to date into this framework. While the old taxonomy considered validity as distinct subcategories and focused on the simulator itself, the modern taxonomy, for which we translate the literature evidence, considers validity as a unitary construct with a focus on interpretation of simulator data/scores.

Equilibrium vortex structures of type-II/1 superconducting films with washboard pinning landscapes

Science.gov (United States)

Wei, C. A.; Xu, X. B.; Xu, X. N.; Wang, Z. H.; Gu, M.

2018-05-01

We numerically study the equilibrium vortex structures of type-II/1 superconducting films with a periodic quasi-one-dimensional corrugated substrate. We show as a function of substrate period and pinning strength that, the vortex system displays a variety of vortex phases including arrays consisted of vortex clumps with different morphologies, ordered vortex stripes parallel and perpendicular to pinning troughs, and ordered one-dimensional vortex chains. Our simulations are helpful in understanding the structural modulations for extensive systems with both competing interactions and competing periodicities.

Yes We Can! A Community College Guide for Developing America's Underprepared.

Science.gov (United States)

McCabe, Robert H.

This book argues that most academically deficient students do not lack talent, but do lack preparation. Nearly half of students entering community colleges are underprepared, and fewer than half gain the competency needed to succeed in college-level courses. Community colleges have the capability to develop these talents for the benefit of the…

The role of the neonatal nurse practitioner in the community hospital level I nursery.

Science.gov (United States)

Hatch, Julie

2012-01-01

Neonatal nurse practitioners (NNPs) have played a significant role in providing medical coverage to many of the country's Level III neonatal intensive care units (NICUs). Extensive education and experience are required for a nurse practitioner (NP) to become competent in caring for these critically ill newborns. The NNP can take this competence and experience and expand her role out into the community Level I nurseries. Clinical care of the infants and close communication with parents, pediatricians, and the area tertiary center provide a community service with the goal of keeping parents and babies together in the community hospital without compromising the health of the baby. The NNP service, with 24-hour nursery and delivery coverage, supports an ongoing obstetric service to the community hospital. The NNP's experience enables her to provide a neonatal service that encompasses a multitude of advanced practice nursing roles.

Social Roles, Basic Need Satisfaction, and Psychological Health: The Central Role of Competence

Science.gov (United States)

Talley, Amelia E.; Kocum, Lucie; Schlegel, Rebecca J.; Molix, Lisa; Bettencourt, B. Ann

2016-01-01

The authors propose that competence need fulfillment within valued role domains (i.e., spouse, parent, worker) will account, in part, for associations between autonomy and relatedness need fulfillment and psychological health. Testing these assertions in cross-sectional and longitudinal surveys of women in two independent community samples, the findings are the first to formally examine whether the satisfaction of competence needs within social roles accounts for associations between other types of need satisfaction and affective outcomes as well as depressive symptomology. Evidence supporting the hypothesis was stronger when examining individuals’ affective health as compared to their depressive symptoms. Implications of the findings are discussed with regard to need fulfillment within social roles. PMID:22215698

Social roles, basic need satisfaction, and psychological health: the central role of competence.

Science.gov (United States)

Talley, Amelia E; Kocum, Lucie; Schlegel, Rebecca J; Molix, Lisa; Bettencourt, B Ann

2012-02-01

The authors propose that competence need fulfillment within valued role domains (i.e., spouse, parent, worker) will account, in part, for associations between autonomy and relatedness need fulfillment and psychological health. Testing these assertions in cross-sectional and longitudinal surveys of women in two independent community samples, the findings are the first to formally examine whether the satisfaction of competence needs within social roles accounts for associations between other types of need satisfaction and affective outcomes as well as depressive symptomology. Evidence supporting the hypothesis was stronger when examining individuals' affective health as compared to their depressive symptoms. Implications of the findings are discussed with regard to need fulfillment within social roles.

LGBT-Competence in Social Work Education: The Relationship of School Contexts to Student Sexual Minority Competence.

Science.gov (United States)

McCarty-Caplan, David

2018-01-01

This study examined the relationship between master of social work programs' (MSW) support of lesbian, gay, bisexual, and transgender people (LGBT-competence) and the sexual minority competence (LGB-competence) of social work students. Data were gathered from a sample of MSW program directors, faculty members, and students (N = 1385) within 34 MSW programs in the United States. A series of hierarchical linear models tested if a MSW program's LGBT-competence was associated with the LGB-competence of its students. Results showed a significant relationship between organizational LGBT-competence and individual LGB-competence within schools of social work, and that programs with greater LGBT-competence also had students who felt more competent to work with sexual minorities. These findings suggest schools of social work can take substantive action at an organizational level to improve the professional LGB-competence of future social workers. Implications for social work education are discussed.

Unleashing Natural Competence in Lactococcus lactis by Induction of the Competence Regulator ComX

Science.gov (United States)

Mulder, Joyce; Wels, Michiel; Kuipers, Oscar P.; Bron, Peter A.

2017-01-01

ABSTRACT In biotechnological workhorses like Streptococcus thermophilus and Bacillus subtilis, natural competence can be induced, which facilitates genetic manipulation of these microbes. However, in strains of the important dairy starter Lactococcus lactis, natural competence has not been established to date. However, in silico analysis of the complete genome sequences of 43 L. lactis strains revealed complete late competence gene sets in 2 L. lactis subsp. cremoris strains (KW2 and KW10) and at least 10 L. lactis subsp. lactis strains, including the model strain IL1403 and the plant-derived strain KF147. The remainder of the strains, including all dairy isolates, displayed genomic decay in one or more of the late competence genes. Nisin-controlled expression of the competence regulator comX in L. lactis subsp. lactis KF147 resulted in the induction of expression of the canonical competence regulon and elicited a state of natural competence in this strain. In contrast, comX expression in L. lactis NZ9000, which was predicted to encode an incomplete competence gene set, failed to induce natural competence. Moreover, mutagenesis of the comEA-EC operon in strain KF147 abolished the comX-driven natural competence, underlining the involvement of the competence machinery. Finally, introduction of nisin-inducible comX expression into nisRK-harboring derivatives of strains IL1403 and KW2 allowed the induction of natural competence in these strains also, expanding this phenotype to other L. lactis strains of both subspecies. IMPORTANCE Specific bacterial species are able to enter a state of natural competence in which DNA is taken up from the environment, allowing the introduction of novel traits. Strains of the species Lactococcus lactis are very important starter cultures for the fermentation of milk in the cheese production process, where these bacteria contribute to the flavor and texture of the end product. The activation of natural competence in this industrially

eCompetence Case Studies

DEFF Research Database (Denmark)

Jensen, Helle Bækkelund

2006-01-01

In this paper we present some details of the processes undertaken in the European eCompetence Initiative. We present two illustrative and representative case studies. The research aims to identify and understand patterns of individual and organisational eCompetence approaches.......In this paper we present some details of the processes undertaken in the European eCompetence Initiative. We present two illustrative and representative case studies. The research aims to identify and understand patterns of individual and organisational eCompetence approaches....

Understanding When and How Geoscientists Build Universal Skills and Competencies

Science.gov (United States)

Riggs, E. M.

2015-12-01

Geoscience educators and employers understand the pressing needs for the future workforce to be well-prepared in universal skills and competencies. At the undergraduate and graduate level today, most programs do a good job of this preparation, and employers are finding qualified applicants. However, with workforce needs in the geosciences projected to steadily outstrip supply in coming decades, and with many employers having to do substantial additional training on arrival for new hires, research informing curriculum design and skills development needs to be a priority. The projected retirement of seasoned professionals exacerbates this need and underscores the need to better understand the nature and structure of geoscience skills and competencies at the expert level. A workshop on Synthesizing Geoscience Education Research at the inaugural Earth Educator's Rendezvous began work on assembling a community-wide inventory of research progress. Groups began an assessment of our understanding of key skills in the geosciences as well as curricular approaches to maximize teaching effectiveness and recruitment and retention. It is clear that we have made basic progress on understanding spatial and temporal thinking, as well as systems thinking and geologic problem solving. However, most of this research is in early stages, limited to local populations, disciplines or contexts. Curricular innovations in the integration of quantitative, field-specific and computational techniques are also mostly local or limited in scope. Many programs also locally incorporate an explicit non-technical component, e.g. writing, business, and legal content or experience in team-based project-driven work. Despite much good practitioner wisdom, and a small but growing research base on effectiveness and best practices, we have much yet to learn about geoscience education, especially at the graduate and professional level. We remain far from a universal understanding of these skills and

Soft Skill Competencies, Hard Skill Competencies, and Intention to Become Entrepreneur of Vocational Graduates (P.119-132

Directory of Open Access Journals (Sweden)

Benedicta Prihatin Dwi Riyanti

2017-02-01

Full Text Available This study aimed to determine the effect of soft skill competencies and hard skill competencies to the intention to become entrepreneur in the vocational school graduates. Hard skill entrepreneurial competencies are competencies that are needed to running business. Meanwhile for soft skill competencies are competencies related to aspects of personality and cognitive style. Population in this research is vocational graduates in Jakarta and Jogjakarta. The sampling technique used is incidental sampling. We used measuring instruments as follow:  the intention to become entrepreneur of Shapero & Sokol (in Riyanti, 2009. soft skill competencies of Spencer & Spencer (1993 and hard skill competencies of Chou. Shen. Hsiou & Chen. 2010. The regression analysis of the 258 respondents showed significant effect of soft skill competencies (initiative. self-confidence and assertiveness to the intention to become entrepreneur in the vocational school graduates. There are significant effect hard skill competencies (human resources capability competency and production capability competency to the intention to be entrepreneur. Based on the results. we suggested that the learning process should be more emphasis on direct practice so that more competencies can be formed on vocational school graduates.Keywords: entrepreneur,competency,intention

Remediation in the Context of the Competencies: A Survey of Pediatrics Residency Program Directors

Science.gov (United States)

Riebschleger, Meredith P.; Haftel, Hilary M.

2013-01-01

Background The 6 competencies defined by the Accreditation Council for Graduate Medical Education provide the framework of assessment for trainees in the US graduate medical education system, but few studies have investigated their impact on remediation. Methods We obtained data via an anonymous online survey of pediatrics residency program directors. For the purposes of the survey, remediation was defined as “any form of additional training, supervision, or assistance above that required for a typical resident.” Respondents were asked to quantify 3 groups of residents: (1) residents requiring remediation; (2) residents whose training was extended for remediation purposes; and (3) residents whose training was terminated owing to issues related to remediation. For each group, the proportion of residents with deficiencies in each of the 6 competencies was calculated. Results In all 3 groups, deficiencies in medical knowledge and patient care were most common; deficiencies in professionalism and communication were moderately common; and deficiencies in systems-based practice and practice-based learning and improvement were least common. Residents whose training was terminated were more likely to have deficiencies in multiple competencies. Conclusion Although medical knowledge and patient care are reported most frequently, deficiencies in any of the 6 competencies can lead to the need for remediation in pediatrics residents. Residents who are terminated are more likely to have deficits in multiple competencies. It will be critical to develop and refine tools to measure achievement in all 6 competencies as the graduate medical education community may be moving further toward individualized training schedules and competency-based, rather than time-based, training. PMID:24404228

Competence Based Educational Metadata for Supporting Lifelong Competence Development Programmes

NARCIS (Netherlands)

Sampson, Demetrios; Fytros, Demetrios

2008-01-01

Sampson, D., & Fytros, D. (2008). Competence Based Educational Metadata for Supporting Lifelong Competence Development Programmes. In P. Diaz, Kinshuk, I. Aedo & E. Mora (Eds.), Proceedings of the 8th IEEE International Conference on Advanced Learning Technologies (ICALT 2008), pp. 288-292. July,

Comparative Analysis of Ukrainian and Foreign Scholars' Views on Interpretation of Such Terms as Competency, Professional Competency, Professional Competency of Technicians in Food Technology

Science.gov (United States)

Yakovchuk, Olha

2017-01-01

The article deals with a comparative analysis of the content of such terms as competency, competence and professional competency of technicians in food technology. Special attention has been given to domestic and foreign scholars' research findings on the matter in order to consider the genesis of the term "competency" and its spreading…

An Organization's Extended (Soft) Competencies Model

Science.gov (United States)

Rosas, João; Macedo, Patrícia; Camarinha-Matos, Luis M.

One of the steps usually undertaken in partnerships formation is the assessment of organizations’ competencies. Typically considered competencies of a functional or technical nature, which provide specific outcomes can be considered as hard competencies. Yet, the very act of collaboration has its specific requirements, for which the involved organizations must be apt to exercise other type of competencies that affect their own performance and the partnership success. These competencies are more of a behavioral nature, and can be named as soft-competencies. This research aims at addressing the effects of the soft competencies on the performance of the hard ones. An extended competencies model is thus proposed, allowing the construction of adjusted competencies profiles, in which the competency levels are adjusted dynamically according to the requirements of collaboration opportunities.

Relationship between perceived competence and performance during real and virtual motor tasks by children with developmental coordination disorder.

Science.gov (United States)

Engel-Yeger, Batya; Sido, Rotem; Mimouni-Bloch, Aviva; Weiss, Patrice L

2017-10-01

(i) To compare children with DCD and typically developing participants via standard motor assessments, two interactive virtual games, measures of physical, social and cognitive self-competence and feedback while playing the virtual games and (ii) To examine the contribution of age and each motor assessment to predict self-competence. Participants were 25 boys with DCD and 25 typically developing boys, aged 5-9 years. They completed the M-ABC-2, the Pictorial Scale of Perceived Competence, the 6-Minute Walk Test, and then played the two Kinect games and completed the Short Feedback Questionnaire for Children. Children with DCD showed lower physical competence and lower performance than the typical controls in all standard motor assessments. This performance significantly correlated with the children achievements in part of virtual games and with their self-perceived experience while performing within virtual environments. Among the DCD group, Kinect Running game significantly predicted physical and social competence. The significant correlations between the virtual games and standard motor assessments support the feasibility of using these games when evaluating children with DCD for the richer profile they provide. Implications for rehabilitation Clinicians should refer to the impacts of DCD on child's self-competence and daily life. Technological rehabilitation and the use of VR games have the potential to improve self-competence of children with DCD. By including VR games that simulate real life in the intervention for DCD, clinicians may raise child's enjoyment, self-competence and involvement in therapy.

Electrocardiographic interpretation skills of cardiology residents: are they competent?

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Sibbald, Matthew; Davies, Edward G; Dorian, Paul; Yu, Eric H C

2014-12-01

Achieving competency at electrocardiogram (ECG) interpretation among cardiology subspecialty residents has traditionally focused on interpreting a target number of ECGs during training. However, there is little evidence to support this approach. Further, there are no data documenting the competency of ECG interpretation skills among cardiology residents, who become de facto the gold standard in their practice communities. We tested 29 Cardiology residents from all 3 years in a large training program using a set of 20 ECGs collected from a community cardiology practice over a 1-month period. Residents interpreted half of the ECGs using a standard analytic framework, and half using their own approach. Residents were scored on the number of correct and incorrect diagnoses listed. Overall diagnostic accuracy was 58%. Of 6 potentially life-threatening diagnoses, residents missed 36% (123 of 348) including hyperkalemia (81%), long QT (52%), complete heart block (35%), and ventricular tachycardia (19%). Residents provided additional inappropriate diagnoses on 238 ECGs (41%). Diagnostic accuracy was similar between ECGs interpreted using an analytic framework vs ECGs interpreted without an analytic framework (59% vs 58%; F(1,1333) = 0.26; P = 0.61). Cardiology resident proficiency at ECG interpretation is suboptimal. Despite the use of an analytic framework, there remain significant deficiencies in ECG interpretation among Cardiology residents. A more systematic method of addressing these important learning gaps is urgently needed. Copyright © 2014 Canadian Cardiovascular Society. Published by Elsevier Inc. All rights reserved.

Cultural competency: providing quality care to diverse populations.

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Betancourt, Joseph R

2006-12-01

The goal of this paper is to define cultural competence and present a practical framework to address crosscultural challenges that emerge in the clinical encounter, with a particular focus on the issue of nonadherence. English-language literature, both primary and reports from various agencies, and the author's personal experiences in clinical practice. Relevant literature on patient-centered care and cultural competence. There is a growing literature that delineates the impact of sociocultural factors, race, ethnicity, and limited-English proficiency on health and clinical care. The field of cultural competence focuses on addressing these issues. Health care providers need a practical set of tools and skills that will enable them to provide quality care to patients during a brief encounter, whatever differences in background that may exist. Cultural competence has evolved from the gathering of information and making of assumptions about patients on the basis of their sociocultural background to the development of skills to implement the principles of patient-centered care. This patient-based approach to cross-cultural care consists of first, assessing core cross-cultural issues; second, exploring the meaning of the illness to the patient; third, determining the social context in which the patient lives; and fourth, engaging in negotiation with the patient to encourage adherence. Addressing adherence is a particularly challenging issue, the determinants of which are multifactorial, and the ESFT (explanatory/social/fears/treatment) model--derived from the patient-based approach--is a tool that identifies barriers to adherence and provides strategies to address them. It obviously is impossible to learn everything about every culture and that should not be expected. Instead, we should learn about the communities we care for. More important, we should have a framework that allows us to provide appropriate care for any patient--one that deals with issues of adherence

Validating competencies for an undergraduate training program in rural medicine using the Delphi technique.

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Gouveia, Eneline Ah; Braga, Taciana D; Heráclio, Sandra A; Pessoa, Bruno Henrique S

2016-01-01

Worldwide, half the population lives in rural or remote areas; however, less than 25% of doctors work in such regions. Despite the continental dimensions of Brazil and its enormous cultural diversity, only some medical schools in this country offer students the opportunity to acquire work experience focused on medicine in rural or remote areas. The objective of the present study was to develop a framework of competencies for a longitudinal medical training program in rural medicine as an integrated part of medical training in Brazil. Two rounds of a modified version of the Delphi technique were conducted. Initially, a structured questionnaire was elaborated, based on a literature review. This questionnaire was submitted to the opinion of 20 panelists affiliated with the Rural Medicine Working Party of the Brazilian Society of Family and Community Medicine. The panelists were asked to evaluate the relevance of the competencies using a five-point Likert-type scale. In this study, the consensus criterion for a competency to be included in the framework was it being deemed 'very important' or 'indispensable' by a simple majority of the participants, while the criterion for excluding a competency was that a simple majority of the panel members considered that it 'should not be included' or was 'of little importance'. When a consensus was not reached regarding a given competency, it was submitted to a second round to enable the panelists to re-evaluate the now dichotomized questions. Compliance in responding to the questionnaire was better among the panelists predominantly involved in teaching activities (85%; n=12) compared to those working principally in patient care (45%; n=8). The questionnaire consisted of 26 core competencies and 165 secondary competencies. After evaluation by the specialists, all the 26 core competencies were classified as relevant, with none being excluded and only eight secondary competencies failing to achieve a consensus. No new competencies

Towards Religious/Spiritual Competence for Applied Psychologists in NHS Settings in the UK

OpenAIRE

Koce, Precious

2013-01-01

The profession of psychology in the UK is gradually showing signs of renewed interest in the area of religion/spirituality (e.g., Collicut, 2011). The present study aimed to (i) explore applied psychologists‟ accounts of their practice in the NHS, UK, with clients with religious/spiritual issues; and (ii) from these accounts identify participants‟ indications of religious/spiritual competencies. Thematic analysis as outlined by Braun and Clarke (2006) was employed and subscribed to a critical...

Competence and competency of high school teacher as the components of his innovative development

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I. K. Yarmola

2013-10-01

Full Text Available Priority direction of state policy concerning the development of higher education inUkraineis to prepare qualified and competitive staff in the labor market. The high level of competence and scientific competence along with pedagogical craftsmanship and psychological culture of teachers is condition for improving the efficiency of the educational process in higher education. Aim of research was theoretical justification importance of competence and competency of high school teacher for the establishment his innovation potential. In the article the analysis of interpretation of the terms competence and competency in various scientific sources and scientific works of individual authors were presented. Moreover important are ability to creativity, solving of problem’s tasks, ingenuity, flexibility and criticality mind, intuition, originality and self-confidence; ability to formulate and solve non-standard tasks; ability to analyse, synthesis and combination, to share experiences, predictions, etc.. Emotionally-shaped quality represented by the following components as spirituality, the emotional upsurge in creative situations; associativity, imagination, sense of novelty, sensitivity to contradictions, empathy; insight, ability to see the familiar in an unfamiliar; overcome the stereotypes; risk appetite, desire for freedom. The general regularities of formation of research competence have been detected. In particular, the formation carried out through the development of competencies invariant character and increasing of specialized skills. It is proved that scientific and research competence is determined primarily by the system of teacher's professional education and self-education. The most important objective characteristics that reflect the competence of teachers in the field R & D is the total number of publications, number of scientific articles, monographs, and also won grants, competitions, etc. Moreover the level of competence in the

ACCP Clinical Pharmacist Competencies.

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Saseen, Joseph J; Ripley, Toni L; Bondi, Deborah; Burke, John M; Cohen, Lawrence J; McBane, Sarah; McConnell, Karen J; Sackey, Bryan; Sanoski, Cynthia; Simonyan, Anahit; Taylor, Jodi; Vande Griend, Joseph P

2017-05-01

The purpose of the American College of Clinical Pharmacy (ACCP) is to advance human health by extending the frontiers of clinical pharmacy. Consistent with this mission and its core values, ACCP is committed to ensuring that clinical pharmacists possess the knowledge, skills, attitudes, and behaviors necessary to deliver comprehensive medication management (CMM) in team-based, direct patient care environments. These components form the basis for the core competencies of a clinical pharmacist and reflect the competencies of other direct patient care providers. This paper is an update to a previous ACCP document and includes the expectation that clinical pharmacists be competent in six essential domains: direct patient care, pharmacotherapy knowledge, systems-based care and population health, communication, professionalism, and continuing professional development. Although these domains align with the competencies of physician providers, they are specifically designed to better reflect the clinical pharmacy expertise required to provide CMM in patient-centered, team-based settings. Clinical pharmacists must be prepared to complete the education and training needed to achieve these competencies and must commit to ongoing efforts to maintain competence through ongoing professional development. Collaboration among stakeholders will be needed to ensure that these competencies guide clinical pharmacists' professional development and evaluation by educational institutions, postgraduate training programs, professional societies, and employers. © 2017 Pharmacotherapy Publications, Inc.

Better arthritis care: Patients' expectations and priorities, the competencies that community-based health professionals need to improve their care of people with arthritis?

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Erwin, J; Edwards, K; Woolf, A; Whitcombe, S; Kilty, S

2018-03-01

The aim of the present study was to identify the competencies that patients think non-specialist community-based nurses and allied health professionals (AHPs) need to enable them to assess, care for and manage arthritis appropriately. Four face-to-face focus groups were held with a total of 16 women and nine men with arthritis, to discuss the care they received from community-based health professionals, the skills and knowledge they expected from community-based health professionals and what they prioritized. People with arthritis wanted health providers to have an understanding of the difference between inflammatory arthritis (IA) and osteoarthritis (OA), of how serious OA can be, and of the unpredictability of IA and flares. They emphasized the need for nurses and AHPs to understand the psychosocial impact of arthritis on individuals, family and friends, and the psychological adjustment needed when diagnosed with IA. They wanted community-based health professionals to have some knowledge of the types of drug treatments that people with IA receive and the implications of taking immunosuppressive drugs. They also wanted them to understand the pain associated with arthritis, particularly OA, which participants felt was not taken seriously enough. They wanted nurses and AHPs in the community to be able to give basic advice on pacing and pain management, to make multidisciplinary referrals, to communicate effectively between referral points and to be able to signpost people to sources of help and good, reliable sources of education and information (especially for OA). They also wanted them to understand that patients who have had a diagnosis for a long time are the experts in their own disease. Other areas which were emphasized as being important were good communication skills and taking a holistic approach to caring for people with arthritis. OA and IA differ significantly, both in their nature and their management. However, patients with arthritis want health

Community pharmacists as educators in Danish residential facilities: a qualitative study.

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Mygind, Anna; El-Souri, Mira; Pultz, Kirsten; Rossing, Charlotte; Thomsen, Linda A

2017-08-01

To explore experiences with engaging community pharmacists in educational programmes on quality and safety in medication handling in residential facilities for the disabled. A secondary analysis of data from two Danish intervention studies where community pharmacists were engaged in educational programmes. Data included 10 semi-structured interviews with staff, five semi-structured interviews and three open-ended questionnaires with residential facility managers, and five open-ended questionnaires to community pharmacists. Data were thematically coded to identify key points pertaining to the themes 'pharmacists as educators' and 'perceived effects of engaging pharmacists in competence development'. As educators, pharmacists were successful as medicines experts. Some pharmacists experienced pedagogical challenges. Previous teaching experience and obtained knowledge of the local residential facility before teaching often provided sufficient pedagogical skills and tailored teaching to local needs. Effects of engaging community pharmacists included in most instances improved cooperation between residential facilities and community pharmacies through a trustful relationship and improved dialogue about the residents' medication. Other effects included a perception of improved patient safety, teaching skills and branding of the pharmacy. Community pharmacists provide a resource to engage in educational programmes on medication handling in residential facilities, which may facilitate improved cooperation between community pharmacies and residential facilities. However, development of pedagogical competences and understandings of local settings are prerequisites for facilities and pharmacists to experience the programmes as successful. © 2016 Royal Pharmaceutical Society.

Nursing Competency: Definition, Structure and Development.

Science.gov (United States)

Fukada, Mika

2018-03-01

Nursing competency includes core abilities that are required for fulfilling one's role as a nurse. Therefore, it is important to clearly define nursing competency to establish a foundation for nursing education curriculum. However, while the concepts surrounding nursing competency are important for improving nursing quality, they are still not yet completely developed. Thus, challenges remain in establishing definitions and structures for nursing competency, competency levels necessary for nursing professionals, training methods and so on. In the present study, we reviewed the research on definitions and attributes of nursing competency in Japan as well as competency structure, its elements and evaluation. Furthermore, we investigated training methods to teach nursing competency.

Leadership Competences Among Managers

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Anna Baczynska

2017-06-01

Full Text Available Purpose: The aim of this paper is to present the results of a survey conducted among managers (N=38 in the framework of the project “Development of the Bounded Leadership Theory”. The research juxtaposes two types of variables: (1 leadership competencies outlined in Kozminski’s theory (i.e. anticipatory, visionary, value-creating, mobilizing, self-reflection with (2 three psychological predispositions of leaders, such as intelligence, personality and ability to influence others. The tested predispositions represented three groups: non-variable traits, or permanent characteristics (intelligence, partially variable characteristics (personality and variable characteristics (influence tactics. Methodology: A total of 38 middle and senior managers, students of the MBA programme at Kozminski University, took part in the survey. Participants flled out a preliminary version of the Leadership Competence Questionnaire, as well as tests pertaining to intelligence, personality and influence tactics. The hypotheses were tested using Spearman’s rho correlation. The research has brought interesting results relating to the correlation between the fve tested competencies and leadership predispositions. Findings: Permanent and partly stable characteristics do not correlate with leadership competencies, i.e. a high score in leadership competencies is not necessarily synonymous with high intelligence levels or positive personality traits. Correlations have been observed between mobilization skills and influence tactics in the surveyed sample, i.e. legitimacy and personal appeals that leaders have recourse to and, in the case of value-creating competencies, an interesting correlation with legitimacy. Originality: The study constitutes an important contribution to the extant literature, as – first and foremost – it represents a new approach to the understanding of leadership competencies. Secondly, it reveals correlations between complex skills, i

Competency-based education: programme design and challenges to implementation.

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Gruppen, Larry D; Burkhardt, John C; Fitzgerald, James T; Funnell, Martha; Haftel, Hilary M; Lypson, Monica L; Mullan, Patricia B; Santen, Sally A; Sheets, Kent J; Stalburg, Caren M; Vasquez, John A

2016-05-01

Competency-based education (CBE) has been widely cited as an educational framework for medical students and residents, and provides a framework for designing educational programmes that reflect four critical features: a focus on outcomes, an emphasis on abilities, a reduction of emphasis on time-based training, and promotion of learner centredness. Each of these features has implications and potential challenges for implementing CBE. As an experiment in CBE programme design and implementation, the University of Michigan Master of Health Professions Education (UM-MHPE) degree programme was examined for lessons to be learned when putting CBE into practice. The UM-MHPE identifies 12 educational competencies and 20 educational entrustable professional activities (EPAs) that serve as the vehicle for both learning and assessment. The programme also defines distinct roles of faculty members as assessors, mentors and subject-matter experts focused on highly individualised learning plans adapted to each learner. Early experience with implementing the UM-MHPE indicates that EPAs and competencies can provide a viable alternative to traditional courses and a vehicle for rigorous assessment. A high level of individualisation is feasible but carries with it significant costs and makes intentional community building essential. Most significantly, abandoning a time-based framework is a difficult innovation to implement in a university structure that is predicated on time-based education. © 2016 John Wiley & Sons Ltd.

Surgical competence.

Science.gov (United States)

Patil, Nivritti G; Cheng, Stephen W K; Wong, John

2003-08-01

Recent high-profile cases have heightened the need for a formal structure to monitor achievement and maintenance of surgical competence. Logbooks, morbidity and mortality meetings, videos and direct observation of operations using a checklist, motion analysis devices, and virtual reality simulators are effective tools for teaching and evaluating surgical skills. As the operating theater is also a place for training, there must be protocols and guidelines, including mandatory standards for supervision, to ensure that patient care is not compromised. Patients appreciate frank communication and honesty from surgeons regarding their expertise and level of competence. To ensure that surgical competence is maintained and keeps pace with technologic advances, professional registration bodies have been promoting programs for recertification. They evaluate performance in practice, professional standing, and commitment to ongoing education.

What Pauline Doesn't Know: Using Guided Fiction Writing to Educate Health Professionals about Cultural Competence.

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Saffran, Lise

2017-01-07

Research linking reading literary fiction to empathy supports health humanities programs in which reflective writing accompanies close readings of texts, both to explore principles of storytelling (narrative arc and concrete language) and to promote an examination of biases in care. Little attention has been paid to the possible contribution of guided fiction-writing in health humanities curricula toward enhancing cultural competence among health professionals, both clinical and community-based. Through an analysis of the short story "Pie Dance" by Molly Giles, juxtaposed with descriptions of specific writing exercises, this paper explains how the demands of writing fiction promote cultural competency.

Preparing new nurse graduates for practice in multiple settings: a community-based academic-practice partnership model.

Science.gov (United States)

West, Nikki; Berman, Audrey; Karshmer, Judith; Prion, Susan; Van, Paulina; Wallace, Jonalyn

2014-06-01

Responding to local and national concerns about the nursing workforce, the California Institute for Nursing and Health Care worked with private and public funders and community health care partners to establish community-based transition-to-practice programs for new RN graduates unable to secure nursing positions in the San Francisco Bay Area. The goals were to retain new RN graduates in nursing and further develop their skills and competencies to increase their employability. Leaders from academic and inpatient, ambulatory, and community-based practice settings, as well as additional community partners, collaboratively provided four 12- to 16-week pilot transition programs in 2010-2011. A total of 345 unemployed new nurse graduates enrolled. Eighty-four percent of 188 respondents to a post-program survey were employed in inpatient and community settings 3 months after completion. Participants and clinical preceptors also reported increases in confidence and competence. Copyright 2014, SLACK Incorporated.

Competency development and labour remuneration system

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T. V. Sabetova

2016-01-01

Full Text Available This article addresses the problems of competency development and of competency-based approach to labour stimulation. The objective of the performed research was to determine the key types of professional competencies, their influence upon work performance, and way of their development. Two variants of competency understanding are outlined depending on the actual performance enabled by the competency presence and maturity: competency as an employee’s potential, and competency as the measure of labour activity goal achievement, which is in fact the realization of the potential. The system of labour remuneration based on the competency approach and including three types of bonuses was worked out. It includes minimum bonus applied for one-time reward of an employee’s success, qualification bonus requiring formal proof of the qualification level, bonus rewarding successful competency appliance. The competency classification based on three key features was suggested for more efficient analysis of competency appliance opportunities: maturity, or development degree; source or way of acquire ment; scope of possible appliance. The need to spend time and effort for obtaining and developing nearly all possible competencies was po inted out. Special attention is paid to forming labour competencies during the period of a person’s life when he is emp loyed. The sources of the competency formation for the employees were discussed and the problem of performing competency development activities at the expense of other types of activities was stressed out. The conclusion was made, that the employers and em ployees need to share the weight of means and efforts required for competency formation and development to enable the latter to perfo rm their duties more effectively in the future.

The development and application of bioinformatics core competencies to improve bioinformatics training and education.

Science.gov (United States)

Mulder, Nicola; Schwartz, Russell; Brazas, Michelle D; Brooksbank, Cath; Gaeta, Bruno; Morgan, Sarah L; Pauley, Mark A; Rosenwald, Anne; Rustici, Gabriella; Sierk, Michael; Warnow, Tandy; Welch, Lonnie

2018-02-01

Bioinformatics is recognized as part of the essential knowledge base of numerous career paths in biomedical research and healthcare. However, there is little agreement in the field over what that knowledge entails or how best to provide it. These disagreements are compounded by the wide range of populations in need of bioinformatics training, with divergent prior backgrounds and intended application areas. The Curriculum Task Force of the International Society of Computational Biology (ISCB) Education Committee has sought to provide a framework for training needs and curricula in terms of a set of bioinformatics core competencies that cut across many user personas and training programs. The initial competencies developed based on surveys of employers and training programs have since been refined through a multiyear process of community engagement. This report describes the current status of the competencies and presents a series of use cases illustrating how they are being applied in diverse training contexts. These use cases are intended to demonstrate how others can make use of the competencies and engage in the process of their continuing refinement and application. The report concludes with a consideration of remaining challenges and future plans.

The development and application of bioinformatics core competencies to improve bioinformatics training and education

Science.gov (United States)

Brooksbank, Cath; Morgan, Sarah L.; Rosenwald, Anne; Warnow, Tandy; Welch, Lonnie

2018-01-01

Bioinformatics is recognized as part of the essential knowledge base of numerous career paths in biomedical research and healthcare. However, there is little agreement in the field over what that knowledge entails or how best to provide it. These disagreements are compounded by the wide range of populations in need of bioinformatics training, with divergent prior backgrounds and intended application areas. The Curriculum Task Force of the International Society of Computational Biology (ISCB) Education Committee has sought to provide a framework for training needs and curricula in terms of a set of bioinformatics core competencies that cut across many user personas and training programs. The initial competencies developed based on surveys of employers and training programs have since been refined through a multiyear process of community engagement. This report describes the current status of the competencies and presents a series of use cases illustrating how they are being applied in diverse training contexts. These use cases are intended to demonstrate how others can make use of the competencies and engage in the process of their continuing refinement and application. The report concludes with a consideration of remaining challenges and future plans. PMID:29390004

The Challenge of Cultural Competency in the Multicultural 21st Century: A Conceptual Model to Guide Occupational Therapy Practice

Directory of Open Access Journals (Sweden)

Wesam Darawsheh

2015-04-01

Full Text Available bstract Background: Occupational therapists increasingly encounter clients from diverse cultural backgrounds and need to meet their professional obligation of delivering culturally competent practice. Yet the process of cultural competency is poorly understood in occupational therapy practice. There is a need for a clear understanding of the meaning and process of cultural competency as it is enacted in practice with a wide range of individuals from culturally diverse backgrounds. Aim: To investigate the process, stages, characteristics, and requirements of cultural competency as practiced by experienced occupational therapists. Method: Semi-structured interviews were carried out with 13 community occupational therapists experienced in delivering occupational therapy services in clients’ homes in a culturally diverse area in London, England. Findings: Interview data were analyzed and ordered into the format of a conceptual process model where cultural competency formed the core concept. The model of cultural competency that emerged from this study comprised six stages: cultural awareness, cultural preparedness, a cultural picture of the person, cultural responsiveness, cultural readiness, and cultural competence. Conclusion: Cultural competency is a complex process that needs to be based on underpinning occupational theory and actualized at the level of practice. Further research is needed to test out the model and illuminate the process of cultural competency in different areas of occupational therapy practice.

Nursing Competency: Definition, Structure and Development

Science.gov (United States)

Fukada, Mika

2018-01-01

Nursing competency includes core abilities that are required for fulfilling one’s role as a nurse. Therefore, it is important to clearly define nursing competency to establish a foundation for nursing education curriculum. However, while the concepts surrounding nursing competency are important for improving nursing quality, they are still not yet completely developed. Thus, challenges remain in establishing definitions and structures for nursing competency, competency levels necessary for nursing professionals, training methods and so on. In the present study, we reviewed the research on definitions and attributes of nursing competency in Japan as well as competency structure, its elements and evaluation. Furthermore, we investigated training methods to teach nursing competency. PMID:29599616

Guiding the Process of Culturally Competent Care With Hispanic Patients: A Grounded Theory Study.

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Sobel, Linda L; Metzler Sawin, Erika

2016-05-01

To explore nursing care actions that lead to culturally competent care for Hispanic patients. Nurses report apprehension when delivering nursing care because of language barriers and a lack of Hispanic cultural understanding. Research is needed to inform culturally aware nursing practice actions for Hispanic patients. The study used a qualitative, grounded theory design to address the questions: (a) What cultural knowledge should nurses have when caring for Hispanic patients and families and (b) What nursing actions should nurses take to provide culturally competent care? Hispanic lay health promoters and Hispanic community members were interviewed to make recommendations for care. A model was identified that informs culturally competent nursing care. "Connectedness," the central phenomenon, describes nursing actions and contains subthemes explaining influences on nursing care. "Up to You" and "At the Mercy of the System" are descriptive themes influencing connectedness. Connectedness is central to culturally well-informed nurse-patient interactions. © The Author(s) 2014.

Negotiating Competing Goals in the Development of an Urban Ecology Practitioner Inquiry Community

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Piazza, Peter; McNeill, Katherine L.

2013-01-01

Teacher learning communities are hailed by many as vehicles for reforming and elevating the professional status of teaching. While much research explores teacher community as a venue for measurable gains, our research examines the orientation of practitioner inquiry toward critical debate about effective instruction. Specifically, our study…

Online Contract Training: Applying Organization Theory to Reconcile Competing Missions within Community Colleges

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Ghosh, Rajashi; Githens, Rod P.

2011-01-01

Community colleges in the United States have become major providers of human resource development services, particularly through offering workforce development training to local employers. The addition of workforce development services to community colleges is a fairly recent phenomenon. Some see workforce development efforts as diluting community…

Georgia AVC Meets Student and Community Needs

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Lambert, William E.; Roberts, Ann M.

1974-01-01

The Houston Vocational Center's scheduling system provides for an innovative sharing of facilities by secondary and postsecondary students in 14 vocational education fields. Community support for the Center is high; the businessmen are looking forward to employing competent graduates and none were asked to bear any additional financial burden. (AG)

Leadership Competences in Slovenian Health Care

Science.gov (United States)

KOVAČIČ, Helena; RUS, Andrej

2015-01-01

Background Leadership competences play an important role for the success of effective leadership. The purpose of this study was to examine leadership competences of managers in the healthcare sector in Slovenia. Methods Data were collected in 2008. The research included 265 employees in healthcare and 267 business managers. Respondents assessed their level of 16 leadership relevant competences on a 7-point Likert-type scale. Results Test of differences between competences and leader position of health care professionals yielded statistically significant differences between leader and non-leader positions. Leaders gave strongest emphasis to interpersonal and informational competences, while regarding decision making competences, the differences between leaders and other employees are not that significant. When comparing competences of healthcare managers with those of business managers, results show that healthcare managers tend to give weaker emphasis to competences related to all three managerial roles than business managers. Conclusions The study showed that in Slovenian health care, leaders distinguish themselves from other employees in some leadership competences. In addition, all three dimensions of leadership competences significantly distinguished the group of healthcare managers from the business managers, which indicates a serious lag in leadership competences among leaders in Slovenian healthcare. PMID:27646617

Leadership Competences in Slovenian Health Care.

Science.gov (United States)

Kovačič, Helena; Rus, Andrej

2015-03-01

Leadership competences play an important role for the success of effective leadership. The purpose of this study was to examine leadership competences of managers in the healthcare sector in Slovenia. Data were collected in 2008. The research included 265 employees in healthcare and 267 business managers. Respondents assessed their level of 16 leadership relevant competences on a 7-point Likert-type scale. Test of differences between competences and leader position of health care professionals yielded statistically significant differences between leader and non-leader positions. Leaders gave strongest emphasis to interpersonal and informational competences, while regarding decision making competences, the differences between leaders and other employees are not that significant. When comparing competences of healthcare managers with those of business managers, results show that healthcare managers tend to give weaker emphasis to competences related to all three managerial roles than business managers. The study showed that in Slovenian health care, leaders distinguish themselves from other employees in some leadership competences. In addition, all three dimensions of leadership competences significantly distinguished the group of healthcare managers from the business managers, which indicates a serious lag in leadership competences among leaders in Slovenian healthcare.

Consensus Guidelines for Practical Competencies in Anatomic Pathology and Laboratory Medicine for the Undifferentiated Graduating Medical Student.

Science.gov (United States)

Magid, Margret S; Shah, Darshana T; Cambor, Carolyn L; Conran, Richard M; Lin, Amy Y; Peerschke, Ellinor I B; Pessin, Melissa S; Harris, Ilene B

2015-01-01

The practice of pathology is not generally addressed in the undergraduate medical school curriculum. It is desirable to develop practical pathology competencies in the fields of anatomic pathology and laboratory medicine for every graduating medical student to facilitate (1) instruction in effective utilization of these services for optimal patient care, (2) recognition of the role of pathologists and laboratory scientists as consultants, and (3) exposure to the field of pathology as a possible career choice. A national committee was formed, including experts in anatomic pathology and/or laboratory medicine and in medical education. Suggested practical pathology competencies were developed in 9 subspecialty domains based on literature review and committee deliberations. The competencies were distributed in the form of a survey in late 2012 through the first half of 2013 to the medical education community for feedback, which was subjected to quantitative and qualitative analysis. An approval rate of ≥80% constituted consensus for adoption of a competency, with additional inclusions/modifications considered following committee review of comments. The survey included 79 proposed competencies. There were 265 respondents, the majority being pathologists. Seventy-two percent (57 of 79) of the competencies were approved by ≥80% of respondents. Numerous comments (N = 503) provided a robust resource for qualitative analysis. Following committee review, 71 competencies (including 27 modified and 3 new competencies) were considered to be essential for undifferentiated graduating medical students. Guidelines for practical pathology competencies have been developed, with the hope that they will be implemented in undergraduate medical school curricula.

Soft Skill Competencies, Hard Skill Competencies, and Intention to Become Entrepreneur of Vocational Graduates (P.119-132)

OpenAIRE

Benedicta Prihatin Dwi Riyanti; Christine Winstinindah Sandroto; M. Tri Warmiyati D.W

2017-01-01

This study aimed to determine the effect of soft skill competencies and hard skill competencies to the intention to become entrepreneur in the vocational school graduates. Hard skill entrepreneurial competencies are competencies that are needed to running business. Meanwhile for soft skill competencies are competencies related to aspects of personality and cognitive style. Population in this research is vocational graduates in Jakarta and Jogjakarta. The sampling technique used is incidental ...

Proposed Core Competencies and Empirical Validation Procedure in Competency Modeling: Confirmation and Classification.

Science.gov (United States)

Baczyńska, Anna K; Rowiński, Tomasz; Cybis, Natalia

2016-01-01

Competency models provide insight into key skills which are common to many positions in an organization. Moreover, there is a range of competencies that is used by many companies. Researchers have developed core competency terminology to underline their cross-organizational value. The article presents a theoretical model of core competencies consisting of two main higher-order competencies called performance and entrepreneurship. Each of them consists of three elements: the performance competency includes cooperation, organization of work and goal orientation, while entrepreneurship includes innovativeness, calculated risk-taking and pro-activeness. However, there is lack of empirical validation of competency concepts in organizations and this would seem crucial for obtaining reliable results from organizational research. We propose a two-step empirical validation procedure: (1) confirmation factor analysis, and (2) classification of employees. The sample consisted of 636 respondents (M = 44.5; SD = 15.1). Participants were administered a questionnaire developed for the study purpose. The reliability, measured by Cronbach's alpha, ranged from 0.60 to 0.83 for six scales. Next, we tested the model using a confirmatory factor analysis. The two separate, single models of performance and entrepreneurial orientations fit quite well to the data, while a complex model based on the two single concepts needs further research. In the classification of employees based on the two higher order competencies we obtained four main groups of employees. Their profiles relate to those found in the literature, including so-called niche finders and top performers. Some proposal for organizations is discussed.

An Electronic Competency-Based Evaluation Tool for Assessing Humanitarian Competencies in a Simulated Exercise.

Science.gov (United States)

Evans, Andrea B; Hulme, Jennifer M; Nugus, Peter; Cranmer, Hilarie H; Coutu, Melanie; Johnson, Kirsten

2017-06-01

The evaluation tool was first derived from the formerly Consortium of British Humanitarian Agencies' (CBHA; United Kingdom), now "Start Network's," Core Humanitarian Competency Framework and formatted in an electronic data capture tool that allowed for offline evaluation. During a 3-day humanitarian simulation event, participants in teams of eight to 10 were evaluated individually at multiple injects by trained evaluators. Participants were assessed on five competencies and a global rating scale. Participants evaluated both themselves and their team members using the same tool at the end of the simulation exercise (SimEx). All participants (63) were evaluated. A total of 1,008 individual evaluations were completed. There were 90 (9.0%) missing evaluations. All 63 participants also evaluated themselves and each of their teammates using the same tool. Self-evaluation scores were significantly lower than peer-evaluations, which were significantly lower than evaluators' assessments. Participants with a medical degree, and those with humanitarian work experience of one month or more, scored significantly higher on all competencies assessed by evaluators compared to other participants. Participants with prior humanitarian experience scored higher on competencies regarding operating safely and working effectively as a team member. This study presents a novel electronic evaluation tool to assess individual performance in five of six globally recognized humanitarian competency domains in a 3-day humanitarian SimEx. The evaluation tool provides a standardized approach to the assessment of humanitarian competencies that cannot be evaluated through knowledge-based testing in a classroom setting. When combined with testing knowledge-based competencies, this presents an approach to a comprehensive competency-based assessment that provides an objective measurement of competency with respect to the competencies listed in the Framework. There is an opportunity to advance the use of

Motor Skill Competence and Perceived Motor Competence: Which Best Predicts Physical Activity among Girls?

OpenAIRE

Khodaverdi, Zeinab; Bahram, Abbas; Khalaji, Hassan; Kazemnejad, Anoshirvan

2013-01-01

Abstract Background The main purpose of this study was to determine which correlate, perceived motor competence or motor skill competence, best predicts girls? physical activity behavior. Methods A sample of 352 girls (mean age=8.7, SD=0.3 yr) participated in this study. To assess motor skill competence and perceived motor competence, each child completed the Test of Gross Motor Development-2 and Physical Ability sub-scale of Marsh?s Self-Description Questionnaire. Children?s physical activit...

Competing Transnational Regimes under WTO Law

Directory of Open Access Journals (Sweden)

Carola Glinski

2014-02-01

Full Text Available Against a common perception of CSR being a business concept without binding legal effect, this article discusses legitimate legal effects of private standards in public international law, using the issue of private labels as “international standards” under WTO law. WTO law shows certain openness for external transnational standards. This article argues that the references to “international standards” in the TBT Agreement can be applied for the selection between competing public or private norms that claim relevance. Thereby, the most legitimate standard for governing the problem at issue should be chosen. This is exemplified with the case of Tuna Dolphin II where the Appellate Body has emphasised the requirement of procedural legitimacy. The article argues that the requirements for legitimate standards depend on the interests at stake and that a private standard can well be more legitimate than a (competing public standard. As the justifying effect of Article 2.5 TBT mainly interferes with economic interests, a relevant “international standard” may well consist of a representative business standard, e.g. a private label. In contrast, an international standard in the terms of Article 2.4 TBT which interferes with a democratic decision in favour of public interests such as environmental protection must reflect these public interests in a legitimate way. The article concludes that CSR can play an important role in defining legally valid justifying or minimum standards in public international law.

Defining a competency framework: the first step toward competency-based medical education.

Directory of Open Access Journals (Sweden)

Azim Mirzazadeh

2014-09-01

Full Text Available Despite the existence of a large variety of competency frameworks for medical graduates, there is no agreement on a single set of outcomes. Different countries have attempted to define their own set of competencies to respond to their local situations. This article reports the process of developing medical graduates' competency framework as the first step in the curriculum reform in Tehran University of Medical Sciences (TUMS. A participatory approach was applied to develop a competency framework in Tehran University of Medical Sciences (TUMS. Following literature review, nominal group meetings with students and faculty members were held to generate the initial list of expectations, and 9 domains was proposed. Then, domains were reviewed, and one of the domains was removed. The competency framework was sent to Curriculum Reform Committee for consideration and approval, where it was decided to distribute electronic and paper forms among all faculty members and ask them for their comments. Following incorporating some of the modifications, the document was approved by the committee. The TUMS competency framework consists of 8 domains: Clinical skills; Communication skills; Patient management; Health promotion and disease prevention; Personal development; Professionalism, medical ethics and law; Decision making, reasoning and problem-solving; and Health system and the corresponding role of physicians. Development of a competency framework through a participatory approach was the first step towards curriculum reform in TUMS, aligned with local needs and conditions. The lessons learned through the process may be useful for similar projects in the future.

Chinese International Students' Social Connectedness, Social and Academic Adaptation: The Mediating Role of Global Competence

Science.gov (United States)

Meng, Qian; Zhu, Chang; Cao, Chun

2018-01-01

This study examined global competence of Chinese international students sojourning in a non-Anglophone European country as a mediator between foreign language proficiency (i.e., English and local language) and social and academic adaptation, and social connectedness in international community. A sample of 206 Chinese students in Belgium responded…

The importance of supporting autonomy and perceived competence in facilitating long-term tobacco abstinence.

Science.gov (United States)

Williams, Geoffrey C; Niemiec, Christopher P; Patrick, Heather; Ryan, Richard M; Deci, Edward L

2009-06-01

The Public Health Service (PHS) Guideline for Treating Tobacco Use and Dependence (Fiore et al. 2000) recommends supporting autonomy and perceived competence to facilitate tobacco abstinence. The aim of the study was to evaluate the effectiveness of an intensive tobacco-dependence intervention based on self-determination theory (SDT) and intended to support autonomy and perceived competence in facilitating long-term tobacco abstinence. One thousand and six adult smokers were recruited into a randomized cessation-induction trial. Community care participants received cessation pamphlets and information on local treatment programs. Intervention participants received the same materials and were asked to meet four times with counselors over 6 months to discuss their health in a manner intended to support autonomy and perceived competence. The primary outcome was 24-month prolonged abstinence from tobacco. The secondary outcome was 7-day point prevalence tobacco abstinence at 24 months postintervention. Smokers in the intervention were more likely to attain both tobacco abstinence outcomes and these effects were partially mediated by change in both autonomous self-regulation and perceived competence from baseline to 6 months. Structural equation modeling confirmed the SDT model of health-behavior change in facilitating long-term tobacco abstinence. An intervention based on SDT and consistent with the PHS Guideline, which was intended to support autonomy and perceived competence, facilitated long-term tobacco abstinence.

The intercultural competence learning lab : a training initiative for intercultural competences development of faculty as a precondition for intercultural competences development of students

NARCIS (Netherlands)

van der Poel, Marcel H.; Jones, Elspeth; Coelen, Robert; Beelen, Jos; de Wit, Hans

2016-01-01

“So why do we assume our teachers pull at the right end of the rope?” This question was raised during a discussion concerning the intercultural competences of our faculty in comparison to the perceived disappointing level of intercultural competences of our graduates. Intercultural competence

Speciation, diversification, and coexistence of sessile species that compete for space

DEFF Research Database (Denmark)

Mitarai, Namiko; Heinsalu, Els; Sneppen, Kim

2014-01-01

Speciation, diversification, and competition between species challenge the stability of complex ecosystems. Laboratory experiments often focus on one or two species competing under conditions where they may grow exponentially. Field studies, in contrast, emphasize multi-species communities...... appear due to immigration from outside of the considered ecosystem. The species self-organize their spatial distribution through competitive interactions to create many patches, implicitly protecting each other from competitively superior species, and speciation in each patch leads the system to high...

Essential Public Health Competencies for Medical Students: Establishing a Consensus in Family Medicine.

Science.gov (United States)

Morley, Christopher P; Rosas, Scott R; Mishori, Ranit; Jordan, William; Jarris, Yumi Shitama; Competencies Work Group, Family Medicine/Public Health; Prunuske, Jacob

2017-01-01

Phenomenon: The integration of public health (PH) competency training into medical education, and further integration of PH and primary care, has been urged by the U.S. Institute of Medicine. However, PH competencies are numerous, and no consensus exists over which competencies are most important for adoption by current trainees. Our objective was to conduct a group concept mapping exercise with stakeholders identifying the most important and feasible PH skills to incorporate in medical and residency curricula. We utilized a group concept mapping technique via the Concept System Global Max ( http://www.conceptsystems.com ), where family medicine educators and PH professionals completed the phrase, "A key Public Health competency for physicians-in-training to learn is …" with 1-10 statements. The statement list was edited for duplication and other issues; stakeholders then sorted the statements and rated them for importance and feasibility of integration. Multidimensional scaling and cluster analysis were used to create a two-dimensional point map of domains of PH training, allowing visual comparison of groupings of related ideas and relative importance of these ideas. There were 116 nonduplicative statements (225 total) suggested by 120 participants. Three metacategories of competencies emerged: Clinic, Community & Culture, Health System Understanding, and Population Health Science & Data. Insights: We identified and organized a set of topics that serve as a foundation for the integration of family medicine and PH education. Incorporating these topics into medical education is viewed as important and feasible by family medicine educators and PH professions.

Developing Clinical Competence

NARCIS (Netherlands)

P.F. Wimmers (Paul)

2006-01-01

textabstractThe development of clinical competence is the main purpose of medical education. The long road to become clinically competent starts on the first day of medical school, and every institution strives to select the best students. The responsibility of medical schools is to train

Managing Regulatory Body Competence

International Nuclear Information System (INIS)

2013-01-01

In 2001, the IAEA published TECDOC 1254, which examined the way in which the recognized functions of a regulatory body for nuclear facilities results in competence needs. Using the systematic approach to training (SAT), TECDOC 1254 provided a framework for regulatory bodies for managing training and developing and their maintaining their competence. It has been successfully used by many regulators. The IAEA has also introduced a methodology and an assessment tool - Guidelines for Systematic Assessment of Regulatory Competence Needs (SARCoN) - which provides practical guidance on analysing the training and development needs of a regulatory body and, through a gap analysis, guidance on establishing competence needs and how to meet them. In 2009, the IAEA established a steering committee (supported by a bureau) with the mission to advise the IAEA on how it could best assist Member States to develop suitable competence management systems for their regulatory bodies. The committee recommended the development of a safety report on managing staff competence as an integral part of a regulatory body's management system. This Safety Report was developed in response to this request. It supersedes TECDOC 1254, broadens its application to regulatory bodies for all facilities and activities, and builds upon the experience gained through the application of TECDOC 1254 and SARCoN and the feedback received from Member States. This Safety Report applies to the management of adequate competence as needs change, and as such is equally applicable to the needs of States 'embarking' on a nuclear power programme. It also deals with the special case of building up the competence of regulatory bodies as part of the overall process of establishing an 'embarking' State's regulatory system

Effect of competing ions and causticization on the ammonia adsorption by a novel poly ligand exchanger (PLE) ammonia adsorption reagent.

Science.gov (United States)

Chen, Quanzhou; Zhou, Kanggen; Hu, Yuanjuan; Liu, Fang; Wang, Aihe

2017-03-01

In this paper, a poly ligand exchanger, Cu(II)-loaded chelating resin named ammonia adsorption reagent (AMAR), bearing the functional group of weak iminodiacetate acid, was prepared to efficiently remove ammonia from solutions. Batch adsorption equilibrium experiments were conducted under a range of conditions. The effects of pH on the removal of ammonia by AMAR were investigated at 25 °C. The copper loaded on the resin forms a complex with NH 3 in solution under alkaline condition. The effect of alkaline dosage (AD) on the ammonia adsorption was investigated. The maximum breakthrough bed volumes were obtained when the AD was set as 0.75 mmol OH - /mL. The higher AD did not guarantee the better ammonia removal efficiency due to the forming of Cu(OH) 2 precipitate between OH - in solutions and Cu(II) on the resin. The effect of competing ions on the adsorption breakthrough curve of virgin AMAR and causticized AMAR was also investigated. The results demonstrated that the existence of competing ions had a negative impact on the adsorption capacity for both virgin AMAR and causticized AMAR. After causticization, the AMAR was more resistant to the competing ions comparing with virgin AMAR. The bivalent Ca 2+ affects the ammonia adsorption more than does the monovalent Na + .

Preparing Community College Leaders: The AACC Core Competencies for Effective Leadership & Doctoral Education

Science.gov (United States)

McNair, Delores E.

2010-01-01

Community colleges in the United States face shortages of leaders prepared to assume administrative positions in the 21st century. To respond to this shortage, graduate programs are emerging with a specific emphasis on community college leadership; other graduate programs offer broader curricula focused on educational leadership, policy, or higher…

Nurse competence: a concept analysis.

Science.gov (United States)

Smith, Sarah A

2012-10-01

  The purpose of this analysis was to explore the concept of nurse competence.   Data sources include EBSCOhost, Gale PowerSearch, ProQuest, PubMed Medline, Google Scholar, and Online Journal of Issues in Nursing.   This paper utilizes Rodgers' evolutionary method to analyze the concept of nurse competence.   Antecedents to nurse competence include personal and external motivations. Attributes include integrating knowledge into practice, experience, critical thinking, proficient skills, caring, communication, environment, motivation, and professionalism. Consequences include confidence, safe practice, and holistic care. Implications for nursing responsibility regarding defining nurse competence and ensuring nurse competence need to be identified. More research is needed to determine the best evaluation methods for the different facets of nurse competence. © 2012, The Author. International Journal of Nursing Knowledge © 2012, NANDA International.

75 FR 35881 - Smaller Learning Communities Program

Science.gov (United States)

2010-06-23

... Part II Department of Education Smaller Learning Communities Program; Notice #0;#0;Federal... EDUCATION Smaller Learning Communities Program Catalog of Federal Domestic Assistance (CFDA) Number: 84.215L. AGENCY: Office of Elementary and Secondary Education, Department of Education. ACTION: Notice of final...

Microbial Pre-exposure and Vectorial Competence of Anopheles Mosquitoes

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Constentin Dieme

2017-12-01

Full Text Available Anopheles female mosquitoes can transmit Plasmodium, the malaria parasite. During their aquatic life, wild Anopheles mosquito larvae are exposed to a huge diversity of microbes present in their breeding sites. Later, adult females often take successive blood meals that might also carry different micro-organisms, including parasites, bacteria, and viruses. Therefore, prior to Plasmodium ingestion, the mosquito biology could be modulated at different life stages by a suite of microbes present in larval breeding sites, as well as in the adult environment. In this article, we highlight several naturally relevant scenarios of Anopheles microbial pre-exposure that we assume might impact mosquito vectorial competence for the malaria parasite: (i larval microbial exposures; (ii protist co-infections; (iii virus co-infections; and (iv pathogenic bacteria co-infections. In addition, significant behavioral changes in African Anopheles vectors have been associated with increasing insecticide resistance. We discuss how these ethological modifications may also increase the repertoire of microbes to which mosquitoes could be exposed, and that might also influence their vectorial competence. Studying Plasmodium–Anopheles interactions in natural microbial environments would efficiently contribute to refining the transmission risks.

An educational strategy for using physician assistant students to provide health promotion education to community adolescents.

Science.gov (United States)

Ruff, Cathy C

2012-01-01

The "Competencies for the Physician Assistant Profession" identify core competencies that physician assistants (PAs) are expected to acquire and maintain throughout their career (see http://www.nccpa.net/pdfs/Definition%20of%20PA%20Competencies% 203.5%20for%20Publication.pdf). Two categories of competencies relate to patient care and interpersonal and communication skills and articulate the need for PAs to be effective communicators and patient educators. The value of a health education curriculum for the adolescent population has been recognized since the early 1900s. PA student-designed health promotion presentations aimed at the adolescent population are an innovative educational strategy involving students in community education. PA student-designed presentations based upon previously identified topics were presented in the community. Students presented topics including Smoking Cessation, The Effects of Drugs and Alcohol, Self-Esteem, and others to adolescents. Community audiences were varied and included alternative high schools and teens within the Department of Youth Corrections facilities. PA students created 17 portable presentations for community adolescents. Two hundred sixty-eight students gave presentations to more than 700 adolescents ranging from 11-22 years of age between the years 2005-2010. Eighty-two percent (646/791) of adolescent participants either strongly agreed or agreed that they learned at least one new piece of information from the presentations. Sixty percent (12/20) of community leaders requested that the PA students return to give additional health promotion presentations. Analysis of comments by PA students revealed that 98% of students found the experience beneficial. Students identified the experience as helping them better understand how to design presentations to meet the needs of their audience, feel more comfortable with adolescents, and gain confidence in communicating. Seventy-five percent stated they would continue to be

Classical competing risks

CERN Document Server

Crowder, Martin J

2001-01-01

If something can fail, it can often fail in one of several ways and sometimes in more than one way at a time. There is always some cause of failure, and almost always, more than one possible cause. In one sense, then, survival analysis is a lost cause. The methods of Competing Risks have often been neglected in the survival analysis literature. Written by a leading statistician, Classical Competing Risks thoroughly examines the probability framework and statistical analysis of data of Competing Risks. The author explores both the theory of the subject and the practicalities of fitting the models to data. In a coherent, self-contained, and sequential account, the treatment moves from the bare bones of the Competing Risks setup and the associated likelihood functions through survival analysis using hazard functions. It examines discrete failure times and the difficulties of identifiability, and concludes with an introduction to the counting-process approach and the associated martingale theory.With a dearth of ...

Community Context, Land Use, and First Birth

Science.gov (United States)

Ghimire, Dirgha J.; Axinn, William G.

2010-01-01

This article examines the influence of community context and land use on the monthly odds of first birth in a society in the midst of dramatic fertility transition. The theoretical framework guiding our work predicts that proximity to nonfamily services should delay first births by creating opportunities for competing nonfamily activities and…

The prevalence of microalbuminuria among patients with type II ...

African Journals Online (AJOL)

This cross-sectional community-based study was carried out to determine the prevalence of microalbuminuria among patients with type II diabetes mellitus in a primary care setting, and to study the association between various risk factors and the presence of microalbuminuria. All patients with type II diabetes mellitus who ...

Competency-based continuing professional development.

Science.gov (United States)

Campbell, Craig; Silver, Ivan; Sherbino, Jonathan; Cate, Olle Ten; Holmboe, Eric S

2010-01-01

Competence is traditionally viewed as the attainment of a static set of attributes rather than a dynamic process in which physicians continuously use their practice experiences to "progress in competence" toward the attainment of expertise. A competency-based continuing professional development (CPD) model is premised on a set of learning competencies that include the ability to (a) use practice information to identify learning priorities and to develop and monitor CPD plans; (b) access information sources for innovations in development and new evidence that may potentially be integrated into practice; (c) establish a personal knowledge management system to store and retrieve evidence and to select and manage learning projects; (d) construct questions, search for evidence, and record and track conclusions for practice; and (e) use tools and processes to measure competence and performance and develop action plans to enhance practice. Competency-based CPD emphasizes self-directed learning processes and promotes the role of assessment as a professional expectation and obligation. Various approaches to defining general competencies for practice require the creation of specific performance metrics to be meaningful and relevant to the lifelong learning strategies of physicians. This paper describes the assumptions, advantages, and challenges of establishing a CPD system focused on competencies that improve physician performance and the quality and safety of patient care. Implications for competency-based CPD are discussed from an individual and organizational perspective, and a model to bridge the transition from residency to practice is explored.

Cultural competency training in psychiatry.

Science.gov (United States)

Qureshi, A; Collazos, F; Ramos, M; Casas, M

2008-01-01

Recent reports indicate that the quality of care provided to immigrant and ethnic minority patients is not at the same level as that provided to majority group patients. Although the European Board of Medical Specialists recognizes awareness of cultural issues as a core component of the psychiatry specialization, few medical schools provide training in cultural issues. Cultural competence represents a comprehensive response to the mental health care needs of immigrant and ethnic minority patients. Cultural competence training involves the development of knowledge, skills, and attitudes that can improve the effectiveness of psychiatric treatment. Cognitive cultural competence involves awareness of the various ways in which culture, immigration status, and race impact psychosocial development, psychopathology, and therapeutic transactions. Technical cultural competence involves the application of cognitive cultural competence, and requires proficiency in intercultural communication, the capacity to develop a therapeutic relationship with a culturally different patient, and the ability to adapt diagnosis and treatment in response to cultural difference. Perhaps the greatest challenge in cultural competence training involves the development of attitudinal competence inasmuch as it requires exploration of cultural and racial preconceptions. Although research is in its infancy, there are increasing indications that cultural competence can improve key aspects of the psychiatric treatment of immigrant and minority group patients.

Cultural Competence Revisited

Science.gov (United States)

Garran, Ann Marie; Werkmeister Rozas, Lisa

2013-01-01

In 2001, the National Association of Social Workers (NASW) adopted 10 discrete standards of culturally competent practice which undergird our commitment to diversity and social justice. The concept of intersectionality is newly emerging in social work, though, causing us to reflect on our current conceptualizations of cultural competence.…

Implementing competency based admissions at the Albert Einstein College of Medicine.

Science.gov (United States)

Kerrigan, Noreen; Akabas, Myles H; Betzler, Thomas F; Castaldi, Maria; Kelly, Mary S; Levy, Adam S; Reichgott, Michael J; Ruberman, Louise; Dolan, Siobhan M

2016-01-01

The Albert Einstein College of Medicine (Einstein) was founded in 1955 during an era of limited access to medical school for women, racial minorities, and many religious and ethnic groups. Located in the Bronx, NY, Einstein seeks to educate physicians in an environment of state-of-the-art scientific inquiry while simultaneously fulfilling a deep commitment to serve its community by providing the highest quality clinical care. A founding principle of Einstein, the basis upon which Professor Einstein agreed to allow the use of his name, was that admission to the student body would be based entirely on merit. To accomplish this, Einstein has long used a 'holistic' approach to the evaluation of its applicants, actively seeking a diverse student body. More recently, in order to improve its ability to identify students with the potential to be outstanding physicians, who will both advance medical knowledge and serve the pressing health needs of a diverse community, the Committee on Admissions reexamined and restructured the requirements for admission. These have now been categorized as four 'Admissions Competencies' that an applicant must demonstrate. They include: 1) cocurricular activities and relevant experiences; 2) communication skills; 3) personal and professional development; and 4) knowledge. The purpose of this article is to describe the process that resulted in the introduction and implementation of this competency based approach to the admission process.

Changes in nursing students' expectations of nursing clinical faculties' competences: A longitudinal, mixed methods study.

Science.gov (United States)

Lovrić, Robert; Prlić, Nada; Milutinović, Dragana; Marjanac, Igor; Žvanut, Boštjan

2017-12-01

Changes in nursing students' expectations of their clinical nursing faculty competences over the course of time are an insufficiently researched phenomenon. To explore what competences BSc nursing students expect from their clinical faculties during their clinical training, and whether their expectations changed during their three-year studies. Furthermore, to survey factors which influenced their expectations and whether the fulfilment levels of their expectations influenced their feelings, learning, and behaviour. A two-phase, mixed-methods design was used. The Higher Nursing Education Institution in Osijek, Croatia, European Union. A cohort of 34 BSc nursing students, who were followed over the course of their three-year studies. In Phase I, in each year, prior to their clinical training, participants responded to the same modified Nursing Clinical Teacher Effectiveness Inventory questionnaire about their expectations of clinical faculties' competences (52 items representing six categories of competences). In Phase II, seven days after their graduation, participants wrote reflections on the aforementioned expectations during their studies. The results show that Clinical faculties' evaluation of student was the category in which participants had the highest expectations in all three years. Results of Wilcoxon signed rank test indicate a significant increase of participants' expectations in all categories of clinical nursing faculties' competences during their study. Participants' reflections confirm these results and indicate that actual competences of clinical faculties and behaviour have the most significant effects on the change in these expectations. Participants reported that expectations, if fulfilled, facilitate their learning and motivation for better performance. BSc nursing students' expectations of clinical nursing faculty competences represent an important concept, as they obviously determine the quality of faculty practice. Hence, they should be

Juvenile offenders: competence to stand trial.

Science.gov (United States)

Soulier, Matthew

2012-12-01

This article details the legal background and assists the reader in the preparation and practical conduct of evaluations regarding juvenile adjudicative competency. The material is presented to be useful as a guide to direct questions of competency and covers aspects of evaluation that include: legal standard for competency to stand trial, developmental immaturity, current practice in juvenile competency to stand trial, forensic evaluation of juvenile competency to stand trial, organizing the evaluation, collateral sources of information, psychiatric evaluation of juvenile adjudicative competency, assessment of mental disorder and intellectual disability, assessment of developmental status, assessment of functional abilities for adjudicative competence, and reaching the forensic opinion. Copyright © 2012 Elsevier Inc. All rights reserved.

Community energy auditing: experience with the comprehensive community energy management program

Energy Technology Data Exchange (ETDEWEB)

Moore, J.L.; Berger, D.A.; Rubin, C.B.; Hutchinson, P.A. Sr.; Griggs, H.M.

1980-09-01

The report provides local officials and staff with information on lessons from the audit, projection, and general planning experiences of the Comprehensive Community Energy Management Program (CCEMP) communities and provides ANL and US DOE with information useful to the further development of local energy management planning methods. In keeping with the objectives, the report is organized into the following sections: Section II presents the evaluation issues and key findings based on the communities' experiences from Spring of 1979 to approximately March of 1980; Section III gives an organized review of experience of communities in applying the detailed audit methodology for estimating current community energy consumption and projecting future consumption and supply; Section IV provides a preliminary assessment of how audit information is being used in other CCEMP tasks; Section V presents an organized review of preliminary lessons from development of the community planning processes; and Section VI provides preliminary conclusions on the audit and planning methodology. (MCW)

Local angiotensin II promotes adipogenic differentiation of human adipose tissue mesenchymal stem cells through type 2 angiotensin receptor

Directory of Open Access Journals (Sweden)

Veronika Y. Sysoeva

2017-12-01

Full Text Available Obesity is often associated with high systemic and local activity of renin-angiotensin system (RAS. Mesenchymal stem cells of adipose tissue are the main source of adipocytes. The aim of this study was to clarify how local RAS could control adipose differentiation of human adipose tissue derived mesenchymal stem cells (ADSCs. We examined the distribution of angiotensin receptor expressing cells in human adipose tissue and found that type 1 and type 2 receptors are co-expressed in its stromal compartment, which is known to contain mesenchymal stem cells. To study the expression of receptors specifically in ADSCs we have isolated them from adipose tissue. Up to 99% of cultured ADSCs expressed angiotensin II (AngII receptor type 1 (AT1. Using the analysis of Ca2+ mobilization in single cells we found that only 5.2 ± 2.7% of ADSCs specifically respond to serial Ang II applications via AT1 receptor and expressed this receptor constantly. This AT1const ADSCs subpopulation exhibited increased adipose competency, which was triggered by endogenous AngII. Inhibitory and expression analyses showed that AT1const ADSCs highly co-express AngII type 2 receptor (AT2, which was responsible for increased adipose competency of this ADSC subpopulation.

Giving “Best Advice”: Proposing a Framework of Community Pharmacist Professional Judgement Formation

Directory of Open Access Journals (Sweden)

Cicely Roche

2014-02-01

Full Text Available Community pharmacy is often portrayed as a marriage of professional and business roles in a commercial domain, thereby creating a need for, and value in, pursuing the development of professional competencies for use in the community pharmacy business. In context, professional judgement is the application of knowledge, skills and attitudes (competencies which, when applied to situations where there is no one or obvious right or wrong way to proceed, gives a patient a better likelihood of a favourable outcome than if a lay-person had made the decision. The challenge for community pharmacists is that professional judgement formation is influenced by professional, commercial and personal criteria with inherent interconnected challenges. In community pharmacy practice in the Republic of Ireland (ROI, this challenge is compounded by the fact that advice is normally provided in an environment where the pharmacist provides professional advice “for free” and then may offer to sell the patient a product or service based on that advice, an activity which amounts to a commercial transaction. While there is currently no evidence to confirm whether or not these professional judgement influences are resolved successfully, their very existence poses a risk that their resolution “in the wrong way” could compromise patient outcomes or professional standing following the delivery of pharmacy services. It is therefore apparent that a community pharmacist requires skills in identifying and analysing professional/commercial/personal influences in order to appreciate the criteria which may affect both parties’ (patient and pharmacist decision making. By contemplating the interaction between the pharmacist’s professional competencies and the individual influences on that pharmacist, we can consider the enhancement of professional competencies that underpin the “best” advice being offered to the patient, regardless of whether that advice is offered in

Fundamental movement skills and physical activity among children living in low-income communities: a cross-sectional study.

Science.gov (United States)

Cohen, Kristen E; Morgan, Philip J; Plotnikoff, Ronald C; Callister, Robin; Lubans, David R

2014-04-08

Although previous studies have demonstrated that children with high levels of fundamental movement skill competency are more active throughout the day, little is known regarding children's fundamental movement skill competency and their physical activity during key time periods of the school day (i.e., lunchtime, recess and after-school). The purpose of this study was to examine the associations between fundamental movement skill competency and objectively measured moderate-to-vigorous physical activity (MVPA) throughout the school day among children attending primary schools in low-income communities. Eight primary schools from low-income communities and 460 children (8.5 ± 0.6 years, 54% girls) were involved in the study. Children's fundamental movement skill competency (TGMD-2; 6 locomotor and 6 object-control skills), objectively measured physical activity (ActiGraph GT3X and GT3X + accelerometers), height, weight and demographics were assessed. Multilevel linear mixed models were used to assess the cross-sectional associations between fundamental movement skills and MVPA. After adjusting for age, sex, BMI and socio-economic status, locomotor skill competency was positively associated with total (P=0.002, r=0.15) and after-school (P=0.014, r=0.13) MVPA. Object-control skill competency was positively associated with total (Pskill competency appears to be a better predictor of children's MVPA during school-based physical activity opportunities than locomotor skill competency. Improving fundamental movement skill competency, particularly object-control skills, may contribute to increased levels of children's MVPA throughout the day. Australian New Zealand Clinical Trials Registry No: ACTRN12611001080910.

Competency-based continuing professional development

NARCIS (Netherlands)

Campbell, Craig; Silver, Ivan; Sherbino, Jonathan; Ten Cate, Olle; Holmboe, Eric S.

2010-01-01

Competence is traditionally viewed as the attainment of a static set of attributes rather than a dynamic process in which physicians continuously use their practice experiences to "progress in competence'' toward the attainment of expertise. A competency-based continuing professional development

The influence of an online virtual situated environment on a Chinese learning community

Directory of Open Access Journals (Sweden)

Kuo-En Chang

2012-03-01

Full Text Available This study used an online virtual environment to create and develop a Chinese learning community. The purposes of research were (1 to enhance the Chinese learners’ oral Chinese communication skills and (2 to change the community members’ Chinese speaking and teaching behavior. This is an action research. The research tried to create a community in a virtual environment. The research results showed that (1 a virtual community can enhance learner’s Chinese competence, and (2 future Chinese teachers’ instructional and leading skills can be developed in a virtual community situation.

Eight Areas of Competency in Decision Making for Sustainability in Metro Food Systems

Directory of Open Access Journals (Sweden)

John D. WARBACH

2012-12-01

Full Text Available Michigan State University (MSU held a focus group in Detroit, Michigan, USA in 2012 with members of the urban agriculture movement. The session included business persons involved in growing and selling food, members of the health system, community group members and city government. The purpose was to identify the full range of sectors of society involved in the food system, to identify the perceptions of the food system among the city population, test eight sustainability competency areas developed by MSU faculty as concepts and as they related to urban food systems, and to discover what kinds of decision support tools were needed to foster sustainable food systems in Detroit. The focus group session was video and audio recorded, the tapes transcribed and coded to identify common themes and responses to the competency area concepts. The competency areas presented were: ecological integrity, community well-being/social justice, economic vitality, aesthetic quality, civic responsibility, systems interdependence, critical thinking, and personal growth. Participants indicated that they considered sustainability a value that people in urban agriculture shared, but that people struggled with how to move forward toward sustainability. Focus group participants were able to identify some aspect of each of the eight competency areas that they perceived people in urban agriculture, and the broader city resident population already recognized, or engaged in without recognizing that they were doing something that could lead to more sustainable outcomes. However, participants perceived that a sustainable metropolitan food system remains a somewhat elusive goal to achieve for people engaged in pursuing urban agriculture in Detroit due to a negative perception they expressed that many of the city’s population holds for growing food in the city, and in general for goods produced in the city. Information gained from the focus group and subsequent focus groups

Periodontics II: Course Proposal.

Science.gov (United States)

Dordick, Bruce

A proposal is presented for Periodontics II, a course offered at the Community College of Philadelphia to give the dental hygiene/assisting student an understanding of the disease states of the periodontium and their treatment. A standardized course proposal cover form is given, followed by a statement of purpose for the course, a list of major…

Communicative competencies in foreign languages: new students starting a pre-graduate course of studies, FCE-UNaM

Directory of Open Access Journals (Sweden)

Ana Inés Gervasoni

2014-06-01

Full Text Available The acquisition of communicative competences in English as a foreign Language is included in the study programs of English I and English II of the Administrative Secretarial Course at the FCE-UNaM, due to various regulations. Different levels of development are acquired by this inclusion. Professors in charge of these subjects have the impression that, according to the student’s previous knowledge, this development has an uneven impact on the actual classes. A complex panorama that requires a systematic study of the competences at the moment of entering the university and a closer look at a necessary articulation between the first year of the university and the preceding educational stages can be observed.

Disability and Democracy in Cambodia: An Integrative Approach to Community Building and Civic Engagement

Science.gov (United States)

Zook, Darren C.