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Sample records for academic competencies needed

  1. A Study of the Competencies Needed of Entry-Level Academic Health Sciences Librarians

    ERIC Educational Resources Information Center

    Philbrick, Jodi Lynn

    2012-01-01

    The purpose of this study was to identify the professional and personal competencies that entry-level academic health sciences librarians should possess from the perspectives of academic health sciences library directors, library and information sciences (LIS) educators who specialize in educating health sciences librarians, and individuals who…

  2. Structured Teacher Ratings to Identify Students in Need of Academic Assistance: Validation of the Brief Academic Competence Evaluation Screening System

    ERIC Educational Resources Information Center

    Kettler, Ryan J.; Elliott, Stephen N.; Albers, Craig A.

    2008-01-01

    The Brief Academic Competence Evaluation Screening System (BACESS) is a multiphase universal screening measure designed to assist educators in the identification of students who are likely to experience learning difficulties in elementary school. This study evaluated the reliability and validity of the measure for this purpose. The BACESS was used…

  3. Conversational Competence in Academic Settings

    ERIC Educational Resources Information Center

    Bowman, Richard F.

    2014-01-01

    Conversational competence is a process, not a state. Ithaca does not exist, only the voyage to Ithaca. Vibrant campuses are a series of productive conversations. At its core, communicative competence in academic settings mirrors a collective search for meaning regarding the purpose and direction of a campus community. Communicative competence…

  4. Contributions of Study Skills to Academic Competence.

    ERIC Educational Resources Information Center

    Gettinger, Maribeth; Seibert, Jill K.

    2002-01-01

    Study skills are fundamental to academic competence. Effective study skills are associated with positive outcomes across multiple academic content areas and for diverse learners. The purpose of this article is to describe an information-processing perspective on the contribution of study skills to academic competence, and to identify…

  5. Unified Model for Academic Competence, Social Adjustment, and Psychopathology.

    ERIC Educational Resources Information Center

    Schaefer, Earl S.; And Others

    A unified conceptual model is needed to integrate the extensive research on (1) social competence and adaptive behavior, (2) converging conceptualizations of social adjustment and psychopathology, and (3) emerging concepts and measures of academic competence. To develop such a model, a study was conducted in which teacher ratings were collected on…

  6. Academic Writing: Supporting Faculty in a Critical Competency for Success

    ERIC Educational Resources Information Center

    Dankoski, Mary E.; Palmer, Megan M.; Banks, Julianna; Brutkiewicz, Randy R.; Walvoord, Emily; Hoffmann-Longtin, Krista; Bogdewic, Stephen P.; Gopen, George D.

    2012-01-01

    All faculty regardless of discipline or school need to be highly competent at writing for an academic audience. The "publish or perish" pressure is alive and well for academic advancement, publications, and external grant funding. Yet few faculty, particularly in the health professions and sciences, receive formal training on the craft of writing.…

  7. ADHD symptoms, academic achievement, self-perception of academic competence and future orientation: a longitudinal study.

    PubMed

    Scholtens, Sara; Rydell, Ann-Margret; Yang-Wallentin, Fan

    2013-06-01

    In the investigation of the effect of attention deficit hyperactivity disorder (ADHD) symptoms on school careers there is a need to study the role of adolescent and childhood ADHD symptoms and academic achievement, and to incorporate measures that include the individual's perspective. Our aim was to gain an overview of the long-term development of school careers in relation to ADHD symptoms. We studied associations between ADHD symptoms and academic achievement at different time-points and future orientation at the end of high school, and assessed the role of self-perceptions of academic competence in these associations. Participants were 192 children (47% girls) with a range of ADHD symptoms taken from a community sample. Collecting data at three time points, in 6th, 11th and 12th grade we tested a structural equation model. Results showed that ADHD symptoms in 6th grade negatively affected academic achievement concurrently and longitudinally. ADHD symptoms in 11th grade negatively affected concurrent academic achievement and academic self-perception and future orientation in 12th grade. Academic achievement had a positive influence on academic self-perception and future orientation. Given the other factors, self-perception of academic competence did not contribute to outcomes. We concluded that early ADHD symptoms may cast long shadows on young people's academic progress. This happens mainly by way of stability in symptoms and relations to early low academic achievement. PMID:23510262

  8. Coaches’ Perceptions of Competence and Acknowledgement of Training Needs Related to Professional Competences

    PubMed Central

    Santos, Sofia; Mesquita, Isabel; GRAÇA, Amândio; Rosado, António

    2010-01-01

    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. Key points Coaches’ perceptions of competence and acknowledgement of training needs resulted in three main areas: competences related to annual and multi-annual planning, competences related to practice and competition orientation and, finally, personal

  9. Global Migration: The Need for Culturally Competent School Psychologists

    ERIC Educational Resources Information Center

    Vega, Desireé; Lasser, Jon; Plotts, Cynthia

    2015-01-01

    Never before have more children lived away from their home countries. Given the unique social, emotional, and academic needs of children who have migrated, school psychologists must be well prepared to meet these growing demands. Consequently, school psychology training programs must invest in the preparation of culturally competent future school…

  10. Perceived and Actual Academic Competence in Maltreated Children.

    ERIC Educational Resources Information Center

    Kinard, E. Milling

    2001-01-01

    Comparison of maltreated (N=195) and non-maltreated (N=179) children found the maltreated children had significantly lower academic achievement scores but did not differ on perceived academic competence. Maltreated children were more likely to overestimate their level of competence, particularly for reading and arithmetic. Also, children with low…

  11. Organisation of English for Academic Purposes Activity for Developing Communicative Competence

    ERIC Educational Resources Information Center

    Zascerinska, Jelena

    2009-01-01

    Individuals need communicative competence for personal fulfillment and development, active citizenship, social inclusion and employment. Aim of the research is to work out English for Academic Purposes activity organization model and its introducing sequence for promoting communicative competence. Content: the search for English for Academic…

  12. New Directions in Library and Information Science Education. Final Report. Volume 2.1: Academic Librarian Competencies.

    ERIC Educational Resources Information Center

    Griffiths, Jose-Marie; And Others

    This document contains validated activities and competencies needed by librarians working in an academic library. The activities and competencies are organized according to the functions which academic librarians perform: acquisitions; cataloging; circulation and reader services; collection maintenance; interlibrary loan; management; reference;…

  13. Public Safety Core. Integrated Academic and Technical Competencies (ITAC).

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This document, which lists the public safety core competencies that are part of the Integrated Academic and Technical Competencies (ITAC) in Ohio, is intended to assist individuals and organizations develop a course to provide students with knowledge and skills applicable to public safety careers, including but not limited to firefighter,…

  14. Assessment and Intervention for Academic Task Attack Strategy Competencies

    ERIC Educational Resources Information Center

    Busse, R. T.; Lee, Charlene

    2015-01-01

    Many students who underachieve in schools may not be learning as effectively as they could. Direct assessments such as the Academic Competence Evaluation Scales (ACES), School Motivation and Learning Strategies Inventory (SMALSI), and the Academic Task Attack Checklist System (ATACS) can be used to evaluate students' knowledge and use of…

  15. In Practice: Using the "Developing Competency" Vector to Prepare Students for Competent Academic Major Exploration

    ERIC Educational Resources Information Center

    Galilee-Belfer, Mika

    2012-01-01

    Though many programs for undecided students focus on the "developing purpose" vector, the author argues that putting purpose before competency is putting the cart before the horse. In this article, she shares practical strategies she has used to help her students at the University of Arizona reach competence in understanding the academic world.…

  16. Autism, Social Competence, and Academic Performance

    ERIC Educational Resources Information Center

    Schriber Orloff, Susan N.

    2009-01-01

    In this article, a reader is asking for advice regarding her 10-year-old daughter who is having difficulty with her reading and focusing skills and social skills. The author recommends that her daughter should have a full evaluation of her academic skills and potentials inclusive of psychology, speech, and occupational therapy. The author also…

  17. Competencies Needed by Seed Production and Distribution Company Employees.

    ERIC Educational Resources Information Center

    Morrow, Charles Kendall

    To determine competencies needed by employees in the seed production and distribution industry, a questionnaire containing 49 competencies was compiled with the assistance of specialists and mailed to 100 company managers and 200 nonmanagerial employees. Returns from the 200 usable questionnaires indicate that the competencies needed most by…

  18. Social Adjustment and Academic Achievement: A Predictive Model for Students with Diverse Academic and Behavior Competencies

    ERIC Educational Resources Information Center

    Ray, Corey E.; Elliott, Stephen N.

    2006-01-01

    This study examined the hypothesized relationship between social adjustment, as measured by perceived social support, self-concept, and social skills, and performance on academic achievement tests. Participants included 27 teachers and 77 fourth- and eighth-grade students with diverse academic and behavior competencies. Teachers were asked to…

  19. School Nurse Cultural Competence Needs Assessment: Results and Response.

    PubMed

    Matza, Maria; Maughan, Erin; Barrows, Beth M

    2015-11-01

    NASN conducted a needs assessment to learn about the cultural competence skills needed by school nurses. The purpose of this article is to describe the results of the needs assessment and describe actions taken to address cultural competency needs for the U.S. school nurse workforce. PMID:26515572

  20. Academically Gifted Students' Perceived Interpersonal Competence and Peer Relationships

    ERIC Educational Resources Information Center

    Lee, Seon-Young; Olszewski-Kubilius, Paula; Thomson, Dana Turner

    2012-01-01

    Perceptions of the interpersonal competence and peer relationships of 1,526 gifted adolescents who had previously participated in academic gifted programs at the Center for Talent Development were examined, using an online survey. Major findings included that the gifted students had generally positive perceptions of their abilities to initiate,…

  1. Foreign Language Professional Communicative Competence as a Component of the Academic Science Teacher's Professional Competence

    ERIC Educational Resources Information Center

    Valeeva, Roza A.; Baykova, Olga V.; Kusainov, Askarbek K.

    2016-01-01

    The urgency of the problem raised in the article is explained by the increasing demand for qualified specialists who have a good command of a foreign language. The communicative competence of an academic science teacher under the conditions of international cooperation development is of great importance. The article discusses the problem of…

  2. Competencies in Welding Needed for Agricultural Machinery Maintenance.

    ERIC Educational Resources Information Center

    Hansen, Herbert Eugene

    To determine needed competencies in welding for agricultural maintenance, questionnaires from 185 farmers familar with welding and 96 job-shop welders representing 40 percent of the Iowa vocational agriculture departments were rated and evaluated. The ten most needed competencies in arc welding were found to be: (1) understanding of the effect of…

  3. Australia needs an office of academic integrity.

    PubMed

    Hall, Bruce M

    Institutions investigating allegations of research misconduct are vulnerable to claims that their processes are inadequate or that they have an institutional conflict of interest. The Office of Research Integrity in the United States sets down standards for and reviews the adequacy of investigations of research misconduct by institutions; recognises that internal politics and the involvement of non-experts can lead to honest mistakes being regarded as serious misconduct; requires complainants and investigators to act "in good faith"; and reduces damaging publicity when complaints are misconceived or false. Australia needs an office of academic integrity to ensure that all complaints are thoroughly investigated; the investigative procedures meet international standards; fair processes are provided for complainants and respondents; and institutions are protected from claims of "cover-up" and institutional conflict of interest. PMID:17181506

  4. Cultural Competency Education in Academic Dental Institutions in Australia and New Zealand: A Survey Study.

    PubMed

    Nicholson, Sheree L; Hayes, Melanie J; Taylor, Jane A

    2016-08-01

    The aim of this study was to assess the status of cultural competency education in Australian and New Zealand dental, dental hygiene, and oral health therapy programs. The study sought to explore the extent to which cultural competence is included in these programs' curricula, building on similar studies conducted in the United States and thus contributing to the international body of knowledge on this topic. A 12-item instrument was designed with questions in four areas (demographics, content of cultural competency education, organization of overall program curriculum, and educational methods used to teach cultural competence) and was sent to all Australian and New Zealand dental, dental hygiene, and oral health therapy educational programs. Of the total 24 programs, 15 responded for a response rate of 62.5%. The results showed that lectures were the most frequent teaching method used in cultural competency education; however, the variation in responses indicated inconsistencies across study participants, as discussions and self-directed learning also featured prominently in the responses. The majority of respondents reported that cultural competence was not taught as a specific course but rather integrated into their programs' existing curricula. The variations in methods may indicate the need for a standardized framework for cultural competency education in these countries. In addition, the notion of cultural competency education in academic dental institutions demands additional evaluation, and further research is required to develop a solid evidence base on which to develop cultural competency education, specifically regarding content, most effective pedagogies, and assessment of student preparedness. PMID:27480708

  5. Academic Intrinsic Motivation and Perceived Academic Competence in Greek Elementary Students with and without Learning Disabilities

    ERIC Educational Resources Information Center

    Zisimopoulos, Dimitrios A.; Galanaki, Evangelia P.

    2009-01-01

    The aim of this study was to examine differences in intrinsic motivation and perceived academic competence as well as in their association between 5th- and 6th-grade students with learning disabilities (LD) (n = 40) and their typically achieving peers. Participants were 980 Greek elementary students from the metropolitan area of Athens. As…

  6. Leadership and Management Competencies Needed by Neophyte Nurses.

    ERIC Educational Resources Information Center

    Brown, Sylvia T.

    The management and leadership competencies that neophyte nurses need for nursing jobs were studied. Additional objectives were: to determine whether nurse educators, nursing service administrators, and neophyte nurses agreed on the leadership competencies; to determine neophyte nurses' perceptions concerning the adequacy of their schooling in…

  7. Do We Still Need Academic Freedom?

    ERIC Educational Resources Information Center

    Shils, Edward

    1993-01-01

    This review of academic freedom in U.S. universities focuses on the role of the American Association of University Professors, which originally linked academic freedom and tenure but now views equality of genders, races, and cultures and the normality of homosexuality as the only real values, whereas truth is seen as illusory, even exploitative.…

  8. Academic Planning in Response to Community Needs.

    ERIC Educational Resources Information Center

    Gilbert, G. Ronald; And Others

    1978-01-01

    The changing role of the academic institution in relation to its environment is reviewed in terms of student constituents, white collar employees, geographic neighborhood, and professionals. An "androgogical" rather than "pedagogical" approach to community knowledge development and transfer, and ways for university planners to make academe more…

  9. Professional Activities, Needed Competencies and Training Needs of Medical Librarians in Pakistan

    ERIC Educational Resources Information Center

    Ullah, Midrar; Ameen, Kanwal; Bakhtar, Salman

    2011-01-01

    The study aims to explore the professional activities, needed competencies and education/training needs of medical librarians in Pakistan. The following questions guided the study: what are the current professional activities of medical librarians in Pakistan? What is their perception of the competencies needed of medical librarians? And what are…

  10. Adolescents and Their Parents' Perceptions about Parenting Characteristics. Who Can Better Predict the Adolescent's Academic Competence?

    ERIC Educational Resources Information Center

    Pelegrina, Santiago; Garcia-Linares, M. Cruz; Casanova, Pedro F.

    2003-01-01

    This study examined family factors reported by parents and their children in relation to children's academic competence. Adolescents and their parents (N=323) reported about the same family characteristics: parental acceptance and involvement in the children's education. Measures related to children's academic competence were: academic competence…

  11. Relations between social competence and academic achievement in early adolescence.

    PubMed

    Wentzel, K R

    1991-10-01

    Relations between academic performance and 3 aspects of social competence--socially responsible behavior, sociometric status, and self-regulatory processes (goal setting, interpersonal trust, and problem-solving styles)--were studied. Based on a sample of 423 12- and 13-year-old students, correlational findings indicate that each aspect of social competence is related significantly to students' grades. Results from multiple regression analyses suggest that when accounting for students' IQ, sex, ethnicity, school absence, and family structure, socially responsible behavior mediates almost entirely the relations between students' grades and the other 2 aspects of social competence. Socially responsible behavior and peer status appear to be related by way of their joint association with goals to be socially responsible, interpersonal trust, and problem-solving styles. Similarly, relations between socially responsible behavior and the background variables are explained by joint relations with the self-regulatory processes. The social nature of learning and the role of self-regulation in both interpersonal and behavioral aspects of social competence are discussed. PMID:1756656

  12. Judgments of Self-Perceived Academic Competence and Their Differential Impact on Students' Achievement Motivation, Learning Approach, and Academic Performance

    ERIC Educational Resources Information Center

    Ferla, Johan; Valcke, Martin; Schuyten, Gilberte

    2010-01-01

    Using path analysis, the present study focuses on the development of a model describing the impact of four judgments of self-perceived academic competence on higher education students' achievement goals, learning approach, and academic performance. Results demonstrate that academic self-efficacy, self-efficacy for self-regulated learning, academic…

  13. Kansas Academic Librarian Perceptions of Information Literacy Professional Development Needs

    ERIC Educational Resources Information Center

    Starkey, Alysia

    2010-01-01

    The purpose of this study was to assess the professional development needs of academic instruction librarians required to improve information literacy instructional effectiveness in higher education institutions within the state of Kansas. The population in this correlational study was the 84 academic librarians with instruction duties at Kansas's…

  14. Relations among Maternal Parenting Style, Academic Competence, and Life Satisfaction in Chinese Early Adolescents

    ERIC Educational Resources Information Center

    Leung, Candice Y.-W.; McBride-Chang, Catherine; Lai, Beatrice P.-Y.

    2004-01-01

    The relations among maternal concern and restrictiveness, self-evaluated academic competence, and life satisfaction were explored in a short-term longitudinal study of 346 7th-grade students (126 males and 220 females) in Hong Kong. The authors found that perceived maternal concern, academic competence, and life satisfaction significantly declined…

  15. Aligning Research and Policy on Social-Emotional and Academic Competence for Young Children

    ERIC Educational Resources Information Center

    Nadeem, Erum; Maslak, Kristi; Chacko, Anil; Hoagwood, Kimberly Eaton

    2010-01-01

    Research Findings: The purpose of this article is to describe current education policies as they relate to the promotion of social, emotional, and academic (SEA) development and competence for young children. Academic and social-emotional competencies are described and conceptualized as developmentally linked, reciprocal processes that should be…

  16. Needed Training Competencies and University Offerings: Designing a Good Match.

    ERIC Educational Resources Information Center

    Palmer, Teresa M.

    A study was conducted to identify the competencies needed by training professionals as perceived by those currently employed as professionals in training. Its purpose was to provide data useful in curriculum development. The sample consisted of the membership of two local chapters of the American Society for Training and Development in central…

  17. QAM: A Competency Based Need Assessment Methodology and Computer Program.

    ERIC Educational Resources Information Center

    Gale, Larrie E.

    A needs assessment methodology is described which can be used (1) to assess the competencies required for functioning in a particular position, (2) to provide data for planning inservice and preservice educational programs, (3) to assess job performance, and (4) to provide information for personnel planners. Quadrants are formed using four…

  18. Accounting: Recordkeeping-Accounting Competencies Needed by Potential Office Workers

    ERIC Educational Resources Information Center

    Schmidt, B. June

    1978-01-01

    The recordkeeping-accounting competencies in business education curriculums should be those needed by all prospective office workers, not just bookkeepers. A task inventory booklet (developed by the Vocational Technical Education Consortium of States) completed by incumbent office workers showed that some of the recordkeeping-accounting tasks…

  19. Dental Assistant. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; an overview of the dental assistant occupation; a list acknowledging professionals who helped develop the competency list; and the comprehensive list of the professional or occupational competencies deemed essential for…

  20. Drafting. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; an overview of the drafting industry; a list acknowledging professionals who helped develop the competency list; and the comprehensive list of the professional or occupational competencies deemed essential for graduates…

  1. Graphic Communications. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; an overview of the graphic communications field; a list acknowledging professionals who helped develop the competency list; and a comprehensive list of the professional or occupational competencies deemed essential for…

  2. Nurse Assistant. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; an overview of the nurse assistant occupation; a list acknowledging professionals who helped develop the competency list; and the comprehensive list of the professional or occupational competencies deemed essential for…

  3. Practical Nursing. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; an overview of the field of practical nursing; a list acknowledging professionals who helped develop the competency list; and the comprehensive list of the professional or occupational competencies deemed essential for…

  4. Electronics. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; and overview of the electronics field; an list acknowledging the professionals who helped develop the competency list; and the comprehensive listing of the professional or occupational competencies deemed essential for…

  5. Visual Communications Art. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This document contains an introduction to the Ohio Integrated Technical and Academic Competency (ITAC) and Specialization ITAC; an overview of the visual communications art profession; a list acknowledging professionals who helped develop the competency list; and the comprehensive list of the professional or occupational competencies deemed…

  6. Competent statistical programmer: Need of business process outsourcing industry.

    PubMed

    Khan, Imran

    2014-07-01

    Over the last two decades Business Process Outsourcing (BPO) has evolved as much mature practice. India is looked as preferred destination for pharmaceutical outsourcing over a cost arbitrage. Among the biometrics outsourcing, statistical programming and analysis required very niche skill for service delivery. The demand and supply ratios are imbalance due to high churn out rate and less supply of competent programmer. Industry is moving from task delivery to ownership and accountability. The paradigm shift from an outsourcing to consulting is triggering the need for competent statistical programmer. Programmers should be trained in technical, analytical, problem solving, decision making and soft skill as the expectations from the customer are changing from task delivery to accountability of the project. This paper will highlight the common issue SAS programming service industry is facing and skills the programmers need to develop to cope up with these changes. PMID:24987578

  7. Competent statistical programmer: Need of business process outsourcing industry

    PubMed Central

    Khan, Imran

    2014-01-01

    Over the last two decades Business Process Outsourcing (BPO) has evolved as much mature practice. India is looked as preferred destination for pharmaceutical outsourcing over a cost arbitrage. Among the biometrics outsourcing, statistical programming and analysis required very niche skill for service delivery. The demand and supply ratios are imbalance due to high churn out rate and less supply of competent programmer. Industry is moving from task delivery to ownership and accountability. The paradigm shift from an outsourcing to consulting is triggering the need for competent statistical programmer. Programmers should be trained in technical, analytical, problem solving, decision making and soft skill as the expectations from the customer are changing from task delivery to accountability of the project. This paper will highlight the common issue SAS programming service industry is facing and skills the programmers need to develop to cope up with these changes. PMID:24987578

  8. Intercultural palliative care: do we need cultural competence?

    PubMed

    Gunaratnam, Yasmin

    2007-10-01

    Recognition of the importance of 'cultural competence' is now central to health care policy and to nurse education and training across the international spectrum. Detailed engagement with models of cultural competence is comparatively recent in palliative care nursing. This article presents the findings from a development project on elders and carers from 'minority ethnic' groups, funded by the Department of Health, to increase awareness of palliative care and to improve understanding of the needs of these groups of service users. The article describes the experiences of nurses involved in the delivery of palliative care who were interviewed in focus groups as a part of the project. It draws attention to the complicated relationships between cultural knowledge and practice and to the non-rational and visceral dimensions of intercultural care. These aspects of nursing are marginalised in current approaches to cultural competence, which emphasise the rational acquisition and application of cultural knowledge and skills by practitioners. It is suggested that recognition of these marginalised experiences can contribute to the development of new approaches to intercultural nursing that are also more attuned to the ethos and values of palliative care. PMID:18073705

  9. Suicide prevention competencies among urban Indian physicians: A needs assessment

    PubMed Central

    Eynan, Rahel; Reiss, Leanna; Links, Paul; Shah, Ravi; Sathyanarayana Rao, T. S.; Parkar, Shubhangi; Dutt, Lakshman; Kadam, Kranti; De Souza, Avinash; Shrivastava, Amresh

    2015-01-01

    Introduction: India accounts for the highest estimated number of suicides in the World. In 2012, more than 258,000 of the 804,000 suicide deaths worldwide occurred in India. Early identification and effective management of suicidal ideation and behavior are paramount to saving lives. However, mental health resources are often scarce and limited. Throughout India, there is a severe shortage in mental health professions trained, which results in a treatment gap of about 90%. A comprehensive needs assessment was undertaken to identify the nature of the deficits in suicide prevention training for physicians in three Indian cities: Mumbai, Ahmedabad, and Mysore. Materials and Methods: The study was carried out in several concurrent phases and used a mixed-method approach of converging quantitative and qualitative methodologies. Data were collected using survey questionnaires, focus groups, consultations, and environmental scans. A total of 46 physicians completed the questionnaire. Focus groups were conducted in Mumbai and Ahmedabad with 40 physicians. Consultations were carried out with psychiatrists and psychiatric residents from hospitals and clinics in Mumbai, Ahmedabad, and Mysore. Results: Training gaps in suicide prevention exist across the health care professions. Existing training lacks in both quality and quantity and result in critical deficits in core competencies needed to detect and treat patients presenting with suicidal ideation and behavior. Only 43% of the surveyed physicians felt they were competent to treat suicidal patients. The majority of surveyed physicians believed they would greatly benefit from additional training to enhance their suicide risk assessment and intervention skills. Conclusions: There is a dire need for medical schools to incorporate suicide prevention training as a core component in their medical curricula and for continuing medical education training programs for physicians to enhance competencies in early detection and

  10. School Competence and Fluent Academic Performance: Informing Assessment of Educational Outcomes in Survivors of Pediatric Medulloblastoma.

    PubMed

    Holland, Alice Ann; Hughes, Carroll W; Stavinoha, Peter L

    2015-01-01

    Academic difficulties are widely acknowledged but not adequately studied in survivors of pediatric medulloblastoma. Although most survivors require special education services and are significantly less likely than healthy peers to finish high school, measured academic skills are typically average. This study sought to identify potential factors associated with academic difficulties in this population and focused on school competence and fluent academic performance. Thirty-six patients (ages 7-18 years old) were recruited through the Departments of Neurosurgery and Neuro-Oncology at Children's Medical Center Dallas and Cook Children's Medical Center in Fort Worth, TX. Participants completed a neuropsychological screening battery including selected Woodcock-Johnson III Tests of Achievement subtests. Parents completed the Child Behavior Checklist. School competence was significantly correlated with measured academic skills and fluency. Basic academic skill development was broadly average, in contrast to significantly worse fluent academic performance. School competence may have utility as a measure estimating levels of educational success in this population. Additionally, academic difficulties experienced by childhood medulloblastoma survivors may be better captured by measuring deficits in fluent academic performance rather than skills. Identification of these potential factors associated with educational outcomes of pediatric medulloblastoma survivors has significant implications for research, clinical assessment, and academic services/interventions. PMID:25398080

  11. RDA: Training and Continuing Education Needs in Academic Libraries

    ERIC Educational Resources Information Center

    Tosaka, Yugi; Park, Jung-ran

    2014-01-01

    This study aims at gaining a better understanding of the current state and needs of RDA training among cataloging and metadata practitioners. Using nationwide survey data focusing on the academic library sector, this study finds that while training activities since RDA's release in 2010 show a positive correlation with catalogers' levels of RDA…

  12. Defense Intelligence: Foreign Area/Language Needs and Academe.

    ERIC Educational Resources Information Center

    SRI International, Menlo Park, CA.

    The Department of Defense's (DOD) need for foreign language/area expertise was assessed, along with opportunities for the academic community to supplement government training. In addition to interviewing intelligence managers, questionnaires were administered to defense analysts to determine their background, training, and use of external…

  13. Academic, Career and Personal Needs of Nigerian University Students

    ERIC Educational Resources Information Center

    Aluede, Oyaziwo; Imhonde, Henry; Eguavoen, Agatha

    2006-01-01

    The academic, career and personal needs of students of Ambrose Alli University, Ekpoma-Nigeria were surveyed. A total of 920 undergraduates participated in this study. The results of the study revealed that irrespective of students' residential status, gender, age and relationship status, the students ranked time-management as the most pressing…

  14. Copyright and the Need for Academic Libraries To Educate Patrons.

    ERIC Educational Resources Information Center

    Bay, Mark T.

    This paper examines reasons why academic libraries need to educate patrons about copyright. The first section discusses legal reasons, including the protection of intellectual property rights in the U.S. Constitution, copyright legislation, and the doctrine of fair use. The second section considers decreasing profit margins for providers of…

  15. Corporate Versus Academic Perceptions of the Need for Language Fluency.

    ERIC Educational Resources Information Center

    Vande Berg, Camille Kennedy

    1997-01-01

    Discusses the academic emphasis on students acquiring fluency in a second language to foster their advancement in the business world of international commerce. Notes that human resource experts in U.S.-based international corporations often give a low priority to linguistic fluency and emphasize the need for cultural expertise. (Seven references)…

  16. Carpentry. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). 2001 Revision.

    ERIC Educational Resources Information Center

    Ohio State Board of Education, Columbus.

    This Ohio Integrated Technical and Academic Competency (ITAC) profile provides the professional or occupational competencies deemed essential for a graduate to perform proficiently in carpentry when he or she graduates from the specialization work force development program in industrial and engineering systems. The profile includes competency…

  17. Interpersonal Competence Configurations in Rural Appalachian Fifth Graders: Academic Achievement and Associated Adjustment Factors

    ERIC Educational Resources Information Center

    Farmer, Thomas W.; Irvin, Matthew J.; Sgammato, Adrienne N.; Dadisman, Kimberly; Thompson, Jana H.

    2009-01-01

    This study examined interpersonal competence configurations in a sample of 315 fifth-grade students (170 girls and 145 boys) from 8 elementary schools in the Appalachian region. Teachers completed the Interpersonal Competence Scale-Teacher (ICS-T) for each student. The ICS-T consists of 18 7-point Likert scales to assess academic achievement,…

  18. Factors Influencing Competence and Performance of Reference Librarians in Academic Libraries in Nigeria.

    ERIC Educational Resources Information Center

    Omoniyi, Joseph O.

    2002-01-01

    Reports on research that focused on competence and performance of reference libraries in academic libraries in Nigeria. Includes recommendations for improving competence and performance, including the reference process; staffing and other resources; education for reference librarians; knowledge of modern technology; and emotional stability and…

  19. Functional Competency Development Model for Academic Personnel Based on International Professional Qualification Standards in Computing Field

    ERIC Educational Resources Information Center

    Tumthong, Suwut; Piriyasurawong, Pullop; Jeerangsuwan, Namon

    2016-01-01

    This research proposes a functional competency development model for academic personnel based on international professional qualification standards in computing field and examines the appropriateness of the model. Specifically, the model consists of three key components which are: 1) functional competency development model, 2) blended training…

  20. Towards an Integrated Approach to the Recognition of Professional Competence and Academic Learning

    ERIC Educational Resources Information Center

    Bravenboer, Darryll; Lester, Stan

    2016-01-01

    Purpose: The purpose of this paper is to discuss the benefits of reclaiming the idea of professional competence and challenges fragmented approaches to academic qualification and professional recognition. It is argued that academic programmes that are integrated with the requirements for professional recognition can resolve the potentially…

  1. Social Competence, Social Support, and Academic Achievement in Minority, Low-Income, Urban Elementary School Children

    ERIC Educational Resources Information Center

    Elias, Maurice J.; Haynes, Norris M.

    2008-01-01

    Despite living in disadvantaged urban communities experiencing social and economic hardships, many children emerge with positive outcomes. Social-emotional competence and social support were hypothesized to have strong influences on academic trajectories during the critical period of academic skill acquisition. Participants were 282 third-grade…

  2. Reliability and Structural Validity of The Teacher Rating Scales of Early Academic Competence

    ERIC Educational Resources Information Center

    Reid, Erin E.; Diperna, James C.; Missall, Kristen; Volpe, Robert J.

    2014-01-01

    Currently, there are few strengths-based preschool rating scales that sample a wide array of behaviors believed to be essential for early academic success. The purpose of this study was to assess the factor structure of a new measure of early academic competence for at-risk preschool populations. The Teacher Rating Scales of Early Academic…

  3. Academic Freedom, the First Amendment and Competing Stakeholders: The Dynamics of a Changing Balance

    ERIC Educational Resources Information Center

    Jorgensen, James D.; Helms, Lelia B.

    2008-01-01

    The Supreme Court first affirmed the importance of academic freedom in 1957. Yet in subsequent cases, First Amendment precedent has displaced the concept of academic freedom to resolve disputes among competing interests on public campuses, primarily in favor of institutions. This paper draws on the concepts of path dependence and policy space to…

  4. Are Approaches to Learning in Kindergarten Associated with Academic and Social Competence Similarly?

    ERIC Educational Resources Information Center

    Razza, Rachel A.; Martin, Anne; Brooks-Gunn, Jeanne

    2015-01-01

    Background: Approaches to learning (ATL) is a key domain of school readiness with important implications for children's academic trajectories. Interestingly, however, the impact of early ATL on children's social competence has not been examined. Objective: This study examines associations between children's ATL at age 5 and academic achievement…

  5. English Language Proficiency and Teacher Judgments of the Academic and Interpersonal Competence of English Language Learners

    ERIC Educational Resources Information Center

    Freberg, Miranda E.

    2014-01-01

    The purpose of the study was to investigate how English language proficiency is related to teacher judgments of students' academic and interpersonal competence. It was hypothesized that English Language Learner (ELL) students would generally be perceived as having weaker academic and interpersonal skills than their non-ELL counterparts regardless…

  6. Relations of Perceived Maternal Parenting Style, Practices, and Learning Motivation to Academic Competence in Chinese Children

    ERIC Educational Resources Information Center

    Cheung, Cecilia S.; McBride-Chang, Catherine

    2008-01-01

    A measure of academic parenting practices was developed through parent and teacher interviews and subsequently administered to 91 Hong Kong Chinese fifth graders, who also rated their mothers' restrictiveness and concern, school motivation, and self-perceived academic competence. Children's actual school grades were obtained from school records.…

  7. The Impact of Supplemental Instruction on Learning Competence and Academic Performance

    ERIC Educational Resources Information Center

    Ning, Hoi Kwan; Downing, Kevin

    2010-01-01

    This study investigated the effects of supplemental instruction, a peer-assisted learning approach, on students, learning competence and academic performance. The supplemental instruction intervention facilitated by senior students focused on developing students' use of study skills and enhancing their motivation and academic performance. Pre- and…

  8. Academic Competence for Adolescents Who Bully and Who Are Bullied: Findings from the 4-H Study of Positive Youth Development

    ERIC Educational Resources Information Center

    Ma, Lang; Phelps, Erin; Lerner, Jacqueline V.; Lerner, Richard M.

    2009-01-01

    School bullying has negative implications for adolescent academic competence, making it important to explore what factors promote such competence for adolescents who bully and who are bullied. Potential contextual and individual variables linked to academic competence were examined in the context of bullying. Data were derived from the Grades 5…

  9. Competency Modeling in Extension Education: Integrating an Academic Extension Education Model with an Extension Human Resource Management Model

    ERIC Educational Resources Information Center

    Scheer, Scott D.; Cochran, Graham R.; Harder, Amy; Place, Nick T.

    2011-01-01

    The purpose of this study was to compare and contrast an academic extension education model with an Extension human resource management model. The academic model of 19 competencies was similar across the 22 competencies of the Extension human resource management model. There were seven unique competencies for the human resource management model.…

  10. The Enduring Predictive Significance of Early Maternal Sensitivity: Social and Academic Competence Through Age 32 Years

    PubMed Central

    Raby, K. Lee; Roisman, Glenn I.; Fraley, R. Chris; Simpson, Jeffry A.

    2014-01-01

    This study leveraged data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 243) to investigate the predictive significance of maternal sensitivity during the first three years of life for social and academic competence through age 32 years. Structural model comparisons replicated previous findings that early maternal sensitivity predicts social skills and academic achievement through mid-adolescence in a manner consistent with an Enduring Effects model of development and extended these findings using heterotypic indicators of social (effectiveness of romantic engagement) and academic competence (educational attainment) during adulthood. Although early socioeconomic factors and child gender accounted for the predictive significance of maternal sensitivity for social competence, covariates did not fully account for associations between early sensitivity and academic outcomes PMID:25521785

  11. Academic Persistence and Black University Students' Perceived Personal Competencies.

    ERIC Educational Resources Information Center

    Steward, Robbie J.; Jackson, James

    This study of the correlation between the self-concept of black university students and their academic persistence supports previous research identifying the importance of self-efficacy in academic persistence. Forty of the 115 18-year-old, American-born black freshmen, who lived on campus at a large predominantly white university, volunteered to…

  12. Aligning Research and Policy on Social-Emotional and Academic Competence for Young Children

    PubMed Central

    Nadeem, Erum; Maslak, Kristi; Chacko, Anil; Hoagwood, Kimberly Eaton

    2014-01-01

    Research Findings The purpose of this article is to describe current education policies as they relate to the promotion of social, emotional, and academic (SEA) development and competence for young children. Academic and social–emotional competencies are described and conceptualized as developmentally linked, reciprocal processes that should be supported by education in an integrated, holistic manner. Practice or Policy The article reviews major public policies and national initiatives that have implications for the education of young children (e.g., Head Start, No Child Left Behind, IDEA) and highlights opportunities within these policies to promote programs that can support SEA competencies, as well as the limitations of these policies. The article also includes a review of the limitations of existing resources available to educators to identify evidence-based programs that support SEA competencies and concludes with recommendations for better alignment between research and policy to support SEA competencies. PMID:25632216

  13. Longitudinal predictors of adult socioeconomic attainment: the roles of socioeconomic status, academic competence, and mental health.

    PubMed

    Slominski, Lisa; Sameroff, Arnold; Rosenblum, Katherine; Kasser, Tim

    2011-02-01

    Educational attainment and occupational status are key markers of success in adulthood. We expand upon previous research that focused primarily on the contributions of academic competence and family socioeconomic status (SES) by investigating the role of mental health in predicting adult SES. In a longitudinal study spanning 30 years, we used structural equation modeling to examine how parental mental health in early childhood and family SES, offspring academic competence, and offspring mental health in adolescence relate to occupational and educational attainment at age 30. Results were that adolescent academic competence predicted adult educational attainment, and that educational attainment then predicted occupational attainment. The pathways between academic competence and occupational attainment, family SES and educational attainment, and family SES and occupational attainment were not significant. In contrast, adolescent mental health not only predicted educational attainment, but was also directly related to adult occupational attainment. Finally, early maternal mental health was associated with offspring's adult socioeconomic attainment through its relations with adolescent academic competence and mental health. These results highlight the importance of mental health to adult socioeconomic attainment. PMID:21262057

  14. A longitudinal study of the social and academic competence of economically disadvantaged bilingual preschool children.

    PubMed

    Oades-Sese, Geraldine V; Esquivel, Giselle B; Kaliski, Pamela K; Maniatis, Lisette

    2011-05-01

    This longitudinal study was conducted to gain understanding of the social-emotional and academic development of economically disadvantaged bilingual preschool children. In Study 1, the authors combined cognitive, psychosocial, and cultural-linguistic factors to determine profiles of social competence as measured by peer play. A person-centered analysis of 207 Hispanic American preschoolers (ages 4 and 5 years) yielded 6 distinct profiles, 2 of which were socially competent and 1 of which was vulnerable. Findings revealed profile differences in social competence and a significant relationship between bilingualism and social-emotional development. In Study 2, the authors determined which profiles were associated with later academic achievement and growth of English proficiency. Findings indicated a significant relationship of early social-emotional development to later academic success and English acquisition, highlighting the role of bilingualism. PMID:21219064

  15. The relationship between competencies acquired through Swiss academic sports science courses and the job requirements.

    PubMed

    Schlesinger, T; Studer, F; Nagel, S

    2016-01-01

    In view of the changes in and growing variety of sports-related occupations, it is highly relevant for educational institutions to know how well the educational contents of their sport science courses meet the professional requirements. This study analyses the relationship between the competencies acquired through academic sports science courses and the requirements of the relevant jobs in Switzerland. The data for this empirical analysis were drawn from a sample of n = 1054 graduates of different academic sport science programmes at all eight Swiss universities. The results show that academic sport science courses primarily communicate sports-specific expertise and practical sports skills. On the other hand, most graduates consider that the acquisition of interdisciplinary competencies plays a comparatively minor role in sport science education, even though these competencies are felt to be an important requirement in a variety of work-related environments and challenges. PMID:25599128

  16. Competencies Needed by Full-Time Employees to Enter the Apple Production Industry. Final Report.

    ERIC Educational Resources Information Center

    Hamilton, George W.

    A study identified the competencies needed by full-time employees entering the apple production industry. Other objectives of the study included: (1) identification of differences among competency areas needed for employees working for large, medium, and small growers (based on acreage); and (2) identification of differences among competency areas…

  17. Integrating the core competencies: proceedings from the 2005 Academic Assembly consortium.

    PubMed

    Stahmer, Sarah A; Ellison, Stefanie R; Jubanyik, Karen K; Felten, Scott; Doty, Christopher; Binder, Louis; Jouriles, Nicholas J

    2007-01-01

    The Accreditation Council for Graduate Medical Education mandated the integration of the core competencies into residency training in 2001. To this end, educators in emergency medicine (EM) have been proactive in their approach, using collaborative efforts to develop methods that teach and assess the competencies. The first steps toward a collaborative approach occurred during the proceedings of the Council of Emergency Medicine Residency Directors (CORD-EM) academic assembly in 2002. Three years later, the competencies were revisited by working groups of EM program directors and educators at the 2005 Academic Assembly. This report provides a summary discussion of the status of integration of the competencies into EM training programs in 2005. PMID:17079791

  18. Faculty Perceptions of Academic Advising: Importance, Responsibility, and Competence

    ERIC Educational Resources Information Center

    Johnson-Garcia, Michelle

    2010-01-01

    Little research has been done on faculty attitudes on their advising experience. The current study examined the attitudes of instructional faculty towards their role, responsibility, and competence levels regarding faculty advising in a small, urban university in the southeast United States. The purpose of this research was to investigate and…

  19. Intellectual Competence and Academic Performance: Preliminary Validation of a Model

    ERIC Educational Resources Information Center

    Chamorro-Premuzic, Tomas; Arteche, Adriane

    2008-01-01

    The present study provides a preliminary empirical test of [Chamorro-Premuzic, T., & Furnham, A. (2004). A possible model to understand the personality-intelligence interface. "British Journal of Psychology," 95, 249-264], [Chamorro-Premuzic, T., & Furnham, A. (2006a). Intellectual competence and the intelligent personality: A third way in…

  20. Roles and Competencies of Academic Counsellors in Distance Education

    ERIC Educational Resources Information Center

    Mishra, Sanjaya

    2005-01-01

    Academic counsellors or tutors are engaged as a link between learners and distance teaching institutions. They perform various roles such as facilitating learning of subject matter content, assessing assignments, providing motivation and encouragement, and supervising research/term papers/project work. Each of these roles requires specific…

  1. Diversity Initiatives in Academic Psychiatry: Applying Cultural Competence

    ERIC Educational Resources Information Center

    Lim, Russell F.; Luo, John S.; Suo, Shannon; Hales, Robert E.

    2008-01-01

    Objective: This article describes the process of change in an academic department of psychiatry that has led to the development of a diversity initiative in teaching, research, recruitment, and services. Methods: The authors performed a literature review of diversity initiatives using PubMed. The authors then wrote a case study of the development…

  2. There is no "i" in teamwork in the patient-centered medical home: defining teamwork competencies for academic practice.

    PubMed

    Leasure, Emily L; Jones, Ronald R; Meade, Lauren B; Sanger, Marla I; Thomas, Kris G; Tilden, Virginia P; Bowen, Judith L; Warm, Eric J

    2013-05-01

    Evidence suggests that teamwork is essential for safe, reliable practice. Creating health care teams able to function effectively in patient-centered medical homes (PCMHs), practices that organize care around the patient and demonstrate achievement of defined quality care standards, remains challenging. Preparing trainees for practice in interprofessional teams is particularly challenging in academic health centers where health professions curricula are largely siloed. Here, the authors review a well-delineated set of teamwork competencies that are important for high-functioning teams and suggest how these competencies might be useful for interprofessional team training and achievement of PCMH standards. The five competencies are (1) team leadership, the ability to coordinate team members' activities, ensure appropriate task distribution, evaluate effectiveness, and inspire high-level performance, (2) mutual performance monitoring, the ability to develop a shared understanding among team members regarding intentions, roles, and responsibilities so as to accurately monitor one another's performance for collective success, (3) backup behavior, the ability to anticipate the needs of other team members and shift responsibilities during times of variable workload, (4) adaptability, the capability of team members to adjust their strategy for completing tasks on the basis of feedback from the work environment, and (5) team orientation, the tendency to prioritize team goals over individual goals, encourage alternative perspectives, and show respect and regard for each team member. Relating each competency to a vignette from an academic primary care clinic, the authors describe potential strategies for improving teamwork learning and applying the teamwork competences to academic PCMH practices. PMID:23524923

  3. Increasing Cultural Competence through Needs Assessment and Professional Development

    ERIC Educational Resources Information Center

    Smith, Natasha L.; Bahr, Michael W.

    2014-01-01

    The increasing cultural diversity of American students makes it imperative for school-based professionals to engage in culturally-competent practice, thereby ensuring high-quality mental health services. Although most cultural competence training occurs in university programs, research shows practicing mental health professionals would benefit…

  4. Academics and competing interests in H1N1 influenza media reporting

    PubMed Central

    Mandeville, Kate L; O'Neill, Sam; Brighouse, Andrew; Walker, Alice; Yarrow, Kielan; Chan, Kenneth

    2014-01-01

    Background Concerns have been raised over competing interests (CoI) among academics during the 2009 to 2010 A/H1N1 pandemic. Media reporting can influence public anxiety and demand for pharmaceutical products. We assessed CoI of academics providing media commentary during the early stages of the pandemic. Methods We performed a retrospective content analysis of UK newspaper articles on A/H1N1 influenza, examining quoted sources. We noted when academics made a risk assessment of the pandemic and compared this with official estimations. We also looked for promotion or rejection of the use of neuraminidase inhibitors or H1N1-specific vaccine. We independently searched for CoI for each academic. Results Academics were the second most frequently quoted source after Ministers of Health. Where both academics and official agencies estimated the risk of H1N1, one in two academics assessed the risk as higher than official predictions. For academics with CoI, the odds of a higher risk assessment were 5.8 times greater than those made by academics without CoI (Wald p value=0.009). One in two academics commenting on the use of neuraminidase inhibitors or vaccine had CoI. The odds of CoI in academics promoting the use of neuraminidase inhibitors were 8.4 times greater than for academics not commenting on their use (Fisher's exact p=0.005). Conclusions There is evidence of CoI among academics providing media commentary during the early H1N1 pandemic. Heightened risk assessments, combined with advocacy for pharmaceutical products to counter this risk, may lead to increased public anxiety and demand. Academics should declare, and journalists report, relevant CoI for media interviews. PMID:24218071

  5. Low Academic Competence in First Grade as a Risk Factor for Depressive Cognitions and Symptoms in Middle School

    ERIC Educational Resources Information Center

    Herman, Keith C.; Lambert, Sharon F.; Reinke, Wendy M.; Ialongo, Nicholas S.

    2008-01-01

    The present study investigated the role of low academic competence in the emergence of depressive cognitions and symptoms. Structural equation modeling was conducted on a longitudinal sample of African American boys (n = 253) and girls (n = 221). Results supported the hypothesized path models from academic competence in 1st grade to depressive…

  6. Assessing the Academic Competence of College Students: Validation of a Self-Report Measure of Skills and Enablers.

    ERIC Educational Resources Information Center

    Elliott, Stephen N.; DiPerna, James C.

    2002-01-01

    Investigated the criterion-related validity of the Academic Competence Evaluation Scales-College (ACES-College), a self-report measure of academic competence. Using comparisons to grade point average and college admission test scores, found good evidence for its validity and ability to differentiate college students experiencing learning…

  7. Living well with disability: needs, values and competing factors

    PubMed Central

    2013-01-01

    Background Obesity is more prevalent for disabled people (estimated as being between 27-62%) compared to the general population (17-22%). Disabled people are more likely to report poorer general health and acquire a range of obesity-related secondary conditions. Although there are many physical activity and nutrition initiatives aimed at obesity prevention, little is known about whether these options are relevant and accessible for disabled people. The Living Well Study aimed to better understand the issues faced by disabled people when engaging in physical activity and healthy eating. Methods The study drew on a participatory action research design involving key stakeholders. There were two core cyclical phases (A and B), in which data collection was followed by a period of analysis, reflection and refinement. Focus groups and interviews were held with individuals who experience a range of disabilities, family members, service providers and representatives from disability advocacy groups. We sought to explore the importance and meaning of physical activity and healthy eating and factors that influenced engagement in these. Data in phase A were analysed using conventional content analysis drawing on constant comparative methods to identify themes of importance. In phase B, data analysis occurred alongside data collection, using a structured template to summarise participants’ agreement or disagreement with the draft themes and recommendations, until the themes and recommendations were refined based on participants’ corroboration. Results 146 participants aged between 10–69 years, from both rural and urban areas and of different cultural backgrounds participated. Seven interconnecting themes that related to engagement in living well behaviours emerged with a wide range of external factors (such as people, knowledge, time, cost, identity and the environment) impacting on living well options. The central theme - It depends: needs, values and competing factors

  8. Marketing Technology. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This document presents the Ohio Integrated Technical and Academic Competency profile for marketing technology. The profile is to serve as the basis for curriculum development in Ohio's secondary, adult, and postsecondary programs. The profile includes a comprehensive listing of 580 specialty and foundation key indicators for evaluating mastery of…

  9. Student and Teacher Ratings of Academic Competence: An Examination of Cross-Informant Agreement

    ERIC Educational Resources Information Center

    Kettler, Ryan J.; Elliott, Stephen N.; DiPerna, James C.; Bolt, Daniel M.; Reiser, Deitra; Resurreccion, Leilani

    2014-01-01

    Two studies were conducted with samples of middle and high school teachers and students to examine cross-informant agreement on the Academic Competence Evaluation Scales. Cross-informant agreement was examined using Pearson correlations and conditional probability indices. Results of Study 1 (N = 65) and Study 2 (N = 66) indicated that teacher and…

  10. Can Socially Adept Friends Protect Peer-Victimized Early Adolescents against Lower Academic Competence?

    ERIC Educational Resources Information Center

    Tu, Kelly M.; Erath, Stephen A.; Flanagan, Kelly S.

    2012-01-01

    The present study examined indices of friends' social adjustment (prosocial skills and social anxiety) that may protect against or exacerbate vulnerability to lower academic competence in the context of peer victimization during middle school (N=320). Peer victimization was assessed with peer nominations, social anxiety was measured with self…

  11. Teacher Competence and the Academic Achievement of Sixth Grade Students in Uganda

    ERIC Educational Resources Information Center

    Wamala, Robert; Seruwagi, Gerald

    2013-01-01

    The study investigates the influence of teacher competence on the academic achievement of sixth grade students in Uganda. The investigation is based on data sourced from the 2009 Southern African Consortium for Monitoring Education Quality (SACMEQ) survey comprising 5,148 records of sixth grade students enrolled in primary schools in Uganda. The…

  12. Enhancing Academic Performance and Social and Emotional Competence with the RULER Feeling Words Curriculum

    ERIC Educational Resources Information Center

    Brackett, Marc A.; Rivers, Susan E.; Reyes, Maria R.; Salovey, Peter

    2012-01-01

    A pre- and post-test quasi-experimental design was used to test the impact of a 30-week, theoretically-based social and emotional learning (SEL) curriculum, The RULER Feeling Words Curriculum ("RULER"), on the academic performance and social and emotional competence of 5th and 6th grade students (N = 273) in fifteen classrooms in three schools.…

  13. Business & Management Career Cluster ITAC for Career-Focused Education. Integrated Technical & Academic Competencies.

    ERIC Educational Resources Information Center

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

    Designed for Ohio educators responsible for planning programs to prepare high school students for careers in business and management, this document presents an overview of Ohio's Integrated Technical and Academic Competencies (ITAC) system of career-focused education and specific information about the business and management ITAC career cluster.…

  14. Adolescent Siblings' Daily Discussions: Connections to Perceived Academic, Athletic, and Peer Competency

    ERIC Educational Resources Information Center

    Tucker, Corinna Jenkins; Winzeler, Abby

    2007-01-01

    First- and second-born adolescent siblings from 21 families completed a daily diary on each of 7 days. The frequency and content of siblings' conversations are described and the relationship between the content of siblings' discussion and their perceived academic, athletic, and peer competency is explored. Siblings most often talked about…

  15. Academic Competence in Preschool: Exploring the Role of Close Relationships and Anxiety

    ERIC Educational Resources Information Center

    Wood, Jeffrey J.

    2007-01-01

    This study tested a conceptual model of a psychosocial pathway to academic competence in preschool. Developmental theory and research with older children suggest that social and psychological factors could have a significant impact on young children's learning and school readiness. Children in 3 preschool classrooms (N = 31) participated. Mothers'…

  16. Behavioral Competence and Academic Functioning among Early Elementary Children with Externalizing Problems

    ERIC Educational Resources Information Center

    Kwon, Kyongboon; Kim, Elizabeth; Sheridan, Susan

    2012-01-01

    The positive effect of competent behaviors on academic functioning may outweigh the negative effect of externalizing problems. The current study examined this premise among children with externalizing problems in the early elementary years. Participants were 207 kindergarten through third-grade children and their parents and teachers. Results…

  17. A Survey of New Zealand Academic Reference Librarians: Current and Future Skills and Competencies

    ERIC Educational Resources Information Center

    Chawner, Brenda; Oliver, Gillian

    2013-01-01

    A survey of New Zealand academic subject/reference librarians was conducted in mid-2011 to identify the most highly valued knowledge, skills and competencies of reference librarians working in libraries in the tertiary sector. The project was part of an international collaborative project involving 13 countries. The results from New Zealand show…

  18. A Longitudinal Study of the Social and Academic Competence of Economically Disadvantaged Bilingual Preschool Children

    ERIC Educational Resources Information Center

    Oades-Sese, Geraldine V.; Esquivel, Giselle B.; Kaliski, Pamela K.; Maniatis, Lisette

    2011-01-01

    This longitudinal study was conducted to gain understanding of the social-emotional and academic development of economically disadvantaged bilingual preschool children. In Study 1, the authors combined cognitive, psychosocial, and cultural-linguistic factors to determine profiles of social competence as measured by peer play. A person-centered…

  19. Developmental Pathways Linking Externalizing Symptoms, Internalizing Symptoms, and Academic Competence to Adolescent Substance Use

    ERIC Educational Resources Information Center

    Englund, Michelle M.; Siebenbruner, Jessica

    2012-01-01

    This study extends previous research investigating the developmental pathways predicting adolescent alcohol and marijuana use by examining the cascading effects of externalizing and internalizing symptoms and academic competence in the prediction of use and level of use of these substances in adolescence. Participants (N = 191) were drawn from a…

  20. Validation of a Questionnaire on Behaviour Academic Competence among Chinese Preschool Children

    ERIC Educational Resources Information Center

    Leung, Cynthia; Lo, S. K.; Leung, Shirley S. L.

    2012-01-01

    The aim of this study was to validate a questionnaire on academic competence behaviour for use with Chinese preschool children in Hong Kong. A parent version and a teacher version were developed and evaluated. The participants included 457 children (230 boys and 227 girls) aged four and five years old, their preschool teachers and their parents.…

  1. Screening for Early Learning Problems within an Urban Population: The Brief Academic Competence Evaluation Screening System

    ERIC Educational Resources Information Center

    Kettler, Ryan J.

    2007-01-01

    The Brief Academic Competence Evaluation Screening System (BACESS; Elliott, DiPerna, & Huai, 2003) is a multi-phase instrument designed to assist educators in the identification of students who are likely to experience early learning problems. The BACESS was used in eight elementary classrooms (n=71) in southern California. Each phase of the…

  2. Self-Representations of Social and Academic Competence: Contextual Correlates in Middle Childhood

    ERIC Educational Resources Information Center

    Isabella, Russell A.; Diener, Marissa L.

    2010-01-01

    Self-representations of 1st-, 3rd-, and 5th-graders' social and academic competence were examined in relation to children's personal (grade/age); family (attachment to parents, marital conflict, anxiety related to conflict); and school (teacher appraisals) contexts. Children who reported higher levels of security of attachment to parents and lower…

  3. What Mathematical Competencies Are Needed for Success in College.

    ERIC Educational Resources Information Center

    Garofalo, Joe

    1990-01-01

    Identifies requisite math skills for a microeconomics course, offering samples of supply curves, demand curves, equilibrium prices, elasticity, and complex graph problems. Recommends developmental mathematics competencies, including problem solving, reasoning, connections, communication, number and operation sense, algebra, relationships,…

  4. Managerial Competency Needs and Training Requests: The Case of the Spanish Tourist Industry.

    ERIC Educational Resources Information Center

    Agut, Sonia; Grau, Rosa

    2002-01-01

    A study analyzed the gap between required and existing management competency levels and acquired data on 80 Spanish hotel/restaurant managers' self-identified training needs. Deficits were found in 10 of 15 technical and 12 of 21 generic competencies. Managers requested training only in technical areas, not generic competencies. (Contains 42…

  5. Prediction of Children’s Academic Competence From Their Effortful Control, Relationships, and Classroom Participation

    PubMed Central

    Lemery-Chalfant, Kathryn; Swanson, Jodi; Reiser, Mark

    2010-01-01

    The authors examined the relations among children’s effortful control, school relationships, classroom participation, and academic competence with a sample of 7- to 12-year-old children (N = 264). Parents and children reported on children’s effortful control, and teachers and children reported on children’s school relationships and classroom participation. Children’s grade point averages (GPAs) and absences were obtained from school-issued report cards. Significant positive correlations existed between effortful control, school relationships, classroom participation, and academic competence. Consistent with expectations, the teacher–child relationship, social competence, and classroom participation partially mediated the relation between effortful control and change in GPA from the beginning to the end of the school year. The teacher–child relationship and classroom participation also partially mediated the relation between effortful control and change in school absences across the year. PMID:21212831

  6. Competency Needs in Irish Hotels: Employer and Graduate Perspectives

    ERIC Educational Resources Information Center

    Nolan, Ciara; Conway, Edel; Farrell, Tara; Monks, Kathy

    2010-01-01

    Purpose: The purpose of this study is to investigate hotel industry employers' expectations of, and satisfaction with, graduate competencies in comparison with graduate perceptions of what is required for their roles and their satisfaction with how well their education experience prepared them. Design/methodology/approach: The research involved a…

  7. Giving Context to the Physician Competency Reference Set: Adapting to the Needs of Diverse Populations.

    PubMed

    Eckstrand, Kristen L; Potter, Jennifer; Bayer, Carey Roth; Englander, Robert

    2016-07-01

    Delineating the requisite competencies of a 21st-century physician is the first step in the paradigm shift to competency-based medical education. Over the past two decades, more than 150 lists of competencies have emerged. In a synthesis of these lists, the Physician Competency Reference Set (PCRS) provided a unifying framework of competencies that define the general physician. The PCRS is not context or population specific; however, competently caring for certain underrepresented populations or specific medical conditions can require more specific context. Previously developed competency lists describing care for these populations have been disconnected from an overarching competency framework, limiting their uptake. To address this gap, the Association of American Medical Colleges Advisory Committee on Sexual Orientation, Gender Identity, and Sex Development adapted the PCRS by adding context- and content-specific qualifying statements to existing PCRS competencies to better meet the needs of diverse patient populations. This Article describes the committee's process in developing these qualifiers of competence. To facilitate widespread adoption of the contextualized competencies in U.S. medical schools, the committee used an established competency framework to develop qualifiers of competence to improve the health of individuals who are lesbian, gay, bisexual, transgender; gender nonconforming; or born with differences in sexual development. This process can be applied to other underrepresented populations or medical conditions, ensuring that relevant topics are included in medical education and, ultimately, health care outcomes are improved for all patients inclusive of diversity, background, and ability. PMID:26796092

  8. Giving Context to the Physician Competency Reference Set: Adapting to the Needs of Diverse Populations

    PubMed Central

    Eckstrand, Kristen L.; Potter, Jennifer; Bayer, Carey Roth; Englander, Robert

    2016-01-01

    Delineating the requisite competencies of a 21st-century physician is the first step in the paradigm shift to competency-based medical education. Over the past two decades, more than 150 lists of competencies have emerged. In a synthesis of these lists, the Physician Competency Reference Set (PCRS) provided a unifying framework of competencies that define the general physician. The PCRS is not context or population specific; however, competently caring for certain underrepresented populations or specific medical conditions can require more specific context. Previously developed competency lists describing care for these populations have been disconnected from an overarching competency framework, limiting their uptake. To address this gap, the Association of American Medical Colleges Advisory Committee on Sexual Orientation, Gender Identity, and Sex Development adapted the PCRS by adding context- and content-specific qualifying statements to existing PCRS competencies to better meet the needs of diverse patient populations. This Article describes the committee’s process in developing these qualifiers of competence. To facilitate widespread adoption of the contextualized competencies in U.S. medical schools, the committee used an established competency framework to develop qualifiers of competence to improve the health of individuals who are lesbian, gay, bisexual, transgender; gender nonconforming; or born with differences in sexual development. This process can be applied to other underrepresented populations or medical conditions, ensuring that relevant topics are included in medical education and, ultimately, health care outcomes are improved for all patients inclusive of diversity, background, and ability. PMID:26796092

  9. European American and African American Mothers’ Emotion Socialization Practices Relate Differently to their Children’s Academic and Social-Emotional Competence

    PubMed Central

    Nelson, Jackie A.; Leerkes, Esther M.; Perry, Nicole B.; O’Brien, Marion; Calkins, Susan D.; Marcovitch, Stuart

    2012-01-01

    The current study examines whether the relation between mothers’ responses to their children’s negative emotions and teachers’ reports of children’s academic performance and social-emotional competence are similar or different for European American and African American families. Two hundred mothers (137 European American, 63 African American) reported on their responses to their 5-year-old children’s negative emotions and 150 kindergarten teachers reported on these children’s current academic standing and skillfulness with peers. Problem-focused responses to children’s negative emotions, which have traditionally been considered a supportive response, were positively associated with children’s school competence for European American children, but expressive encouragement, another response considered supportive, was negatively associated with children’s competence for African American children. The findings highlight the need to examine parental socialization practices from a culturally-specific lens. PMID:23914076

  10. Developmental pathways linking childhood and adolescent internalizing, externalizing, academic competence, and adolescent depression.

    PubMed

    Weeks, Murray; Ploubidis, George B; Cairney, John; Wild, T Cameron; Naicker, Kiyuri; Colman, Ian

    2016-08-01

    This study examined longitudinal pathways through three domains of adaptation from ages 4-5 to 14-15 (internalizing problems, externalizing problems, and academic competence) towards depressive symptoms at age 16-17. Participants were 6425 Canadian children followed bi-annually as part of the National Longitudinal Study of Children and Youth. Within-domain (i.e., stability) effects were moderate in strength. We found longitudinal cross-domain effects across one time point (i.e., one-lag cascades) between internalizing and externalizing in early childhood (positive associations), and between academic competence and externalizing in later childhood and adolescence (negative associations). We also found cascade effects over multiple time points (i.e., multi-lag cascades); lower academic competence at age 4-5 and greater internalizing at age 6-7 predicted greater age 12-13 externalizing, and greater age 6-7 externalizing predicted greater age 16-17 depression. Important pathways towards adolescent depression include a stability path through childhood and adolescent internalizing, as well as a number of potential paths involving all domains of adaptation, highlighting the multifactorial nature of adolescent depression. PMID:27288965

  11. The enduring predictive significance of early maternal sensitivity: social and academic competence through age 32 years.

    PubMed

    Raby, K Lee; Roisman, Glenn I; Fraley, R Chris; Simpson, Jeffry A

    2015-01-01

    This study leveraged data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 243) to investigate the predictive significance of maternal sensitivity during the first 3 years of life for social and academic competence through age 32 years. Structural model comparisons replicated previous findings that early maternal sensitivity predicts social skills and academic achievement through midadolescence in a manner consistent with an enduring effects model of development and extended these findings using heterotypic indicators of social competence (effectiveness of romantic engagement) and academic competence (educational attainment) during adulthood. Although early socioeconomic factors and child gender accounted for the predictive significance of maternal sensitivity for social competence, covariates did not fully account for associations between early sensitivity and academic outcomes. PMID:25521785

  12. Agribusiness and Natural Resources Education in Michigan: Manpower Needs, Competencies Needed, School Program Characteristics. A Final Report.

    ERIC Educational Resources Information Center

    Thuemmel, William L.; And Others

    A study was conducted to assess the agricultural manpower needs in Michigan in terms of present jobs available and jobs projected over the next five years, to identify and validate competencies needed for agricultural entry upon graduation from high school, and to determine the degree of congruency and discrepancy between the characteristics of…

  13. Competencies Needed by Korean HRD Master's Graduates: A Comparison between the ASTD WLP Competency Model and the Korean Study

    ERIC Educational Resources Information Center

    Lee, Yonghak

    2009-01-01

    The primary purpose of this study was to identify competencies needed by current human resource development (HRD) master's degree graduate students in Korea. The study used a quantitative method, the Delphi technique, in combination with a qualitative method consisting of a series of in-depth interviews. The Delphi technique was conducted using a…

  14. Marrying Equity and Efficiency: The Need for Third Generation Academic Development

    ERIC Educational Resources Information Center

    Boughey, Chrissie

    2007-01-01

    Drawing on an analysis of the history of the area of endeavour known, in South Africa, as Academic Development and, internationally, as Educational Development, this article argues the need for a Third Generation model of Academic Development Practice in South Africa. The Third Generation model links Academic Development with quality management…

  15. Curriculum Materials for Teaching Students the Competencies Needed for Employment in Nonfarm Agricultural Business. Final Report.

    ERIC Educational Resources Information Center

    Williams, David L.; And Others

    Developed by means of a research project, this teaching guide includes five instructional modules in which competencies for agribusiness occupations are stressed. These competencies were identified from a review of the literature and evaluated by a jury of teachers and agribusinessmen in terms of qualifications needed for entry-level employment.…

  16. Perceptions of Spanish/English Bilingual School Psychologists Regarding Competency in Assessment and Future Training Needs

    ERIC Educational Resources Information Center

    Pena, Anne Marie

    2012-01-01

    With the changing demographics of the school population, the need for bilingually competent school psychologists has become increasingly important. The current study examined the influence of training and regional factors on Spanish-speaking, bilingual school psychologists' self-perceptions of competence regarding assessment of non-native…

  17. Do Pre-Entry Tests Predict Competencies Required to Excel Academically in Law School?: An Empirical Investigation

    ERIC Educational Resources Information Center

    Wamala, Robert

    2016-01-01

    Purpose: Prospective students of law are required to demonstrate competence in certain disciplines to attain admission to law school. The grounding in the disciplines is expected to demonstrate competencies required to excel academically in law school. The purpose of this study is to investigate the relevance of the law school admission test to…

  18. Early Adolescent Depression Symptoms and School Dropout: Mediating Processes Involving Self-Reported Academic Competence and Achievement

    ERIC Educational Resources Information Center

    Quiroga, Cintia V.; Janosz, Michel; Bisset, Sherri; Morin, Alexandre J. S.

    2013-01-01

    Research on adolescent well-being has shown that students with depression have an increased risk of facing academic failure, yet few studies have looked at the implications of adolescent depression in the process of school dropout. This study examined mediation processes linking depression symptoms, self-perceived academic competence, and…

  19. Identification and Development of Academic and Higher-Order Workplace Competencies in the Missouri Marketing Education Core Curriculum. Section I.

    ERIC Educational Resources Information Center

    Ruhland, Sheila K.; Wilkinson, Richard F.

    This document provides an overview of a project to identify the basic academic skills, advanced academic skills, and the higher-order workplace competencies for marketing education. It describes the following project activities: review of current literature and research in the field; review by business and industry representatives of the skills…

  20. The Twofold Multidimensionality of Academic Self-Concept: Domain Specificity and Separation between Competence and Affect Components

    ERIC Educational Resources Information Center

    Arens, A. Katrin; Yeung, Alexander Seeshing; Craven, Rhonda G.; Hasselhorn, Marcus

    2011-01-01

    Academic self-concept is consistently proven to be multidimensional rather than unidimensional as it is domain specific in nature. However, each specific self-concept domain may be further separated into competence and affect components. This study examines the twofold multidimensionality of academic self-concept (i.e., its domain specificity and…

  1. Meet your senior's online needs to compete in Medicare marketplace.

    PubMed

    1997-12-01

    As more seniors turn to the Internet for health care information and services, is your organization prepared to meet their needs? Kaiser Permanente is reaching the cyber-senior market on the World Wide Web with interactive online services, including discussion groups with providers. PMID:10176065

  2. The Academic English Language Needs of Industrial Design Students in UiTM Kedah, Malaysia

    ERIC Educational Resources Information Center

    Adzmi, Nor Aslah; Bidin, Samsiah; Ibrahim, Syazliyati; Jusoff, Kamaruzaman

    2009-01-01

    The purpose of this study was to analyse the academic English language lacks and needs of Industrial Design students in Universiti Teknologi MARA Kedah (UiTM). It highlights the lacks and needs for English for Academic Purposes in helping the students to succeed in the program through the usage of English language. The research tools used were in…

  3. Competency-based medical education and scholarship: Creating an active academic culture during residency.

    PubMed

    Bourgeois, James A; Hategan, Ana; Azzam, Amin

    2015-10-01

    The competency-based medical education movement has been adopted in several medical education systems across the world. This has the potential to result in a more active involvement of residents in the educational process, inasmuch as scholarship is regarded as a major area of competency. Substantial scholarly activities are well within the reach of motivated residents, especially when faculty members provide sufficient mentoring. These academically empowered residents have the advantage of early experience in the areas of scholarly discovery, integration, application, and teaching. Herein, the authors review the importance of instituting the germinal stages of scholarly productivity in the creation of an active scholarly culture during residency. Clear and consistent institutional and departmental strategies to promote scholarly development during residency are highly encouraged. PMID:26449362

  4. Nurse Aide. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Occupational Competency Analysis Profile (OCAP) for nurse aide (NA) is a competency list verified by expert workers that evolved from a job analysis. It identifies occupational, academic, and employability competencies needed to enter the occupation; lists and clusters them into broader units; and details the competency builders needed to…

  5. Health workforce competencies needed for a digital world.

    PubMed

    Hovenga, Evelyn J S

    2013-01-01

    The health workforce constitutes a very significant health system building block. As such it needs to have the capacity to influence how health data are captured, processed and used at all levels of decision making. This requires a national strategy that ensures all new health professional graduates are adequately prepared and that the existing workforce is developed to make the best possible use of all available digital technologies. This chapter provides an argument for why and how the health workforce should be contributing to health information governance, followed by an historical overview of various initiatives undertaken, the results achieved and issues identified during these processes. It concludes with an exploration of strategies that may be adopted to bring about change and achieve improvements. PMID:24018515

  6. Academically Resilient, Low-Income Students' Perspectives of How School Counselors Can Meet Their Academic Needs

    ERIC Educational Resources Information Center

    Williams, Joseph; Steen, Sam; Albert, Tracy; Dely, Betty; Jacobs, Brian; Nagel, Chelsea; Irick, Anese

    2016-01-01

    This phenomenological, qualitative study examined a national sample of academically resilient, low-income middle school students' (N = 24) perspectives of what school counselors can do to promote their academic achievement. Three main themes and nine subthemes were identified: build meaningful relationships, build on the cultural wealth of…

  7. Competencies in Entomology Needed by Agribusiness Teachers and Extension Agents in Indiana

    ERIC Educational Resources Information Center

    Hamilton, William H.; Walker, Leon

    1975-01-01

    The analysis of the data from an 84.2 percent questionnaire response by Indiana extension agents and agribusiness teachers provides 12 conclusions regarding their competency needs and five recommendations regarding inservice teacher training and courses needed in the areas of entomology. (BP)

  8. Evaluating the Competency Mismatch between Master of Engineering Graduates and Industry Needs in China

    ERIC Educational Resources Information Center

    Peng, Lijun; Zhang, Shulin; Gu, Jibao

    2016-01-01

    This study investigates the mismatch between the educational attainment of a graduate with a Master of Engineering (MEng) degree and the industry needs in China. A competency list for MEng graduates from the perspective of industry needs was constructed. And a survey was conducted among MEng graduate students, alumni, and employers to assess the…

  9. Using Competencies to Assess Entry-Level Knowledge of Students Graduating from Parks and Recreation Academic Programs

    ERIC Educational Resources Information Center

    Hurd, Amy R.; Elkins, Daniel J.; Beggs, Brent A.

    2014-01-01

    To address the Council on Accreditation of Parks, Recreation, Tourism, and Related Professions accreditation standard 7.01.01, the Entry Level Competency Assessment was developed to measure 46 competencies in four categories needed by entry level professionals. Students rated their competence prior to beginning their senior internship. The results…

  10. A Study To Identify Academic Personnel Replacement Needs in SUNY Community Colleges and Technical Colleges.

    ERIC Educational Resources Information Center

    Winter, Gene M.; And Others

    In 1990, a study was conducted of full-time faculty, deans, chairpersons, and academic administrators at the State University of New York (SUNY) community and technical colleges. The purpose of the study was to profile these groups and to identify future academic personnel replacement needs. A survey questionnaire mailed to SUNY's 30 community…

  11. The Advisor and Instructor as a Dynamic Duo: Academic Motivation and Basic Psychological Needs

    ERIC Educational Resources Information Center

    Burt, Tracie D.; Young-Jones, Adena D.; Yadon, Carly A.; Carr, Michael T.

    2013-01-01

    Students learn in and out of a formal classroom, and instructors and academic advisors play key roles in academic motivation and learning. Therefore, through the lens of self-determination theory, we examined the ways perceived support from instructors and advisors relates to satisfaction of college students' basic psychological needs.…

  12. MEETING Spiritual Needs: A STUDY USING THE SPIRITUAL CARE COMPETENCE SCALE.

    PubMed

    Hellman, Ann N; Williams, Wesley E; Hurley, Shelia

    2015-01-01

    Healthcare literature suggests that many nurses fail to address patients' spiritual needs and/or identify signs of spiritual distress. A study was conducted to explore whether nurses in a medical center possessed the knowledge to assess patients' spirituality and design and implement a plan of spiritual care. The Spiritual Care Competence Scale was used to assess competence in spiritual care assessment and implementation; professionalization and improving quality; personal support and patient counseling; referral; attitude toward patient spirituality; and communication of spiritual needs. PMID:26548177

  13. Being global in public health practice and research: complementary competencies are needed.

    PubMed

    Cole, Donald C; Davison, Colleen; Hanson, Lori; Jackson, Suzanne F; Page, Ashley; Lencuch, Raphael; Kakuma, Ritz

    2011-01-01

    Different sets of competencies in public health, global health and research have recently emerged, including the Core Competencies for Public Health in Canada (CCPHC). Within this context, we believe it is important to articulate competencies for globalhealth practitioners-educators and researchers that are in addition to those outlined in the CCPHC. In global health, we require knowledge and skills regarding: north-south power dynamics, linkages between local and global health problems, and the roles of international organizations. We must be able to work responsibly in low-resource settings, foster self-determination in a world rife with power differentials, and engage in dialogue with stakeholders globally. Skills in cross-cultural communication and the ability to critically self-reflect on one's own social location within the global context are essential. Those in global health must be committed to improving health equity through global systems changes and be willing to be mentored and to mentor others across borders. We call for dialogue on these competencies and for development of ways to assess both their demonstration in academic settings and their performance in global health practice and research. PMID:22032108

  14. Academic Aspirations

    ERIC Educational Resources Information Center

    Durant, Linda

    2013-01-01

    As colleges and universities become even more complex organizations, advancement professionals need to have the skills, experience, and academic credentials to succeed in this ever-changing environment. Advancement leaders need competencies that extend beyond fundraising, alumni relations, and communications and marketing. The author encourages…

  15. A Study to Determine Competencies Needed in Selected Job Titles in Agricultural Products Occupations.

    ERIC Educational Resources Information Center

    Amberson, Max L.; And Others

    The report is a composite of competency interviews and a compilation, evaluation, and analysis of data on agricultural products occupations (bakery, dairy, meat, and flour milling industry job titles). The study was conducted to obtain information which would identify the knowledge, skills, and attitudes needed by employees in selected job titles…

  16. Jordanian Social Studies Teachers' Perceptions of Competency Needed for Implementing Technology in the Classroom

    ERIC Educational Resources Information Center

    Al Bataineh, Mohammad; Anderson, Sharon

    2015-01-01

    This study used a cross-sectional, ten-point Likert-type scale survey design, to examine the perception of Jordanian seventh to twelfth-grade social studies teachers of the competency needed for technology implementation in their classrooms. The instrument for this study was a modified version of a survey developed by Kelly (2003) called the…

  17. Athletic Training Instructors: A Needs Assessment of Teaching Methodology Knowledge and Self-Perceived Competence

    ERIC Educational Resources Information Center

    Craig, Debbie I.

    2006-01-01

    Objective: The objectives were to assess teaching backgrounds, self-perceived teaching methodology knowledge, and self-perceived competence of Athletic Training Education Program (ATEP) instructors to determine if there was a need for more instruction in teaching methodology (TM). Design & Setting: This was a quantitative design utilizing a…

  18. Identification of the Competencies, Knowledge, and Skills Needed by School Nutrition Assistants in the Current Environment

    ERIC Educational Resources Information Center

    Nettles, Mary Frances; Carr, Deborah H.; Cater, Jerry B.; Federico, Holly A.

    2009-01-01

    Purpose/Objectives: Study objectives were to identify the functional areas, competencies, knowledge, and skills needed by effective school nutrition (SN) assistants in the current SN environment, and determine at what point the SN assistant should be able to know/perform the knowledge/skill statement, at time of hire or after training. Methods: In…

  19. EMPLOYMENT OPPORTUNITIES AND NEEDED COMPETENCIES IN OFF-FARM AGRICULTURAL OCCUPATIONS IN MASSACHUSETTS.

    ERIC Educational Resources Information Center

    JUDGE, HOMER V.

    THE CHANGING NATURE AND PURPOSES OF VOCATIONAL EDUCATION IN AGRICULTURE PROMPTED THIS STUDY OF OCCUPATIONS IN OFF-FARM AGRICULTURE. OBJECTIVES WERE TO DEVELOP INFORMATION IN REGARD TO EMPLOYMENT OPPORTUNITIES, REQUIRED COMPETENCIES, AND VOCATIONAL EDUCATION NEEDS FOR JOB ENTRY AND ADVANCEMENT. REPRESENTING A 10 PERCENT RANDOM SAMPLE OF EACH OF 13…

  20. Determination of Needed Spreadsheet Competencies for Business Personnel in the Mid-South States.

    ERIC Educational Resources Information Center

    Rogers, Betty S.; Arn, Joseph V.

    1993-01-01

    A survey of 209 Mid-South businesses determined spreadsheet usage, what competencies are needed for entry-level and continued employment, and sources of spreadsheet training. Recommended that, because of their widespread use, spreadsheets should be taught to all business students. (Author/JOW)

  1. VOCATIONAL COMPETENCIES NEEDED FOR EMPLOYMENT IN THE AGRICULTURAL-CHEMICAL INDUSTRY IN MICHIGAN.

    ERIC Educational Resources Information Center

    CHRISTENSEN, MAYNARD; CLARK, RAYMOND M.

    THIS STUDY WAS CONDUCTED TO DETERMINE THE VOCATIONAL COMPETENCIES NEEDED FOR EMPLOYMENT BELOW THE MANUFACTURING LEVEL IN THE AGRICULTURAL-CHEMICAL INDUSTRY IN MICHIGAN. NINE FUNCTIONS PERFORMED IN THE INDUSTRY WERE LISTED--RESEARCH, TRANSPORTATION, PROCESSING, PUBLIC RELATIONS, SALES, SERVICE, OFFICE RECORDS AND MANAGEMENT, MAINTENANCE, AND…

  2. Meeting the Holistic Needs of Students: A Proposal for Spiritual and Religious Competencies for School Counselors

    ERIC Educational Resources Information Center

    Kimbel, Tyler M.; Schellenberg, Rita

    2014-01-01

    Authors discuss the importance of school counselors addressing spiritual and religious issues in ethically meeting the developmental and cultural needs of K-12 students. Domains of spiritual and religious competence for professional counselors, published by the Association for Spiritual, Ethical, and Religious Values in Counseling (ASERVIC, 2009),…

  3. E-Business in Education. What You Need To Know: Building Competencies for Tomorrow's Opportunities.

    ERIC Educational Resources Information Center

    Norris, Donald M.; Olson, Mark A.

    This guidebook is based on the belief that e-business applications will transform academia and academic support experiences, with learners participating in distributed learning environments that mix physical and virtual learning resources in many combinations, and it offers insights into the strategies and planning needed to develop a college…

  4. California Diploma Project Technical Report I: Crosswalk Study--Crosswalk of the Intersegmental Committee for the Academic Senate Statements of Competencies to the Common Core State Standards

    ERIC Educational Resources Information Center

    McGaughy, Charis; de Gonzalez, Alicia

    2012-01-01

    The Educational Policy Improvement Center (EPIC) conducted an investigation of the Intersegmental Committee for the Academic Senates (ICAS) Statements of Competencies for Mathematics and Academic Literacy. The purpose of this work is to understand how the ICAS competencies relate to college and career readiness, as represented by the augmented…

  5. Interviews with low-income Pennsylvanians verify a need to enhance eating competence.

    PubMed

    Stotts Krall, Jodi; Lohse, Barbara

    2009-03-01

    Continuation of unhealthful dietary patterns and poor diet-related health outcomes among socioeconomically disadvantaged populations underscores the need to improve diet quality for this group. Enhancing eating competence, based on the Satter model of eating competence (ecSatter), may be one effective method to reach this goal, but requires substantiation in a low-income audience. This study utilized a qualitative approach to examine the congruence of the ecSatter model with the cognitive eating behaviors of a low-income audience. Structured interviews were conducted during summer of 2006 with 70 low-income adults in Pennsylvania. Themes about decisional factors that guide food selection, nutrition/health interests, and cognitive and affective responses to eating experiences were generated through content analysis. Thematic differences among eating competence levels and food security categories were examined. Nutrition information access preferences were also obtained. Eating competence, measured with the ecSatter Inventory, was low for this sample (mean 28.8+/-8.3). Convenience, mood, family, and availability of food at home, but not nutrition, were salient factors guiding meal and snack planning for both eating competent and noneating competent participants. Nearly equal proportions of persons with eating competence and without eating competence reported that they would make changes to their food purchases if they had more money to spend on food. Interestingly, for participants without eating competence, but not for those with eating competence, weight management played an important role in meal/snack planning, food purchases, and nutrition/health interests. ecSatter provided a tenable framework for rationalizing participants' cognitive and affective responses to eating experiences. Participants without eating competence were more likely to express negative thoughts and feelings associated with eating, regardless of food security status. The Internet, which was

  6. Preservation Needs of Children's Literature in Academic Libraries

    ERIC Educational Resources Information Center

    Morris, Patricia A.

    2010-01-01

    A preservation needs survey of children's literature collections at the University of Colorado at Boulder Libraries is analyzed. The genre, the subject of a growing body of scholarship, has enduring value and is collected in universities to support programs in literature, education, art, cultural history, and more. Even well known children's…

  7. Agribusiness and Natural Resources in Michigan: Manpower Needs, Competencies Needed, School Program Characteristics. Summary of Research.

    ERIC Educational Resources Information Center

    Moore, Eddie A.

    Designed to assist in the planning of statewide programs of vocational agriculture in Michigan, this report is also intended to assist local educators, administrators, and concerned citizens in planning needed vocational agriculture programs in Career Education Planning Districts. Procedures and findings are presented of a comprehensive analysis…

  8. Industrial & Engineering Systems Career Cluster ITAC for Career-Focused Education: Manufacturing Sub-Cluster. Integrated Technical & Academic Competencies.

    ERIC Educational Resources Information Center

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

    Designed for Ohio educators responsible for planning programs to prepare high school students for careers in the manufacturing industry, this document presents an overview of Ohio's Integrated Technical and Academic Competencies (ITAC) system of career-focused education and specific information about the manufacturing subcluster of the industrial…

  9. The Role of Friends in Early Adolescents' Academic Self-Competence and Intrinsic Value for Math and English

    ERIC Educational Resources Information Center

    Bissell-Havran, Joanna M.; Loken, Eric

    2009-01-01

    In a sample of 207 eighth grade students, we examined similarities between students and their friends in achievement motivation and whether friendship support moderated these associations. Academic self-competence and intrinsic value for math and English were assessed using both perceptions of friends and actual friend reports collected through…

  10. Comparative study of an externship program versus a corporate-academic cooperation program for enhancing nursing competence of graduating students

    PubMed Central

    2013-01-01

    Background New graduates report intense stress during the transition from school to their first work settings. Managing this transition is important to reduce turnover rates. This study compared the effects of an externship program and a corporate-academic cooperation program on enhancing junior college students’ nursing competence and retention rates in the first 3 months and 1 year of initial employment. Methods This two-phase study adopted a pretest and posttest quasi-experimental design. All participants were graduating students drawn from a 5-year junior nursing college in Taiwan. There were 19 and 24 students who participated in the phase I externship program and phase II corporate-academic cooperation program, respectively. The nursing competence of the students had to be evaluated by mentors within 48 hours of practicum training and after practicum training. The retention rate was also surveyed at 3 months and 1 year after beginning employment. Results Students who participated in the corporate-academic cooperation program achieved a statistically significant improvement in nursing competence and retention rates relative to those who participated in the externship program (p < 0.01 and p < 0.05, respectively). Conclusions The corporate-academic cooperation program facilitates the transition of junior college nursing students into independent staff nurses, enhances their nursing competence, and boosts retention rates. PMID:23945287

  11. The American Association of Community Colleges (AACC) Leadership Competencies as Gauged through the Voices of Female Academic Senators

    ERIC Educational Resources Information Center

    Ferri-Milligan, Paula

    2014-01-01

    The purpose of this qualitative study was to explore faculty perceptions about effective leadership skills, knowledge, and qualities as identified by female community college academic senators and to examine the relationship of those perceptions to the American Association of Community Colleges (AACC) leadership competencies. Examining the…

  12. The Enduring Predictive Significance of Early Maternal Sensitivity: Social and Academic Competence through Age 32 Years

    ERIC Educational Resources Information Center

    Raby, K. Lee; Roisman, Glenn I.; Fraley, R. Chris; Simpson, Jeffry A.

    2015-01-01

    This study leveraged data from the Minnesota Longitudinal Study of Risk and Adaptation (N = 243) to investigate the predictive significance of maternal sensitivity during the first 3 years of life for social and academic competence through age 32 years. Structural model comparisons replicated previous findings that early maternal sensitivity…

  13. Social, Emotional, and Academic Competence among Children Who Have Had Contact with Child Protective Services: Prevalence and Stability Estimates

    ERIC Educational Resources Information Center

    Jaffee, Sara R.; Gallop, Robert

    2007-01-01

    Objective: To estimate the prevalence and stability of social, emotional, and academic competence in a nationally representative sample of children involved with child protective services. Method: Children were assessed as part of the National Survey of Child and Adolescent Well-Being. Children (N = 2,065) ranged in age from 8 to 16 years and were…

  14. Predicting Early Adolescents' Academic Achievement, Social Competence, and Physical Health from Parenting, Ego Resilience, and Engagement Coping

    ERIC Educational Resources Information Center

    Swanson, Jodi; Valiente, Carlos; Lemery-Chalfant, Kathryn; O'Brien, T. Caitlin

    2011-01-01

    This study examined ego resilience and engagement coping as mediators of the relationships between supportive and controlling parenting practices and early adolescents' academic achievement, social competence, and physical health. Participants were 240 predominantly Mexican American early adolescents, their parents, and their teachers. There were…

  15. Perceived Behavioral and Academic Competence in Middle Childhood: Influences of a Community-Based Youth Development Program.

    ERIC Educational Resources Information Center

    Hudley, Cynthia

    This paper reports findings from a longitudinal study that investigated ways in which a comprehensive youth development program could support social and academic competence and reduce aggression in middle childhood for students living in public housing. Children residing in public housing complexes in southern California who participated in a 4H…

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

    PubMed Central

    Arheiam, Arheiam; Bankia, Ibtesam; Ingafou, Mohamed

    2015-01-01

    Background 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. Objective To assess attitudes and perceived competence of the dental graduates in Benghazi towards prevention and early management of dental caries. Methods 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. Results 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). Conclusion 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. PMID:25556523

  17. Malaysian adolescent students' needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience

    PubMed Central

    Kuldas, Seffetullah; Hashim, Shahabuddin; Ismail, Hairul Nizam

    2015-01-01

    The adolescence period of life comes along with changes and challenges in terms of physical and cognitive development. In this hectic period, many adolescents may suffer more from various risk factors such as low socioeconomic status, substance abuse, sexual abuse and teenage pregnancy. Findings indicate that such disadvantaged backgrounds of Malaysian adolescent students lead to failure or underachievement in their academic performance. This narrative review scrutinises how some of these students are able to demonstrate academic resilience, which is satisfactory performance in cognitive or academic tasks in spite of their disadvantaged backgrounds. The review stresses the need for developing a caregiving relationship model for at-risk adolescent students in Malaysia. Such a model would allow educators to meet the students' needs for enhancing thinking skills, counteracting risk factors and demonstrating academic resilience. PMID:25663734

  18. The Professional Development Needs of Academic Teachers Adding Career-Technical Education Licenses

    ERIC Educational Resources Information Center

    O'Connor, Patrick J.

    2012-01-01

    This study reports the results on the needs of an emerging population of Career-Technical Education (CTE) teachers in Ohio. The purposes of the study were to determine the needs of the teachers and the effectiveness of the teacher education program they completed to add the CTE license. Twenty six academic teachers added a CTE license through a…

  19. Influence of Emotional Intelligence and Need for Achievement on Interpersonal Relations and Academic Achievement of Undergraduates

    ERIC Educational Resources Information Center

    Afolabi, Olukayode Ayooluwa; Ogunmwonyi, Edosa; Okediji, Abayomi

    2009-01-01

    This study examined influence of emotional intelligence and need for achievement on interpersonal relations and academic achievement of undergraduates. Questionnaires were administered to one hundred and ten (110) subjects. The independent variables are emotional intelligence and need for achievement, while the dependent variables are…

  20. Addressing the Academic and Social Needs of Young Male Students through School-Based Mentoring

    ERIC Educational Resources Information Center

    Alston, Curtis E.

    2013-01-01

    This study addressed the problem within the U.S. public school system to sustainably meet the academic and social needs of its African American male students. The administrative team of the elementary school in this study desired an evaluation of a school-based male mentoring program that was designed to address these needs. The program, Gentlemen…

  1. Developing clinical competencies to assess learning needs and outcomes: the experience of the CS2day initiative.

    PubMed

    McKeithen, Tom; Robertson, Sheila; Speight, Mike

    2011-01-01

    An outcomes-based education (OBE) approach was desired for the CS2day initiative, and the size and scope of the initiative compelled a consistent and cohesive framework in order to apply such an approach. A series of competency statements were developed to provide that framework. The competency statements were based on current clinical guidelines, and further refined through stakeholder interviews and expert feedback. These competency statements were utilized throughout the CS2day initiative as the foundation for needs assessments, activity planning and development, and outcomes measurement. The CS2day partners found these competencies useful in developing over 150 educational activities in the initiative. The competencies became the firm linkages between the needs and outcomes measures used for all CS2day activities, and enabled a summative evaluation to be developed for the entire initiative. This article describes the rationale for developing the competencies, the methods used to deploy them, and the tools that incorporated these competencies. PMID:22190097

  2. Information Needs and Information Competencies: A Case Study of the Off-Site Supervision of Financial Institutions in Brazil

    ERIC Educational Resources Information Center

    Miranda, Silvania V.; Tarapanoff, Kira M. A.

    2008-01-01

    Introduction: The paper deals with the identification of the information needs and information competencies of a professional group. Theoretical basis: A theoretical relationship between information needs and information competencies as subjects is proposed. Three dimensions are examine: cognitive, affective and situational. The recognition of an…

  3. Assessment of Pharmacists' Perception of Patient Care Competence and Need for Training in Rural and Urban Areas in North Dakota

    ERIC Educational Resources Information Center

    Scott, David M.

    2010-01-01

    Context: Few studies have examined pharmacists' level of patient care competence and need for continuous professional development in rural areas. Purpose: To assess North Dakota pharmacists' practice setting, perceived level of patient care competencies, and the need for professional development in urban and rural areas. Methods: A survey was…

  4. Financing New Information Access Paradigms, or Why Academic Information Managers Need Cost Models.

    ERIC Educational Resources Information Center

    Katz, Richard N.

    1992-01-01

    This speech addresses the need for institutions of higher education to develop economic models to assist in the management of academic information systems (including both print and computerized systems) in light of restricted economic resources. Steps in development of a comprehensive model of information costs are outlined. (DB)

  5. Teacher Perceptions about Academic Achievement of Students with Special Needs in Coteaching Environments

    ERIC Educational Resources Information Center

    Smith, Belinda L.

    2012-01-01

    The No Child Left Behind Act has put renewed focus on placing high school students with special needs in their least restrictive environment. Coteaching classrooms have become the most common method of meeting this legislative requirement. However, there is little research on the use of coteaching as an appropriate academic placement for students…

  6. Young, Gifted, and Female: A Look at Academic and Social Needs

    ERIC Educational Resources Information Center

    Meredith, Corine Cadle

    2009-01-01

    This article illuminates the current status of our understanding regarding the academic and social-emotional needs of gifted, early adolescent females in the United States. A synthesis of both theoretical and empirical studies addresses two foundational questions. First, how do we describe the unique population of gifted, female, adolescent…

  7. Predicting academic performance and clinical competency for international dental students: seeking the most efficient and effective measures.

    PubMed

    Stacey, D Graham; Whittaker, John M

    2005-02-01

    Measures used in the selection of international dental students to a U.S. D.D.S. program were examined to identify the grouping that most effectively and efficiently predicted academic performance and clinical competency. Archival records from the International Dental Program (IDP) at Loma Linda University provided data on 171 students who had trained in countries outside the United States. The students sought admission to the D.D.S. degree program, successful completion of which qualified them to sit for U.S. licensure. As with most dental schools, competition is high for admission to the D.D.S. program. The study's goal was to identify what measures contributed to a fair and accurate selection process for dental school applicants from other nations. Multiple regression analyses identified National Board Part II and dexterity measures as significant predictors of academic performance and clinical competency. National Board Part I, TOEFL, and faculty interviews added no significant additional help in predicting eventual academic performance and clinical competency. PMID:15689612

  8. Exploring the academic context for quality improvement: a scientific discipline in need of a career path.

    PubMed

    Aron, David C; Dittus, Robert S; Rosenthal, Gary E

    2002-01-01

    Physician training typically occurs in an academic context. We examine whether improvement should be a central element in academe--specifically medical school. We observe that quality improvement meets the criteria for a discipline, but that there are many obstacles to career development in this field. Whether the research agenda of quality improvement can be accomplished within centers or institutes or whether this discipline needs its own department to ensure the nurturing of new faculty is still an open question. What is not open is the necessity for a career path in this discipline to exist and flourish. PMID:12512467

  9. Representation of expatriates among cancer patients in Kuwait and the need for culturally-competent care.

    PubMed

    Alshemmari, Salem H; Refaat, Samar M; Elbasmi, Amani A; Alsirafy, Samy A

    2012-01-01

    From 2000 to 2007, 11,793 cancer patients received treatment in Kuwait. Non-Kuwaitis accounted for 6,016 (51%) patients. They came from 68 countries, mainly from the World Health Organization Eastern Mediterranean (59%) and South-East Asian (20%) regions. The majority (69%) was from low- and low-middle income countries. Thirty-seven percent were from non-Arabic speaking countries. To provide culturally-competent care for expatriate patients, there is a need to explore the impact of their ethnic, sociocultural, economic, language diversity, and expatriation-related stressors on different aspects of cancer care. PMID:22571250

  10. Policy Studies: Teacher Competency Assessment and R&D Needs in Educational Testing and Evaluation. Research into Practice Project.

    ERIC Educational Resources Information Center

    Baker, Eva; Herman, Joan

    This report summarizes the results of two educational policy studies: (1) an analysis of current problems in teacher competency testing; and (2) an exploration of educational testing and evaluation research and development needs. In the first study, information on teacher competency testing was gathered from a literature review and meetings with…

  11. Identifying and Validating Essential Competencies Needed for Entry and Advancement in Major Agriculture and Agribusiness Occupations. Final Report.

    ERIC Educational Resources Information Center

    McClay, David R.

    The nationwide study reported here was designed to (1) identify the essential agricultural competencies needed for entry employment and advancement in the major agriculture and agribusiness occupations and (2) validate the importance of identified competencies for each occupation. Following a brief project summary, the remainder of the report is…

  12. Competencies Needed in Oral Communication in English among Thai Undergraduate Public Relations Students: A Substantial Gap between Expectations and Reality

    ERIC Educational Resources Information Center

    Pattanapichet, Fasawang; Chinokul, Sumalee

    2011-01-01

    This article investigates the competencies needed for oral communication in English among Thai undergraduate public relations students for handling public relations job interviews and performing entry-level public relations work. To identify these competencies, the study identified and involved all of the stakeholders in the data reliability…

  13. AN ANALYSIS OF JOB TITLES AND OF COMPETENCIES NEEDED IN OFF-FARM AGRICULTURAL OCCUPATIONS IN PENNSYLVANIA.

    ERIC Educational Resources Information Center

    LOVE, EDWIN LAMAR

    A RANDOM SAMPLE OF EMPLOYERS IN 17 PENNSYLVANIA COUNTIES WAS INTERVIEWED TO IDENTIFY THE CLUSTERS OF COMPETENCIES AND JOB TITLES ASSOCIATED WITH ENTRY AND ADVANCEMENT IN OFF-FARM AGRICULTURAL OCCUPATIONS AND TO DETERMINE THE DIFFERENCES IN THE LEVELS OF SELECTED VOCATIONAL COMPETENCIES NEEDED. A SAMPLE OF 105 JOB INTERVIEWS WAS DRAWN FROM EACH OF…

  14. Performing Academic Practice: Using the Master Class to Build Postgraduate Discursive Competences

    ERIC Educational Resources Information Center

    Baerenholdt, Jorgen Ole; Gregson, Nicky; Everts, Jonathan; Granas, Brynhild; Healey, Ruth L.

    2010-01-01

    How can we find ways of training PhD students in academic practices, while reflexively analysing how academic practices are performed? The paper's answer to this question is based on evaluations from a British-Nordic master class. The paper discusses how master classes can be used to train the discursive skills required for academic discussion,…

  15. Needs Assessment for Research Use of High-Throughput Sequencing at a Large Academic Medical Center.

    PubMed

    Geskin, Albert; Legowski, Elizabeth; Chakka, Anish; Chandran, Uma R; Barmada, M Michael; LaFramboise, William A; Berg, Jeremy; Jacobson, Rebecca S

    2015-01-01

    Next Generation Sequencing (NGS) methods are driving profound changes in biomedical research, with a growing impact on patient care. Many academic medical centers are evaluating potential models to prepare for the rapid increase in NGS information needs. This study sought to investigate (1) how and where sequencing data is generated and analyzed, (2) research objectives and goals for NGS, (3) workforce capacity and unmet needs, (4) storage capacity and unmet needs, (5) available and anticipated funding resources, and (6) future challenges. As a precursor to informed decision making at our institution, we undertook a systematic needs assessment of investigators using survey methods. We recruited 331 investigators from over 60 departments and divisions at the University of Pittsburgh Schools of Health Sciences and had 140 respondents, or a 42% response rate. Results suggest that both sequencing and analysis bottlenecks currently exist. Significant educational needs were identified, including both investigator-focused needs, such as selection of NGS methods suitable for specific research objectives, and program-focused needs, such as support for training an analytic workforce. The absence of centralized infrastructure was identified as an important institutional gap. Key principles for organizations managing this change were formulated based on the survey responses. This needs assessment provides an in-depth case study which may be useful to other academic medical centers as they identify and plan for future needs. PMID:26115441

  16. Needs Assessment for Research Use of High-Throughput Sequencing at a Large Academic Medical Center

    PubMed Central

    Geskin, Albert; Legowski, Elizabeth; Chakka, Anish; Chandran, Uma R; Barmada, M. Michael; LaFramboise, William A.; Berg, Jeremy; Jacobson, Rebecca S.

    2015-01-01

    Next Generation Sequencing (NGS) methods are driving profound changes in biomedical research, with a growing impact on patient care. Many academic medical centers are evaluating potential models to prepare for the rapid increase in NGS information needs. This study sought to investigate (1) how and where sequencing data is generated and analyzed, (2) research objectives and goals for NGS, (3) workforce capacity and unmet needs, (4) storage capacity and unmet needs, (5) available and anticipated funding resources, and (6) future challenges. As a precursor to informed decision making at our institution, we undertook a systematic needs assessment of investigators using survey methods. We recruited 331 investigators from over 60 departments and divisions at the University of Pittsburgh Schools of Health Sciences and had 140 respondents, or a 42% response rate. Results suggest that both sequencing and analysis bottlenecks currently exist. Significant educational needs were identified, including both investigator-focused needs, such as selection of NGS methods suitable for specific research objectives, and program-focused needs, such as support for training an analytic workforce. The absence of centralized infrastructure was identified as an important institutional gap. Key principles for organizations managing this change were formulated based on the survey responses. This needs assessment provides an in-depth case study which may be useful to other academic medical centers as they identify and plan for future needs. PMID:26115441

  17. Competence-Based VET as Seen by Dutch Researchers

    ERIC Educational Resources Information Center

    Wesselink, Renate; Biemans, Harm J. A.; Mulder, Martin; van den Elsen, Elke R.

    2007-01-01

    The concept of competence is increasingly the basis for (re)designing VET. In competence-based VET academic disciplines are no longer starting points for curriculum development. Competence needed for working in practice, however, is. Competence-based learning is a dominant trend in VET in several countries because of fewer expected problems in the…

  18. Making Standards Work! A Teacher's Guide to Integrating Academic Content Standards and Assessments with Workplace Competencies and School-to-Career Activities.

    ERIC Educational Resources Information Center

    Colorado State Dept. of Education, Denver.

    This handbook, which is intended for K-12 teachers in Colorado, explains how to integrate academic content standards and assessments with workplace competencies and school-to-career activities. The handbook is divided into four sections. The first presents the Colorado General Workplace Competencies, which describe the skills and knowledge…

  19. Assessment of the geriatric competence and perceived needs of Italian nephrologists: an internet survey.

    PubMed

    Aucella, Filippo; Brunori, Giuliano; Dalmartello, Michela; Leosco, Dario; Paolisso, Giuseppe; Marangella, Martino; Capasso, Giovanni Battista; Antonelli Incalzi, Raffaele

    2016-06-01

    An internet survey was set up to assess the geriatric competence and perceived needs of 337 members of the Italian society of nephrology (SIN). The survey assessed how well aware nephrologists are of the typical geriatric conditions and needs of their elderly chronic kidney disease (CKD) patients. SIN associates were also questioned about their current use of comprehensive geriatric assessment, prescription of potentially nephrotoxic drugs, and screening for osteoporosis. The main finding is that CKD and dialysis are almost unanimously perceived as typically geriatric conditions, but knowledge and use of geriatric tools are scanty. While use of potentially inappropriate drugs is rare, almost half of the patients are not screened for osteoporosis. The significant clinical gaps observed could greatly impair the management of older CKD patients, and call for an urgent educational intervention. PMID:26385799

  20. Younger Children Experience Lower Levels of Language Competence and Academic Progress in the First Year of School: Evidence from a Population Study

    ERIC Educational Resources Information Center

    Norbury, Courtenay Frazier; Gooch, Debbie; Baird, Gillian; Charman, Tony; Simonoff, Emily; Pickles, Andrew

    2016-01-01

    Background: The youngest children in an academic year are reported to be educationally disadvantaged and overrepresented in referrals to clinical services. In this study we investigate for the first time whether these disadvantages are indicative of a mismatch between language competence at school entry and the academic demands of the classroom.…

  1. Predictors of Situational Disengagement in the Academic Setting: The Contribution of Grades, Perceived Competence, and Academic Motivation

    ERIC Educational Resources Information Center

    Stephan, Yannick; Caudroit, Johan; Boiche, Julie; Sarrazin, Philippe

    2011-01-01

    Background: Although psychological disengagement is a well-documented phenomenon in the academic setting, the attempts to identify its predictors are scarce. In addition, existing research has mainly focused on chronic disengagement and less is known on the determinants of situational disengagement. Aims: The purpose of the present study was to…

  2. Assessment of the Need to Integrate Academic Electronic Medical Records Into the Undergraduate Clinical Practicum: A Focus Group Interview.

    PubMed

    Choi, Mona; Park, Joon Ho; Lee, Hyeong Suk

    2016-06-01

    As healthcare systems demand that nurses be competent in using electronic medical records for patient care, the integration of electronic medical records into nursing curricula has become necessary. The purpose of this study was to explore how students, new nurses, clinical instructors, and faculty perceive the integration of academic electronic medical records into the undergraduate clinical practicum. From January to February 2014, four focus group interviews with 18 participants were conducted based on purposive sampling. Content analysis was used on the unabridged transcripts to extract themes and develop meaningful categories. Three major themes and eight subthemes were revealed from the focus group interviews. The major themes were "electronic medical record as a learning tool for clinical practicum," "essential functions of academic electronic medical records," and "expected outcomes of academic electronic medical record." Participants expected academic electronic medical records to enhance students' nursing informatics competencies. The findings of this study can inform the process of developing academic electronic medical records for clinical practicum, which will then augment students' informatics competencies. PMID:27081757

  3. Relationship influences on teachers’ perceptions of academic competence in academically at-risk minority and majority first grade students

    PubMed Central

    Hughes, Jan N.; Gleason, Katie A.; Zhang, Duan

    2010-01-01

    This study examined the associations among child demographic variables, teacher perceptions of parent–teacher and student–teacher relationship quality, and teacher perceptions of children’s academic abilities in an ethnically diverse sample of 607 academically at-risk first grade children. Relative to relationships with African American children and parents, teachers rated their relationships with White and Hispanic children and parents more positively. Measures of relationship quality added unique variance to teachers’ perceptions of children’s abilities, controlling for parent educational level and measured ability. Relationship variables fully mediated the association between African American status and teachers’ perceptions of children’s abilities. Implications of the findings for teacher in-service and professional development and for parent involvement programs are discussed. PMID:20401185

  4. Professional competencies and training needs of professional social workers in integrated behavioral health in primary care.

    PubMed

    Horevitz, Elizabeth; Manoleas, Peter

    2013-01-01

    The Affordable Care Act has led to a widespread movement to integrate behavioral health services into primary care settings. Integrated behavioral health (IBH) holds promise for treating mild to moderate psychiatric disorders in a manner that more fully addresses the biopsychosocial spectrum of needs of individuals and families in primary care, and for reducing disparities in accessing behavioral health care. For behavioral health practitioners, IBH requires a shift to a brief, outcome-driven, and team-based model of care. Despite the fact that social workers comprise the majority of behavioral health providers in IBH settings, little research has been done to assess the extent to which social workers are prepared for effective practice in fast-paced primary care. We conducted a survey of social workers (N = 84) in IBH settings to assess the following: (1) Key competency areas for social work practice in IBH settings and (2) Self-rated preparedness for effective practice in IBH settings. Online snowball sampling methods were used over a period of 1 month. Results indicate that social workers feel prepared for general practice in IBH settings, but would benefit from additional training in IBH-specific competency areas identified in the survey. Findings can help guide social work training to improve workforce preparedness for practice in IBH settings in the wake of health care reform. PMID:24028739

  5. Critical research needs for managing coral reef marine protected areas: perspectives of academics and managers.

    PubMed

    Cvitanovic, C; Wilson, S K; Fulton, C J; Almany, G R; Anderson, P; Babcock, R C; Ban, N C; Beeden, R J; Beger, M; Cinner, J; Dobbs, K; Evans, L S; Farnham, A; Friedman, K J; Gale, K; Gladstone, W; Grafton, Q; Graham, N A J; Gudge, S; Harrison, P L; Holmes, T H; Johnstone, N; Jones, G P; Jordan, A; Kendrick, A J; Klein, C J; Little, L R; Malcolm, H A; Morris, D; Possingham, H P; Prescott, J; Pressey, R L; Skilleter, G A; Simpson, C; Waples, K; Wilson, D; Williamson, D H

    2013-01-15

    Marine protected areas (MPAs) are a primary policy instrument for managing and protecting coral reefs. Successful MPAs ultimately depend on knowledge-based decision making, where scientific research is integrated into management actions. Fourteen coral reef MPA managers and sixteen academics from eleven research, state and federal government institutions each outlined at least five pertinent research needs for improving the management of MPAs situated in Australian coral reefs. From this list of 173 key questions, we asked members of each group to rank questions in order of urgency, redundancy and importance, which allowed us to explore the extent of perceptional mismatch and overlap among the two groups. Our results suggest the mismatch among MPA managers and academics is small, with no significant difference among the groups in terms of their respective research interests, or the type of questions they pose. However, managers prioritised spatial management and monitoring as research themes, whilst academics identified climate change, resilience, spatial management, fishing and connectivity as the most important topics. Ranking of the posed questions by the two groups was also similar, although managers were less confident about the achievability of the posed research questions and whether questions represented a knowledge gap. We conclude that improved collaboration and knowledge transfer among management and academic groups can be used to achieve similar objectives and enhance the knowledge-based management of MPAs. PMID:23220604

  6. Commentary: choice--the need for a thorough and open discussion: implications for academic health centers.

    PubMed

    Karpf, Michael; Lofgren, Richard

    2012-06-01

    The reality is that choice in health care may be limited or substantially curtailed in the future. To imply that the U.S. health care system can achieve the needed cost savings without such restrictions is not productive and may be potentially deceptive. Continued unfiltered, unlimited choice will only continue to drive more utilization and costs. Academic health centers (AHCs) should take a leadership role in expanding the public dialogue regarding health care reform and its likely need to limit choice at some level while preparing for the inevitable related evolution of AHCs' core clinical programs, relationships, and strategies. PMID:22643376

  7. Canadian Youths' Trajectories of Psychosocial Competencies through University: Academic and Romantic Affairs Matter

    ERIC Educational Resources Information Center

    Lascano, Dayuma Ixchel Vargas; Galambos, Nancy L.; Hoglund, Wendy L.

    2014-01-01

    The increasingly prolonged transition to adulthood has raised concerns about the nature and timing of growth in the attainment of important psychosocial competencies in young people. Changes over time in self-reported competencies (work orientation, identity, intimacy) were examined in 198 Canadians, who were followed for the first 4 years of…

  8. Cosmetology. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). 2002 Revision.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This publication provides the competencies and key indicators for a cosmetology program that prepares students to become licensed in the State of Ohio to work in the area of hair, skin, and/or nail care. Competencies and the related key indicators are presented for these 14 units: orientation to the cosmetology profession; dispensary operations…

  9. Precision Machining. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). 2002 Revision.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This publication provided the competencies and key indicators for a program that enables students to prepare for a number of occupations within the broader metalworking industry. Specializations include machinist, computer numerical control programmers, and maintenance and machine builders. Competencies and the related key indicators are presented…

  10. Implications of Socioeconomic Status on Academic Competence: A Perspective for Teachers

    ERIC Educational Resources Information Center

    Cedeño, Luis F.; Martínez-Arias, Rosario; Bueno, José A.

    2016-01-01

    Studies suggest that socioeconomic status is a strong predictor of academic achievement. This theoretical paper proposes that despite the fact that low-socioeconomic status represents a risk factor that seems to undermine attentional skills and thus academic achievement, emerging evidence suggests the potential of new approaches, interventions and…

  11. Standardizing Assessment of Competences and Competencies of Oncology Nurses Working in Ambulatory Care.

    PubMed

    Beaver, Clara; Magnan, Morris A; Henderson, Denise; DeRose, Patricia; Carolin, Kathleen; Bepler, Gerold

    2016-01-01

    A nursing quality consortium standardized nursing practice across 17 independently functioning ambulatory oncology sites. Programs were developed to validate both competences and competencies. One program assessed nine competences needed to develop systems of care to detect and treat treatment-related side effects. A second program was developed to assess competencies needed to prevent harm to oncology patients. This manuscript describes a successful approach to standardizing nursing practice across geographically distant academic and community sites. PMID:26985750

  12. Higher Officials' Training Needs on Managerial Competencies in Spanish Universities: Preliminary Findings

    ERIC Educational Resources Information Center

    Pomeda, Jesús Rodríguez; Casani, Fernando

    2013-01-01

    Problem Statement. What the self-perceptions of higher officials in Spanish universities are about the main competencies required in their daily tasks. Purpose of Study. To analyze what the main competencies are in the professional behaviour of higher officials at Spanish universities. The improvement of their competencies through a systematic…

  13. Harnessing a Nation's Linguistic Competence: Identifying and Addressing Needs for LOTE in the Tourism and Hospitality Industry.

    ERIC Educational Resources Information Center

    O'Neill, Shirley; Hatoss, Aniko

    2003-01-01

    Reports research that aimed to identify the foreign language and cross-cultural skill needs of workers in the tourism and hospitality industry in Australia and to develop foreign language competencies for use in industry training packages. Provides evidence for the need for foreign language skills in the industry and gives an account of the…

  14. Competency to Study and Learn in Stressful Contests: Fundamentals of the "e-Coping with Academic Stress"™ Utility

    ERIC Educational Resources Information Center

    de la Fuente, Jesús; López, Mireia; Zapata, Lucía; Martínez-Vicente, Jose Manuel; Vera, Manuel Mariano; Solinas, Giulliana; Fadda, Salvatore

    2014-01-01

    There has been growing research interest in achievement emotions in university teaching-learning processes in recent years. While their importance has been firmly established, there continues to be a need for assessment and intervention models. The objective of this report is to present the "Competency Model for Studying, Learning and…

  15. Population-Focused Practice Competency Needs Among Public Health Nursing Leaders in Washington State.

    PubMed

    Espina, Christine R; Bekemeier, Betty; Storey-Kuyl, Marni

    2016-05-01

    HOW TO OBTAIN CONTACT HOURS BY READING THIS ISSUE Instructions: 1.2 contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded after you register, pay the registration fee, and complete the evaluation form online at http://goo.gl/gMfXaf. In order to obtain contact hours you must: 1. Read the article, "Population-Focused Practice Competency Needs Among Public Health Nursing Leaders in Washington State," found on pages 212-219, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz. 2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study. 3. Go to the Villanova website to register for contact hour credit. You will be asked to provide your name, contact information, and a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be automatically generated. This activity is valid for continuing education credit until April 30, 2019. CONTACT HOURS This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated. Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center's Commission on Accreditation. OBJECTIVES Describe supports and barriers to adopting population-focused care in public health nursing

  16. Teachers on Perceived Traits and Academic Achievements of Regular Pupils and Pupils with Special Needs in Mainstream Primary Schools

    ERIC Educational Resources Information Center

    Lesar, Irena; Cuk, Ivan; Pecek, Mojca

    2014-01-01

    When looking for answers to the question of academic (non)achievement of regular pupils and pupils with special needs, it is necessary to take into account the extraordinary complexity of factors, ranging from psychological across instructional to home environment variables. The academic achievement is not only a reflection of the pupil's…

  17. A Triangulated Study of Academic Language Needs of Iranian Students of Computer Engineering: Are the Courses on Track?

    ERIC Educational Resources Information Center

    Atai, Mahmood Reza; Shoja, Leila

    2011-01-01

    Even though English for Specific Academic Purposes (ESAP) courses constitute a significant part of the Iranian university curriculum, curriculum developers have generally developed the programs based on intuition. This study assessed the present and target situation academic language needs of undergraduate students of computer engineering. To this…

  18. Meeting the Needs of At-Risk College Freshmen through Academic Advising: The "Enriched" Public Speaking Course.

    ERIC Educational Resources Information Center

    Droge, David; Roundy, Jack

    A program was developed at the University of Puget Sound (Washington) to meet the needs of students "at-risk" for poor academic performance or attrition because of inadequate pre-college preparation. Advising sections (small--15 or 20 students--sections of regularly-offered courses, whose instructor serves as the student's academic advisor until a…

  19. Occupational health training in India: Need for a competency-driven approach

    PubMed Central

    Tiwari, Rajnarayan R.; Sharma, Anjali; Zodpey, Sanjay P.

    2016-01-01

    Background: In order to cater to the changing business scenario, employment and education profiles of labor, newer occupations, and emerging occupational health challenges, it is time to improve the performance of occupational health professionals by adapting core professional competencies while drawing on global knowledge. Objective: To delineate the competencies required for medical graduates, medical postgraduates, and Masters in Public Health (MPH) graduates practicing occupational health in India. Materials and Methods: First, offline and online literature searches were carried out to enlist the core competencies for occupational health. A draft template was prepared for the identified competencies and stakeholders were asked to rank the listed competencies on a three-point scale stating must, desirable, and not required for each of the three categories of professionals, i.e., medical graduates, medical postgraduates, and MPH graduates. Results: Through the extensive literature search, 23 competencies were identified for occupational health practitioners. According to stakeholders, five competencies were a must, nine were desirable, and nine were not required by a medical graduate. Similarly for a medical postgraduate, except the ability to judge the ergonomic design of the workplace and working tools, which is considered desirable, all other competencies were considered a must while for an MPH graduate all the enlisted 23 competencies were considered a must by the stakeholders. Conclusion: The framework of occupational health competencies developed through this research can be used to strengthen the training of occupational health professionals in India. PMID:27387856

  20. The eminent need for an academic program in universities to teach nanomedicine

    PubMed Central

    Vélez, Juan Manuel; Vélez, Juan Jesus

    2011-01-01

    Nanomedicine is on the cutting edge of technology applied to medical and biological sciences. Nanodevices, nanomaterials, nanoinstruments, nanotechnologies, and nanotechniques (laboratory methods and procedures) are important for the modern practice of medicine and essential for research that could stimulate the discovery of new medical advances. Accordingly, there is an eminent need for implementing an academic program in universities to teach this indispensable and pragmatic discipline, especially in the departments of graduate studies and research in the areas of pharmacology, genetic engineering, proteomics, and molecular and cellular biology. PMID:21984868

  1. Conditions That Promote the Academic Performance of College Students in a Remedial Mathematics Course: Academic Competence, Academic Resilience, and the Learning Environment

    ERIC Educational Resources Information Center

    Foshee, Cecile Mary

    2013-01-01

    Researchers have postulated that math academic achievement increases student success in college (Lee, 2012; Silverman & Seidman, 2011; Vigdor, 2013), yet 80% of universities and 98% of community colleges require many of their first-year students to be placed in remedial courses (Bettinger & Long, 2009). Many high school graduates are…

  2. Encouraging Competence in Basic Mathematics in Hydrology using The Math You Need

    NASA Astrophysics Data System (ADS)

    Fredrick, K. C.

    2011-12-01

    California University of Pennsylvania has experienced significant growth in interest of its Earth Science programs over the last few years. With the burgeoning shale gas exploration and drilling, along with continued environmental problems, students and parents recognize the potential for jobs in the region in the Geosciences. With this increase in student interest has come an increase in the number of majors including a greater number of first-year students entering the major right from high school. Hydrology, is an important course within the Earth Science department curriculum. It is required by all Geology, Meteorology, and Earth and Space Science Education majors. It also serves majors from the Biology program, but is not required. This mix of students based on major expectations, grade level, and background leads to a varied distribution of math competencies. Many students enter unprepared for the rigors of a physics-based Hydrology course. The pre-requisites for the course are Introduction to Geology, a mostly non-quantitative survey course, and College Algebra. However, some students are more confident in their math skills because they have completed some level of Calculus. Regardless of the students' perceived abilities, nearly all struggle early on in the course because they have never used math within the context of Hydrology (or Science for that matter) , including continuity, conservation, and fluid dynamics. In order to make sure students have the basic skills to understand the science, it has been necessary to dedicate significant class time to such topics as Unit Conversions, Scientific Notation, Significant Figures, and basic Graphing. The Math You Need (TMYN) is an online tool, which requires students to complete instructor-selected questions to assess student competence in fundamental math topics. Using Geology as the context for the questions in the database, TMYN is ideal for introductory-level courses, but can also be effective as a review

  3. An Analysis of Occupational Titles and Competencies Needed in Agricultural Food Products Processing Plants.

    ERIC Educational Resources Information Center

    Smeltz, LeRoy C.

    To identify, rate, and cluster groups of competencies and occupational titles at entry and advance levels for occupations in five food products commodity areas, data were collected by interviews with personnel managers in 25 Pennsylvania food processing plants. Some findings were: (1) There were meaningful competency factor and occupational title…

  4. Congruence between Culturally Competent Treatment and Cultural Needs of Older Latinos

    ERIC Educational Resources Information Center

    Costantino, Giuseppe; Malgady, Robert G.; Primavera, Louis H.

    2009-01-01

    This study investigated a new 2-factor construct, termed "cultural congruence", which is related to cultural competence in the delivery of mental health services to ethnic minority clients. Cultural congruence was defined as the distance between the cultural competence characteristics of the health care organization and the clients' perception of…

  5. Report of the Project to Assess Needed Competencies in Community Education 1976-77.

    ERIC Educational Resources Information Center

    Mott (C.S.) Foundation, Flint, MI.

    The Southwest Regional Center for Community Education Development conducted a series of workshops to identify and field test competencies deemed essential for the superintendent, district coordinator, principal, and building-level director of community education. These workshops generated a data bank of validated competency statements and related…

  6. Employment Opportunities and Training Needs in Agribusiness. Competencies for Cotton Production in the United States.

    ERIC Educational Resources Information Center

    Holcomb, John W.; And Others

    The competencies necessary for entry and advancement in cotton production were determined by surveying people in the cotton production industry from nine of the ten leading cotton producing states. A preliminary listing of competencies was developed from a review of the literature and from a survey of specialized personnel in soil and crop…

  7. Graduate Competencies and Employability: The Impact of Matching Firms' Needs and Personal Attainments

    ERIC Educational Resources Information Center

    Teijeiro, Mercedes; Rungo, Paolo; Freire, M. Jesus

    2013-01-01

    Professional competencies are a key factor in gauging how employable a graduate is. This paper demonstrates that individuals who have best developed the competencies which firms feel to be most important are more likely to be in a position to obtain a job. To this end, we have developed an indicator that measures the proximity between the relative…

  8. School Psychologists Working with Native American Youth: Training, Competence, and Needs

    ERIC Educational Resources Information Center

    Robinson-Zanartu, Carol; Butler-Byrd, Nola; Cook-Morales, Valerie; Dauphinais, Paul; Charley, Elvina; Bonner, Mike

    2011-01-01

    Despite growing emphases on multicultural competence, Native American youth remain tremendously underserved by schools: low achievement, high dropout rates, and over-identification for special education persist. The authors analyzed responses of 403 school psychologists to a national survey regarding their competence gained in training, in current…

  9. A Study to Determine Competencies Needed by ABE/APL Teachers.

    ERIC Educational Resources Information Center

    Mocker, Donald W.; Spear, George E.

    The research was conducted to identify competencies appropriate for adult basic education (ABE) teachers who use the adult performance level (APL) approach, and to determine which are critical for ABE/APL teachers. A jury of APL authorities was impaneled to: (1) validate that all ABE competencies established by Mocker in 1974 were appropriate for…

  10. What Leaders Need to Know and Do: A Leadership Competencies Scorecard

    ERIC Educational Resources Information Center

    Ruben, Brent D.

    2006-01-01

    Brent Ruben introduces readers to a framework that surveys, summarizes, and synthesizes a broad cross section of the contemporary writings on leadership. The book organizes that literature into five broad competency areas, each of which is composed of a number of themes, and provides a Leadership Competencies Scorecard Inventory that allows…

  11. Ready to Work. Using Competencies, Standards and Assessment to Meet Local Employer Needs.

    ERIC Educational Resources Information Center

    Anderson, Beverly L.; And Others

    Written for planners and practitioners in employability skills development programs, this handbook provides information and resources for designing and implementing competency-based instruction. Chapter 1 provides an introduction to basic terms and concepts that make up a competency-based system. It describes four skills required for one to be…

  12. How Many Hours of Instruction Are Needed for Students to Become Competent in Engineering Subjects?

    ERIC Educational Resources Information Center

    Perdigones, Alicia; Benedicto, Susana; Sánchez-Espinosa, Elvira; Gallego, Eutiquio; García, José L.

    2014-01-01

    The aim of this work was to compare the curricula of three different agricultural engineering courses and to determine the competence of graduating students in three subject areas in order to identify possible shortfalls in the number of hours of instruction (HI) required for full competence to be attained. A total of 132 students sat a voluntary…

  13. How many hours of instruction are needed for students to become competent in engineering subjects?

    NASA Astrophysics Data System (ADS)

    Perdigones, Alicia; Benedicto, Susana; Sánchez-Espinosa, Elvira; Gallego, Eutiquio; García, José L.

    2014-05-01

    The aim of this work was to compare the curricula of three different agricultural engineering courses and to determine the competence of graduating students in three subject areas in order to identify possible shortfalls in the number of hours of instruction (HI) required for full competence to be attained. A total of 132 students sat a voluntary examination in the final year of their studies to determine their competence in three subject areas: electrical facilities, machinery and construction. The degree courses completed by these students are meant to provide them with the legal standing required to undertake infrastructure projects in agricultural installations. This work detected significant differences in the competence of graduates in the mentioned subjects, depending on the number of HI they had received. Students who had received under 120 HI in these subjects were found to be significantly less competent than those who had received more.

  14. Food Services. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Vastano, Josephine; And Others

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  15. Custom Cabinetmaking. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Holmes, Kenneth

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  16. Child Care Aide. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Moore, Pamela Hullen

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  17. Commercial Art. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Vassallo, Thomas

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  18. Printing. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Abram, Roy

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  19. Design Drafting. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Sharkey, Jeff

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  20. Interior Design. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Guarini, Michael

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  1. Effects of Class Size and Adaptive Teaching Competency on Classroom Processes and Academic Outcome

    ERIC Educational Resources Information Center

    Bruhwiler, Christian; Blatchford, Peter

    2011-01-01

    In many studies of class size effects, teacher characteristics are missing, even though many argue it is not class size that is important but teacher quality. In the present study teachers' effectiveness on the learning progress was assessed while teaching a unit with predefined learning objectives. To measure adaptive teaching competency a…

  2. Perceptions about the Construction of Academic and Professional Competencies in Psychologists

    ERIC Educational Resources Information Center

    Arias, Jesus de la Fuente; Justicia, Fernando Justicia; Casanova, Pedro Felix; Trianes, Maria Victoria

    2005-01-01

    Introduction: Evaluating competencies required for professional practice is a matter of particular current interest. Its importance lies in improvements that can be made in both preparatory and ongoing training and development processes. This paper summarizes results obtained from a recent investigation regarding this issue. Method: A total of 76…

  3. Auto Body Repair. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Ormsbee, Robert

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  4. Marine Trades. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Abbott, Alan

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  5. Automotive Mechanics. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Brown, Desmond

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  6. Developing Intercultural Competence and Global Citizenship through International Experiences: Academics' Perceptions

    ERIC Educational Resources Information Center

    Trede, Franziska; Bowles, Wendy; Bridges, Donna

    2013-01-01

    International education is a key priority for Australian universities, government and employer groups. For students, an international professional experience is uniquely placed in providing opportunities for developing intercultural learning, intercultural competence and global citizenship. Employers see graduates with international experiences as…

  7. Dental Assisting. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Mattia, Nancy

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  8. Fashion Merchandising. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Williams, Edwina

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  9. Entrepreneur Program. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    De Maria, Richard

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The document consists of matrices that describe the relationship of vocational skills to basic communication, mathematics, and science skills within the entrepreneur…

  10. Welding. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Browning, Terry

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  11. Plumbing and Heating. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Mahieu, Louis

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  12. Building & Property Maintenance. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). 2002 Revision.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This document presents an overview of the 2-year competency-based building and property maintenance programs offered in Ohio schools at the secondary and/or adult levels. The overview covers the attributes and qualifications required to be a successful worker in the industry and the typical tasks performed by building and property maintenance…

  13. Cognitive Socialization and Competence: The Academic Development of Chicanos. Chapter 7.

    ERIC Educational Resources Information Center

    Laosa, Luis M.; Henderson, Ronald W.

    This chapter focuses on the innermost level of Bronfenbrenner's four-level conception of the human environmental ecology, namely the microsystem, and more specifically, the child's socialization in the family. Following discussion of concepts related to socialization, competence, and environmental ecology, selected research studies are reviewed to…

  14. Electrical Trades. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Cannone, Richard

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  15. Building Trades. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Gudzak, Raymond

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; a preface; a…

  16. Professional Competencies and Jurisdictional Claims in Evaluative Bibliometrics: The Educational Mandate of Academic Librarians

    ERIC Educational Resources Information Center

    Petersohn, Sabrina

    2016-01-01

    Quantitative metrics in research assessment are proliferating all over the world. The demand has led to an increase in bibliometric practitioners and service providers. Their professional roles and competencies have not yet been subject to systematic study. This paper focuses on one important service provider in evaluative bibliometrics--academic…

  17. Cosmetology/Hairstyling. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Romano, Marie

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  18. College Athletic Participation and Academic Success: How Student-Athletes Compete for Graduation

    ERIC Educational Resources Information Center

    Gilmour, Heather B.

    2013-01-01

    NCAA data indicates that Division III student-athletes are graduating at higher rates than their non-athlete peers. Graduation rate data alone do not provide a full understanding of student-athletes' academic success. The data thus far simply show empirically that student-athletes have a higher federal six-year graduation rate, but…

  19. Teaching for Connection: Critical Thinking Skills, Problem Solving, and Academic and Occupational Competencies. Lesson Plans.

    ERIC Educational Resources Information Center

    Hedges, Lowell E.

    This document contains 48 sample lesson plans that practicing teachers of vocational and academic education have developed to train vocational students to think critically and to solve problems. Discussed in the introduction are the following topics: critical thinking, problem solving, and decision making as the building blocks of teaching;…

  20. Career-Focused Education for Ohio's Students: Sample Instructional Units. Integrated Technical and Academic Competencies (ITAC).

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education.

    This book is designed to help academic teachers in middle or secondary education develop an appreciation of career-focused education and begin the process of designing career-focused instruction. (Career-focused instruction is educational programming in which curriculum content and learning experiences clearly connect to the world of work.) For…

  1. Undergraduate Nurse Variables that Predict Academic Achievement and Clinical Competence in Nursing

    ERIC Educational Resources Information Center

    Blackman, Ian; Hall, Margaret; Darmawan, I Gusti Ngurah.

    2007-01-01

    A hypothetical model was formulated to explore factors that influenced academic and clinical achievement for undergraduate nursing students. Sixteen latent variables were considered including the students' background, gender, type of first language, age, their previous successes with their undergraduate nursing studies and status given for…

  2. Temperament and Social Problem Solving Competence in Preschool: Influences on Academic Skills in Early Elementary School

    ERIC Educational Resources Information Center

    Walker, Olga L.; Henderson, Heather A.

    2012-01-01

    The goals of the current study were to examine whether children's social problem solving (SPS) skills are a mechanism through which temperament influences later academic achievement and whether sex moderates these associations. The participants included 1117 children enrolled in the National Institute of Child Health and Human Development Study of…

  3. Need to reform education in graduate schools of public health in Japan: Toward outcome-based education to cultivate competencies.

    PubMed

    Inoue, Mariko; Yano, Eiji

    2016-01-01

    Japan, known for its good healthcare access via universal health insurance, leads the world in terms of life expectancy, and possesses a public health system that has improved health standards markedly in the 20th century. However, we currently face major challenges to maintain and promote people's health. Although these complicated problems pose numerous threats to public welfare, education of public health for health professionals still retains 20th-century standards. This also means that graduate education of public health in Japan is traditionally based on obtaining licensure as a medical professional, conducting research and writing papers, and on-the-job training. Since graduate school education is expected to produce competent public health leaders, Japan requires a reform toward a new education design that caters to the current societal needs. The current global trend in the education of health professionals leans toward outcome-based education to meet core competencies. Here, "competency" refers to a set of features or particular behavioral patterns possessed by highly qualified persons. In 2006, the World Health Organization (WHO) established a general health professional competency standard that includes both management and leadership competencies. Moreover, the Lancet Commission concluded that there was a need for transformative education based on a "health system approach." In brief, this means that our education should correspond to the needs of the health system to allow for the resolution of problems by educated professionals with satisfactory levels of competencies. In addition, as "change agents," these competent professionals are expected to promote societal change toward the realization of better public health. In Japan, the Central Education Council has produced several reports on professional graduate school reform since 2000. These reports indicate that graduate school curricula require reform to allow the health professionals to work

  4. Professional Development Needs in Vocational Education and Training in Relation to Developing Language, Literacy and Numeracy Competence. Research Report.

    ERIC Educational Resources Information Center

    Oregon Library Foundation, Salem.

    A national research project was conducted in Australia on the professional development needs of curriculum writers, industry trainers, and vocational teachers in relation to the development of language, literacy, and numeracy competence in vocational education and training. Data were collected through the following methods: a review of literature;…

  5. The Development of a Competency Based Food Preparations Curriculum for High School Special Needs Students in New Castle County, Delaware.

    ERIC Educational Resources Information Center

    Stewart, Richard Lee

    A competency-based culinary arts food preparation curriculum for Delaware high school students with special needs was developed during a project that included the following activities: review of the state's existing culinary arts curriculum for regular education students; incumbent worker survey administered to 24 restaurant…

  6. Australian Children with Special Health Care Needs: Social-Emotional and Learning Competencies in the Early Years

    ERIC Educational Resources Information Center

    Whiteford, Chrystal; Walker, Sue; Berthelsen, Donna

    2013-01-01

    This study examined the relationship between special health care needs and social-emotional and learning competence in the early years, reporting on two waves of data from the Kindergarten Cohort of "Growing up in Australia: The Longitudinal Study of Australian Children" (LSAC). Six hundred and fifty children were identified through the…

  7. Jordanian Social Studies Teachers' Attitudes and Their Perceptions of Competency Needed for Implemeting Technology in Their Classrooms

    ERIC Educational Resources Information Center

    Al-Bataineh, Mohammad T.

    2013-01-01

    This study used a cross-sectional survey design to examine the attitudes of Jordanian seventh to twelfth-grade social studies teachers toward technology, and their perceptions of the competency needed for implementing technology in their classrooms. It also explored the relationship between teachers' attitudes and their percptions of competency…

  8. The Effect of Instruction on Teacher Perceptions of Competence When Including Students with Special Needs in Music Classrooms

    ERIC Educational Resources Information Center

    Hammel, Alice M.; Gerrity, Kevin W.

    2012-01-01

    The purpose of this study was to examine the effect of professional development instruction on teacher perceptions of competence when including students with special needs in music classrooms. Subjects for the study were in-service music educators (N = 43) enrolled in an online graduate-level course specifically created to address the skills and…

  9. The Competencies, Roles, Supervision, and Training Needs of Paraeducators Working with Students with Visual Impairments in Local and Residential Schools

    ERIC Educational Resources Information Center

    Lewis, Sandra; McKenzie, Amy R.

    2010-01-01

    Paraeducators who were employed by local school districts and residential schools for students with visual impairments were surveyed to determine if there are differences in their roles, training needs, and perceptions of supervisors' competencies. The paraeducators in local schools reported more training, the provision of less direct service, and…

  10. Establishing the SouthWestern Academic Health Network (SWAHN): A Survey Exploring the Needs of Academic and Community Networks in SouthWestern Ontario.

    PubMed

    Nicholson, Kathryn; Randhawa, Jasmine; Steele, Margaret

    2015-10-01

    With the evolving fields of health research, health professional education and advanced clinical care comes a need to bring researchers, educators and health care providers together to enhance communication, knowledge-sharing and interdisciplinary collaboration. There is also a need for active collaboration between academic institutions and community organizations to improve health care delivery and health outcomes in the community setting. In Canada, an Academic Health Sciences Network model has been proposed to achieve such activities. The SouthWestern Academic Health Network (SWAHN) has been established among three universities, three community colleges, community hospitals, community-based organizations and health care providers and two Local Health Integrated Networks (LHINs) in Southwestern Ontario. A survey was conducted to understand the characteristics, activities, existing partnerships, short- and long-term goals of the academic and community health networks in SouthWestern Ontario to inform the development of SWAHN moving forward. A total of 114 health networks were identified from the two participating LHINs, 103 community health networks and 11 academic health networks. A mailed survey was sent to all networks and responses were analyzed using both quantitative and qualitative approaches. The short- and long-term goals of these networks were categorized into five main themes: Public Health, Education, Research, System Delivery and Special Populations. Overall, this study helped to elicit important information from the academic and community based networks, which will inform the future work of SWAHN. This research has also demonstrated the significance of collecting information from both academic and community partners during the formation of other interdisciplinary health networks. PMID:25795223

  11. European-American and African-American Mothers' Emotion Socialization Practices Relate Differently to Their Children's Academic and Social-Emotional Competence

    ERIC Educational Resources Information Center

    Nelson, Jackie A.; Leerkes, Esther M.; Perry, Nicole B.; O'Brien, Marion; Calkins, Susan D.; Marcovitch, Stuart

    2013-01-01

    The current study examines whether the relation between mothers' responses to their children's negative emotions and teachers' reports of children's academic performance and social-emotional competence are similar or different for European-American and African-American families. Two hundred mothers (137 European-American, 63…

  12. Dispositional Hope as a Moderator of the Link between Social Comparison with Friends and Eighth-Grade Students' Perceptions of Academic Competence

    ERIC Educational Resources Information Center

    Bissell-Havran, Joanna M.

    2015-01-01

    We examined the link between social comparison with friends and self-perceptions of academic competence during adolescence and how personality may play a role in this link. Participants were 193 eighth-grade students who attended a rural, mid-Atlantic middle school. We used difference scores to measure the extent to which students' nominated and…

  13. The "Zurich E-Learning Certificate": A Role Model for the Acquirement of eCompetence for Academic Staff and an Example of a Practical Implementation

    ERIC Educational Resources Information Center

    Volk, Benno; Keller, Stefan Andreas

    2010-01-01

    Since 2002 the "Zurich E-Learning Certificate" offers lecturers and academic staff from the three main universities in Zurich the possibility to take part in a professional development program which supports the acquirement of eCompetence. The program is the result of a cooperation between the University of Zurich (UZH), the Swiss Federal…

  14. Mediational and Deviance Theories of Late High School Failure: Process Roles of Structural Strains, Academic Competence, and General versus Specific Problem Behavior

    ERIC Educational Resources Information Center

    Newcomb, Michael D.; Abbott, Robert D.; Catalano, Richard F.; Hawkins, J. David; Battin-Pearson, Sara; Hill, Karl

    2002-01-01

    Understanding and preventing high school failure is a national priority. Structural strain and general deviance theories attempt to explain late high school failure. The authors tested the hypotheses that general (vs. specific) deviance and academic competence mediate the relationships between structural strain factors (gender, ethnicity, and…

  15. Assessing the Psychosocial and Academic Needs of Latino Youth to Inform the Development of School-Based Programs

    ERIC Educational Resources Information Center

    Acosta, Olga M.; Weist, Mark D.; Lopez, Fernando A.; Shafer, Micheal E.; Pizarro, L. Josefina

    2004-01-01

    A survey was made of the leaders in the Latino community from four East coast cities on the mental health, academic, and behavioral needs of Latino youth, services available to them, and recommendations to better address their needs. Of the 112 Latino leaders recruited, 46 responded to the survey, expressing their views that Latino youth…

  16. The BMET (biomedical equipment technician) career: academic curricula, hospital needs, & employee perceptions.

    PubMed

    Majercik, S M

    1991-01-01

    Research conducted over a two-year (1988-1989) period compared the concepts of job performance of Biomedical Equipment Technicians (BMETs) with the job descriptions and academic requirements of healthcare organizations and the current academic curricula used to teach biomedical equipment technology. This study indicated that, while the BMETs and healthcare organizations held similar views of job performance requirements, there was disparity concerning the BMET's academic requirements as viewed by healthcare organizations when compared to the BMET's perception of academic preparedness. There was an even greater disparity between those perceptions and requirements when compared to the academic programs currently in place. PMID:10115433

  17. Underrepresentation of underrepresented minorities in academic medicine: the need to enhance the pipeline and the pipe.

    PubMed

    Merchant, Juanita L; Omary, M Bishr

    2010-01-01

    The number of underrepresented minorities (URMs; black or African American, Hispanic or Latino, American Indian or Alaska Native, Native Hawaiian or other Pacific Islander) among US medical school faculty is markedly low when compared with their respective percent representation of the US population. Women URMs are doubly underrepresented, particularly as the academic rank advances from the instructor to the professor level, and gender discrepancies occur more prominently among white female faculty. Although the percent of white faculty has decreased over the past 5 years, the low percentage of black and Hispanic faculty has not changed proportionately. Furthermore, the 2008-2009 pipeline of URM trainees is unlikely to reverse the current trends. Several measures are suggested for consideration by medical schools and the National Institutes of Health, and recommendations that URM faculty and students may wish to consider are also discussed. The major issues to address include increasing the pipeline of predoctoral URMs, promoting the success and retention of junior URM faculty, enhancing the support of senior URM faculty to serve as needed mentors, and building a pool of URM and non-URM mentors for URM trainees. Therefore, issues pertaining to both the pipeline and the pipe need to be overcome. PMID:19944787

  18. A Professional Learning Program for Enhancing the Competency of Students with Special Needs

    ERIC Educational Resources Information Center

    Kantavong, Pennee; Sivabaedya, Suwaree

    2010-01-01

    This study used a quasi-experimental research design to examine the impact of a professional learning program designed to enhance the competency of children with Autism, Attention Deficit Hyperactivity Disorder and Learning Disabilities and to develop knowledge, understanding and skills of teachers and parents in helping them. Data were collected…

  19. Common Intra-Cluster Competencies Needed in Selected Occupational Clusters. Health Occupations. Final Report.

    ERIC Educational Resources Information Center

    McClurg, Ronald B.

    An analysis of competencies practiced by seventeen health occupation groups was conducted to determine the extent to which commonality existed in job activities. (The groups include accredited records technician, aide/orderly, dental assistant, dental hygienist, dental lab technician, dietetic technician, licensed practical nurse, medical…

  20. Primary Teachers' Beliefs Regarding Family Competence for Providing Input To Help Meet Children's Educational Needs.

    ERIC Educational Resources Information Center

    Moseman, Cindy C.

    This study examined the views of kindergarten, first-, and second-grade teachers regarding families' competence to contribute knowledge to their child's educational process. In the first part of the study, 33 teachers from a variety of schools participated in small-group nominal group technique discussions. Their beliefs then contributed to the…

  1. Characteristics and Competencies for Teacher Educators: Addressing the Need for Improved Professional Standards in Turkey

    ERIC Educational Resources Information Center

    Celik, Servet

    2011-01-01

    Although a great deal of attention has been given to the nature of teaching and the qualities a good teacher ought to possess, there has been little emphasis on the specific characteristics and competencies that teacher educators should have. This paper discusses whether setting explicit standards for teacher educators would help or hinder efforts…

  2. Professional Development of Continuing Higher Education Unit Leaders: A Need for a Competency-Based Approach

    ERIC Educational Resources Information Center

    Bacheler, Margaret

    2015-01-01

    The purpose of this study was to examine the effect of professional development experiences on the career competencies of continuing higher education unit leaders (CHEULs). In the American system of higher education, a CHEUL manages an administrative unit that offers educational programs to adult learners (Cranton, 1996). To face the challenges…

  3. Vocational Rehabilitation Counselor Training Needs Assessment and Competence Measure: An Exploratory Factor Analysis

    ERIC Educational Resources Information Center

    Kundu, Madan M.; Dutta, Alo; Chan, Fong; Torres, Viviana; Fleming, Kayla

    2011-01-01

    Purpose: To validate an 80-item self-report measure, A Systems Approach to Placement: Self-Assessment for Students and Counselors (SAP-SASC), designed to identify critical areas of knowledge, skills, and competencies possessed by rehabilitation counselors in state vocational rehabilitation (VR) agency settings. Participants: 275 rehabilitation…

  4. An Assessment of Business Competencies Needed by Business Education Students for Entrepreneurial Development in Nigeria

    ERIC Educational Resources Information Center

    Binuomote, M. O.; Okoli, B. E.

    2015-01-01

    The paper examined the business competencies required by business education students for entrepreneurial development in Nigeria. To achieve the objective, two research questions and two hypotheses were formulated to guide the study. Survey design was adopted for the study. The population comprised 6002 business education students. Six hundred…

  5. Employment Opportunities and Competencies Needed in Farm Occupations in Selected Counties in Kentucky.

    ERIC Educational Resources Information Center

    Neel, C.O., Jr.

    To identify present and emerging farm occupations and necessary competencies, personal interviews were conducted by teachers of agriculture with a random sample of 329 farm operators in 11 selected counties in Kentucky. Slightly more than 75 percent of the operators interviewed were owners living on a farm. Some population characteristics were:…

  6. Competencies in Clothing and Textiles Needed by Beginning Family and Consumer Sciences Teachers.

    ERIC Educational Resources Information Center

    Lee, Cheryl L.

    2002-01-01

    A survey of 300 family and consumer sciences (FCS) professionals in North Carolina received 140 responses that rated the importance of teacher competencies in textiles and clothing instruction. Clothing construction ranked highest. Results informed the work of a committee revising FCS curriculum. (JOW)

  7. School Psychologists' Perceived Competence and Training Needs for Student Substance Abuse

    ERIC Educational Resources Information Center

    Burrow-Sanchez, Jason; Call, Megan E.; Adolphson, S. Lillian; Hawken, Leanne S.

    2009-01-01

    Background: School psychologists are some of the most likely personnel to deliver mental health services, including substance abuse, in school settings, but there is limited research on the perceived competence of school psychologists to address student substance abuse concerns. The 3 aims of this study were to determine how school psychologists…

  8. Matching of Developed Generic Competences of Graduates in Higher Education with Labour Market Needs

    ERIC Educational Resources Information Center

    Pukelis, Kestutis; Pileicikiene, Nora

    2012-01-01

    Higher education provides graduates with both monetary and non-monetary benefits. Globalization and technological developments foster utilitarian approach, therefore the transmission of competences that are relevant in labour market is an important target for higher education institutions. The paper presents findings of research on the match of…

  9. Core Competency Modification. A Manual for Working with At-Risk/Special Needs Students.

    ERIC Educational Resources Information Center

    Loess Hills Area Education Agency 13, Council Bluffs, IA.

    This manual assists teachers in providing adaptations for disabled and disadvantaged students to ensure their success in the regular vocational classroom and to meet requirements of the new vocational education standards in Iowa, which call for a competency-based curriculum. Introductory pages include strategies for teaching special needs…

  10. Out-of-School Literacy Activities of Affluent Early Adolescents: Selective Competencies and Hidden Needs

    ERIC Educational Resources Information Center

    Hester, Amy

    2012-01-01

    Few studies have documented the literacy activities in an after-school setting of affluent early adolescents assigned to remedial reading. This may be because these students are not considered to be at risk of academic failure. The out-of-school literacy activities of 3 sixth-grade students were examined in this qualitative research. Multiple data…

  11. Achieving competence in colonoscopy: Milestones and the need for a new endoscopic curriculum in gastroenterology training

    PubMed Central

    Stanford, Sara B; Lee, Stephanie; Masaquel, Candace; Lee, Robert H

    2015-01-01

    Colonoscopy is considered to be the most effective tool for reducing colorectal cancer (CRC) morbidity and mortality. As a result, certifying trainee competence in the performance of colonoscopy is critical to maximizing CRC screening and prevention efforts. Guidelines on training and accreditation around the world have been revised to emphasize the attainment of milestones in the technical and cognitive skills necessary to perform the procedure. To meet this challenge, new evaluation systems have been developed to measure trainee competence through all aspects of colonoscopy training. These changes stem from increased recognition that procedural numbers alone do not necessarily guarantee trainees’ proficiency in the performance of colonoscopy. Variability in endoscopic practice and in CRC screening outcomes also point to deficiencies in the current approach towards colonoscopy instruction. However, technological innovations hold great promise in training endoscopists to perform high quality colonoscopy. Furthermore, potential advances in the use of feedback as a training tool provide new avenues for research. This review summarizes the latest evidence on the effort to define, evaluate and promote the achievement of competence in colonoscopy among trainees. PMID:26675559

  12. Perceptions of Collegiate Student-Athletes' Programming Needs Based on Gender, Ethnicity, and Academic Class

    ERIC Educational Resources Information Center

    Arvan, April Anita

    2010-01-01

    Student-athletes are often disengaged in campus programming due to their academic and athletic commitments. Previous research explored various facets of student-athlete development, particularly academic development in relation to NCAA Division I student-athletes. The purpose of this quantitative, causal-comparative study was to determine…

  13. Organizational Learning for Library Enhancements: A Collaborative, Research-Driven Analysis of Academic Department Needs

    ERIC Educational Resources Information Center

    Loo, Jeffery L.; Dupuis, Elizabeth A.

    2015-01-01

    This article presents a qualitative evaluation methodology of academic departments for library organizational learning and library enhancement planning. This evaluation used campus units' academic program review reports as a data source and employed collaborative content analysis by library liaisons to extract departmental strengths, weaknesses,…

  14. The Needs and Perceptions of Academics regarding Their Professional Development in an Era of Educational Transformation

    ERIC Educational Resources Information Center

    Hassan, S.

    2011-01-01

    As the wave of educational transformation sweeps across the higher education landscape, few academics have been unaffected by its impact. It has been well documented that academics are ill-prepared to cope with the challenges of educational transformation, yet training and development that would provide the appropriate support to meet the demands…

  15. Why Kids Need to Be Bored: A Case Study of Self-Reflection and Academic Performance

    ERIC Educational Resources Information Center

    Williams, James D.

    2006-01-01

    This case study involved 3 middle school students in an assessment of the influence of self-reflection on general academic performance. It was hypothesized that increased self-reflection would have a positive influence on academic performance as measured by grades on tests, writing assignments, and homework. The participants were ages 13.4, 13.5,…

  16. Assesment of Perceived Academic and Incentive Needs of Senior Secondary School Biology Teachers in Kwara State, Nigeria

    ERIC Educational Resources Information Center

    Ahmed, Mulkah Adebisi; Moradeyo, Ismail; Abimbola, Isaac Olakanmi

    2016-01-01

    The study investigated the Assessment of perceived academic and incentive needs of senior secondary school biology teachers in Kwara State, Nigeria. Stratified random sampling technique was used to select two hundred and fifty (250) biology teachers from the three senatorial district of Kwara State. A questionnaire was prepared, validated and used…

  17. Investigating Teachers' Approval and Disapproval Behaviors Towards Academic and Social Behaviors of Students with and without Special Needs

    ERIC Educational Resources Information Center

    Sazak-Pinar, Elif; Guner-Yildiz, Nevin

    2013-01-01

    The present study was designed to (a) investigate teachers' approval and disapproval behaviors towards academic and social behaviors of students in mainstreaming classrooms and (b) determine whether or not having special needs be a predictor of teachers' approval and disapproval behaviors. The study group consisted of 43 teachers who…

  18. Seeing Eye to Eye? The Academic Writing Needs of Graduate and Undergraduate Students from Students' and Instructors' Perspectives

    ERIC Educational Resources Information Center

    Huang, Li-Shih

    2010-01-01

    This article reports on findings from a research project designed to assess undergraduate and graduate students' language-learning needs in the context of a new academic language support center at a Canadian university. A total of 432 students of English as an additional language and 93 instructors responded to the questionnaires, which asked them…

  19. Impact of Facilities on Academic Performance of Students with Special Needs in Mainstreamed Public Schools in Southwestern Nigeria

    ERIC Educational Resources Information Center

    Fareo, Dorcas Oluremi; Ojo, Olakunbi Olubukola

    2013-01-01

    Facilities have a great impact on academic performances of students, and inadequate facilities translate to poor performance. The study examined the availability and convenience of the facilities that were provided to students with special educational needs in mainstreamed schools. It ascertained the qualifications of teachers teaching in…

  20. McREL's Study of Academic Success In High Needs Schools: Mid-Point Progress and Measurement Viability

    ERIC Educational Resources Information Center

    Apthorp, Helen; Barley, Zoe; Englert, Kerry; Gamache, LeAnn; Lauer, Patricia; Van Buhler, Becky; Martin-Glenn, Mya

    2004-01-01

    This report provides a summary of progress to date on the study of academic success in high-needs schools and is intended for use by the research team and IES staff. The report begins with a history of the project?s origins and a brief review of pilot study findings. The Introduction concludes with an overview of the conceptual framework and the…

  1. Responding to the Academic and Social Needs of English Language Learners in High Schools with Shifting Demographics

    ERIC Educational Resources Information Center

    Bosworth, Tina M.

    2012-01-01

    The purpose of this study is to examine how high schools with shifting demographics respond to the academic and social needs of English language learners. Increasingly schools and teachers are asked to teach students who come from homes where English is not the primary language. The implications of shifting demographics impacts high school…

  2. A behavior-genetic study of the legacy of early caregiving experiences: academic skills, social competence, and externalizing behavior in kindergarten.

    PubMed

    Roisman, Glenn I; Fraley, R Chris

    2012-01-01

    A critique of research examining whether early experiences with primary caregivers are reflected in adaptation is that relevant longitudinal studies have generally not employed genetically informed research designs capable of unconfounding shared genes and environments. Using the twin subsample (N = 485 pairs) of the Early Childhood Longitudinal Study-Birth Cohort, the current study provides evidence that early parental support (derived from observations at 24 months and around age 4, in prekindergarten) is associated with academic skills (r = .32), social competence (r = .15), and externalizing behavior (r = -.11) in kindergarten. Crucially, the shared environment accounted for virtually all of the correlation between parenting and academic skills, roughly half of the association between parenting and social competence, and approximately one fourth of the correlation between parenting and externalizing behavior. PMID:22239458

  3. A test of the cognitive diathesis-stress model of depression in children: academic stressors, attributional style, perceived competence, and control.

    PubMed

    Hilsman, R; Garber, J

    1995-08-01

    The cognitive diathesis-stress model of depression was tested in a sample of 439 children in grades 5 and 6. Attributional style and cognitions about academic competence and control over achievement were assessed before the occurrence of a potentially stressful event--receiving unacceptable grades on a report card. Depressive symptoms were assessed 1 week before the event, the morning after, and 5 days later. Replicating G. I. Metalsky, L. J. Halberstadt, and L. Y. Abramson (1987), stressor level and negative cognitions predicted depressive symptoms the morning after the event, controlling for initial symptom levels. Depressive symptoms 5 days later were predicted by the interactions of negative cognitions with stressors, supporting a cognitive diathesis-stress model. Students who reported a negative explanatory style or lack of academic control and competence expressed more distress after receiving unacceptable grades than did students without such cognitions. PMID:7643310

  4. Using culturally sensitive theories and research to meet the academic needs of low-income African American children.

    PubMed

    Tucker, Carolyn M; Herman, Keith C

    2002-10-01

    The economic and social barriers to the academic and social success of many African American children remain in place as the new millennium begins. These realities provide impetus for developing community-based partnership education programs designed to self-empower African American children for academic and social success under any socioeconomic conditions that exist in their lives. Progress toward effective program development, however, has been hindered by a dearth of culturally sensitive theories and research. The Research-Based Model Partnership Education Program (Model Program) is an effective, community-based, university-school-community partnership education program for self-empowering African American children for success. The formative and summative research of the Model Program is described in hopes of advancing theory and research for meeting the academic and social needs of low-income African American children. PMID:12369499

  5. Competence Assessment of Students with Special Educational Needs--Identification of Appropriate Testing Accommodations

    ERIC Educational Resources Information Center

    Südkamp, Anna; Pohl, Steffi; Weinert, Sabine

    2015-01-01

    Including students with special educational needs in learning (SEN-L) is a challenge for large-scale assessments. In order to draw inferences with respect to students with SEN-L and to compare their scores to students in general education, one needs to assure that the measurement model is reliable and that the same construct is measured for…

  6. The Need for Competencies Due to the Increasing Use of Information and Communication Technologies. CEDEFOP Panorama.

    ERIC Educational Resources Information Center

    Boreham, N. C.; Lammont, Norma

    The widespread introduction of information and communication technologies (ICT) is affecting the skills needed in employment. Programs of vocational education and training (VET) should ensure people have the wide range of skills needed to be employable in these environments. ICT is spreading into more workplaces as a tool for reorganizing…

  7. The relation of dialogic, control, and racial socialization practices to early academic and social competence: effects of gender, ethnicity, and family socioeconomic status.

    PubMed

    Barbarin, Oscar; Jean-Baptiste, Esther

    2013-01-01

    This research tests the relations of parental practices to child competence and assertions that practices differ by gender of the child. Home-based interviews and structured observations of parent-child interactions were conducted with an ethnically and socioeconomically diverse sample of families (N = 501) whose 4-year-old children were served in public prekindergarten. Study data confirmed the importance of parental practices for children's academic and social competence but did not support claims that use of any of the practices was related to the child's gender. Significant differences were found for economic status on dialogic practices and for ethnicity on control and ethnic socialization. Poor parents employed dialogic practices less than nonpoor parents' and African American parents employed dialogic practices less often and control and ethnic socialization more often than European Americans. Dialogic practices were related to competence, but parental control and ethnic socialization were not. PMID:23889013

  8. Pell Grants as Performance-Based Aid? An Examination of Satisfactory Academic Progress Requirements in the Nation's Largest Need-Based Aid Program. A CAPSEE Working Paper

    ERIC Educational Resources Information Center

    Schudde, Lauren; Scott-Clayton, Judith

    2014-01-01

    The Federal Pell Grant Program is the nation's largest need-based grant program. While students' initial eligibility for the Pell is based on financial need, renewal of the award is contingent on their making satisfactory academic progress (SAP)--meeting minimum academic standards similar to those proposed in models of performance-based…

  9. Dimensions of Poverty and Health Outcomes Among People Living with HIV Infection: Limited Resources and Competing Needs.

    PubMed

    Kalichman, Seth C; Hernandez, Dominica; Kegler, Christopher; Cherry, Chauncey; Kalichman, Moira O; Grebler, Tamar

    2015-08-01

    HIV infection is concentrated in populations living in poverty. We examined the overlapping and independent effects of multiple poverty indicators on HIV-related health status. Because substance use can create competing survival needs when resources are limited, we also sought to objectively measure expenditures on food relative to alcohol and tobacco products. To achieve these aims, 459 men and 212 women living with HIV infection in Atlanta, GA completed measures of socio-demographic and heath characteristics as well as multiple indicators of poverty including housing stability, transportation, food insecurity, and substance use. Participants were given a $30 grocery gift card for their participation and we collected receipts which were coded for alcohol (beer, wine, liquors) and tobacco purchases. Results showed that participants with unsuppressed HIV replication were significantly more likely to experience multiple indicators of poverty. In addition, one in four participants purchased alcohol or tobacco products with their gift cards, with as much as one-fourth of money spent on these products. A multivariable logistic regression model showed that food insecurity was independently associated with unsuppressed HIV, and purchasing alcohol or tobacco products did not moderate this association. Results confirm previous research to show the primacy of food insecurity in relation to HIV-related health outcomes. Competing survival needs, including addictive substances, should be addressed in programs that aim to alleviate poverty to enhance the health and well-being of people with HIV infection. PMID:25572901

  10. Dimensions of Poverty and Health Outcomes among People Living with HIV Infection: Limited Resources and Competing Needs

    PubMed Central

    Kalichman, Seth C.; Hernandez, Dominica; Kegler, Christopher; Cherry, Chauncey; Kalichman, Moira O.; Grebler, Tamar

    2015-01-01

    HIV infection is concentrated in populations living in poverty. We examined the overlapping and independent effects of multiple poverty indicators on HIV-related health status. Because substance use can create competing survival needs when resources are limited, we also sought to objectively measure expenditures on food relative to alcohol and tobacco products. To achieve these aims, 459 men and 212 women living with HIV infection in Atlanta, GA completed measures of socio-demographic and heath characteristics as well as multiple indicators of poverty including housing stability, transportation, food insecurity, and substance use. Participants were given a $30 grocery gift card for their participation and we collected receipts which were coded for alcohol (beer, wine, liquors) and tobacco purchases. Results showed that participants with unsuppressed HIV replication were significantly more likely to experience multiple indicators of poverty. In addition, one in four participants purchased alcohol or tobacco products with their gift cards, with as much as one-fourth of money spent on these products. A multivariable logistic regression model showed that food insecurity was independently associated with unsuppressed HIV, and purchasing alcohol or tobacco products did not moderate this association. Results confirm previous research to show the primacy of food insecurity in relation to HIV-related health outcomes. Competing survival needs, including addictive substances, should be addressed in programs that aim to alleviate poverty to enhance the health and well-being of people with HIV infection. PMID:25572901

  11. Competence-Based Analysis of Needs in VET Teachers and Trainers: An Italian Experience

    ERIC Educational Resources Information Center

    Sartori, Riccardo; Tacconi, Giuseppe; Caputo, Beniamino

    2015-01-01

    Purpose: The aim of the research presented here was to detect, in line with the European Union's "Education and Training 2020" work program, the training needs of teachers and trainers working in the vocational education and training (VET) system in the Italian Region of Veneto to design courses, experiences and other training programs…

  12. Practical Skills in International Business: Training Needs for Workforce Competence by Minnesota Companies

    ERIC Educational Resources Information Center

    Prestwich, Roger; Ho-Kim, Thu-Mai

    2009-01-01

    Companies doing business internationally face the competitive challenges of a constantly changing operational environment. Employees need to update their international knowledge, skills, and abilities (KSA) frequently by attending training programs. A survey of Minnesota firms indicate that almost all companies are willing to cover the time and…

  13. Medical Spanish Training Program for the Education of Health Care Providers: Communicative Needs and Cultural Competence.

    ERIC Educational Resources Information Center

    Jonsson-Devillers, Edith

    It is important to give medical personnel being trained in second languages and cultures access to information necessary to their specific immediate needs. The University of California, San Diego, is used as an example of a communicative approach to helping health care providers establish an appropriate relationship with their Latino patients and…

  14. Special Education Needs and Competing Policy Frameworks in England and Scotland.

    ERIC Educational Resources Information Center

    Riddell, Sheila; Adler, Michael; Mordaunt, Enid; Farmakopoulou, Nadia

    2000-01-01

    Explores varied special-education policy frameworks currently implemented in England and Scotland and their relationship with procedural fairness and substantive justice. Drawing on post-1993 policy documents, identifies dominant special-education policy needs. Unfortunately, legal and bureaucratic policy frameworks are supplanting traditional…

  15. Competency Gauged Writing Activities for Middle Grade Students Prompted by Needs of Technology Education.

    ERIC Educational Resources Information Center

    Adams, Jan; And Others

    A cooperative program conducted by the Logan (Utah) City School District and IBM Corporation used computers in the classroom to develop new teaching and career guidance approaches while enhancing students' process writing skills. The program included units designed for student and teacher awareness of the impacts of technology, the need for a new…

  16. Assessing the Bibliographic Instruction Skills Needed for Entry-Level Reference Positions in Academic Libraries.

    ERIC Educational Resources Information Center

    Moegling, Mary Lou

    The purpose of this study is to determine responsibilities expected of newly-hired academic reference librarians and background experiences they are expected to possess. The content analysis of 3 months' worth of reference librarian job listings from three 1990 issues of "College & Research Library News" led to a profile of expectations for…

  17. The Need to Trust and to Trust More Wisely in Academe

    ERIC Educational Resources Information Center

    Bowman, Richard F.

    2012-01-01

    Where trust is an issue, there is no trust. Trust in diverse organizations has never been lower. A shadow of doubt stalks one's every decision to trust collegially and institutionally. Still, colleagues sense intuitively that institutions cannot function optimally without a bedrock level of trust. In academic life, trust is a form of social…

  18. A Database Evaluation Based on Information Needs of Academic Social Scientists.

    ERIC Educational Resources Information Center

    Buterbaugh, Nancy Toth

    This study evaluates two databases, "Historical Abstracts" and REESWeb, to determine their effectiveness in supporting academic social science research. While many performance evaluations gather quantitative data from isolated query and response transactions, this study is a qualitative evaluation of the databases in the context of actual…

  19. Teachers' Conduct in the 21st Century: The Need for Enhancing Students' Academic Performance

    ERIC Educational Resources Information Center

    Dimkpa, Daisy I.

    2015-01-01

    This paper explores the teaching profession and the impact of teachers' conduct on the academic performance of students. It noted that as teaching is one of the oldest and well respected professions in the world, the role of the teacher in the effective delivery of knowledge and in bringing about a conducive atmosphere for learning cannot be over…

  20. Predicting Academic Performance and Retention of Private University Freshmen in Need of Developmental Education.

    ERIC Educational Resources Information Center

    Snyder, Vivian; Hackett, Rachelle Kisst; Stewart, Mark; Smith, Douglas

    This study examined the academic success and retention of first-year college students at a small private university to determine which variables (among the following: gender, high school grade point average (GPA), Scholastic Assessment Test (SAT) verbal and quantitative scores, and indicators of placement into developmental courses) were…

  1. The Role of Basic Need Satisfaction for Junior Academics' Goal Conflicts and Teaching Motivation

    ERIC Educational Resources Information Center

    Esdar, Wiebke; Gorges, Julia; Wild, Elke

    2016-01-01

    Junior academics at German universities work and qualify in a highly competitive environment. Most of them have to cope with too little time for too many demands in research and teaching. As previous studies have shown, these work conditions may impair well-being due to goal conflicts and may threaten their teaching motivation. How could this be…

  2. Chameleons in the Classroom: Meeting Students' Needs through Academic and Continuing Education Partnerships.

    ERIC Educational Resources Information Center

    Dolezal, Pamala; Franks, Megan

    In concurrent enrollment (CE) classes, academic and continuing education students enroll in courses that are held simultaneously, using the same classroom and instructors and having the same requirements and learning expectations. At North Harris College (NHC), in Texas, the introduction of CE was aided by a new strategic plan developed for the…

  3. Simply Academic? Why Children with Special Educational Needs Don't Like School

    ERIC Educational Resources Information Center

    McCoy, Selina; Banks, Joanne

    2012-01-01

    International studies have raised concerns about the academic and social implications of inclusive policies on school engagement and successful learning and, in particular, on the ways in which friendships are formed between students with SEN and other students. This article stems from research findings which show that Irish children with special…

  4. An Examination of Academic Coping among Taiwanese Adolescents

    ERIC Educational Resources Information Center

    Shih, Shu-Shen

    2015-01-01

    The author explored the relations among Taiwanese eighth-grade students' satisfactions of the basic psychological needs (i.e., the needs for competence, relatedness, and autonomy), engagement versus disengagement coping with academic stress, self-regulated learning, and academic burnout. Three hundred and ninety-six eighth-grade Taiwanese students…

  5. The Development of Perceived Scholastic Competence and Global Self-Worth in African American Adolescents from Low-Income Families: The Roles of Family Factors, Early Educational Intervention, and Academic Experience.

    ERIC Educational Resources Information Center

    Campbell, Frances A.; Pungello, Elizabeth P.; Miller-Johnson, Shari

    2002-01-01

    Examined early childhood and concurrent factors associated with adolescents' self-perceptions of scholastic competence and global self-worth. Found that family conflict in adolescence, early childhood educational intervention (Abecedarian Project), and academic achievement predicted perceived scholastic competence. Perceptions of scholastic,…

  6. A Multitrait (ADHD-IN, ADHD-HI, ODD toward Adults, Academic and Social Competence) by Multisource (Mothers and Fathers) Evaluation of the Invariance and Convergent/Discriminant Validity of the Child and Adolescent Disruptive Behavior Inventory with Thai Adolescents

    ERIC Educational Resources Information Center

    Burns, G. Leonard; Desmul, Chris; Walsh, James A.; Silpakit, Chatchawan; Ussahawanitchakit, Phapruke

    2009-01-01

    Confirmatory factor analysis was used with a multitrait (attention-deficit/hyperactivity disorder-inattention, attention-deficit/hyperactivity disorder-hyperactivity/impulsivity, oppositional defiant disorder toward adults, academic competence, and social competence) by multisource (mothers and fathers) matrix to test the invariance and…

  7. A Phenomenological Exploration of School Counselors' Conceptualization and Implementation of Multicultural Competence

    ERIC Educational Resources Information Center

    Knight, Jasmine

    2010-01-01

    School counselors need multicultural competence to implement comprehensive school counseling programs that promote the academic achievement of all students. Prior research demonstrates that school counselors have reported high levels of multicultural competence. However, there is no evidence that this self-perceived competence translates into…

  8. Beyond cultural competence: what child protection managers need to know and do.

    PubMed

    Mederos, Fernando; Woldeguiorguis, Isa

    2003-01-01

    This article addresses issues for child protection managers, such as hiring, program design, service evaluation, and policy development. It presents three frameworks for levels of organizational change: cultural sensitivity, which modifies existing services to better meet the needs of target populations; self-reflective cultural sensitivity, which calls for managers to be aware of personal and organizational cultural values; and cultural solidarity, which acknowledges that organizational power is vested in managers, which can oppress clients. PMID:12699279

  9. Implementation of the interdisciplinary curriculum Teaching and Assessing Communicative Competence in the fourth academic year of medical studies (CoMeD)

    PubMed Central

    Mortsiefer, Achim; Rotthoff, Thomas; Schmelzer, Regine; Immecke, J.; Ortmanns, B.; in der Schmitten, J.; Altiner, A.; Karger, André

    2012-01-01

    Introduction: Implementation of a longitudinal curriculum for training in advanced communications skills represents an unmet need in most German medical faculties, especially in the 4rth and 5th years of medical studies. The CoMeD project (communication in medical education Düsseldorf) attempted to establish an interdisciplinary program to teach and to assess communicative competence in the 4th academic year. In this paper, we describe the development of the project and report results of its evaluation by medical students. Methods: Teaching objectives and lesson formats were developed in a multistage process. A teaching program for simulated patients (SP) was built up and continuous lecturer trainings were estabilshed. Several clinical disciplines co-operated for the purpose of integrating the communication training into the pre-existing clinical teaching curriculum. The CoMeD project was evaluated using feedback-forms after each course. Results: Until now, six training units for especially challenging communication tasks like “dealing with aggression” or “breaking bad news” were implemented, each unit connected with a preliminary tutorial or e-learning course. An OSCE (objective structured clinical examination) with 4 stations was introduced. The students’ evaluation of the six CoMeD training units showed the top or second-best rating in more than 80% of the answers. Discussion: Introducing an interdisciplinary communication training and a corresponding OSCE into the 4th year medical curriculum is feasible. Embedding communication teaching in a clinical context and involvement of clinicians as lecturers seem to be important factors for ensuring practical relevance and achieving high acceptance by medical students. PMID:22403591

  10. Assessment of professional competency and need of smoking cessation counseling for dental students

    PubMed Central

    2014-01-01

    Purpose: The aim of this study was to analyze the smoking prevalence among dental students and to assess the need for promoting tobacco education and intervention by exploring their knowledge about smoking related risk factors. The study also examined the attitudes and practices of the students toward tobacco consumption, and their responsibilities toward the community. Methods: In total, 53 male students participated in the study (21 juniors and 32 seniors). The training program was divided into three modules, and the questionnaire was administered before and after the counseling sessions, which provided the comparative data on the students’ views about smoking cessation. Results: The most commonly practiced mode of tobacco consumption was found to be cigarette smoking (90.6 %), while a few consumed Gutkha (9.4%). All the junior students (100%) reported to have been benefitted by the counseling program, while 68.8% of the students from the senior group reported the same. Bivariate statistical analysis was conducted using the Pearson’s chi-square test for testing the difference across the age groups. P-values less than 0.05 were considered statistically significant. Conclusion: Curbing tobacco influence on dental students in their initial days can ensure a smoke-free life for them, as well as prevents them from feeling embarrassed or experiencing a lack of confidence while seeing their patients. Thus, tobacco education and intervention programs can motivate the students and increase their potential to be credible advisors regarding smoking cessation. PMID:25284069

  11. Beyond Linguistic Proficiency: Early Language Learning as a Lever for Building Students' Global Competence, Self-Esteem, and Academic Success

    ERIC Educational Resources Information Center

    Livaccari, Chris

    2013-01-01

    It is no exaggeration to say that language learning is the very foundation of global competence and the most deeply effective way for students to be able to "investigate the world, recognize perspectives, communicate ideas, and take action," which is the definition of global competence developed by Asia Society Vice President for…

  12. Academic Affairs Officers: An Application of the American Association of Community Colleges Competencies for Community College Leaders

    ERIC Educational Resources Information Center

    Price, Misty Renee

    2012-01-01

    Over the last two decades, several studies have confirmed that there is a leadership crisis among the nation's community colleges. In response to this leadership crisis, the American Association of Community Colleges [AACC] commissioned the development of a leadership competency framework consisting of six leadership competency areas deemed…

  13. Separation of Competency and Affect Components of Multiple Dimensions of Academic Self-Concept: A Developmental Perspective.

    ERIC Educational Resources Information Center

    Marsh, Herbert W.; Craven, Rhonda; Debus, Raymond

    1999-01-01

    Examined how separation of competency and affect components of self-concept domains varied in 7- to 13-year-olds. Found that Self-Description Questionnaire factor loadings were invariant over age comparisons. Correlations among reading, math, and school self-concepts decreased with age. Correlations between competency and affect within domains…

  14. Peer Acceptance and Social Behavior during Childhood and Adolescence: How Important Are Appearance, Athleticism, and Academic Competence?

    ERIC Educational Resources Information Center

    Vannatta, Kathryn; Gartstein, Maria A.; Zeller, Meg; Noll, Robert B.

    2009-01-01

    Efforts to identify factors associated with peer acceptance have historically focused on behavioral and social cognitive processes, whereas less empirical attention has focused on the impact of children's other personal attributes and competencies that are not inherently a component of social competence. The current study examined the association…

  15. Common Intra-Cluster Competencies Needed in Selected Occupational Clusters. Final Report. Supplemental Volume XIII: Operating Room Technician.

    ERIC Educational Resources Information Center

    McClurg, Ronald B.

    An analysis of survey responses from a sample of operating room technicians on competency characteristics for their occupation is presented in this document. (Operating room technician is one of seventeen occupation groups included in this research.) The competencies are reported in five categories: (1) those competencies selected by the…

  16. Common Intra-Cluster Competencies Needed in Selected Occupational Clusters. Final Report. Supplemental Volume XIV: Orthopaedic Physician's Assistant.

    ERIC Educational Resources Information Center

    McClurg, Ronald B.

    An analysis of survey responses from a sample of orthopaedic physician's assistants on competency characteristics for their occupation is presented in this document. (Orthopaedic physician's assistant is one of seventeen occupation groups included in this research.) The competencies are reported in five categories: (1) those competencies selected…

  17. Common Intra-Cluster Competencies Needed in Selected Occupational Clusters. Final Report. Supplemental Volume XV: Radiological Technician.

    ERIC Educational Resources Information Center

    McClurg, Ronald B.

    An analysis of survey responses from a sample of radiological technicians on competency characteristics for their occupation is presented in this document. (Radiological technician is one of seventeen occupation groups included in this research.) The competencies are reported in five categories: (1) those competencies selected by the respondents…

  18. Examining the Link between Preschool Social-Emotional Competence and First Grade Academic Achievement: The Role of Attention Skills

    ERIC Educational Resources Information Center

    Rhoades, Brittany L.; Warren, Heather K.; Domitrovich, Celene E.; Greenberg, Mark T.

    2011-01-01

    Recently, research has begun to identify cognitive and social-emotional predictors of early academic success. Yet few studies have examined the mechanisms by which children's social-emotional skills are associated with later academic success. The present study examines the associations between preschool emotion knowledge, kindergarten attention…

  19. Promoting Social and Academic Competence in the Classroom: An Intervention Study Examining the Contribution of the "Responsive Classroom" Approach

    ERIC Educational Resources Information Center

    Rimm-Kaufman, Sara E.; Chiu, Yu-Jen I.

    2007-01-01

    This exploratory study examined the contribution of the "RC" Approach over a two-year period. The "RC" Approach integrates social and academic learning in order to produce classroom environments that are conducive to learning by integrating social and academic learning. Two questions are addressed. First, how does teachers' use of "RC" practices…

  20. Striving for Success: A Qualitative Exploration of Competing Theories of High-Achieving Black College Students' Academic Motivation

    ERIC Educational Resources Information Center

    Griffin, Kimberly

    2006-01-01

    Research on the academic performance of Black students has focused on low-achievers, framing their academic motivation as maladaptive and driven by externally (e.g., competition or compliance) rather than internally (e.g., love of learning) generated forces. This qualitative study challenges this mono-dimensional deficit framework, examining the…

  1. Assessing and Analyzing Student Need at Owens Community College, Academic Year 1993-1994.

    ERIC Educational Resources Information Center

    Kiger, Derick M.; And Others

    In fall 1993, Owens Community College (OCC), in Ohio, conducted a survey of 2,277 currently enrolled students to gather data on significant needs and characteristics to inform institutional effectiveness efforts. The survey instrument asked students to rate 76 items grouped into the categories of educational need, professional need,…

  2. Development and Initial Validation of a Measure of Autonomy, Competence, and Relatedness in Exercise: The Basic Psychological Needs in Exercise Scale

    ERIC Educational Resources Information Center

    Vlachopoulos, Symeon P.; Michailidou, Sotiria

    2006-01-01

    The development process and initial validation of the Basic Psychological Needs in Exercise Scale (BPNES) are presented in this study. The BPNES is a domain-specific self-report instrument designed to assess perceptions of the extent to which the innate needs for autonomy, competence, and relatedness (Deci & Ryan, 2000) are satisfied in exercise.…

  3. Commentary: Urgently needed: a safe place for self-assessment on the path to maintaining competence and improving performance.

    PubMed

    Bellande, Bruce J; Winicur, Zev M; Cox, Kathleen M

    2010-01-01

    Traditional continuing medical education (CME), necessary for keeping physicians current and competent, is insufficient in translating physician practice into better patient outcomes. CME, then, must be transformed from a system of episodic interventions to a more personalized, contextual, flexible, and targeted process within a continuing professional development framework. The core of this transformation must be a formal process of physician self-assessment. Unfortunately, health care providers tend toward inaccurate self-assessment, regardless of training, specialty, or manner of self-assessment. Therefore, the development of an external validation system conducted by credible, informal peer review in a safe environment is essential. Clinicians must be able to access practice and patient data without concerns about accuracy, timeliness, confidentiality, attribution, or unintended consequences. New analytical tools are also needed to illuminate the data compilations and present them in compelling, individualized, and comparative formats. However, such developmental work will not be possible without strong community leadership coordinating a collaboration of resources and a sharing of data. Ensuring physician competence has long been an issue for medical societies, state licensing boards, and others invested in improving patient care. Now it's time to get serious. Current efforts at massive health care reform provide the perfect opportunity to fully integrate physician self-assessment and performance improvement into the larger health care system through a continuing professional development model. Practitioners in CME have been far too complacent with the current practices. A shift to a focused and dedicated sense of urgency must occur to ensure physicians' continuous learning and change. PMID:20042814

  4. Perceived Professional Development Needs of English-Speaking Evangelical Academic Deans in Africa and Asia

    ERIC Educational Resources Information Center

    Crawford, Leslie J.

    2013-01-01

    This study identified the perceived professional development needs of English-speaking evangelical theological school deans in Africa and Asia, as a basis for evaluating or creating professional development programs for these regions. It answered the question: What are the perceptions of the need for professional development prior to and after…

  5. Using Constructivist Teaching Strategies to Enhance Academic Outcomes of Students with Special Needs

    ERIC Educational Resources Information Center

    Akpan, Joseph P.; Beard, Lawrence A.

    2016-01-01

    Over the past decades many teaching strategies have been proposed by various educators to improve education of all students including students with special needs. No single one of these proposed teaching strategies meets the needs of all students. The new Every Student Succeeds Act, successor to No Child Left behind Law, which transfers oversight…

  6. Academic, Social, and Emotional Needs in a Middle Grades Reform Initiative

    ERIC Educational Resources Information Center

    Raphael, Lisa M.; Burke, Meghan

    2012-01-01

    During an evaluation of a new middle grades reform initiative, the program participants (i.e., teachers, coaches, and principals) reported they perceived that students' social and emotional needs interfaced with implementation of the reform. In particular, participants perceived that students' need for a safe, supportive, and engaging environment…

  7. Bridging the Gap between Academic Gerontology and the Educational Needs of the Aging Network

    ERIC Educational Resources Information Center

    Karcher, Barbara C.; Whittlesey, Valerie

    2007-01-01

    Colleges and universities have failed to meet the long-recognized, growing need for nonacademic-credit gerontology education. With the explosive growth of the aging network, other organizations have readily responded to the fast-growing market. Results of two needs assessments over a 5-year period demonstrate employers' higher support for…

  8. Understanding the Information Needs of Academic Scholars in Agricultural and Biological Sciences

    ERIC Educational Resources Information Center

    Kuruppu, Pali U.; Gruber, Anne Marie

    2006-01-01

    This study investigates the information needs of faculty and graduate students in agricultural and biological sciences. Qualitative research methods, interviews and focus groups, were used to examine what types of information these scholars need for their research, teaching and learning, how they seek that information, and perceptions. The…

  9. Familiar Technology Promotes Academic Success for Students with Exceptional Learning Needs

    ERIC Educational Resources Information Center

    Wilson, Carolyn H.; Brice, Costeena; Carter, Emanuel I.; Fleming, Jeffery C.; Hay, Dontia D.; Hicks, John D.; Picot, Ebony; Taylor, Aashja M.; Weaver, Jessica

    2011-01-01

    Children with exceptional learning needs find it very difficult to retain content information from the regular curriculum. Many content teachers also find it difficult to adapt curriculum to the learning needs of these exception children within the confines of the classroom and without any assistance. Although many schools are equipped with…

  10. A Coordinated Effort: Well-Conducted Partnerships Meet Students' Academic, Health, and Social Service Needs

    ERIC Educational Resources Information Center

    Blank, Marty; Jacobson, Reuben; Pearson, Sarah S.

    2009-01-01

    Without question, schools must be accountable for students' performance. But schools can not meet students' needs alone. Young people need more connections, more support, more opportunities, and more learning time to be successful. When supports and services are not available, often it is the teachers who step in to fill the void. They do this…

  11. Methods and Tools to Align Curriculum to the Skills and Competencies Needed by the Workforce - an Example from Geospatial Science and Technology

    NASA Astrophysics Data System (ADS)

    Johnson, A. B.

    2012-12-01

    Geospatial science and technology (GST) including geographic information systems, remote sensing, global positioning systems and mobile applications, are valuable tools for geoscientists and students learning to become geoscientists. GST allows the user to analyze data spatially and temporarily and then visualize the data and outcomes in multiple formats (digital, web and paper). GST has evolved rapidly and it has been difficult to create effective curriculum as few guidelines existed to help educators. In 2010, the US Department of Labor (DoL), in collaboration with the National Geospatial Center of Excellence (GeoTech Center), a National Science Foundation supported grant, approved the Geospatial Technology Competency Mode (GTCM). The GTCM was developed and vetted with industry experts and provided the structure and example competencies needed across the industry. While the GTCM was helpful, a more detailed list of skills and competencies needed to be identified in order to build appropriate curriculum. The GeoTech Center carried out multiple DACUM events to identify the skills and competencies needed by entry-level workers. DACUM (Developing a Curriculum) is a job analysis process whereby expert workers are convened to describe what they do for a specific occupation. The outcomes from multiple DACUMs were combined into a MetaDACUM and reviewed by hundreds of GST professionals. This provided a list of more than 320 skills and competencies needed by the workforce. The GeoTech Center then held multiple workshops across the U.S. where more than 100 educators knowledgeable in teaching GST parsed the list into Model Courses and a Model Certificate Program. During this process, tools were developed that helped educators define which competency should be included in a specific course and the depth of instruction for that competency. This presentation will provide details about the process, methodology and tools used to create the Models and suggest how they can be used

  12. Social Competence in Infants and Toddlers with Special Health Care Needs: The Roles of Parental Knowledge, Expectations, Attunement, and Attitudes toward Child Independence

    PubMed Central

    Zand, Debra; Pierce, Katherine; Thomson, Nicole; Baig, M. Waseem; Teodorescu, Cristiana; Nibras, Sohail; Maxim, Rolanda

    2014-01-01

    Little research has empirically addressed the relationships among parental knowledge of child development, parental attunement, parental expectations, and child independence in predicting the social competence of infants and toddlers with special health care needs. We used baseline data from the Strengthening Families Project, a prevention intervention study that tested Bavolek’s Nurturing Program for Parents and Their Children with Health Challenges to explore the roles of these variables in predicting social competence in infants and toddlers with special health care needs. Bivariate relationships among the study variables were explored and used to develop and test a model for predicting social competence among these children. Study findings pointed to a combination of indirect and direct influences of parent variables in predicting social competence. Results indicated that parents who encouraged healthy behaviors for developing a sense of power/independence were more likely to have children with social competence developing on schedule. Elements related to parental expectations, however, did not have the hypothesized relationships to social competence. The present study provides preliminary data to support the development of knowledge based interventions. Within medical settings, such interventions may indeed maximize benefit while minimizing cost.

  13. The medical information needs of internists and pediatricians at an academic medical center.

    PubMed

    Woolf, S H; Benson, D A

    1989-10-01

    Medical information needs were examined in a survey of sixty-seven physicians selected from the faculty and housestaff at Johns Hopkins Hospital. A standardized questionnaire was administered personally by a medical informatics physician to collect data on information needs, attitudes, and previous experience with computers. The types of information most frequently required by both faculty and housestaff were treatment recommendations and differential diagnosis. The sources of reference information most commonly used were textbooks and colleagues. The information needs of housestaff differed significantly in several categories from those of faculty physicians. Housestaff more frequently needed information for patient care (P less than 0.05), and preferred the use of textbooks (P less than 0.01) and handbooks (P less than 0.001) as information sources. Faculty more frequently needed information for activities unrelated to patient care (P less than 0.01) and placed greater importance on basic science information (P less than 0.01). When asked to suggest references for online access, the respondents named 143 journals and textbooks, with journals overwhelmingly preferred over textbooks. Only one reference, the New England Journal of Medicine, was requested by a majority of the respondents. The importance of a broad understanding of physician information needs through improved data-collection techniques is discussed as a means of increasing the use of medical information systems. PMID:2790344

  14. Improving global health education: development of a Global Health Competency Model.

    PubMed

    Ablah, Elizabeth; Biberman, Dorothy A; Weist, Elizabeth M; Buekens, Pierre; Bentley, Margaret E; Burke, Donald; Finnegan, John R; Flahault, Antoine; Frenk, Julio; Gotsch, Audrey R; Klag, Michael J; Rodriguez Lopez, Mario Henry; Nasca, Philip; Shortell, Stephen; Spencer, Harrison C

    2014-03-01

    Although global health is a recommended content area for the future of education in public health, no standardized global health competency model existed for master-level public health students. Without such a competency model, academic institutions are challenged to ensure that students are able to demonstrate the knowledge, skills, and attitudes (KSAs) needed for successful performance in today's global health workforce. The Association of Schools of Public Health (ASPH) sought to address this need by facilitating the development of a global health competency model through a multistage modified-Delphi process. Practitioners and academic global health experts provided leadership and guidance throughout the competency development process. The resulting product, the Global Health Competency Model 1.1, includes seven domains and 36 competencies. The Global Health Competency Model 1.1 provides a platform for engaging educators, students, and global health employers in discussion of the KSAs needed to improve human health on a global scale. PMID:24445206

  15. Improving Global Health Education: Development of a Global Health Competency Model

    PubMed Central

    Ablah, Elizabeth; Biberman, Dorothy A.; Weist, Elizabeth M.; Buekens, Pierre; Bentley, Margaret E.; Burke, Donald; Finnegan, John R.; Flahault, Antoine; Frenk, Julio; Gotsch, Audrey R.; Klag, Michael J.; Lopez, Mario Henry Rodriguez; Nasca, Philip; Shortell, Stephen; Spencer, Harrison C.

    2014-01-01

    Although global health is a recommended content area for the future of education in public health, no standardized global health competency model existed for master-level public health students. Without such a competency model, academic institutions are challenged to ensure that students are able to demonstrate the knowledge, skills, and attitudes (KSAs) needed for successful performance in today's global health workforce. The Association of Schools of Public Health (ASPH) sought to address this need by facilitating the development of a global health competency model through a multistage modified-Delphi process. Practitioners and academic global health experts provided leadership and guidance throughout the competency development process. The resulting product, the Global Health Competency Model 1.1, includes seven domains and 36 competencies. The Global Health Competency Model 1.1 provides a platform for engaging educators, students, and global health employers in discussion of the KSAs needed to improve human health on a global scale. PMID:24445206

  16. Many replications do not causal inferences make: the need for critical replications to test competing explanations of nonrandomized studies.

    PubMed

    Larzelere, Robert E; Cox, Ronald B; Swindle, Taren M

    2015-05-01

    Although direct replications are ideal for randomized studies, areas of psychological science that lack randomized studies should incorporate Rosenbaum's (2001) distinction between trivial and nontrivial replications, relabeled herein as exact and critical replications. If exact replications merely repeat systematic biases, they cannot enhance cumulative progress in psychological science. In contrast, critical replications distinguish between competing explanations by using crucial tests to clarify the underlying causal influences. We illustrate this potential with examples from research on corrective actions by professionals (e.g., psychotherapy, Ritalin) and parents (e.g., spanking, homework assistance), where critical replications are needed to overcome the inherent selection bias due to corrective actions being triggered by children's symptoms. Purported causal effects must first prove to be replicable after plausible confounds such as selection bias are eliminated. Subsequent critical replications can then compare plausible alternative explanations of the average unbiased causal effect and of individual differences in those effects. We conclude that this type of systematic sequencing of critical replications has more potential for making the kinds of discriminations typical of cumulative progress in science than do exact replications alone, especially in areas where randomized studies are unavailable. PMID:25987516

  17. Decentralized nursing education in Northern Norway: a basis for continuing education to meet competence needs in rural Arctic healthcare services

    PubMed Central

    Skaalvik, Mari Wolff; Gaski, Margrete; Norbye, Bente

    2014-01-01

    Background Ensuring a sufficient nursing workforce, with respect to both number and relevant professional competencies, is crucial in rural Arctic regions in Norway. This study examines the continuing education (CE) of nurses who graduated from a decentralized nursing programme between 1994 and 2011. Objective This study aims to measure the extent to which the decentralized nursing education (DNE) in question has served as a basis for CE that is adapted to current and future community health care service needs in rural Arctic regions in northern Norway. More specifically, the study aims to investigate the frequency and scope of CE courses among the graduates of a DNE, the choice of study model and the degree of employment with respect to the relevant CE. Design This study is a quantitative survey providing descriptive statistics. Results The primary finding in this study is that 56% of the participants had engaged in CE and that they were employed in positions related to their education. The majority of students with decentralized bachelor's degrees engaged in CE that was part time and/or decentralized. Conclusions More than half of the population in this study had completed CE despite no mandatory obligation in order to maintain licensure. Furthermore, 31% of the participants had completed more than one CE programme. The findings show that the participants preferred CE organized as part time and or decentralized studies. PMID:25279355

  18. Program director and resident perspectives of a competency-based medical education anesthesia residency program in Canada: a needs assessment

    PubMed Central

    2016-01-01

    Purpose: In July 2015, the University of Ottawa introduced a competency-based medical education (CBME) postgraduate program for anesthesia. Prior to program implementation, this study aimed to identify Canadian anesthesiology program directors perceptions of CBME and residents’ opinion on how the program should be designed and perceived consequences of CBME. Methods: This two-phase, qualitative study included semi-structured interviews with Canadian anesthesia program directors (Phase I) and a focus group interview with residents enrolled in the University of Ottawa time-based anesthesia program (Phase II). Both phases sought to gauge participant’s perceptions of CBME. Interviews were recorded, transcribed verbatim and thematically analyzed. Results: Data was combined to protect anonymity of the six participants (three program directors and three residents). Participants spoke about the perceived advantages of CBME, the need to establish definitions, and challenges to a CBME program highlighting logistical factors, implications for trainees and the role assessment plays in CBME. Conclusion: These findings will inform CBME implementation strategies in anesthesia programs across the country, and may assist other residency programs in the design of their programs. Furthermore, our findings may help identify potential challenges and issues that other postgraduate specialties may face as they transition to a CBME model. PMID:26913772

  19. Agribusiness and Natural Resources Education in Michigan. Job Competencies Needed. A Tabular Supplement to the Final Report.

    ERIC Educational Resources Information Center

    Thuemmel, William L.; And Others

    This manual contains a tabular report of the competency identification of job task analysis component (Part Two) of the research project entitled "Agribusiness and Natural Resources Education in Michigan: Employment Demand, Competencies Required, and Recommended Delivery Systems." The data is a tabular supplement to Chapter III of the final…

  20. Developing Clinical Competencies to Assess Learning Needs and Outcomes: The Experience of the CS2day Initiative

    ERIC Educational Resources Information Center

    McKeithen, Tom; Robertson, Sheila; Speight, Mike

    2011-01-01

    An outcomes-based education (OBE) approach was desired for the CS2day initiative, and the size and scope of the initiative compelled a consistent and cohesive framework in order to apply such an approach. A series of competency statements were developed to provide that framework. The competency statements were based on current clinical guidelines,…

  1. Educational Policies for Integrating College Competencies and Workforce Needs: Cases from Brazil, Mongolia, Ukraine, and the United States. Issue Brief

    ERIC Educational Resources Information Center

    Bastedo, Michael; Batkhuyag, Batjargal; Prates, Eufrasio; Prytula, Yaroslav

    2009-01-01

    In the past decade, the role of higher education in workforce development has emerged as a key issue around the world. Leading authorities inside and outside of government have begun questioning whether colleges and universities are preparing graduates with the competencies and skills necessary to compete in a dynamic global economy. As part of a…

  2. Comparing Inclusion in the Secondary Vocational and Academic Classrooms: Strengths, Needs, and Recommendations

    ERIC Educational Resources Information Center

    Casale-Giannola, Diane

    2012-01-01

    Secondary schools continue to face significant challenges as they work to support increasing numbers of students in inclusion settings. Career and Technical Education (CTE) high schools have typically offered students with special needs valuable learning opportunities. Nevertheless, little research has been done to identify the strengths and needs…

  3. Charter Schools Need Improved Academic Accountability and Financial Management. Program Review. Report.

    ERIC Educational Resources Information Center

    Florida State Legislature, Tallahassee. Office of Program Policy Analysis and Government Accountability.

    Florida's 113 charter schools serve 18,255 students and provide opportunities for education innovation and school choice. Many serve at-risk and low-income students. Schools report positive student progress but need stronger accountability. Two-thirds of charter schools are not subject to Florida's A+ school accountability system because they…

  4. ADHD and Comorbid Psychiatric Disorders: Adult Student Perspectives on Learning Needs and Academic Support

    ERIC Educational Resources Information Center

    Hubbard, Laura E.

    2011-01-01

    The focus of this study is to understand, from their own perspective, the learning needs of adult college students with comorbid attention deficits and psychiatric disabilities, and to identify services and practices that support their success in the college environment. Adult students with comorbid attention deficits and psychiatric disorders…

  5. The Continuing Education Needs of Academic Staff: Senior College Staff in TAFE.

    ERIC Educational Resources Information Center

    Mageean, Pauline

    Interviews intended to discover the best ways of meeting the continuing education needs of senior Technical and Further Education (TAFE) staff were conducted with 250 individuals from 17 TAFE colleges throughout Australia. The study population consisted of principals, deputy principals, department heads, and heads of schools who spend 50 percent…

  6. Addressing the Academic Needs of Adolescents with Autism Spectrum Disorder in Secondary Education

    ERIC Educational Resources Information Center

    Fleury, Veronica P.; Hedges, Susan; Hume, Kara; Browder, Diane M.; Thompson, Julie L.; Fallin, Kathy; El Zein, Farah; Reutebuch, Colleen Klein; Vaughn, Sharon

    2014-01-01

    The number of individuals with Autism Spectrum Disorder (ASD) who enter secondary school settings and access the general education curriculum continues to grow. Many educators may find they are not prepared to adapt their instruction to meet both state standards and the diverse needs of the full spectrum individuals with ASD, which has…

  7. "Trusting" Schools to Meet the Academic Needs of African-American Students? Suburban Mothers' Perspectives

    ERIC Educational Resources Information Center

    Beard, Karen Stansberry; Brown, Kathleen M.

    2008-01-01

    According to Tschannen-Moran, "Principals and teachers need to build trusting relationships with students and parents in order to accomplish their essential goal of fostering student achievement and equipping students for citizenship." In the context of organizational trust, this study explored such relationships with six, middle-class…

  8. Instrumentation: Instrumentation Needs of Academic Departments of Chemistry. A Survey Study.

    ERIC Educational Resources Information Center

    Analytical Chemistry, 1984

    1984-01-01

    Presents excerpts of a survey on the instrument status in chemistry departments and the perceived needs of those departments for new instruments. Responses are based on data from 32 chemistry departments at major research institutions, 71 departments at smaller schools, and 13 chemical engineering departments. (JN)

  9. The Perceived Importance of Role-Specific Competencies for Health Care Leaders Establishes the Need to Expand Role Theory.

    PubMed

    Babinski, Paul J

    2016-01-01

    This cross-sectional quantitative study was undertaken to determine the extent to which individuals who have differing health care leadership roles perceived the importance of selected leadership competencies in their specific roles based on their experience. A total of 313 participants responded to the health care questionnaire. Principal component analysis identified factor structure and Cronbach α at .96 supported the reliability of the factor analysis. Multivariate analysis of variance tested the 4 health care leadership roles to determine if an effect was present among the competencies. A subsequent analysis of variance test was conducted on the competencies to confirm an effect was present, and a Games-Howell post hoc test followed. These tests indicated that there was a significant difference in rating the perceived importance of specific leadership competencies by the health care leaders in each competency domain. The participants included in this study consisted of the chief executive officer (CEO), director of nursing (DON), operating room director (ORD), and director of radiology (DOR). Based on the Games-Howell post hoc test, a commonality existed between the leaders. The CEOs and DONs often indicated no significant difference in competency perception to one another in relation to the dependent variables, yet indicated a significant difference in competency perception when compared with the ORDs and DORs. Similarly, the ORD and DOR variables often indicated no significant difference in competency perception to one another in relation to the dependent variables, yet indicated a significant difference in competency perception compared with the CEO and DON variables. This study positively indicated that health care leadership's perception of competencies does differ between the various leadership roles. PMID:27111689

  10. Medical Skills and Related Health Careers. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Vlahides, Norma

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  11. Landscaping and Greenhouse Technology. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Kucharewski, Dennis

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  12. Commercial Building Construction (Masonry). COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Keck, Robert

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  13. Medical Office Receptionist/Assistant. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Gorman, Dolores

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  14. Business Relations--Media/Modeling. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Racanelli, Meri Gann

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  15. Air Conditioning, Refrigeration and Heating. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Hardman, Thomas

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  16. Early Childhood Educators' Competences for Supporting Children's Academic Language Skills in Germany

    ERIC Educational Resources Information Center

    Michel, Marije; Ofner, Daniela; Thoma, Dieter

    2014-01-01

    This study investigates early childhood educators' language training competence that is required to support children's linguistic development. Hundred and forty-four early-years-professionals in Germany completed a computer-based assessment. We first tested knowledge of linguistic topics (e.g. morpho-syntax, developmental stages).…

  17. Recreational Vehicle Maintenance and Repair. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Felice, Michael

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  18. Associations of Student Temperament and Educational Competence with Academic Achievement: The Role of Teacher Age and Teacher and Student Gender

    ERIC Educational Resources Information Center

    Mullola, Sari; Jokela, Markus; Ravaja, Niklas; Lipsanen, Jari; Hintsanen, Mirka; Alatupa, Saija; Keltikangas-Jarvinen, Liisa

    2011-01-01

    We examined associations of teacher-perceived student temperament and educational competence with school achievement, and how these associations were modified by students' gender and teachers' gender and age. Participants were 1063 Finnish ninth-graders (534 boys) and their 29 Mother Language teachers (all female) and 43 Mathematics teachers (17…

  19. A Model for the Academic Support of C.B.T.E.: Competency-Based Science for Elementary Teachers.

    ERIC Educational Resources Information Center

    Capie, William, Ed.; Markle, Glenn C., Ed.

    This monograph outlines the impact of competency-based teacher education (CBTE) on the science program for prospective elementary teachers at the University of Georgia and the conversion to a model which reflects CBTE philosophy. The introduction describes the general trend in science courses toward CBTE, starting with the establishment of a…

  20. Automotive and Diesel Engine Rebuilding. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Salvatore, Gerald

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  1. Commercial Photography and Television Production. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Zelenak, John

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  2. Core informatics competencies for clinical and translational scientists: what do our customers and collaborators need to know?

    PubMed

    Valenta, Annette L; Meagher, Emma A; Tachinardi, Umberto; Starren, Justin

    2016-07-01

    Since the inception of the Clinical and Translational Science Award (CTSA) program in 2006, leaders in education across CTSA sites have been developing and updating core competencies for Clinical and Translational Science (CTS) trainees. By 2009, 14 competency domains, including biomedical informatics, had been identified and published. Since that time, the evolution of the CTSA program, changes in the practice of CTS, the rapid adoption of electronic health records (EHRs), the growth of biomedical informatics, the explosion of big data, and the realization that some of the competencies had proven to be difficult to apply in practice have made it clear that the competencies should be updated. This paper describes the process undertaken and puts forth a new set of competencies that has been recently endorsed by the Clinical Research Informatics Workgroup of AMIA. In addition to providing context and background for the current version of the competencies, we hope this will serve as a model for revision of competencies over time. PMID:27121608

  3. The Educational Environment and Students' Responding Times as a Function of Students' Teacher-Perceived Academic Competence.

    ERIC Educational Resources Information Center

    Greener, Jean W.; And Others

    The use of time in school, specifically the portion of time defined as active responding time, has been shown to correlate significantly with achievement. The comprehensive observational methodology of the academic engaged time studies provides the basis for systematically investigating student responding time and elements of the educational…

  4. Competence in Mathematics and Academic Achievement: An Analysis of Enrollees in the Bachelor of Science in Actuarial Science Program

    ERIC Educational Resources Information Center

    Wamala, Robert; Maswere, Dyson W.; Mwanga, Yeko

    2013-01-01

    This study investigates the role of prior grounding attained in mathematics in predicting the academic achievement of enrollees in Bachelor of Science in Actuarial Science (BSAS). The investigation is based on administrative records of 240 BSAS enrollees at Makerere University, School of Statistics and Planning in the 2007-2009 cohorts. Students'…

  5. Making Standards Work! A Teacher's Guide to Contextual Learning: Integrating Academic Content Standards with Career Development and Workplace Competencies. History.

    ERIC Educational Resources Information Center

    McAlonan, Susan; Longo, Pat; Hotchkiss, Heather; Roark, Kelli; Fitzgerald, Joy

    This handbook, intended for K-12 teachers in Colorado, is a tool to help educators weave academic content standards, assessments, and career development methods into an integrated and comprehensive educational strategy that prepares all students to meet their future goals. The examples contained in the handbook were created to provide a vision of…

  6. Making Standards Work! A Teacher's Guide to Contextual Learning: Integrating Academic Content Standards with Career Development and Workplace Competencies.

    ERIC Educational Resources Information Center

    Colorado School to Career Partnership, Denver.

    This publication is a tool to help educators weave academic content standards, assessments, and school-to-career methods into an integrated and comprehensive educational strategy that prepares all students to meet their future goals. Examples included in the publication were created by Colorado educators to provide a vision of how teachers can…

  7. Primary Care Pediatricians' Experience, Comfort and Competence in the Evaluation and Management of Child Maltreatment: Do We Need Child Abuse Experts?

    ERIC Educational Resources Information Center

    Lane, Wendy G.; Dubowitz, Howard

    2009-01-01

    Objective: We assessed the self-reported experience, comfort and competence of primary care pediatricians in evaluating and managing child maltreatment (CM), in rendering opinions regarding the likelihood of CM, and in providing court testimony. We examined pediatricians' need for expert consultation when evaluating possible maltreatment. Methods:…

  8. Identifying Gaps in the Cultural Competence/Sensitivity Components of an Undergraduate Medical School Curriculum: A Needs Assessment.

    PubMed

    Loue, Sana; Wilson-Delfosse, Amy; Limbach, Kristen

    2015-10-01

    Physicians and other health care workers are increasingly being called upon to bridge the cultural differences that may exist between themselves and their patients. Adequate cross-cultural education is essential if existing health care disparities are to be reduced. We conducted a needs assessment to identify gaps in the cultural competence/sensitivity components of the undergraduate medical school curriculum at Case Western Reserve University School of Medicine. The 2011 study was designed (1) to assess how first and second year medical school students perceive the adequacy of the medical school curriculum with respect to issues of diversity and (2) the extent to which first and second year medical students believe that an understanding of issues relating to patient culture are important to the provision of effective patient care. Student perspectives were assessed through a web-based anonymous survey of all first year (n = 167) and all second year (n = 166) medical school students, two focus groups (total n = 14) and a Problem-based Case Inquiry Group exercise (n = 6), both with second year students. A substantial proportion of participating first and second year medical students do not believe that self-reflection regarding one's own cultural biases is important to one's performance as a physician, do not view an understanding of diverse patient cultural beliefs as important or very important in the provision of effective patient care, and are uncomfortable with and unsure about how to approach culture-related issues arising in patient care. The inclusion of specified elements--increased contact with diverse patients, more comprehensive resources, increased opportunities to practice communication skills and engage in self-reflection--may be critical to heighten student awareness of and comfort in interacting with diverse populations. Our findings are relevant to the development of medical school curricula designed to improve physician understanding of and

  9. Perceptions of autonomy support, parent attachment, competence and self-worth as predictors of motivational orientation and academic achievement: an examination of sixth- and ninth-grade regular education students.

    PubMed

    Wong, Eugene H; Wiest, Dudley J; Cusick, Lisa B

    2002-01-01

    This project examined the hypothesis that students' perceptions of teacher autonomy support, parent attachment, competence, and self-worth would predict motivational orientation and achievement test performance. Participants were 135 sixth-grade and 91 ninth-grade regular education students from a large, ethnically diverse school district. Stepwise regression analyses indicated that autonomy support, parent attachment, scholastic competence, and self-worth predicted the academic criterion variables. Interestingly, scholastic competence was a significant predictor in all of the regression models. Implications of the findings are discussed in terms of classroom practices. PMID:12144158

  10. A Path Analysis of Basic Need Support, Self-Efficacy, Achievement Goals, Life Satisfaction and Academic Achievement Level among Secondary School Students

    ERIC Educational Resources Information Center

    Diseth, Age; Danielsen, Anne G.; Samdal, Oddrun

    2012-01-01

    Teachers' support of basic psychological needs, self-efficacy, achievement goals, life satisfaction and academic achievement level was measured in a sample of 240 secondary school students (8th and 10th grades). Correlation analysis showed significant positive relations between all of the variables, except for the relation between need support of…

  11. The Impact of Teaching Academic Education Course of Children with Special Needs in the Ordinary Schools on Students' Attitudes toward Inclusion of Disabled Children

    ERIC Educational Resources Information Center

    Salem, Abdelbaky Arafa

    2013-01-01

    The present study aimed at identifying the attitudes of the teacher student towards including students with special needs with the ordinary ones. Also, to determine whether there are statistically significant differences between students who have studied the academic education course of children with special needs in the ordinary schools and the…

  12. Developing Competencies for Training Practitioners in Evidence-Based Cancer Control

    PubMed Central

    Ballew, Paula; Kittur, Nupur D.; Elliott, Michael B.; Haire-Joshu, Debra; Krebill, Hope; Kreuter, Matthew W.

    2013-01-01

    Background Competency-based education allows public health departments to better develop a workforce aimed at conducting evidence-based control cancer. Methods A two-phased competency development process was conducted that systematically obtained input from practitioners in health departments and trainers in academe and community agencies (n = 60). Results Among the 26 competencies developed, 10 were rated at the beginner level, 12 were intermediate, and 4 were advanced. Community-level input competencies were seen as beginner level, whereas policy-related competencies were rated as advanced. Conclusion While adaptation to various audiences is needed, these competencies provide a foundation on which to build practitioner-focused training programs. PMID:19526405

  13. Progress and Proficiency: Redesigning Grading for Competency Education. CompetencyWorks Issue Brief

    ERIC Educational Resources Information Center

    Sturgis, Chris

    2014-01-01

    This paper is part of a series investigating the implementation of competency education. The purpose of the paper is to explore how districts and schools can redesign grading systems to best help students to excel in academics and to gain the skills that are needed to be successful in college, the community, and the workplace. In order to make the…

  14. Cultural Competence in Screening and Assessment: Implications for Services to Young Children with Special Needs Ages Birth through Five.

    ERIC Educational Resources Information Center

    Anderson, Maria; Goldberg, Paula F.

    This paper examines issues related to the screening and assessment of infants, toddlers, and preschoolers with disabilities or at risk for disabilities, from families of various cultural and linguistic backgrounds. An introductory section outlines issues of cultural and linguistic competence and provides definitions of key terms. Interviews are…

  15. Professional Development for ECEC Practitioners with Responsibilities for Children at Risk: Which Competences and In-Service Training Are Needed?

    ERIC Educational Resources Information Center

    Peeters, Jan; Sharmahd, Nima

    2014-01-01

    There is growing evidence among researchers and international organisations that quality of Early Childhood Education and Care (ECEC), and ultimately the outcomes for children and families--especially disadvantaged ones--is dependent on well-educated and competent staff, and that a lack of higher pre-service training can be partly compensated by…

  16. The Development of Communicative Competence [Research and Development Needs and Priorities for the Education of American Indians]. A Position Paper.

    ERIC Educational Resources Information Center

    John, Vera

    Problems in the measurement of communicative competence of American Indian children are discussed in this position paper. Problems include the failure of traditional observations and measurements, and judgments by educators based on non-Indian experiences and expectations. Some trends in contemporary research concerned with these problems are…

  17. A Good Beginning: Sending America's Children to School with the Social and Emotional Competence They Need To Succeed.

    ERIC Educational Resources Information Center

    Peth-Pierce, Robin

    Recognizing that what, how, and how much children learn in school depends in large part on the social and emotional competence they developed as preschoolers, this monograph examines the current state of research regarding the social and emotional risk and protective factors that predict early school problems or success. The first part of the…

  18. Welding. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a comprehensive and verified employer competency list for a welding program. It contains units (with or without subunits), competencies, and competency builders that identify the occupational, academic, and employability skills needed…

  19. Academic Research Equipment in the Physical and Computer Sciences and Engineering. An Analysis of Findings from Phase I of the National Science Foundation's National Survey of Academic Research Instruments and Instrumentation Needs.

    ERIC Educational Resources Information Center

    Burgdorf, Kenneth; White, Kristine

    This report presents information from phase I of a survey designed to develop quantitative indicators of the current national stock, cost/investment, condition, obsolescence, utilization, and need for major research instruments in academic settings. Data for phase I (which focused on the physical and computer sciences and engineering) were…

  20. The return of the heart hospital. A hospital that specializes in providing cardiovascular services can meet community needs but will compete with existing community hospitals for market share.

    PubMed

    Smith, Robert B

    2002-10-01

    A hospital that provides cardiovascular services and embraces a heart-hospital brand and strategy can achieve competitive advantage. Providers that want to compete aggressively for cardiovascular services are developing a specialty-based carve-out strategy. A heart-hospital initiative can cannibalize revenues from a hospital's other programs and services. A successful heart-hospital strategy requires physician buy-in. A heart hospital needs a brand that customers will value. PMID:12373959

  1. Academic Research Equipment in Selected Science/Engineering Fields, 1982-83. An Analysis of Findings from the Baseline National Survey of Academic Research Instruments and Instrumentation Needs.

    ERIC Educational Resources Information Center

    Burgdorf, Kenneth; Hausman, Howard J.

    The analysis of data from the baseline cycle of the National Science Foundation instrumentation survey has two principal objectives, namely, to construct and examine a variety of quantitative statistical indicators describing major characteristics of the current national stock of academic research equipment and to document differences among…

  2. The Academic and Social-Emotional Needs of Secondary Latino English Learners: Implications for Screening, Identification, and Instructional Planning

    ERIC Educational Resources Information Center

    Castro-Olivo, Sara M.; Preciado, Jorge A.; Sanford, Amanda K.; Perry, Valerie

    2011-01-01

    Nationwide statistics show that English Learners in grades 6-12 are often among the lowest performing students in all academic areas and have some of the highest rates of dropout. Their academic deficiencies are usually attributed to their limited English language proficiency, often ignoring the social-emotional, behavioral, and cognitive problems…

  3. The Literature Landscape of Blended Learning in Higher Education: The Need for Better Understanding of Academic Blended Practice

    ERIC Educational Resources Information Center

    Torrisi-Steele, Geraldine; Drew, Steve

    2013-01-01

    If we are to realise the potential of blended learning in higher education, then further research into academic practice and relevant academic development is essential. Our review of literature on blended learning in higher education reveals an interesting scholarship landscape which, when described in detail, pointedly directs attention to the…

  4. Applied and Academic A Levels: Is There Really a Need for the Applied Track in UK Further Education?

    ERIC Educational Resources Information Center

    Wilkins, Stephen; Walker, Ian

    2011-01-01

    The term "applied track" in UK further education has been used to refer to the applied A level, the vocational, coursework-based version of the traditional academic A level. Vocational and coursework-based courses are often criticised for being easier than academic courses, for only attracting students who do not satisfy the requirements to take…

  5. Geospatial Technology and Geosciences - Defining the skills and competencies in the geosciences needed to effectively use the technology (Invited)

    NASA Astrophysics Data System (ADS)

    Johnson, A.

    2010-12-01

    Maps, spatial and temporal data and their use in analysis and visualization are integral components for studies in the geosciences. With the emergence of geospatial technology (Geographic Information Systems (GIS), remote sensing and imagery, Global Positioning Systems (GPS) and mobile technologies) scientists and the geosciences user community are now able to more easily accessed and share data, analyze their data and present their results. Educators are also incorporating geospatial technology into their geosciences programs by including an awareness of the technology in introductory courses to advanced courses exploring the capabilities to help answer complex questions in the geosciences. This paper will look how the new Geospatial Technology Competency Model from the Department of Labor can help ensure that geosciences programs address the skills and competencies identified by the workforce for geospatial technology as well as look at new tools created by the GeoTech Center to help do self and program assessments.

  6. Profile of Lake Land College Students: 1972. A Summary Description of Socio-Economic Characteristics, Academic Characteristics, Special Educational Needs, Educational Aspirations, Enrollment Statistics.

    ERIC Educational Resources Information Center

    Lach, Ivan J.; Olson, Charles

    A description of the general characteristics of Lake Land College students is presented. Academic and socioeconomic characteristics and special educational needs and educational aspirations are included. The first item analyzed was the net family income, which was found to be slightly lower for vocational-technical students than for college…

  7. The Role of School and Individual Differences in the Academic Attainment of Learners with Special Educational Needs and Disabilities: A Multi-Level Analysis

    ERIC Educational Resources Information Center

    Humphrey, Neil; Wigelsworth, Michael; Barlow, Alexandra; Squires, Garry

    2013-01-01

    Students with special educational needs and disabilities (SEND) are at a greatly increased risk of poor academic outcomes. Understanding the factors that influence their attainment is a crucial first step towards developing more effective provision. In the current study we present a multi-level, natural variation analysis which highlights…

  8. Program evaluation of nursing school instruction in measuring students' perceived competence to empathetically communicate with patients.

    PubMed

    McMillan, Libba R; Shannon, David

    2011-01-01

    The purpose of this survey study was to examine the relationship between senior baccalaureate nursing students' perceptions of their nursing program effectiveness in teaching them to empathetically communicate with patients and family members and perceived competence in empathetic communication. Nursing program components and students' perceived competence were divided into five areas: academic exposure to patient care situations, curricular emphasis during the nursing program, perceived program effectiveness, academic sources, and perceived competence. Outcomes of the regression analysis showed that the primary factors related to perceived competence were academic exposure, curricular emphasis, and program effectiveness. Data from this study reinforce the need for greater attention to be focused on clinical instruction, maximization of faculty input and feedback, and reinforcement of theoretical tenets that are taught academically. PMID:21834375

  9. The impact of personal background and school contextual factors on academic competence and mental health functioning across the primary-secondary school transition.

    PubMed

    Vaz, Sharmila; Parsons, Richard; Falkmer, Torbjörn; Passmore, Anne Elizabeth; Falkmer, Marita

    2014-01-01

    Students negotiate the transition to secondary school in different ways. While some thrive on the opportunity, others are challenged. A prospective longitudinal design was used to determine the contribution of personal background and school contextual factors on academic competence (AC) and mental health functioning (MHF) of 266 students, 6-months before and after the transition to secondary school. Data from 197 typically developing students and 69 students with a disability were analysed using hierarchical linear regression modelling. Both in primary and secondary school, students with a disability and from socially disadvantaged backgrounds gained poorer scores for AC and MHF than their typically developing and more affluent counterparts. Students who attended independent and mid-range sized primary schools had the highest concurrent AC. Those from independent primary schools had the lowest MHF. The primary school organisational model significantly influenced post-transition AC scores; with students from Kindergarten--Year 7 schools reporting the lowest scores, while those from the Kindergarten--Year 12 structure without middle school having the highest scores. Attending a school which used the Kindergarten--Year 12 with middle school structure was associated with a reduction in AC scores across the transition. Personal background factors accounted for the majority of the variability in post-transition AC and MHF. The contribution of school contextual factors was relatively minor. There is a potential opportunity for schools to provide support to disadvantaged students before the transition to secondary school, as they continue to be at a disadvantage after the transition. PMID:24608366

  10. The Impact of Personal Background and School Contextual Factors on Academic Competence and Mental Health Functioning across the Primary-Secondary School Transition

    PubMed Central

    Vaz, Sharmila; Parsons, Richard; Falkmer, Torbjörn; Passmore, Anne Elizabeth; Falkmer, Marita

    2014-01-01

    Students negotiate the transition to secondary school in different ways. While some thrive on the opportunity, others are challenged. A prospective longitudinal design was used to determine the contribution of personal background and school contextual factors on academic competence (AC) and mental health functioning (MHF) of 266 students, 6-months before and after the transition to secondary school. Data from 197 typically developing students and 69 students with a disability were analysed using hierarchical linear regression modelling. Both in primary and secondary school, students with a disability and from socially disadvantaged backgrounds gained poorer scores for AC and MHF than their typically developing and more affluent counterparts. Students who attended independent and mid-range sized primary schools had the highest concurrent AC. Those from independent primary schools had the lowest MHF. The primary school organisational model significantly influenced post-transition AC scores; with students from Kindergarten - Year 7 schools reporting the lowest scores, while those from the Kindergarten - Year 12 structure without middle school having the highest scores. Attending a school which used the Kindergarten - Year 12 with middle school structure was associated with a reduction in AC scores across the transition. Personal background factors accounted for the majority of the variability in post-transition AC and MHF. The contribution of school contextual factors was relatively minor. There is a potential opportunity for schools to provide support to disadvantaged students before the transition to secondary school, as they continue to be at a disadvantage after the transition. PMID:24608366

  11. New engineering: from knowledge to competences

    NASA Astrophysics Data System (ADS)

    Cartagena, M. C.; Tarquis, A. M.; Arce, A.

    2009-04-01

    One of the main innovations of Bologna system has been to link learning outcomes, ECTS workload based credits and competences. Competences represent a dynamic combination of knowledge, understanding, skills and abilities. Competences can be distinguished in subject specific and generic ones (instrumental, interpersonal and systemic competences). Actually in Spain Engineering degrees are changing to the new University educational system and should aim to satisfy the real needs of European society. This change has been long and complex, particularly. on the issue that have influenced curricular change Consultation with "actors" and "stakeholders", the definition of academic and professionals profiles and the translation of these into desired learning outcomes. Generic competences or transferable skills are relevant for preparing students well for their future role in society in terms of employability and citizenship. The criteria used by the companies to select their engineers are based in a good background and capacity to adapt and to acquire new knowledge, better than specific education, even postgraduate. It was interesting to note the great importance of generic competences However, Spanish government has regulated conditions of core curriculum need for to guarantee the acquisition of the competences needs to exercise the correspondent professional activities. The new degrees should comply with the core curriculum if the graduates want maintain the legal attributions guaranteed actually by the Spanish Professional Associations. After these degrees, students can access to professional master with actually horizontal attributions of regulated professions.

  12. The Role of Communication and Interpersonal Skills in Clinical Ethics Consultation: The Need for a Competency in Advanced Ethics Facilitation.

    PubMed

    Shelton, Wayne; Geppert, Cynthia; Jankowski, Jane

    2016-01-01

    Clinical ethics consultants (CECs) often face some of the most difficult communication and interpersonal challenges that occur in hospitals, involving stressed stakeholders who express, with strong emotions, their preferences and concerns in situations of personal crisis and loss. In this article we will give examples of how much of the important work that ethics consultants perform in addressing clinical ethics conflicts is incompletely conceived and explained in the American Society of Bioethics and Humanities Core Competencies for Healthcare Ethics Consultation and the clinical ethics literature. The work to which we refer is best conceptualized as a specialized type of interviewing, in which the emotional barriers of patients and their families or surrogates can be identified and addressed in light of relevant ethical obligations and values within the context of ethics facilitation. PMID:27045302

  13. The Bases of Competence. Skills for Lifelong Learning and Employability.

    ERIC Educational Resources Information Center

    Evers, Frederick T.; Rush, James C.; Berdrow, Iris

    This book, which is intended primarily for instructional development specialists, academic leaders, and faculty members in all types of postsecondary institutions, explains what skills and competencies students need to succeed in today's workplace and details how colleges and universities can strengthen the curriculum to cultivate those skills in…

  14. Identification of Workplace Skills and Competencies Essential for Marketing Occupations.

    ERIC Educational Resources Information Center

    Ruhland, Sheila K.

    A study examined the types of academic skills and workplace competencies that will be needed by persons employed in marketing occupations in the future. Three rounds of a Delphi questionnaire were mailed to 23 persons who were recommended by secondary and postsecondary marketing teachers in Missouri as having expertise in marketing occupations. In…

  15. What I need to start my job: a wish list (positioning yourself for success in an academic or nonacademic environment).

    PubMed

    Wright, Raymond D; Collinge, Cory A

    2014-09-01

    Beginning practice as an orthopaedic traumatologist is an important event, when the groundwork is set up for the next few years of hard work. Plans must be made, resources allocated, staff hired, etc. to optimally support the newly practicing surgeon. Academic and nonacademic practice settings are possible, where the facets of practice (i.e., clinic, operating room, floor work, education, and research) may be quite different. The goal of this article is to discuss these differences between relatively academic and nonacademic practices, ultimately to allow the young orthopaedic traumatologist to form a "wish list" with which to start planning the logistics of his or her career. PMID:25147999

  16. Specialist English as a foreign language for European public health: evaluation of competencies and needs among Polish and Lithuanian students.

    PubMed

    Sumskas, Linas; Czabanowska, Katarzyna; Bruneviciūte, Raimonda; Kregzdyte, Rima; Krikstaponyte, Zita; Ziomkiewicz, Anna

    2010-01-01

    Foreign languages are becoming an essential prerequisite for a successful carrier among all professions including public health professionals in many countries. The expanding role of English as a mode of communication allows for university graduates to project and to seek their career in English-speaking countries. The present study was carried out in the framework of EU Leonardo da Vinci project "Specialist English as a foreign language for European public health." The study aimed to get a deeper insight how the English language is perceived as a foreign language, by Polish and Lithuanian public health students, what is level of their language competence, which level of English proficiency they expect to use in future. MATERIAL AND METHODS. A total of 246 respondents completed the special questionnaires in autumn semester in 2005. A questionnaire form was developed by the international project team. For evaluation of English competences, the Language Passport (Common European Framework of Reference for Languages of Council of Europe) was applied. RESULTS. Current self-rated proficiency of the English language was at the same level for Lithuanian (3.47+/-1.14) and Polish (3.31+/-0.83) respondents (P>0.05). Majority of respondents (88.6% of Lithuanian and 87.8% of Polish) reported using the English language for their current studies. Respondents reported a significant increase in necessity for higher level of English proficiency in future: mean scores provided by respondents changed from B1 level to B2 level. Respondents gave priority to less formal and practice-based interactive English teaching methods (going abroad, contacts with native speakers) in comparison with theory-oriented methods of learning (self-studying, Internet courses). CONCLUSIONS. Similar levels of English language in all five areas of language skills were established in Polish and Lithuanian university students. Respondents gave more priorities to less formal and practice-based interactive

  17. A Model of Research Paper Writing Instructional Materials for Academic Writing Course: "Needs & Documents Analysis and Model Design"

    ERIC Educational Resources Information Center

    Ghufron, M. Ali; Saleh, Mursid; Warsono; Sofwan, Ahmad

    2016-01-01

    This study aimed at designing a model of instructional materials for Academic Writing Course focusing on research paper writing. The model was designed based on the Curriculum at the English Education Study Program, Faculty of Language and Art Education of IKIP PGRI Bojonegoro, East Java, Indonesia. This model was developed in order to improve…

  18. Using Culturally Sensitive Theories and Research To Meet the Academic Needs of Low-Income African American Children.

    ERIC Educational Resources Information Center

    Tucker, Carolyn M.; Herman, Keith C.

    2002-01-01

    Economic and social barriers to the academic and social success of many African American children are persistent. This provides impetus for developing community-based partnership education programs designed to empower African American children. The Research-Based Model Partnership Education Program one such university-school-community partnership…

  19. The Effect of Grade Configuration on the Academic Achievement of Special Needs Students: The Case of New Jersey

    ERIC Educational Resources Information Center

    Nelson, Derrick E.

    2013-01-01

    For over thirty years, research has been conducted on the relative benefits of integrating the sixth through eighth grades within the structure of the K-8 elementary school or of establishing a freestanding middle school structure. While the available research clearly supports the positive effects of the K-8 structure on academic achievement in…

  20. A Spanish Intervention Programme for Students with Special Education Needs: Effects on Intellectual Capacity and Academic Achievement

    ERIC Educational Resources Information Center

    Perez, Luz F.; Beltran, Jesus A.

    2008-01-01

    The purpose of the study was to determine whether the application of a school intervention programme based on the theory of multiple intelligences improves the academic achievement of students with low intellectual capacity, and whether the intervention programme also improves their level of general intelligence. The assessment design is…

  1. Integrating Academic Language into Content Methodology: Supporting Math and Science Teacher Candidates to Meet Students' Language Needs

    ERIC Educational Resources Information Center

    Freking, Frederick; Park, Jaime; Francois, Annamarie

    2015-01-01

    This article describes how a teacher-education program (TEP), whose mission is to improve schooling for linguistically diverse students, develops its' teacher candidate's critical dispositions and pedagogy related to academic-language (AL) development and how candidate performance on PACT can help TEPs better assess and improve how AL…

  2. Designing New Academic Pathways: Reimaging the Community College Experience with Students' Needs and Best Interests at Heart

    ERIC Educational Resources Information Center

    McClenney, Kay; Dare, Donna

    2013-01-01

    This is the second article in a three-part series on reimagining the community college student experience, describing a new model for academic pathways, key design principles, examples from colleges leading the way, and implementation challenges. Community colleges are beginning to embrace the task of reimagining students' educational experiences.…

  3. Horticulture. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

    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)…

  4. Carpentry. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

    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)…

  5. Electronics. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

    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)…

  6. Information Competency: Challenges and Strategies for Development.

    ERIC Educational Resources Information Center

    Academic Senate for California Community Colleges, Sacramento.

    In 1996, the California Community College Board of Governors (BOG) issued a policy statement identifying information competency as a priority. Recognizing information competency as an academic and professional matter, in May 1999 the Chancellor delegated the issue of information competency as a graduation requirement to the Academic Senate for…

  7. Meeting Competence Needs in the Hotel and Catering Industry Now and in the Future. Research Report 1992.

    ERIC Educational Resources Information Center

    Walker, Anne, Ed.; Hayter, Roy, Ed.

    The hotel and catering industry in the United Kingdom is estimated to have employed 2,392,000 people in 1990--about 9 percent of the total work force in employment in the country. These figures came from a major study into the skills needs of the hotel and catering industry in relation to the current provision of vocational education. Data are…

  8. What Do Preservice Teacher Educators Need To Know about Technology? Using ISTE/NCATE Standards To Define and Develop Competencies.

    ERIC Educational Resources Information Center

    Carney, Joanne M.

    This paper discusses the need to prepare teachers who are knowledgeable about current practices in technology and able to integrate computers into their own teaching, proposing that teaching assistants (TAs) be targeted for professional development in technology. The paper explains the rationale for making this recommendation and outlines the…

  9. Considerations for increasing the competences and capacities of the public health workforce: assessing the training needs of public health workers in Texas

    PubMed Central

    Borders, Stephen; Blakely, Craig; Quiram, Barbara; McLeroy, Kenneth

    2006-01-01

    Background Over the last two decades, concern has been expressed about the readiness of the public health workforce to adequately address the scientific, technological, social, political and economic challenges facing the field. A 1988 report from the Institute of Medicine (IOM) served as a catalyst for the re-examination of the public health workforce. The IOM's call to increase the relevance of public health education and training prompted a renewed effort to identify competences needed by public health personnel and the organizations that employ them. Methods A recent evaluation sought to address the role of the 10 essential public health services in job services among the Texas public health workforce. Additionally, the evaluation examined the Texas public health workforce's need for training in the 10 essential public health services. Results and conclusion Overall, the level of perceived training needs varied dramatically by job category and health department type. When comparing aggregate training needs, public health workers with greater day-to-day contact (nurses, health educators) indicated a greater need for training than their peers who did not, such as those working in administrative positions. When prioritizing and designing future training modules regarding the 10 essential public health services, trainers should consider the effects of job function, location and contact with the public. PMID:16872494

  10. Collaboration Between PNPs and School Nurses: Meeting the Complex Medical and Academic Needs of the Child With ADHD.

    PubMed

    Heuer, Beth; Williams, Shenoa

    2016-01-01

    Pediatric nurse practitioners take a lead role in diagnosing and coordinating the care of children with attention deficit hyperactivity disorder (ADHD). School nurses offer rich insight into the child's health and social and academic functioning in the school setting. School nurses develop individualized health care plans, administer and monitor medications, provide valuable input on Individualized Education Plans and Section 504 Accommodation Plans, and serve as the point person in communicating with the medical provider. Pediatric nurse practitioners can enhance the collaboration with school nurses by establishing communication parameters, streamlining medication regimens, and facilitating development of educational curricula for school nurses regarding evidence-based ADHD management. Optimizing partnerships with school nurses will provide better surveillance of treatment efficacy and can facilitate improved health and academic and social outcomes for children with ADHD. PMID:26454689

  11. Addressing the Social, Academic, and Behavioral Needs of Students with Challenging Behavior in Inclusive and Alternative Settings. Highlights from the Forum on Comprehensive Programming for a Diverse Population of Children and Youth with Challenging Behavior: Addressing Social, Academic, and Behavioral Needs within Inclusive and Alternative Settings (Las Vegas, Nevada, February 9-10, 2001).

    ERIC Educational Resources Information Center

    Bullock, Lyndal M., Ed.; Gable, Robert A., Ed.

    This document presents the texts of 11 major presentations and conference highlights from a February 2001 conference on the social, academic, and behavioral needs of students with challenging behavior in inclusive and alternative settings as required under the 1997 amendments to the Individuals with Disabilities Education Act. The presentations…

  12. Climbing down the steps from the ivory tower: how UK academics and criminal justice practitioners need to work together on alcohol studies.

    PubMed

    Newbury-Birch, Dorothy; McGeechan, Grant J; Holloway, Aisha

    2016-09-12

    Purpose Evidence in the UK tells us that risky drinking is high amongst those in contact with the criminal justice system. The purpose of this paper is to explore the reasons why carrying out research around risky drinking in this setting is so difficult. Design/methodology/approach A commentary on the issues of carrying out research in the criminal justice setting. Findings There are issues of carrying out research in the criminal justice setting. The authors argue, that as academics we can be more proactive in working with practitioners in the design and carrying out of studies. By examining what the primary outcome of interest is to those that work in the field rather than what funding agencies tell us academics must use, academics may engage in a more co-productive way that enables everyone to achieve what they need. Moreover more work is needed to show how this approach can be achieved both in the UK and internationally. Originality/value This editorial explores some of the difficulties of carrying out alcohol research in the criminal justice system and postulates ways that this could be made easier. PMID:27548015

  13. Core competencies for pharmaceutical physicians and drug development scientists

    PubMed Central

    Silva, Honorio; Stonier, Peter; Buhler, Fritz; Deslypere, Jean-Paul; Criscuolo, Domenico; Nell, Gerfried; Massud, Joao; Geary, Stewart; Schenk, Johanna; Kerpel-Fronius, Sandor; Koski, Greg; Clemens, Norbert; Klingmann, Ingrid; Kesselring, Gustavo; van Olden, Rudolf; Dubois, Dominique

    2013-01-01

    Professional groups, such as IFAPP (International Federation of Pharmaceutical Physicians and Pharmaceutical Medicine), are expected to produce the defined core competencies to orient the discipline and the academic programs for the development of future competent professionals and to advance the profession. On the other hand, PharmaTrain, an Innovative Medicines Initiative project, has become the largest public-private partnership in biomedicine in the European Continent and aims to provide postgraduate courses that are designed to meet the needs of professionals working in medicines development. A working group was formed within IFAPP including representatives from PharmaTrain, academic institutions and national member associations, with special interest and experience on Quality Improvement through education. The objectives were: to define a set of core competencies for pharmaceutical physicians and drug development scientists, to be summarized in a Statement of Competence and to benchmark and align these identified core competencies with the Learning Outcomes (LO) of the PharmaTrain Base Course. The objectives were successfully achieved. Seven domains and 60 core competencies were identified and aligned accordingly. The effective implementation of training programs using the competencies or the PharmaTrain LO anywhere in the world may transform the drug development process to an efficient and integrated process for better and safer medicines. The PharmaTrain Base Course might provide the cognitive framework to achieve the desired Statement of Competence for Pharmaceutical Physicians and Drug Development Scientists worldwide. PMID:23986704

  14. Iowa Lakes Community College: Partnerships for Academic and Economic Success in a Rapidly Evolving Wind-Energy Industry

    ERIC Educational Resources Information Center

    Mohni, Mary; Rogers, Jolene; Zeitz, Al

    2007-01-01

    Iowa Lakes Community College responded to a national need for wind-energy technicians. The Wind-Energy and Turbine Program aligned industry and academic competencies with experiential learning components to foster exploration of additional renewable energy applications. Completers understand both the physical and academic rigor a career in wind…

  15. Experiences with HIV Testing, Entry, and Engagement in Care by HIV-Infected Women of Color, and the Need for Autonomy, Competency, and Relatedness

    PubMed Central

    Messer, Lynne C.; Adimora, Adaora A.; Roytburd, Katya; Bowditch, Natasha; Parnell, Heather; Seay, Julia; Bell, Lynda; Pierce, Jonah K.

    2013-01-01

    Abstract Self-determination theory examines the needs of people adopting new behaviors but has not been applied to the adoption of HIV healthcare behaviors. The current study applied self-determination theory to descriptions of healthcare behaviors adopted by ethnic minority women after an HIV diagnosis. Women of color were asked to describe their experiences with HIV testing, entry, and engagement-in-care in qualitative interviews and focus groups. Participants were mostly African-American (88%), over 40 years old (70%), had been diagnosed for more than 6 years (87%) and had disclosed their HIV infection to more than 3 people (73%). Women described unmet self-determination needs at different time points along the HIV Continuum of Care. Women experienced a significant loss of autonomy at the time of HIV diagnosis. Meeting competency and relatedness needs assisted women in entry and engagement-in-care. However, re-establishing autonomy was a key element for long-term engagement-in-care. Interventions that satisfy these needs at the optimal time point in care could improve diagnosis, entry-to-care, and retention-in-care for women living with HIV. PMID:23829331

  16. [How much competence in emergency vascular surgery does a modern trauma surgeon need?: experiences regarding deployment as a military surgeon].

    PubMed

    Elias, K; Willy, C; Engelhardt, M

    2010-02-01

    Management of combat-related major vascular injuries is a challenge to all surgeons and a vascular specialist will not always be available in a wartime setting; therefore, every surgeon deployed to a war setting must be able to cope with these life and limb-threatening injuries. Data obtained from searching Medline and Google on the localization and treatment of combat-related vascular injuries of the USA strike forces in Afghanistan and Iraq were analyzed and adjusted to the requirements of the German Armed Forces. A total of 5-7% of casualties sustained major vascular injuries. After initial treatment using damage control measures to control the bleeding and restore perfusion definitive repair with vascular reconstruction must be performed in a facility with a higher level of care. Basic vascular surgical techniques which all military surgeons need to know are presented taking the austere conditions of a wartime environment into consideration. Preparation of all surgeons for deployment to a wartime situation must include basic knowledge and skills in vascular surgery including emergency and vascular reconstruction techniques. PMID:20107760

  17. Teaching ESL to Competencies: A Departure from a Traditional Curriculum for Adult Learners with Specific Needs. Adult Education Series #12. Refugee Education Guide.

    ERIC Educational Resources Information Center

    Center for Applied Linguistics, Washington, DC. Language and Orientation Resource Center.

    Teaching English as a second language (ESL) to competencies requires that the instructional focus be on functional competencies and life-coping skills while developing the spoken and/or written English structures necessary to perform these skills. A step-by-step approach to develop and implement a competency-based approach to ESL for adults is…

  18. Medical Assistant. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a comprehensive and verified employer competency list for a medical assistant program. It contains units (with or without subunits), competencies, and competency builders that identify the occupational, academic, and employability…

  19. Dairy Producer. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a current comprehensive and verified employer competency program list for dairy producers. Each unit (with or without subunits) contains competencies and competency builders that identify the occupational, academic, and employability…

  20. Swine Producer. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a comprehensive and verified employer competency list for a swine producer program. It contains units (with or without subunits), competencies, and competency builders that identify the occupational, academic, and employability skills…

  1. Machine Trades. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a current comprehensive and verified employer competency program list for machine trades. Each unit (with or without subunits) contains competencies and competency builders that identify the occupational, academic, and employability…

  2. Poultry Producer. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a comprehensive and verified employer competency list for a poultry producer program. It contains units (with or without subunits), competencies, and competency builders that identify the occupational, academic, and employability…

  3. Entertainment Marketing. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a current comprehensive and verified employer competency program list for entertainment marketing. Each unit (with or without subunits) contains competencies and competency builders that identify the occupational, academic, and…

  4. Diesel Mechanics. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a current comprehensive and verified employer competency program list for diesel mechanics. Each unit (with or without subunits) contains competencies and competency builders that identify the occupational, academic, and employability…

  5. Online Course Design Elements to Better Meet the Academic Needs of Students with Dyslexia in Higher Education

    ERIC Educational Resources Information Center

    Dziorny, Mary Aileen

    2012-01-01

    This study sought to determine if an online course designed and delivered in Second Life can meet the needs of higher education students with dyslexia. The course design incorporated strategies from Gagne' and Briggs' principles of instruction, Gagnon and Collay's constructivist learning design, Powell's key learning needs of…

  6. Academic Buoyancy: Towards an Understanding of Students' Everyday Academic Resilience

    ERIC Educational Resources Information Center

    Martin, Andrew J.; Marsh, Herbert W.

    2008-01-01

    Academic buoyancy is developed as a construct reflecting everyday academic resilience within a positive psychology context and is defined as students' ability to successfully deal with academic setbacks and challenges that are typical of the ordinary course of school life (e.g., poor grades, competing deadlines, exam pressure, difficult…

  7. The Knowledge You Need: Updated Requirements for Library Media Specialists.

    ERIC Educational Resources Information Center

    Perritt, Patsy H.

    1998-01-01

    This updated compilation of state certification requirements for library media specialists lists titles of certificates or endorsement areas; academic preparation, experience, and recommendations needed; and required standardized tests. A second table lists knowledge/subject areas/competencies related to administration, technology/audiovisuals,…

  8. Religious competence as cultural competence

    PubMed Central

    2012-01-01

    Definitions of cultural competence often refer to the need to be aware and attentive to the religious and spiritual needs and orientations of patients. However, the institution of psychiatry maintains an ambivalent attitude to the incorporation of religion and spirituality into psychiatric practice. This is despite the fact that many patients, especially those from underserved and underprivileged minority backgrounds, are devotedly religious and find much solace and support in their religiosity. I use the case of mental health of African Americans as an extended example to support the argument that psychiatric services must become more closely attuned to religious matters. I suggest ways in which this can be achieved. Attention to religion can aid in the development of culturally competent and accessible services, which in turn, may increase engagement and service satisfaction among religious populations. PMID:22421686

  9. Capacity to consent to sex reframed: IM, TZ (no 2), the need for an evidence-based model of sexual decision-making and socio-sexual competence.

    PubMed

    Mackenzie, Robin; Watts, John

    2015-01-01

    Recent English cases have set a very low threshold for the capacity to consent to sexual activity, and the Court of Appeal in IM v LM (2014) has held that "the ability to use and weigh information is unlikely to loom large in the evaluation of consent to sexual relations." Such cases significantly affect the legal status of such activities involving persons diagnosed with a learning disability (LD), an autistic spectrum disorder (ASD) or other neurodiverse (ND) conditions. A principal focus on two cases in particular-IM v LM (2014) and A Local Authority v TZ (no 2) (2014)-supports the argument that the current test needs reframing from a relationship-centred perspective, in order to reflect an evidence-based model of sexual decision-making. Relevant training for persons diagnosed as LD, ASD, or ND is essential in order to promote socio-sexual competence. This is critical for resolving existing tensions between (1) sexual rights guaranteed in international agreements; (2) criminal law provisions and local authorities' obligations to protect the vulnerable; and (3) sexual health concerns. PMID:26001538

  10. Plastics Technical Competency Profile.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Center on Education and Training for Employment.

    This document, which is intended to assist individuals responsible for developing tech prep programs, lists the occupational, academic, and employability competencies that representatives from education, business/industry, and labor throughout Ohio have identified as being necessary for employment in technician-level positions involving the…

  11. Masonry. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Occupational Competency Analysis Profile (OCAP) for masonry occupations 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…

  12. The Devaluation of Women's Competence.

    ERIC Educational Resources Information Center

    Lott, Bernice

    1985-01-01

    Research on the evaluation of eminent academic women supports the hypothesis that typical responses (of men, primarily) to competent women include prejudice, stereotyped beliefs, and overt or subtle discrimination. A competent woman is most likely to be devalued when potential consequences exist for the evaluator and when the woman is unfamiliar.…

  13. Industrial Electronics and T.V./Computer Repair. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Fagg, Harold

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  14. Reciprocal Effects between Intrinsic Reading Motivation and Reading Competence? A Cross-Lagged Panel Model for Academic Track and Nonacademic Track Students

    ERIC Educational Resources Information Center

    Schaffner, Ellen; Philipp, Maik; Schiefele, Ulrich

    2016-01-01

    Previous research has demonstrated positive relations between intrinsic reading motivation and reading competence. However, the causal direction of these relations and the moderating role of relevant background variables (e.g., students' achievement level) are not well understood. In the present study, a cross-lagged panel model was applied to…

  15. Self-Perceptions of Academic Competence: How They Develop and How They Relate to Intrinsic Motivation for Learning in English and Maths for Year Six Students.

    ERIC Educational Resources Information Center

    Cocks, Rachel J.; Watt, Helen M. G.

    Recent literature on motivation has documented that perceptions of self-competence and motivational orientations for learning are interrelated. This study focuses specifically on childrens perceptions of their scholastic abilities, how these perceptions develop and how they relate to intrinsic motivation for learning. The rationale for this study…

  16. An Exploratory Study of the Relationship among Perceived Personal and Social Competence, Health Risk Behaviors, and Academic Achievement of Selected Undergraduate Students

    ERIC Educational Resources Information Center

    Rhodes, Darson L.

    2009-01-01

    A sample of 656 undergraduate students from multiple sections of an introductory nutrition course, a personal health course, and a physical fitness course at a large Midwestern University completed one of four surveys. Using matrix sampling, each participant completed a survey measuring one of four personal and social competence constructs; coping…

  17. Non-Technical Competencies in Undergraduate Business Degree Programs: Australian and UK Perspectives

    ERIC Educational Resources Information Center

    Jackson, Denise; Chapman, Elaine

    2012-01-01

    This article addresses the growing need to profile the required competencies of entry-level business graduates and to evaluate the extent to which they are generic across international boundaries and discipline areas. Two hundred and ninety-one Australian and UK business academics examined the relative importance of a broad set of graduate…

  18. Becoming In/Competent Learners in the United States: Refugee Students' Academic Identities in the Figured World of Difference

    ERIC Educational Resources Information Center

    Bal, Aydin

    2014-01-01

    A practice-based dialectic theory of identity was used in this study to explore the cultural-historical context of an urban charter school in which a group of newly arrived Muslim Turk refugee students' academic identities were formed. The school, located in the Southwestern United States, was founded by a global Islamist movement.…

  19. A snapshot of cultural competency education in US dental schools.

    PubMed

    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. PMID:16954420

  20. Dental Assistant. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

    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)…

  1. Environmental Management. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

    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)…

  2. Criminal Justice. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

    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)…

  3. Competence: Conceptual Approach and Practice in France

    ERIC Educational Resources Information Center

    Le Deist, Francoise

    2009-01-01

    Purpose: The purpose of this article is to analyse the conceptual approaches to competence and practice in competence management in France. Design/methodology/approach: Extensive literature review, discussion with academic experts in the French competence network of AGRH and interviews concerning developments following the 2003 national agreement…

  4. Agriculture Products Processing. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

    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)…

  5. Marketing Management. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

    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)…

  6. Measuring Academic Competencies of Students Who Are Deaf or Hard of Hearing: What Parents Need to Know about Test Equity in Schools. Test Equity Considerations: Parents

    ERIC Educational Resources Information Center

    PEPNet-West, 2010

    2010-01-01

    Many children find school tests difficult, but children who are deaf or hard of hearing may find them especially so. Reports from the 2008 Test Equity Summit indicate that disproportionate numbers of students who are deaf or hard of hearing at all grade levels are failing critically important tests even though their classroom work may show that…

  7. Preschoolers' Maternal Support and Cognitive Competencies as Predictors of Elementary Achievement.

    ERIC Educational Resources Information Center

    Tiedemann, Joachim; Faber, Gunter

    1992-01-01

    Reports a longitudinal study of the link between home variables (mainly maternal support), cognitive prerequisites of preschoolers, and later school achievement (spelling, reading, and arithmetic). Maternal support significantly affected competencies and academic achievement. Cognitive competencies predicted later academic achievement; achievement…

  8. Air Force academic medicine: a climate survey.

    PubMed

    Jones, Woodson S; Yun, Heather C

    2011-12-01

    Air Force (AF) Medical Service leadership considers education, training, and research as key priorities. However, AF academic physicians' perceptions about the academic environment and challenges to success are not well described. AF faculty physicians were surveyed in autumn 2009. One hundred seventy-two responded and rated the academic environment as needing improvement (median Likert-like score 2 [interquartile range 1] on 1-5 scale). The impact of stepping away from an academically oriented career path for other executive positions was rated negatively (median Likert-like score 2, interquartile range 1). Concerns included loss of clinical skills, career disruption, and the challenge of returning to and/or competing for positions within the academic pathway. New policies limiting deployment of Program Directors and/or key teaching faculty were viewed favorably. Most physicians (59%) completing this survey expressed concerns about the AF academic environment and identified numerous challenges. Information from this survey can guide future initiatives to enhance leadership's goals. PMID:22338353

  9. Competent psychopharmacology.

    PubMed

    Gardner, David M

    2014-08-01

    There is little doubt that undergraduate and post-graduate training of physicians, pharmacists, and nurses is insufficient to prepare them to use psychotropics safely and effectively, especially in the context of their expanded off-label uses. Therefore, the development of competencies in psychotropic prescribing needs to be approached as a long-term, practice-based learning commitment. Proposed are the abilities and knowledge components necessary for safe and effective use of psychotropics. Typical challenges in prescribing for chronic and recurrent illnesses include highly variable responses and tolerability, drug interactions, and adverse effects that can be serious, irreversible, and even fatal. Prescribing psychotropics is further complicated by negative public and professional reports and growing patient concerns about the quality of care, and questions about the efficacy, safety, and addictive risks of psychotropics. Increased efforts are needed to enhance clinical training and knowledge in psychopharmacology among trainees and practising clinicians, with more comprehensive and sustained attention to the assessment of individual patients, and greater reliance on patient education and collaboration. Improved competence in psychotropic prescribing should lead to more informed, thoughtful, and better-targeted applications as one component of more comprehensive clinical care. PMID:25161064

  10. Competent Psychopharmacology

    PubMed Central

    Gardner, David M

    2014-01-01

    There is little doubt that undergraduate and post-graduate training of physicians, pharmacists, and nurses is insufficient to prepare them to use psychotropics safely and effectively, especially in the context of their expanded off-label uses. Therefore, the development of competencies in psychotropic prescribing needs to be approached as a long-term, practice-based learning commitment. Proposed are the abilities and knowledge components necessary for safe and effective use of psychotropics. Typical challenges in prescribing for chronic and recurrent illnesses include highly variable responses and tolerability, drug interactions, and adverse effects that can be serious, irreversible, and even fatal. Prescribing psychotropics is further complicated by negative public and professional reports and growing patient concerns about the quality of care, and questions about the efficacy, safety, and addictive risks of psychotropics. Increased efforts are needed to enhance clinical training and knowledge in psychopharmacology among trainees and practising clinicians, with more comprehensive and sustained attention to the assessment of individual patients, and greater reliance on patient education and collaboration. Improved competence in psychotropic prescribing should lead to more informed, thoughtful, and better-targeted applications as one component of more comprehensive clinical care. PMID:25161064

  11. Assessing and Teaching Competence

    ERIC Educational Resources Information Center

    Grant, Terri

    2004-01-01

    The Professional Communication Unit (PCU) at the University of Cape Town (UCT) recently conducted a business communication needs analysis to determine student perceptions of their communicative competence and the teaching strategies being used to develop such competence. Students felt that the specialist, stand-alone communication program was more…

  12. Adult Vocational Teacher Competencies.

    ERIC Educational Resources Information Center

    Hole, F. Marvin

    As part of a larger study to investigate the backgrounds and professional inservice needs of part-time adult vocational teachers in Pennsylvania, research was conducted to identify and assess adult vocational teacher competencies. Following a literature review, a survey instrument was devised which listed thirty-four competencies (basically…

  13. Current and desired competency levels of secondary agricultural teachers in Pennsylvania

    NASA Astrophysics Data System (ADS)

    Elbert, Chanda Dehron

    The purpose of this study was to identify the competencies needed by secondary agricultural teachers in the Commonwealth of Pennsylvania. Specifically, this study identified competencies needed to help make teachers more effective while working with special needs students. The objectives of the study were to: (1) determine, verify, and evaluate competencies needed by secondary teachers of agriculture to work with handicapped students enrolled in agricultural and vocational education programs; (2) determine, verify, and evaluate competencies needed by secondary teachers of agriculture to work with economically disadvantaged students enrolled in agricultural and vocational education programs; (3) determine, verify, and evaluate competencies needed by secondary teachers of agriculture to work with academically challenged students enrolled in agricultural and vocational programs; and (4) evaluate the self-perceived competency levels of secondary agricultural education teachers and their desired competency levels. A 50% simple random sample of secondary agricultural teachers from the Directory for Agricultural Education in Pennsylvania, 1999--2000 was used. The design for the study was a descriptive study. The data collection instrument used was divided into five different areas: personal characteristics, professional role and development, instructional role, knowledge statements, and student leadership and organization. Subjects were asked to rate their present and desired levels of competency in the categories using a Likert-type scale. The competency scale was as follows: 1 = not competent; 2 = slightly competent, 3 = competent; 4 = very competent; 5 = extremely competent. There were 153 questionnaires mailed to the secondary agricultural education teachers. A total of 96 teachers responded to the questionnaire. Frequencies and distributions were used to describe demographic variables. T-test and analysis of variance were used to determine relationships between

  14. Adolescents Who Need Help the Most Are the Least Likely To Seek It: The Relationship between Low Emotional Competence and Low Intention To Seek Help.

    ERIC Educational Resources Information Center

    Ciarrochi, Joseph; Deane, Frank P.; Wilson, Coralie J.; Rickwood, Debra

    2002-01-01

    This study explores the possibility that social support among adolescents explains the relationship between emotional competence and help seeking. Results reveal that adolescents who were low in emotional awareness, and who were poor at identifying, describing, and managing their emotions, were the least likely to seek help from nonprofessional…

  15. Career-Related Success-Learning Experiences of Academically Underachieving Urban Middle School Students

    ERIC Educational Resources Information Center

    Jackson, Margo A.; Perolini, Claudia M.; Fietzer, Alexander W.; Altschuler, Elizabeth; Woerner, Scott; Hashimoto, Naoko

    2011-01-01

    Evidence has supported the effectiveness of educational and psychosocial interventions that include strengths and promote the competence enhancement of schoolchildren. Nevertheless, students in low-income, culturally diverse urban schools who are academically underachieving may be the least likely but most in need to experience feedback about…

  16. Peer Modeling of Academic and Social Behaviors during Small-Group Direct Instruction

    ERIC Educational Resources Information Center

    Ledford, Jennifer R.; Wolery, Mark

    2013-01-01

    The authors describe an intervention for 3 preschoolers with disabilities who had low peer-related social competence. The intervention taught academic skills tailored to the need of each target student in small groups (triads) with two typically developing peers, using a progressive time delay procedure. Prior to instruction and separate from the…

  17. Competency Mapping of the Employees

    NASA Astrophysics Data System (ADS)

    Anisha, N.

    2012-10-01

    Human resource management is a process of bringing people and organizations together so that the goals of each other are met. Nowadays it is not possible to show a good financial or operating report unless your personnel relations are in order. Over the years, highly skilled and knowledge based jobs are increasing while low skilled jobs are decreasing. Competency Mapping is a process of identifying key competencies for an organization, the jobs and functions within it. Competency mapping, the buzz word in any industry is not complicated as it may appear. At the heart of any successful activity lies a competence or skill. In the recent years, various thought leaders in business strategy have emphasized the need to identify what competencies a business needs, in order to compete in a specific environment. In this article explains the why competencies needed and how is measured competency of employees in the organization.

  18. First-Year Students' Psychological Well-Being and Need for Cognition: Are They Important Predictors of Academic Engagement?

    ERIC Educational Resources Information Center

    Cole, James S.; Korkmaz, Ali

    2013-01-01

    This study focused on the dispositions of entering first-year students, their perceptions of classroom and institutional environments, and their subsequent academic engagement. Total variance explained by variables included in the path model for academic engagement was 30%. The results of this study found evidence to support the theoretical model…

  19. Three Steps to Competency Based Instruction.

    ERIC Educational Resources Information Center

    Burkett, B. Verner, Jr.; Newton, Alfred F.

    1982-01-01

    The authors offer a plan for a competency-based education program. Teachers need to follow three steps: (1) identify competencies needed by graduates, (2) plan and provide learning activities to develop the competencies identified, and (3) verify acquisition of competencies. (Office of Vocational Education, State Dept. of Education, P.O. Box 1131,…

  20. Leading change in diversity and cultural competence.

    PubMed

    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. PMID:18504031

  1. The Role of Teacher Education Programs in Creating Culturally Competent Teachers: A Moral Imperative for Ensuring the Academic Success of Diverse Student Populations

    ERIC Educational Resources Information Center

    Taylor, Roben W.

    2010-01-01

    While it is clear that culturally and linguistically diverse students have the greatest need for quality instructional programs, many researchers argue that they are less likely to be taught with the most effective evidence-based instruction. Banks (2002) contends that the challenges facing educators in meeting the needs of multicultural students…

  2. Job Profiling Guide. Results of 1995 Job Profiling Part of the Ohio Vocational Competency Assessment (OCVA) Package.

    ERIC Educational Resources Information Center

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

    This document presents results of job profiling workshops conducted as part of the Ohio Vocational Competency Assessment (OVCA) program. The first section describes how representatives of business, industry, labor, and community organizations identified academic skill levels needed by entry-level workers in the occupational areas covered by the…

  3. Enjoying Mathematics or Feeling Competent in Mathematics? Reciprocal Effects on Mathematics Achievement and Perceived Math Effort Expenditure

    ERIC Educational Resources Information Center

    Pinxten, Maarten; Marsh, Herbert W.; De Fraine, Bieke; Van Den Noortgate, Wim; Van Damme, Jan

    2014-01-01

    Background: The multidimensionality of the academic self-concept in terms of domain specificity has been well established in previous studies, whereas its multidimensionality in terms of motivational functions (the so-called affect-competence separation) needs further examination. Aim: This study aims at exploring differential effects of enjoyment…

  4. Adult Functional Competency: A Summary.

    ERIC Educational Resources Information Center

    Texas Univ., Austin. Div. of Extension.

    The Adult Performance Level (APL) project summary specifies the competencies which are functional to economic and educational success in society and describes devices developed for assessing those competencies. The APL theory of functional competency identifies adult needs in general knowledge areas (consumer economics, occupational knowledge,…

  5. Predictors of Sociometric Status for Low Socioeconomic Status Elementary Mainstreamed Students with and without Special Needs

    ERIC Educational Resources Information Center

    Baydik, Berrin; Bakkaloglu, Hatice

    2009-01-01

    The purpose of the present study is to compare the sociometric status of low socioeconomic status elementary school students with and without special needs and investigate the effects of different variables (gender, age, physical appearance, social skills, behavior problems, and academic competence) on students' sociometric status. Elementary…

  6. Exploring Reading Comprehension Needs of Iranian EAP Students of Health Information Management (HIM): A Triangulated Approach

    ERIC Educational Resources Information Center

    Atai, Mahmood Reza; Nazari, Ogholgol

    2011-01-01

    Discipline-based English for Academic Purposes (EAP) reading programs in Iran are designed to fill the gap between the students' general English reading competence and their ability to read authentic discipline-specific texts. This study attempted to assess target and present reading comprehension needs of EAP students of Health Information…

  7. Academic Standards. Fall 1978.

    ERIC Educational Resources Information Center

    Delaware Technical and Community Coll., Dover. Terry Campus.

    The Terry Campus of Delaware Technical and Community College has established academic standards to endorse competencies and skills for all courses of the technological programs. These standards eliminate conflicts and allow students to understand, from the beginning of their studies, the requirements for awarding a degree, diploma, or certificate.…

  8. Working Toward a Competency-Based Preceptor Development Program.

    PubMed

    Gueorguieva, Vera; Chang, Ann; Fleming-Carroll, Bonnie; Breen-Reid, Karen M; Douglas, Mary; Parekh, Sandhaya

    2016-09-01

    Preceptorship programs are widely used in nursing education and transition to practice. This article describes a variety of improvements implemented in an academic health sciences center on the basis of findings from a study previously conducted with preceptors in the same institution. A long-standing preceptor preparation program was redesigned and expanded into two levels-an introductory workshop directed toward meeting the needs of new preceptors, and an advanced workshop for experienced preceptors. Organization-specific preceptor competencies were developed as a foundation for preceptor practice. The competencies also informed the revised preceptor development program that included selection, ongoing development, and evaluation. A more structured support system, a standardized performance feedback process, and additional recognition strategies were incorporated in the new competency-based preceptor program. J Contin Educ Nurs. 2016;47(9):427-432. PMID:27580510

  9. The Effectiveness of Academic Supervision for Teachers

    ERIC Educational Resources Information Center

    Rahabav, Patris

    2016-01-01

    This research was conducted with the purpose of describing the general effectiveness of the academic supervision for teachers with three main focus, which is to analyze the competence of supervisors; academic supervision program implementation and the results and impact of academic supervision. The research location is SMU Maria Mediatrix Ambon,…

  10. Balancing Managerial and Academic Values: Mid-Level Academic Management at a Private University in Malaysia

    ERIC Educational Resources Information Center

    Thian, Lok Boon; Alam, Gazi Mahabubul; Idris, Abdul Rahman

    2016-01-01

    Purpose: Representing both "central university administration" and academics, deans are increasingly being confronted with the competing managerial and academic values. Being able to manage the competing values is pivotal to the success of a dean. However, there is dearth of research studying this. Considering the for-profit private…

  11. Nine Constructs of Cultural Competence for Curriculum Development

    PubMed Central

    Brookover, Cecile; Kennedy, Kathleen

    2010-01-01

    Objective To examine the self-administered Clinical Cultural Competency Questionnaire (CCCQ) and assess the perceived level of cultural competence of students in Xavier University of Louisiana College of Pharmacy to guide curriculum development within the 4-year academic program. Methods The CCCQ was administrated to each class of pharmacy students during spring 2009. Exploratory factor analysis with principal components and varimax rotation was conducted to build the constructs explaining the factors measuring students' self-assessment of cultural competence. Results Nine factors, including 46 items extracted from the CCCQ and explaining 79% of the total variance, were found as the best fit to measure students' self-assessment of cultural competence. Conclusions The CCCQ was found to be a practical, valid, and reliable self-assessment instrument to measure the perceived level of pharmacy students' knowledge, skills, attitudes, and encounters in cross-cultural environments. The questionnaire allowed the identification of students' needs for training in cultural competence and the development of a curriculum tailored to satisfy those needs. PMID:21436922

  12. Developing emergency nursing competence.

    PubMed

    Proehl, Jean A

    2002-03-01

    Developing and maintaining the competence emergency nurses need is an important function of emergency clinical nurse specialists (CNS), educators, and other members of the emergency department (ED) leadership team. A thorough orientation is the first and most important step in developing the competence of emergency nurses. After orientation, the challenge is to maintain currency of practice in the face of incessant change such as new medications, new equipment, and new therapies in emergency care. This article focuses on the orientation of emergency nurses. A related article in this issue addresses assessment of competency. PMID:11818264

  13. Cognitive Determinants of Academic Performance in Nigerian Pharmacy Schools.

    PubMed

    Ubaka, Chukwuemeka M; Sansgiry, Sujit S; Ukwe, Chinwe V

    2015-09-25

    Objective. To evaluate cognitive factors that might influence academic performance of students in Nigerian pharmacy schools. Methods. A cross-sectional, multi-center survey of Nigerian pharmacy students from 7 schools of pharmacy was conducted using 2 validated questionnaires measuring cognitive constructs such as test anxiety, academic competence, test competence, time management, and strategic study habits. Results. Female students and older students scored significantly better on time management skills and study habits, respectively. Test anxiety was negatively associated with academic performance while test competence, academic competence, and time management were positively associated with academic performance. These 4 constructs significantly discriminated between the lower and higher performing students, with the first 2 contributing to the most differences. Conclusion. Test and academic competence, test anxiety, and time management were significant factors associated with low and high academic performance among Nigerian pharmacy students. The study also demonstrated the significant effects of age, gender, and marital status on these constructs. PMID:27168614

  14. Cognitive Determinants of Academic Performance in Nigerian Pharmacy Schools

    PubMed Central

    Sansgiry, Sujit S.; Ukwe, Chinwe V.

    2015-01-01

    Objective. To evaluate cognitive factors that might influence academic performance of students in Nigerian pharmacy schools. Methods. A cross-sectional, multi-center survey of Nigerian pharmacy students from 7 schools of pharmacy was conducted using 2 validated questionnaires measuring cognitive constructs such as test anxiety, academic competence, test competence, time management, and strategic study habits. Results. Female students and older students scored significantly better on time management skills and study habits, respectively. Test anxiety was negatively associated with academic performance while test competence, academic competence, and time management were positively associated with academic performance. These 4 constructs significantly discriminated between the lower and higher performing students, with the first 2 contributing to the most differences. Conclusion. Test and academic competence, test anxiety, and time management were significant factors associated with low and high academic performance among Nigerian pharmacy students. The study also demonstrated the significant effects of age, gender, and marital status on these constructs. PMID:27168614

  15. Physician Assistant Genomic Competencies.

    PubMed

    Goldgar, Constance; Michaud, Ed; Park, Nguyen; Jenkins, Jean

    2016-09-01

    Genomic discoveries are increasingly being applied to the clinical care of patients. All physician assistants (PAs) need to acquire competency in genomics to provide the best possible care for patients within the scope of their practice. In this article, we present an updated version of PA genomic competencies and learning outcomes in a framework that is consistent with the current medical education guidelines and the collaborative nature of PAs in interprofessional health care teams. PMID:27490287

  16. Translational Researchers' Perceptions of Data Management Practices and Data Curation Needs: Findings from a Focus Group in an Academic Health Sciences Library

    ERIC Educational Resources Information Center

    Bardyn, Tania P.; Resnick, Taryn; Camina, Susan K.

    2012-01-01

    How translational researchers use data is becoming an important support function for libraries to understand. Libraries' roles in this increasingly complex area of Web librarianship are often unclearly defined. The authors conducted two focus groups with physicians and researchers at an academic medical center, the UCLA David Geffen School of…

  17. Building a sustainable clinical academic workforce to meet the future healthcare needs of Australia and New Zealand: report from the first summit meeting.

    PubMed

    Windsor, J; Searle, J; Hanney, R; Chapman, A; Grigg, M; Choong, P; Mackay, A; Smithers, B M; Churchill, J A; Carney, S; Smith, J A; Wainer, Z; Talley, N J; Gladman, M A

    2015-09-01

    The delivery of healthcare that meets the requirements for quality, safety and cost-effectiveness relies on a well-trained medical workforce, including clinical academics whose career includes a specific commitment to research, education and/or leadership. In 2011, the Medical Deans of Australia and New Zealand published a review on the clinical academic workforce and recommended the development of an integrated training pathway for clinical academics. A bi-national Summit on Clinical Academic Training was recently convened to bring together all relevant stakeholders to determine how best to do this. An important part understood the lessons learnt from the UK experience after 10 years since the introduction of an integrated training pathway. The outcome of the summit was to endorse strongly the recommendations of the medical deans. A steering committee has been established to identify further stakeholders, solicit more information from stakeholder organisations, convene a follow-up summit meeting in late 2015, recruit pilot host institutions and engage the government and future funders. PMID:26332622

  18. Consequences and Validity of Performance Assessment for English Language Learners: Integrating Academic Language and ELL Instructional Needs into Opportunity to Learn Measures. CSE 678

    ERIC Educational Resources Information Center

    Aguirre-Munoz, Zenaida; Boscardin, Christy Kim; Jones, Barbara; Park, Jae-Eun; Chinen, Marjorie; Shin, Hye Sook; Lee, Janet; Amabisca, Anastasia Aimee; Benner, Aprile

    2006-01-01

    To further the understanding of ELL (under) achievement and broaden the current scope of OTL models, the primary focus of this study was to investigate process and content opportunities that are particularly relevant to improving ELL achievement with particular attention to the relationship between opportunities to acquire academic language and…

  19. The Academic Administrator and the Law: What Every Dean and Department Chair Needs To Know. ASHE-ERIC Higher Education Report, Vol. 26, No. 5.

    ERIC Educational Resources Information Center

    Toma, J. Douglas; Palm, Richard L.

    This report examines the role of the college dean or department head in relation to legal issues in higher education. The first section offers principles of the law, the courts, and counsel. It addresses types of legal issues, internal and external sources of the law, deference to academic and behavioral decisions, the distinction between public…

  20. Influence of Marital Stressors on Role Performance of Married Academic Women in Tertiary Institutions in Cross River State and Need for Counselling Therein

    ERIC Educational Resources Information Center

    Okpechi, Philip A.; Usani, Michael Okoi

    2015-01-01

    This study investigated the influence of marital stressors on role performance of married academic women of tertiary institutions in Cross River State. In order to accomplish the purpose of the study, two objectives and corresponding two hypotheses were postulated to guide the study. The survey research design was adopted in the study. A total of…

  1. Domain Definition: The Foundation of Competency Assessment

    ERIC Educational Resources Information Center

    Zane, Thomas W.

    2008-01-01

    Western Governors University (WGU) is a competency-based institution that uses an integrated and holistic approach to competence definition, teaching, and assessment. Building a competency-based degree program begins with competence definition activities that focus on what successful graduates need to be able to "do" and the related skills and…

  2. Academic buoyancy: Towards an understanding of students' everyday academic resilience.

    PubMed

    Martin, Andrew J; Marsh, Herbert W

    2008-02-01

    Academic buoyancy is developed as a construct reflecting everyday academic resilience within a positive psychology context and is defined as students' ability to successfully deal with academic setbacks and challenges that are typical of the ordinary course of school life (e.g., poor grades, competing deadlines, exam pressure, difficult schoolwork). Data were collected from 598 students in Years 8 and 10 at five Australian high schools. Half-way through the school year and then again at the end of the year, students were asked to rate their academic buoyancy as well as a set of hypothesized predictors (self-efficacy, control, academic engagement, anxiety, teacher-student relationship) in the area of mathematics. Multilevel modeling found that the bulk of variance in academic buoyancy was explained at the student level. Confirmatory factor analysis and structural equation modeling showed that (a) Time 1 anxiety (negatively), self-efficacy, and academic engagement significantly predict Time 1 academic buoyancy; (b) Time 2 anxiety (negatively), self-efficacy, academic engagement, and teacher-student relationships explain variance in Time 2 academic buoyancy over and above that explained by academic buoyancy at Time 1; and (c) of the significant predictors, anxiety explains the bulk of variance in academic buoyancy. PMID:19083351

  3. Handwriting Development, Competency, and Intervention

    ERIC Educational Resources Information Center

    Feder, Katya P.; Majnemer, Annette

    2007-01-01

    Failure to attain handwriting competency during the school-age years often has far-reaching negative effects on both academic success and self-esteem. This complex occupational task has many underlying component skills that may interfere with handwriting performance. Fine motor control, bilateral and visual-motor integration, motor planning,…

  4. Welding. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Occupational Competency Analysis Profile (OCAP), which is one of a series of OCAPs developed to identify the skills that Ohio employers deem necessary to entering a given occupation/occupational area, lists the occupational, academic, and employability skills required of individuals entering the occupation of welder. The introduction explains…

  5. Ohio Information Technology Competency Profile.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus.

    This profile includes a comprehensive set of information technology competencies that are grounded in core academic subject areas and built around four occupational clusters (information services and support, network systems, programming and software development, and interactive media) that reflect the job opportunities and skills required for…

  6. Competency-Based Education: Leadership Challenges

    ERIC Educational Resources Information Center

    Nodine, Thad; Johnstone, Sally M.

    2015-01-01

    Competency-based education (CBE) refers to online and hybrid courses and programs that offer credit or degrees based on evidence of student learning, or competencies, rather than on the amount of time spent in a course. Students work at their own pace, receive personalized academic support, and demonstrate mastery as they progress through their…

  7. Clinical competency guidelines for pulmonary rehabilitation professionals: position statement of the American Association of Cardiovascular and Pulmonary Rehabilitation.

    PubMed

    Collins, Eileen G; Bauldoff, Gerene; Carlin, Brian; Crouch, Rebecca; Emery, Charles F; Garvey, Chris; Hilling, Lana; Limberg, Trina; ZuWallack, Richard; Nici, Linda

    2014-01-01

    The American Association of Cardiovascular and Pulmonary Rehabilitation (AACVPR) recognizes that interdisciplinary health care professionals providing pulmonary rehabilitation services need to have certain core competencies. This statement updates the previous clinical competency guidelines for pulmonary rehabilitation professionals, and it complements the AACVPR's Guidelines for Pulmonary Rehabilitation Programs. These competencies provide a common core of 13 professional and clinical competencies inclusive of multiple academic and clinical disciplines. The core competencies include patient assessment and management; dyspnea assessment and management; oxygen assessment, management, and titration; collaborative self-management; adherence; medication and therapeutics; non-chronic obstructive pulmonary diseases; exercise testing; exercise training; psychosocial management; tobacco cessation; emergency responses for patient and program personnel; and universal standard precautions. PMID:25098438

  8. The Academic Dean.

    ERIC Educational Resources Information Center

    Bowker, Lee H.

    1981-01-01

    The role of the academic dean, role conflicts, and the occupational experiences and performance of deans are considered. Role conflict for academic deans is related to clashing constituencies, role ambiguity, lack of correspondence between organization requirements and the personalities of incumbent deans, changing organizational needs over time,…

  9. Reconceptualizing Academic Support

    ERIC Educational Resources Information Center

    Vantine, Laura

    2016-01-01

    Over the past 30 years, more and more independent schools have established academic support programs and learning centers to address their students' individual learning needs. Perhaps not surprisingly, as the number of students being evaluated has increased, even more families have requested academic accommodations and services for their children.…

  10. Educational interventions to improve prescribing competency: a systematic review

    PubMed Central

    Kamarudin, Gritta; Penm, Jonathan; Chaar, Betty; Moles, Rebekah

    2013-01-01

    Objective To review the literature on educational interventions to improve prescribing and identify educational methods that improve prescribing competency in both medical and non-medical prescribers. Design A systematic review was conducted. The databases Medline, International Pharmaceutical Abstracts (IPA), EMBASE and CINAHL were searched for articles in English published between January 1990 and July 2013. Setting Primary and secondary care. Participants Medical and non-medical prescribers. Intervention Education-based interventions to aid improvement in prescribing competency. Primary outcome Improvements in prescribing competency (knows how) or performance (shows how) as defined by Miller's competency model. This was primarily demonstrated through prescribing examinations, changes in prescribing habits or adherence to guidelines. Results A total of 47 studies met the inclusion criteria and were included in the systematic review. Studies were categorised by their method of assessment, with 20 studies assessing prescribing competence and 27 assessing prescribing performance. A wide variety of educational interventions were employed, with different outcome measures and methods of assessments. In particular, six studies demonstrated that specific prescribing training using the WHO Guide to Good Prescribing increased prescribing competency in a wide variety of settings. Continuing medical education in the form of academic detailing and personalised prescriber feedback also yielded positive results. Only four studies evaluated educational interventions targeted at non-medical prescribers, highlighting that further research is needed in this area. Conclusions A broad range of educational interventions have been conducted to improve prescribing competency. The WHO Guide to Good Prescribing has the largest body of evidence to support its use and is a promising model for the design of targeted prescribing courses. There is a need for further development and evaluation

  11. Do Antenatal and Postnatal Parental Psychological Distress, and Recognized Need of Help Predict Preadolescent's Psychiatric Symptoms? The Finnish Family Competence Cohort Study

    ERIC Educational Resources Information Center

    Pihlakoski, Leena; Sourander, Andre; Aromaa, Minna; Ronning, John A.; Rautava, Paivi; Helenius, Hans; Sillanpaa, Matti

    2013-01-01

    In a prospective population-based study, mothers and fathers of 1,247 children reported their physical and mental health during pregnancy, after delivery, within the child's first 18 months of life, and at 12 years. Additionally, maternal health clinic nurses rated parents' well-being and perceived need for support. At age 12, child outcomes were…

  12. Special Educational Needs, e-Learning and the Reflective e-Portfolio: Implications for Developing and Assessing Competence in Pre-Service Education

    ERIC Educational Resources Information Center

    Lambe, Jackie; McNair, Victor; Smith, Ron

    2013-01-01

    This article reports on the use of e-portfolios to assess aspects of a one year, post-graduate pre-service teacher education programme in Northern Ireland within the specific context of special needs education. The rationale for using an e-portfolio for programme assessment and the potential it offers in demonstrating a range of teaching…

  13. Application of a needs-driven, competencies-based mental health training program to a post-disaster situation: the Grenada experience.

    PubMed

    Kutcher, Stan; Chehil, Sonia

    2008-01-01

    This report outlines an innovative approach to address post-natural disaster mental health needs in a region in which natural disasters are common---the Caribbean. Instead of traditional external vertical psychosocial interventions commonly used in this region, the authors developed and implemented a mental health interventions training program, in the island country of Grenada, which is focused on enhancing the capacity of local community-based health service providers to provide immediate and continued mental healthcare following a natural disaster. Soon after this training, a hurricane stuck the island of Grenada. A review of the self-confidence in the application of this training and the mental health intervention activities of these community health providers demonstrated that they felt able to effectively identify, intervene, and address post-disaster mental health needs within their communities and that their care of individuals affected continued beyond the immediate post-disaster period, suggesting that enhancing the capacity of local community-based health providers to deal with post-natural disaster mental health needs may be a useful model that may be applicable in other jurisdictions. PMID:18822841

  14. Competences in Demand within the Spanish Agricultural Engineering Sector

    ERIC Educational Resources Information Center

    Perdigones, Alicia; Valera, Diego Luis; Moreda, Guillermo Pedro; García, Jose Luis

    2014-01-01

    The Rural Engineering Department (Technical University of Madrid) ran three competence surveys during the 2006-2007 and 2007-2008 academic years and evaluated: (1) the competences gained by agricultural engineer's degree and agricultural technical engineer's degree students (360 respondents); (2) the competences demanded by agricultural…

  15. Ontogeny of Foraging Competence in Capuchin Monkeys (Cebus capucinus) for Easy versus Difficult to Acquire Fruits: A Test of the Needing to Learn Hypothesis

    PubMed Central

    Eadie, Elizabeth Christine

    2015-01-01

    Which factors select for long juvenile periods in some species is not well understood. One potential reason to delay the onset of reproduction is slow food acquisition rates, either due to competition (part of the ecological risk avoidance hypothesis), or due to a decreased foraging efficiency (a version of the needing to learn hypothesis). Capuchins provide a useful genus to test the needing to learn hypothesis because they are known for having long juvenile periods and a difficult-to-acquire diet. Generalized, linear, mixed models with data from 609 fruit forage focal follows on 49, habituated, wild Cebus capucinus were used to test two predictions from the needing-to-learn hypothesis as it applies to fruit foraging skills: 1) capuchin monkeys do not achieve adult foraging return rates for difficult-to-acquire fruits before late in the juvenile period; and 2) variance in return rates for these fruits is at least partially associated with differences in foraging skill. In support of the first prediction, adults, compared with all younger age classes, had significantly higher foraging return rates when foraging for fruits that were ranked as difficult-to-acquire (return rates relative to adults: 0.30–0.41, p-value range 0.008–0.016), indicating that the individuals in the group who have the most foraging experience also achieve the highest return rates. In contrast, and in support of the second prediction, there were no significant differences between age classes for fruits that were ranked as easy to acquire (return rates relative to adults: 0.97–1.42, p-value range 0.086–0.896), indicating that strength and/or skill are likely to affect return rates. In addition, fruits that were difficult to acquire were foraged at nearly identical rates by adult males and significantly smaller (and presumably weaker) adult females (males relative to females: 1.01, p = 0.978), while subadult females had much lower foraging efficiency than the similarly-sized but more

  16. Ontogeny of Foraging Competence in Capuchin Monkeys (Cebus capucinus) for Easy versus Difficult to Acquire Fruits: A Test of the Needing to Learn Hypothesis.

    PubMed

    Eadie, Elizabeth Christine

    2015-01-01

    Which factors select for long juvenile periods in some species is not well understood. One potential reason to delay the onset of reproduction is slow food acquisition rates, either due to competition (part of the ecological risk avoidance hypothesis), or due to a decreased foraging efficiency (a version of the needing to learn hypothesis). Capuchins provide a useful genus to test the needing to learn hypothesis because they are known for having long juvenile periods and a difficult-to-acquire diet. Generalized, linear, mixed models with data from 609 fruit forage focal follows on 49, habituated, wild Cebus capucinus were used to test two predictions from the needing-to-learn hypothesis as it applies to fruit foraging skills: 1) capuchin monkeys do not achieve adult foraging return rates for difficult-to-acquire fruits before late in the juvenile period; and 2) variance in return rates for these fruits is at least partially associated with differences in foraging skill. In support of the first prediction, adults, compared with all younger age classes, had significantly higher foraging return rates when foraging for fruits that were ranked as difficult-to-acquire (return rates relative to adults: 0.30-0.41, p-value range 0.008-0.016), indicating that the individuals in the group who have the most foraging experience also achieve the highest return rates. In contrast, and in support of the second prediction, there were no significant differences between age classes for fruits that were ranked as easy to acquire (return rates relative to adults: 0.97-1.42, p-value range 0.086-0.896), indicating that strength and/or skill are likely to affect return rates. In addition, fruits that were difficult to acquire were foraged at nearly identical rates by adult males and significantly smaller (and presumably weaker) adult females (males relative to females: 1.01, p = 0.978), while subadult females had much lower foraging efficiency than the similarly-sized but more experienced

  17. A New Academic Vocabulary List

    ERIC Educational Resources Information Center

    Gardner, Dee; Davies, Mark

    2014-01-01

    This article presents our new Academic Vocabulary List (AVL), derived from a 120-million-word academic subcorpus of the 425-million-word Corpus of Contemporary American English (COCA; Davies 2012). We first explore reasons why a new academic core list is warranted, and why such a list is still needed in English language education. We also provide…

  18. Academic Hospitality

    ERIC Educational Resources Information Center

    Phipps, Alison; Barnett, Ronald

    2007-01-01

    Academic hospitality is a feature of academic life. It takes many forms. It takes material form in the hosting of academics giving papers. It takes epistemological form in the welcome of new ideas. It takes linguistic form in the translation of academic work into other languages, and it takes touristic form through the welcome and generosity with…

  19. Factors That Affect Academic Performance Among Pharmacy Students

    PubMed Central

    Sansgiry, Sujit S.; Bhosle, Monali; Sail, Kavita

    2006-01-01

    Objective The objective of this study was to examine factors such as academic competence, test competence, time management, strategic studying, and test anxiety, and identify whether these factors could distinguish differences among students, based on academic performance and enrollment in the experiential program. Methods A cross-sectional study design utilizing questionnaires measuring previously validated constructs was used to evaluate the effect of these factors on students with low and high cumulative grade point averages (GPAs). Pharmacy students (N = 198) enrolled at the University of Houston participated in the study. Results Academic performance was significantly associated with factors such as academic competence and test competence. Students with a cumulative GPA of 3.0 or greater significantly differed in their level of test competence than those with a GPA of less than 3.0. Students enrolled in their experiential year differed from students enrolled in their second year of curriculum on factors such as test anxiety, academic competence, test competence, and time management skills. Conclusion Test competence was an important factor to distinguish students with low vs. high academic performance. Factors such as academic competence, test competence, test anxiety and time management improve as students' progress in their experiential year. PMID:17149433

  20. Where Cultural Competency Begins: Changes in Undergraduate Students' Intercultural Competency

    ERIC Educational Resources Information Center

    Sandell, Elizabeth J.; Tupy, Samantha J.

    2015-01-01

    Teacher preparation programs and accreditation organizations have acknowledged need for educators to demonstrate intercultural knowledge, skills, and abilities. Teacher educators are responding to emphasis in higher education to assure that graduates achieve intercultural competence (NCATE, 2008). This study compared the cultural competency of…