The use of computed tomography scans and the Bender Gestalt Test in the assessment of competency to stand trial and criminal responsibility in the field of mental health and law.

PubMed

Mosotho, Nathaniel Lehlohonolo; Timile, Ino; Joubert, Gina

computed tomography and the Bender Gestalt Test are some of the tests used routinely for the assessment of alleged offenders referred under Sections 77 and 78 of the Criminal Procedure Act 51 of 1977. An exploratory retrospective study was conducted at the Free State Psychiatric Complex. The aim of this study was to identify the extent to which the Bender Gestalt Test results and the computed tomography scans are associated with outcomes in the assessment of competency to stand trial and criminal responsibility in individuals referred to the Free State Psychiatric Complex (FSPC) observation unit. This was a cross-sectional study and the entire population of patients admitted in 2013 was included in the study. The clinical and demographic data were obtained from patient files. The majority of participants were black, males, single and unemployed. The most common diagnosis was schizophrenia. The current study showed no statistically significant association between the Bender Gestalt Test Hain's scores and the outcome of criminal responsibility and competency to stand trial. Similarly, the study also showed no statistically significant association between the presence of a brain lesion and the outcome of criminal responsibility and competency to stand trial. It was also concluded that as CT scans are expensive, patients should be referred for that service only when there is a clear clinical indication to do so. Copyright © 2016 Elsevier Ltd. All rights reserved.

Framework for Understanding Intercultural Perspective Taking in Operational Settings

DTIC Science & Technology

2016-02-01

Child Development , 42, 1721-1734. Selmeski, B. R. (2007). Military cross-cultural competence: Core concepts and individual development . Centre for...community and can also serve as a common reference for the development community to direct training and assessment initiatives. 15. SUBJECT TERMS...research effort was to develop an understanding of intercultural perspective taking (IPT) in operational settings. To represent this understanding, a

Identifying Critical Cross-Cultural School Psychology Competencies.

ERIC Educational Resources Information Center

Rogers, Margaret R.; Lopez, Emilia C.

2002-01-01

Study sought to identify critical cross-cultural competencies for school psychologists. To identify the competencies, an extensive literature search about cross-cultural school psychology competencies was conducted, as well as a questionnaire to ask expert panelists. The 102 competencies identified cover 14 major domains of professional activities…

Competency to stand trial among female inpatients.

PubMed

Kois, Lauren; Pearson, Jessica; Chauhan, Preeti; Goni, Margaret; Saraydarian, Lisa

2013-08-01

Competency to stand trial evaluations are conducted by forensic mental health professionals to opine whether defendants possess the mental abilities to understand, appreciate, and reason in regard to their court proceedings. The majority of research on competency to stand trial evaluations has focused on males, with research on female defendants being relatively underexplored. Even less is known of diverse female samples referred for competency evaluation. In the current study, we sought to examine whether characteristics associated with competency among predominantly male samples translate to a racially, ethnically, and culturally diverse group of female defendants (N = 288, 85% non-White). Chi-square analyses revealed significant relationships between findings of incompetence and defendants' diagnosis of a psychotic disorder, active psychotic symptoms, medication noncompliance, nonparticipation in the evaluation, and nonfelony charges. Logistic regression analysis indicated that defendants who experienced active psychotic symptoms, did not participate in their evaluations, and were not compliant with their medication were most likely to be found incompetent. Notably, neither minority status nor age was a significant characteristic in predicting incompetence. These findings in particular differ from much of the literature and highlight the need to examine competency within a cross-cultural framework, as characteristics associated with competency opinions do not necessarily translate across demographic groups.

A review of competencies developed for disaster healthcare providers: limitations of current processes and applicability.

PubMed

Daily, Elaine; Padjen, Patricia; Birnbaum, Marvin

2010-01-01

In order to prepare the healthcare system and healthcare personnel to meet the health needs of populations affected by disasters, educational programs have been developed by numerous academic institutions, hospitals, professional organizations, governments, and non-government organizations. Lacking standards for best practices as a foundation, many organizations and institutions have developed "core competencies" that they consider essential knowledge and skills for disaster healthcare personnel. The Nursing Section of the World Association for Disaster and Emergency Medicine (WADEM) considered the possibility of endorsing an existing set of competencies that could be used to prepare nurses universally to participate in disaster health activities. This study was undertaken for the purpose of reviewing published disaster health competencies to determine commonalities and universal applicability for disaster preparedness. In 2007, a review of the electronic literature databases was conducted using the major keywords: disaster response competencies; disaster preparedness competencies; emergency response competencies; disaster planning competencies; emergency planning competencies; public health emergency preparedness competencies; disaster nursing competencies; and disaster nursing education competencies. A manual search of references and selected literature from public and private sources also was conducted. Inclusion criteria included: English language; competencies listed or specifically referred to; competencies relevant to disaster, mass-casualty incident (MCI), or public health emergency; and competencies relevant to healthcare. Eighty-six articles were identified; 20 articles failed to meet the initial inclusion criteria; 27 articles did not meet the additional criteria, leaving 39 articles for analysis. Twenty-eight articles described competencies targeted to a specific profession/discipline, while 10 articles described competencies targeted to a defined role or function during a disaster. Four of the articles described specific competencies according to skill level, rather than to a specific role or function. One article defined competencies according to specific roles as well as proficiency levels. Two articles categorized disaster nursing competencies according to the phases of the disaster management continuum. Fourteen articles described specified competencies as "core" competencies for various target groups, while one article described "cross-cutting" competencies applicable to all healthcare workers. Hundreds of competencies for disaster healthcare personnel have been developed and endorsed by governmental and professional organizations and societies. Imprecise and inconsistent terminology and structure are evident throughout the reviewed competency sets. Universal acceptance and application of these competencies are lacking and none have been validated. Further efforts must be directed to developing a framework and standardized terminology for the articulation of competency sets for disaster health professionals that can by accepted and adapted universally.

Impact of nurses' cross-cultural competence on nursing intellectual capital from a social cognitive theory perspective.

PubMed

Lin, Hsien-Cheng

2016-05-01

To understand the relationships among certain key factors such as organizational climate, self-efficacy and outcome expectation on registered nurses, with regard to the development of registered nurses' cross-cultural competence. The focus is specifically on the use of a social cognitive framework for nurses for providing intercultural nursing care to international patients. This study also aims to examine the relationship between nurses' cross-cultural competence and nursing intellectual capital. Given the influence of globalization on healthcare services, healthcare providers need to have enough cross-cultural competence to effectively care for patients from different cultures. Thus, the development of cross-cultural competence in nursing care has become an important issue. A quantitative method and a cross-sectional design were employed in this study. Data were collected from 309 RN working in 16 healthcare institutions in Taiwan from May to August 2013. Structural equation modelling, in combination with the smart partial least squares method, was used to measure the relationships in the research model. The results show that outcome expectation has a stronger impact on nurses' cross-cultural competence than self-efficacy. In addition, it was found that the cross-cultural competence of nurses has a positive impact on nursing intellectual capital. Nursing supervisors should promote a higher level of outcome expectation on nurses to enhance the improvement of their cross-cultural competence. Raising the cross-cultural competence of nurses will aid in the accumulation of nursing intellectual capital. © 2016 John Wiley & Sons Ltd.

Core Competencies in Disaster Management and Humanitarian Assistance: A Systematic Review.

PubMed

Ripoll Gallardo, Alba; Djalali, Ahmadreza; Foletti, Marco; Ragazzoni, Luca; Della Corte, Francesco; Lupescu, Olivera; Arculeo, Chris; von Arnim, Gotz; Friedl, Tom; Ashkenazi, Michael; Fisher, Philipp; Hreckovski, Boris; Khorram-Manesh, Amir; Komadina, Radko; Lechner, Konstanze; Stal, Marc; Patru, Cristina; Burkle, Frederick M; Ingrassia, Pier Luigi

2015-08-01

Disaster response demands a large workforce covering diverse professional sectors. Throughout this article, we illustrate the results of a systematic review of peer-reviewed studies to identify existing competency sets for disaster management and humanitarian assistance that would serve as guidance for the development of a common disaster curriculum. A systematic review of English-language articles was performed on PubMed, Google Scholar, Scopus, ERIC, and Cochrane Library. Studies were included if reporting competency domains, abilities, knowledge, skills, or attitudes for professionals involved disaster relief or humanitarian assistance. Exclusion criteria included abstracts, citations, case studies, and studies not dealing with disasters or humanitarian assistance. Thirty-eight papers were analyzed. Target audience was defined in all articles. Five references (13%) reported cross-sectorial competencies. Most of the articles (81.6%) were specific to health care. Eighteen (47%) papers included competencies for at least 2 different disciplines and 18 (47%) for different professional groups. Nursing was the most widely represented cadre. Eighteen papers (47%) defined competency domains and 36 (94%) reported list of competencies. Nineteen articles (50%) adopted consensus-building to define competencies, and 12 (31%) included competencies adapted to different professional responsibility levels. This systematic review revealed that the largest number of papers were mainly focused on the health care sector and presented a lack of agreement on the terminology used for competency-based definition.

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…

Measuring Cross-Cultural Competence in Soldiers and Cadets: A Comparison of Existing Instruments

DTIC Science & Technology

2010-11-01

Cracking the nonverbal code: Intercultural competence and gesture recognition across cultures . Journal of Cross - Cultural Psychology , 36, 380-395...Technical Report 1276 Measuring Cross - Cultural Competence in Soldiers and Cadets: A Comparison of Existing Instruments Allison Abbe U.S. Army...Final 3. DATES COVERED (from. . July 2008-August 2010 .to) 4. TITLE AND SUBTITLE 5a. CONTRACT OR GRANT NUMBER Measuring Cross - Cultural Competence

Competency based advanced training in Intellectual Disability Psychiatry: a NSW prototype.

PubMed

Johnson, Keith; Bowden, Michael; Coyne, David; Trollor, Julian

2013-08-01

This paper describes a competency based advanced training year in adult Intellectual Disability Psychiatry enabled through a partnership between disability and mental health sectors. This training experience could be viewed as a prototype for further specialised training schemes in Intellectual Disability Psychiatry, and has relevance for the implementation of competency based psychiatric training schemes in Australia. The need for a specific training curriculum in Intellectual Disability Psychiatry is outlined with reference to epidemiological evidence and human rights. The formulation of the training programme and the training experience itself is described and evaluated. Conclusions on the implications of this experience for the future competency based training schemes are drawn. Building a skilled workforce is necessary to address the significant inequalities in mental health experienced by people with intellectual and developmental disabilities. A significant initial step for this would be the development of a specialised training curriculum. Service provision for this population is scattered across many disciplines and organisations with historically little mutual cooperation. Additionally, proposed competency-based training schemes stipulate that a medical expert develops a wide skill set across multiple domains. Thus, formal cross sector collaboration is fundamental for any competency based training scheme to be feasible.

Attitudes of Australian emergency department clinicians toward organ and tissue donation: an analysis of cultural and religious influences.

PubMed

Weiland, Tracey J; Marck, Claudia H; Jelinek, George A; Neate, Sandra L; Hickey, Bernadette B

2013-09-01

To determine Australian emergency department clinicians' cultural and religious barriers to organ and tissue donation (OTD). A national cross-sectional survey of physicians and nurses working in Australian emergency departments. An online questionnaire of 133 items was delivered via e-mail. Responses were received from 599 of 2969 (20%) physicians and 212 of 1026 (21%) nurses. Respondents were generally representative of the colleges. Participants were from 26 cultures and 9 religious groups. Self-rated competence in OTD tasks was low for some minority groups: South American, Caribbean, and Pacific Islanders reported little competence in identifying, referring, and caring for potential donors, introducing OTD to families, and approaching distressed families. Those of Arabic, Jewish, North African, and Middle Eastern background reported low competence in referring and caring for potential donors and comforting distressed families. They reported low support for OTD after cardiac death, low familiarity with OTD processes after cardiac death, and poor familiarity with the coroner's process. Those of Southern Asian background reported low comfort in undertaking OTD processes, poor familiarity with the coroner's process, and low competence in caring for potential donors. Those of Islamic faith reported low competence in identifying potential donors, low support for OTD after cardiac death, and thought that the emergency department was an inappropriate location to identify potential donors. Those of Buddhist and Hindu faiths reported low competence in identifying potential donors. Respondent numbers for members of minority groups were low, thereby limiting the statistical accuracy of results. Among clinicians working in Australian emergency departments, religion and culture may be barriers to facilitating OTD in emergency departments because of the perceptions and attitudes held by particular religious and cultural groups. Improving access to education may address these differences.

Development and Cross-Cultural Application of a Competency Assessment Questionnaire.

ERIC Educational Resources Information Center

Page, Ronald C.; De Puga, Ignacio Suarez

This paper addresses the cross-cultural development and use of the Behavior Description Index (BDI). The development of culturally-transportable scales; cross-cultural comparisons of results for 12 Spanish, 15 Hungarian, 15 Indonesian, and U.S. managers; and the transportability of competencies as constructs are considered. A competency is an…

Emotional Abilities and the Development of Cross Cultural Competence and Adjustment

DTIC Science & Technology

2012-04-20

Emotional abilities and the development of cross-cultural competence and adjustment. An empirical study conducted by Patrice A. Reid, Ph.D. Defense...diverse organization, and to better understand the global environment in which we operate.” ~ Leon Panetta, Secretary of Defense Study Objectives • To...investigate the role of understanding emotions and managing emotions in the development of cross-cultural competence. • To examine the impact of cross

Development and Psychometric Evaluation of an Instrument to Assess Cross-Cultural Competence of Healthcare Professionals (CCCHP)

PubMed Central

Bernhard, Gerda; Knibbe, Ronald A.; von Wolff, Alessa; Dingoyan, Demet; Schulz, Holger; Mösko, Mike

2015-01-01

Background Cultural competence of healthcare professionals (HCPs) is recognized as a strategy to reduce cultural disparities in healthcare. However, standardised, valid and reliable instruments to assess HCPs’ cultural competence are notably lacking. The present study aims to 1) identify the core components of cultural competence from a healthcare perspective, 2) to develop a self-report instrument to assess cultural competence of HCPs and 3) to evaluate the psychometric properties of the new instrument. Methods The conceptual model and initial item pool, which were applied to the cross-cultural competence instrument for the healthcare profession (CCCHP), were derived from an expert survey (n = 23), interviews with HCPs (n = 12), and a broad narrative review on assessment instruments and conceptual models of cultural competence. The item pool was reduced systematically, which resulted in a 59-item instrument. A sample of 336 psychologists, in advanced psychotherapeutic training, and 409 medical students participated, in order to evaluate the construct validity and reliability of the CCCHP. Results Construct validity was supported by principal component analysis, which led to a 32-item six-component solution with 50% of the total variance explained. The different dimensions of HCPs’ cultural competence are: Cross-Cultural Motivation/Curiosity, Cross-Cultural Attitudes, Cross-Cultural Skills, Cross-Cultural Knowledge/Awareness and Cross-Cultural Emotions/Empathy. For the total instrument, the internal consistency reliability was .87 and the dimension’s Cronbach’s α ranged from .54 to .84. The discriminating power of the CCCHP was indicated by statistically significant mean differences in CCCHP subscale scores between predefined groups. Conclusions The 32-item CCCHP exhibits acceptable psychometric properties, particularly content and construct validity to examine HCPs’ cultural competence. The CCCHP with its five dimensions offers a comprehensive assessment of HCPs’ cultural competence, and has the ability to distinguish between groups that are expected to differ in cultural competence. This instrument can foster professional development through systematic self-assessment and thus contributes to improve the quality of patient care. PMID:26641876

Development and Psychometric Evaluation of an Instrument to Assess Cross-Cultural Competence of Healthcare Professionals (CCCHP).

PubMed

Bernhard, Gerda; Knibbe, Ronald A; von Wolff, Alessa; Dingoyan, Demet; Schulz, Holger; Mösko, Mike

2015-01-01

Cultural competence of healthcare professionals (HCPs) is recognized as a strategy to reduce cultural disparities in healthcare. However, standardised, valid and reliable instruments to assess HCPs' cultural competence are notably lacking. The present study aims to 1) identify the core components of cultural competence from a healthcare perspective, 2) to develop a self-report instrument to assess cultural competence of HCPs and 3) to evaluate the psychometric properties of the new instrument. The conceptual model and initial item pool, which were applied to the cross-cultural competence instrument for the healthcare profession (CCCHP), were derived from an expert survey (n = 23), interviews with HCPs (n = 12), and a broad narrative review on assessment instruments and conceptual models of cultural competence. The item pool was reduced systematically, which resulted in a 59-item instrument. A sample of 336 psychologists, in advanced psychotherapeutic training, and 409 medical students participated, in order to evaluate the construct validity and reliability of the CCCHP. Construct validity was supported by principal component analysis, which led to a 32-item six-component solution with 50% of the total variance explained. The different dimensions of HCPs' cultural competence are: Cross-Cultural Motivation/Curiosity, Cross-Cultural Attitudes, Cross-Cultural Skills, Cross-Cultural Knowledge/Awareness and Cross-Cultural Emotions/Empathy. For the total instrument, the internal consistency reliability was .87 and the dimension's Cronbach's α ranged from .54 to .84. The discriminating power of the CCCHP was indicated by statistically significant mean differences in CCCHP subscale scores between predefined groups. The 32-item CCCHP exhibits acceptable psychometric properties, particularly content and construct validity to examine HCPs' cultural competence. The CCCHP with its five dimensions offers a comprehensive assessment of HCPs' cultural competence, and has the ability to distinguish between groups that are expected to differ in cultural competence. This instrument can foster professional development through systematic self-assessment and thus contributes to improve the quality of patient care.

The Benefits and Challenges of Becoming Cross-Culturally Competent Counseling Psychologists. Presidential Address

ERIC Educational Resources Information Center

Heppner, P. Paul

2006-01-01

The central thesis of this article is that focusing on cross-cultural competence will enhance both the science and the practice of counseling psychology. Developing cross-cultural competence is a lifelong journey, replete with many joys and challenges, that will (a) increase the sophistication of our research, (b) expand the utility and…

Enhancing Cross-Cultural Competence in Multicultural Teacher Education: Transformation in Global Learning

ERIC Educational Resources Information Center

Seeberg, Vilma; Minick, Theresa

2012-01-01

Teacher education needs to engage teacher candidates in developing cross-cultural competence so that they may be able to transmit global learning to their future students. This study theorizes cross-cultural competence (CCC) from the perspectives of multicultural and global education. During a four-year project at a mid-western US university,…

Competence and the New Paradigm: Continuing Education of the Reference Staff.

ERIC Educational Resources Information Center

Weingand, Darlene E.

1994-01-01

Discusses the need for appropriate continuing professional education for reference librarians. Topics addressed include issues of competence; professional and ethical responsibility; certification and licensure; and continuing education and the new model that focuses on user needs. (Contains 12 references.) (LRW)

Health Care Providers' Perception of Their Competence in Providing Spiritual Care for Patients.

PubMed

Ebrahimi, Hossein; Areshtanab, Hossein Namdar; Jafarabadi, Mohammad Asghari; Khanmiri, Soraya Golipoor

2017-01-01

Spiritual care is an important part of health-care provision. Spiritual care can improve patients' health. One of the requirements for providing appropriate spiritual care for patients is having the required competence. This study was conducted to investigate the perception of health-care providers of their own competence in providing spiritual cares for patients hospitalized in medical-educational centers of Iran. This study is a cross-sectional, analytical research conducted on 555 nurses of medical-educational centers in Tabriz, Iran, in 2014. Data were collected using a two-part questionnaire including demographic information and the spiritual care competence scale. Data analysis was performed using descriptive (frequency, percentage, mean, and standard deviation) and inferential (independent t -test, Pearson, Spearman, ANOVA with Tukey test) statistics in SPSS software version 13. Results showed that the mean score for nurses' perception of their competence in providing spiritual care for patients was average, that is, 95.2 ± 14.4. Mean score of nurses' perception of their competence in providing spiritual care in each aspect was significantly higher than average ( P < 0.05). The highest score was related to individual support and consulting with patients, that is, 21.1 (4.0), and the lowest score was related to reference to experts, that is, 9.5 (2.3). The type of employment and participation in workshops had significant relationships with nurses' perception of their competence for providing spiritual care ( P < 0.05). The findings indicate that authorities and policymakers should take steps in planning for nurses' training for promoting their competence in providing spiritual care for patients; therefore, holding workshops is necessary.

Identifying Core Reference Competencies from an Employers' Perspective: Implications for Instruction

ERIC Educational Resources Information Center

Saunders, Laura

2012-01-01

Reference services are in transition. Impacted by advances in technology, changing user expectations, and the migration to greater provision of online and distance service, reference in academic libraries today is not the same service it was even just a decade ago. Most literature looks at reference competencies either for a specific service model…

The effects of paradigmatic orientations of education research and discourse

NASA Astrophysics Data System (ADS)

Smithson, John Lawrence

This essay presents an examination of contemporary disputes over methodological and epistemological foundations underlying inquiry within the field of education research; investigating the obstacles to communication and understanding found in scholarly exchanges occurring across competing paradigmatic orientations. Terminological challenges to cross-paradigmatic communication are examined, identifying three specific terminological difficulties, referred to as homonym, contextual, and onti-stemic problems. Nicholas Burbules' model of dialogue, based upon characteristics of convergence, divergence, inclusive and critical traits, is adopted and applied to a sample of cross-paradigmatic exchanges found in recent educational research journals. Examination of those exchanges reveals certain strategies associated with cross-paradigmatic communication. These strategies, labeled as trivialization, caricaturization, and re-direction, are shown to be detrimental to the mutual understanding of the interlocutors. The model is then extended to address examples of paradigmatic orientations within methodological and epistemological contexts in order to consider the relationship between the various orientations represented in the literature of interest. Methodological and epistemological orientations are shown to be loosely coupled, with unexpected shifts in paradigmatic values found among researchers' methodological and epistemological commitments. Finally, the nature of the relationship between competing paradigmatic orientations is examined, with particular attention given to four types of incommensurability (ontological, linguistic, epistemological, and values incommensurability). I conclude that, though difficult, cross-paradigmatic communication is necessary in order to provide a multi-paradigmatic perspective that takes us beyond the fractured picture of educational phenomena available from current research approaches.

Transforming Cultural Competence into Cross-cultural Efficacy in Women's Health Education.

ERIC Educational Resources Information Center

Nunez, Ana E.

2000-01-01

Discusses the importance of changing cross cultural competence to cross cultural efficacy in the context of addressing health care needs, including those of women. Explores why cross cultural education needs to expand the objectives of women's health education to go beyond traditional values and emphasizes the importance of training for real-world…

The Social Context of Reference Work: Assessing the Effects of Gender and Communication Skill on Observers' Judgments of Competence.

ERIC Educational Resources Information Center

Harris, Roma M.; Michell, B. Gillian

1986-01-01

Public library users made judgments about the competence of reference librarians whom they observed in videotaped interviews. Two social factors were varied in the interviews: the gender of the librarian, patron, and observers; and the communication behavior exhibited by the reference librarian toward the patron. Nineteen references are cited.…

Digital Technology and Teachers' Competence for Its Application in the Classroom

ERIC Educational Resources Information Center

Maksimovic, Jelena; Dimic, Nevena

2016-01-01

The subject of the research is focused on questioning teachers' attitudes in reference to using ICT competencies in the classroom, considering the gender, years of service and education, while the problem of the research concerns the question: What are the teachers' attitudes in reference to using ICT competencies in the classroom? Regarding to…

Gender, religion, and sociopolitical issues in cross-cultural online education.

PubMed

Zaidi, Zareen; Verstegen, Daniëlle; Naqvi, Rahat; Morahan, Page; Dornan, Tim

2016-05-01

Cross-cultural education is thought to develop critical consciousness of how unequal distributions of power and privilege affect people's health. Learners in different sociopolitical settings can join together in developing critical consciousness-awareness of power and privilege dynamics in society-by means of communication technology. The aim of this research was to define strengths and limitations of existing cross-cultural discussions in generating critical consciousness. The setting was the FAIMER international fellowship program for mid-career interdisciplinary health faculty, whose goal is to foster global advancement of health professions education. Fellows take part in participant-led, online, written, task-focused discussions on topics like professionalism, community health, and leadership. We reflexively identified text that brought sociopolitical topics into the online environment during the years 2011 and 2012 and used a discourse analysis toolset to make our content analysis relevant to critical consciousness. While references to participants' cultures and backgrounds were infrequent, narratives of political-, gender-, religion-, and other culture-related topics did emerge. When participants gave accounts of their experiences and exchanged cross-cultural stories, they were more likely to develop ad hoc networks to support one another in facing those issues than explore issues relating to the development of critical consciousness. We suggest that cross-cultural discussions need to be facilitated actively to transform learners' frames of reference, create critical consciousness, and develop cultural competence. Further research is needed into how to provide a safe environment for such learning and provide faculty development for the skills needed to facilitate these exchanges.

The Cultivation of Cross-Cultural Communication Competence in Oral English Teaching Practice

ERIC Educational Resources Information Center

Sun, Chunyan

2015-01-01

This paper analyzes the main problems and difficulties in current college English oral English teaching practice, illustrates the relationship between oral English teaching and cross-cultural communication competence. On the one hand, cross-cultural communication plays an essential role in oral English teaching; besides, oral English teaching…

Health Care Providers' Perception of Their Competence in Providing Spiritual Care for Patients

PubMed Central

Ebrahimi, Hossein; Areshtanab, Hossein Namdar; Jafarabadi, Mohammad Asghari; Khanmiri, Soraya Golipoor

2017-01-01

Background: Spiritual care is an important part of health-care provision. Spiritual care can improve patients' health. One of the requirements for providing appropriate spiritual care for patients is having the required competence. Aim: This study was conducted to investigate the perception of health-care providers of their own competence in providing spiritual cares for patients hospitalized in medical-educational centers of Iran. Subjects and Methods: This study is a cross-sectional, analytical research conducted on 555 nurses of medical-educational centers in Tabriz, Iran, in 2014. Data were collected using a two-part questionnaire including demographic information and the spiritual care competence scale. Data analysis was performed using descriptive (frequency, percentage, mean, and standard deviation) and inferential (independent t-test, Pearson, Spearman, ANOVA with Tukey test) statistics in SPSS software version 13. Results: Results showed that the mean score for nurses' perception of their competence in providing spiritual care for patients was average, that is, 95.2 ± 14.4. Mean score of nurses' perception of their competence in providing spiritual care in each aspect was significantly higher than average (P < 0.05). The highest score was related to individual support and consulting with patients, that is, 21.1 (4.0), and the lowest score was related to reference to experts, that is, 9.5 (2.3). The type of employment and participation in workshops had significant relationships with nurses' perception of their competence for providing spiritual care (P < 0.05). Conclusion: The findings indicate that authorities and policymakers should take steps in planning for nurses' training for promoting their competence in providing spiritual care for patients; therefore, holding workshops is necessary. PMID:28216864

Relationships between critical thinking ability and nursing competence in clinical nurses.

PubMed

Chang, Mei Jen; Chang, Ying-Ju; Kuo, Shih-Hsien; Yang, Yi-Hsin; Chou, Fan-Hao

2011-11-01

To examine the relationships between critical thinking ability and nursing competence in clinical nurses. There are few evidance-based data related to the relationship between critical thinking ability and nursing competence of clinical nurses. A cross-sectional and correlation research design was used. A total of 570 clinical nurses at a medical centre in southern Taiwan were recruited into this study. Two self-report questionnaires, the Watson-Glaser Critical Thinking Appraisal (WGCTA) and the Nursing Competence Scale (NCS), were used to collect data. The critical thinking ability of clinical nurses was at the middle level. The highest score for the subscales of the WGCTA was 'interpretation ability' and the lowest was 'inference ability'. The nursing competence of clinical nurses was at the middle level and above. The highest score for the subscales was 'caring ability' and the lowest was 'research ability'. Critical thinking ability had a significantly positive correlation with nursing competence. Critical thinking, working years, educational levels and position/title were the significant predictors of nursing competence, accounting for 32·9% of the variance. Critical thinking ability had a significantly positive correlation with nursing competence. The critical thinking ability of clinical nurses with a master's degree was significantly better than those with a bachelor's degree or a diploma and nurses with over five working years was significantly better than those with under five years. The findings of this study can further serve as a reference for nursing education to improve nursing curricula and teaching strategies for nurse preparation. It could also be a guideline for nursing administration personnel in on-the-job training and orientation programs for nursing staff. © 2011 Blackwell Publishing Ltd.

Cross-Cultural Analysis of HPT: An Empirical Investigation of HPT Competencies in the Workplace in the United States and South Asia

ERIC Educational Resources Information Center

Vadivelu, Ramaswamy N.; Klein, James D.

2008-01-01

Recent research in the areas of human performance technology (HPT), organizational development, and cross-cultural training has suggested the need for developing managerial competencies that are effective in diverse cultural settings. Some competencies such as technical proficiency, knowledge of company systems, adaptability, and the ability to…

Teacher-Child Relationships and Social Competence: A Two-Year Longitudinal Study of Chinese Preschoolers

ERIC Educational Resources Information Center

Zhang, Xiao; Nurmi, Jari-Erik

2012-01-01

Based on a two-year and three-wave longitudinal sample of 118 Chinese preschoolers, the present study examined the cross-lagged associations between teacher-child relationships and social competence, and the cross-system generalization of social competence between home and school. At each of the three waves, teachers rated the children's…

Evaluation of an educational "toolbox" for improving nursing staff competence and psychosocial work environment in elderly care: results of a prospective, non-randomized controlled intervention.

PubMed

Arnetz, J E; Hasson, H

2007-07-01

Lack of professional development opportunities among nursing staff is a major concern in elderly care and has been associated with work dissatisfaction and staff turnover. There is a lack of prospective, controlled studies evaluating the effects of educational interventions on nursing competence and work satisfaction. The aim of this study was to evaluate the possible effects of an educational "toolbox" intervention on nursing staff ratings of their competence, psychosocial work environment and overall work satisfaction. The study was a prospective, non-randomized, controlled intervention. Nursing staff in two municipal elderly care organizations in western Sweden. In an initial questionnaire survey, nursing staff in the intervention municipality described several areas in which they felt a need for competence development. Measurement instruments and educational materials for improving staff knowledge and work practices were then collated by researchers and managers in a "toolbox." Nursing staff ratings of their competence and work were measured pre and post-intervention by questionnaire. Staff ratings in the intervention municipality were compared to staff ratings in the reference municipality, where no toolbox was introduced. Nursing staff ratings of their competence and psychosocial work environment, including overall work satisfaction, improved significantly over time in the intervention municipality, compared to the reference group. Both competence and work environment ratings were largely unchanged among reference municipality staff. Multivariate analysis revealed a significant interaction effect between municipalities over time for nursing staff ratings of participation, leadership, performance feedback and skills' development. Staff ratings for these four scales improved significantly in the intervention municipality as compared to the reference municipality. Compared to a reference municipality, nursing staff ratings of their competence and the psychosocial work environment improved in the municipality where the toolbox was introduced.

An associative model of adaptive inference for learning word-referent mappings.

PubMed

Kachergis, George; Yu, Chen; Shiffrin, Richard M

2012-04-01

People can learn word-referent pairs over a short series of individually ambiguous situations containing multiple words and referents (Yu & Smith, 2007, Cognition 106: 1558-1568). Cross-situational statistical learning relies on the repeated co-occurrence of words with their intended referents, but simple co-occurrence counts cannot explain the findings. Mutual exclusivity (ME: an assumption of one-to-one mappings) can reduce ambiguity by leveraging prior experience to restrict the number of word-referent pairings considered but can also block learning of non-one-to-one mappings. The present study first trained learners on one-to-one mappings with varying numbers of repetitions. In late training, a new set of word-referent pairs were introduced alongside pretrained pairs; each pretrained pair consistently appeared with a new pair. Results indicate that (1) learners quickly infer new pairs in late training on the basis of their knowledge of pretrained pairs, exhibiting ME; and (2) learners also adaptively relax the ME bias and learn two-to-two mappings involving both pretrained and new words and objects. We present an associative model that accounts for both results using competing familiarity and uncertainty biases.

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…

Constructing a Criterion Reference Test to Measure the Research and Statistical Competencies of Graduate Students at the Jordanian Governmental Universities

ERIC Educational Resources Information Center

Al-Habashneh, Maher Hussein; Najjar, Nabil Juma

2017-01-01

This study aimed at constructing a criterion-reference test to measure the research and statistical competencies of graduate students at the Jordanian governmental universities, the test has to be in its first form of (50) multiple choice items, then the test was introduced to (5) arbitrators with competence in measurement and evaluation to…

Can One Undergraduate Course Increase Cross-Cultural Competence?

ERIC Educational Resources Information Center

Spitzer, Lois

2015-01-01

The majority of students who took this general education undergraduate course in developing cross-cultural understanding at a state college in the northeastern United States reported that their level of cross-cultural competence and global awareness increased by the end of the course. The primary course objective was to help students better…

Competencies and Training Guidelines for Behavioral Health Providers in Pediatric Primary Care.

PubMed

Njoroge, Wanjiku F M; Williamson, Ariel A; Mautone, Jennifer A; Robins, Paul M; Benton, Tami D

2017-10-01

This article focuses on the cross-discipline training competencies needed for preparing behavioral health providers to implement integrated primary care services. After a review of current competencies in the disciplines of child and adolescent psychiatry, psychology, and social work, cross-cutting competencies for integrated training purposes are identified. These competencies are comprehensive and broad and can be modified for use in varied settings and training programs. An existing and successful integrated care training model, currently implemented at Children's Hospital of Philadelphia, is described. This model and the training competencies are discussed in the context of recommendations for future work and training. Copyright © 2017 Elsevier Inc. All rights reserved.

Carroll County Competency Based Teacher Certification Project. Librarian's Report.

ERIC Educational Resources Information Center

Coker, Homer; Coker, Joan G.

Reference materials, slides, cassettes, books, pamphlets, materials from other states, and articles used in the Carroll County, Georgia, Competency Based Teacher Certification Project, 1973-74, are listed. Brief annotations are included for both the reference materials and articles. (MJM)

Children's Perceived Competence Scale: Reference values in Japan.

PubMed

Nagai, Yukiyo; Nomura, Kayo; Nagata, Masako; Ohgi, Shohei; Iwasa, Mitsuji

2015-12-01

To support children with chronic diseases, reference values to measure developmental changes in self-perception and self-esteem are considered a useful yardstick. To develop reference values to measure self-perceived competence and self-esteem in Japanese children, the Children's Perceived Competence Scale (CPCS) was administered to 768 children of elementary school grade 1 (6 years) to grade 6 (11 years) at four public schools in Japan, from November to December 2012. After excluding 74 with chronic diseases and/or incomplete responses, 694 children were included. CPCS measures children's self-perceived competence in cognitive, social, physical domains, and general self-worth, namely self-esteem. There was a tendency for scores of cognitive and general self-worth to decrease with increasing grade. Scores among grade 5 respondents were significantly lower than those among grade 4 respondents for both social and physical domains. Scores among boys and girls differed significantly, with boys scoring higher for physical domain in grades 3 and 6 and for general self-worth domain in grade 6. The CPCS reference values to measure self-perceived competence and self-esteem in Japanese children were developed in this study. These reference values are useful to inform practitioners supporting children with psychological or psychiatric problems or those with chronic diseases. © The Author(s) 2014.

Assessing the Development of Cross-Cultural Competence in Soldiers

DTIC Science & Technology

2010-11-01

five stages of CQ development based on models from developmental psychology including Piaget’s Model of Cognitive Development ( Piaget , 1985) and...and competence development , the Stage Model of Cognitive Skill Acquisition (Ross et al., 2005), and the Bennett Developmental Model of... developmental stages of proficiency and expertise (see the Stage Model of Cognitive Development ). At this level, cross-cultural competence is highly refined and

A Cross-Cultural Comparison of Belgian and Vietnamese Children's Social Competence and Behavior

ERIC Educational Resources Information Center

Roskam, Isabelle; Hoang, Thi Vân; Schelstraete, Marie-Anne

2017-01-01

Children's social competence and behavioral adjustment are key issues for child development, education, and clinical research. Cross-cultural analyses are necessary to provide relevant methods of assessing them for cross-cultural research. The aim of the current study was to contribute to this important line of research by validating the 3-factor…

Strategies for Smooth and Effective Cross-Cultural Online Collaborative Learning

ERIC Educational Resources Information Center

Yang, Junfeng; Kinshuk; Yu, Huiju; Chen, Sue-Jen; Huang, Ronghuai

2014-01-01

As the communication between different cultures is becoming more and more frequent, the competence of cross-cultural awareness and collaboration is emerging as a key ability in the 21st century. Face to face communication is the most efficient way to cultivate the competence of cross-cultural awareness and collaboration. However, there are very…

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…

Perceptions of perioperative nursing competence: a cross-country comparison.

PubMed

Gillespie, Brigid M; Harbeck, Emma B; Falk-Brynhildsen, Karin; Nilsson, Ulrica; Jaensson, Maria

2018-01-01

Throughout many countries, professional bodies rely on yearly self-assessment of competence for ongoing registration; therefore, nursing competence is pivotal to safe clinical practice. Our aim was to describe and compare perioperative nurses' perceptions of competence in four countries, while examining the effect of specialist education and years of experience in the operating room. We conducted a secondary analysis of cross-sectional surveys from four countries including; Australia, Canada, Scotland, and Sweden. The 40-item Perceived Perioperative Competence Scale-Revised (PPCS-R), was used with a total sample of 768 respondents. We used a factorial design to examine the influence of country, years of experience in the operating room and specialist education on nurses' reported perceived perioperative competence. Regardless of country origin, nurses with specialist qualifications reported higher perceived perioperative competence when compared to nurses without specialist education. However, cross-country differences were dependent on nurses' number of years of experience in the operating room. Nurses from Sweden with 6-10 years of experience in the operating room reported lower perceived perioperative competence when compared to Australian nurses. In comparing nurses with > 10 years of experience, Swedish nurses reported significantly lower perceived perioperative competence when compared to nurses from Australia, Canada and Scotland. Researchers need to consider educational level and years of experience in the perioperative context when examining constructs such as competence.

QUALITY IMPROVEMENT COMPETENCY GAPS IN PRIMARY CARE IN ALBANIAN, POLISH AND SLOVENIAN CONTEXTS: A STUDY PROTOCOL

PubMed Central

Czabanowska, Katarzyna; Burazeri, Genc; Klemenc-Ketis, Zalika; Kijowska, Violetta; Tomasik, Tomasz; Brand, Helmut

2012-01-01

Background: Nowadays, general practitioners (GPs) and family doctors (FDs) face increasing demands, as a consequence of complex patients’ expectations, developments in science and technology, and limitations within healthcare systems which can result in competency gaps. Therefore, there is a need to identify which competencies in quality improvement (QI) are most important for GPs and FDs to possess in order to meet the demands of contemporary health care practice. To date, however, little information is available on the self-assessment of competencies related to QI among GPs and FDs. To deal with these issues, a project on QI in continuous medical education was launched in 2011. The project aims to broaden the GPs’/ FDs’ continuous education offer, its quality and attractiveness, as well as provide them with opportunities for vocational advancement and enable the development of common, European frame of reference for GPs’/FDs’ occupational competencies. The third work package of the project consists of the validation research of the questionnaire developed on the basis of the competency framework in QI for GPs/FDs in Europe. Methods: A cross-sectional study will be carried out using the self-assessment QI questionnaire which was originally developed in English and subsequently it was cross-culturally adapted in Slovenian, Albanian and Polish settings by use of a pilot study on a conveniently selected group of FDs/GPs (N=10) in each participating country. The final version of the questionnaire will be administered to large samples in each country involved in the survey. Two weeks after the first administration of the questionnaire, a second round, with the same procedure and including the same group of respondents, will follow. Psychometric tests will be conducted including internal consistency (after the initial and subsequent application of the instrument) and stability over time (two-week test-retest reliability). Discussion: This self-assessment study will demonstrate the complex environment in which general practice/family medicine operates and, eventually, this gap analysis will set out strategically important areas for collaborative efforts related to QI in primary care. The authors consider that the study should be extended to other European countries to help identify most required competencies that GPs/FDs should possess in Europe and thus stir system and educational debate around QI curricula and training for primary care in Europe. PMID:23378694

Quality improvement competency gaps in primary care in Albanian, polish and slovenian contexts: a study protocol.

PubMed

Czabanowska, Katarzyna; Burazeri, Genc; Klemenc-Ketis, Zalika; Kijowska, Violetta; Tomasik, Tomasz; Brand, Helmut

2012-12-01

Nowadays, general practitioners (GPs) and family doctors (FDs) face increasing demands, as a consequence of complex patients' expectations, developments in science and technology, and limitations within healthcare systems which can result in competency gaps. Therefore, there is a need to identify which competencies in quality improvement (QI) are most important for GPs and FDs to possess in order to meet the demands of contemporary health care practice. To date, however, little information is available on the self-assessment of competencies related to QI among GPs and FDs. To deal with these issues, a project on QI in continuous medical education was launched in 2011. The project aims to broaden the GPs'/ FDs' continuous education offer, its quality and attractiveness, as well as provide them with opportunities for vocational advancement and enable the development of common, European frame of reference for GPs'/FDs' occupational competencies. The third work package of the project consists of the validation research of the questionnaire developed on the basis of the competency framework in QI for GPs/FDs in Europe. A cross-sectional study will be carried out using the self-assessment QI questionnaire which was originally developed in English and subsequently it was cross-culturally adapted in Slovenian, Albanian and Polish settings by use of a pilot study on a conveniently selected group of FDs/GPs (N=10) in each participating country. The final version of the questionnaire will be administered to large samples in each country involved in the survey. Two weeks after the first administration of the questionnaire, a second round, with the same procedure and including the same group of respondents, will follow. Psychometric tests will be conducted including internal consistency (after the initial and subsequent application of the instrument) and stability over time (two-week test-retest reliability). This self-assessment study will demonstrate the complex environment in which general practice/family medicine operates and, eventually, this gap analysis will set out strategically important areas for collaborative efforts related to QI in primary care. The authors consider that the study should be extended to other European countries to help identify most required competencies that GPs/FDs should possess in Europe and thus stir system and educational debate around QI curricula and training for primary care in Europe.

Cross-Cultural Competence in Army Leaders: A Conceptual and Empirical Foundation

DTIC Science & Technology

2007-10-01

Kluckhohn and Strodbeck’s dimensions, produced gains in perceived competence on posttest relative to pretest scores, but not cultural interest or...Study Report 2008-01 Cross-Cultural Competence in Army Leaders: A Conceptual and Empirical Foundation Allison Abbe U.S. Army Research Institute Lisa...M. V. Gulick and Jeffrey L. Herman George Mason University Consortium Research Fellows Program United States Army Research Institute for the

The Action Competence Approach and the "New" Discourses of Education for Sustainable Development, Competence and Quality Criteria

ERIC Educational Resources Information Center

Mogensen, Finn; Schnack, Karsten

2010-01-01

Action competence has been a key concept in educational circles in Denmark since the 1980s. This paper explores the relationship between the action competence approach and recent discourses of education for sustainable development (ESD), competence and quality criteria. First we argue that action competence is an educational ideal, referring to…

The Comprehensive Competencies Program Reference Manual. Volume I. Introduction.

ERIC Educational Resources Information Center

Taggart, Robert

Chapter 1 of this reference manual is a summary of the comprehensive competencies program (CCP). It describes this system for organizing, implementing, managing, and efficiently delivering individualized self-paced instruction, combined with group and experience-based learning activities, using computer-assisted instruction. (The CCP covers not…

The Effectiveness of a Japanese Language Course on Cross-Cultural Competence.

ERIC Educational Resources Information Center

Miyamoto, Yumi; Rasmussen, Roger

1998-01-01

A quasi-experimental research design was employed to measure the effectiveness of a Japanese language and culture course entitled "Japanese for the Business Community." The study analyzed seven cross-cultural competence attributes in interactions with Japanese people in business settings. (Auth/JL)

The Influence of Cross-Cultural Experiences & Location on Teachers' Perceptions of Cultural Competence

ERIC Educational Resources Information Center

Lopes-Murphy, Solange A.; Murphy, Christopher G.

2016-01-01

The increasing cultural and linguistic diversity in academic settings necessitates greater cultural competence on the part of teachers, and enhancing the cultural competence of teachers requires a greater understanding of both the level of cultural competence among teachers and the experiences that enhance cultural competence. Teacher educators…

Medical faculty members' perspectives on the components of cross-cultural competence in the Islamic Republic of Iran: a qualitative study.

PubMed

Bazaz, M Mousavi; Zazoly, A Zabihi; Karimi Moonaghi, H

2015-02-25

Despite the importance of cultural competence in health care, there has been no research to develop a framework for cultural competence in the Iranian context. This qualitative study at Mashhad University of Medical Sciences aimed to elucidate the views of medical faculty staff on the components of cross-cultural competence and compare these with similar studies published in English. Using a combination of archival studies, semi-structured interviews and focus group discussions among faculty members 3 major domains (knowledge, attitude and behaviour) and 21 components were identified to describe the cross-cultural competence of faculty members in medical schools. Participants expressed the importance of knowledge as a precursor to changing attitudes and the 6 knowledge components related to knowledge and awareness of values, beliefs and norms of different ethnic, racial and cultural groups. Experts mostly emphasized the importance of interaction between faculty members and clients (students and patients).

Medical faculty members' perspectives on the components of cross-cultural competence in the Islamic Republic of Iran: a qualitative study.

PubMed

Bazaz, M Mousavi; Zazoly, A Zabihi; Moonaghi, H Karimi

2015-02-02

Despite the importance of cultural competence in health care, there has been no research to develop a framework for cultural competence in the Iranian context. This qualitative study at Mashhad University of Medical Sciences aimed to elucidate the views of medical faculty staff on the components of cross-cultural competence and compare these with similar studies published in English. Using a combination of archival studies, semi-structured interviews and focus group discussions among faculty members 3 major domains (knowledge, attitude and behaviour) and 21 components were identified to describe the cross-cultural competence of faculty members in medical schools. Participants expressed the importance of knowledge as a precursor to changing attitudes and the 6 knowledge components related to knowledge and awareness of values, beliefs and norms of different ethnic, racial and cultural groups. Experts mostly emphasized the importance of interaction between faculty members and clients (students and patients).

Plasticity of human spatial cognition: spatial language and cognition covary across cultures.

PubMed

Haun, Daniel B M; Rapold, Christian J; Janzen, Gabriele; Levinson, Stephen C

2011-04-01

The present paper explores cross-cultural variation in spatial cognition by comparing spatial reconstruction tasks by Dutch and Namibian elementary school children. These two communities differ in the way they predominantly express spatial relations in language. Four experiments investigate cognitive strategy preferences across different levels of task-complexity and instruction. Data show a correlation between dominant linguistic spatial frames of reference and performance patterns in non-linguistic spatial memory tasks. This correlation is shown to be stable across an increase of complexity in the spatial array. When instructed to use their respective non-habitual cognitive strategy, participants were not easily able to switch between strategies and their attempts to do so impaired their performance. These results indicate a difference not only in preference but also in competence and suggest that spatial language and non-linguistic preferences and competences in spatial cognition are systematically aligned across human populations. Copyright © 2011 Elsevier B.V. All rights reserved.

Crossing the Threshold: Bringing Biological Variation to the Foreground

PubMed Central

Batzli, Janet M.; Knight, Jennifer K.; Hartley, Laurel M.; Maskiewicz, April Cordero; Desy, Elizabeth A.

2016-01-01

Threshold concepts have been referred to as “jewels in the curriculum”: concepts that are key to competency in a discipline but not taught explicitly. In biology, researchers have proposed the idea of threshold concepts that include such topics as variation, randomness, uncertainty, and scale. In this essay, we explore how the notion of threshold concepts can be used alongside other frameworks meant to guide instructional and curricular decisions, and we examine the proposed threshold concept of variation and how it might influence students’ understanding of core concepts in biology focused on genetics and evolution. Using dimensions of scientific inquiry, we outline a schema that may allow students to experience and apply the idea of variation in such a way that it transforms their future understanding and learning of genetics and evolution. We encourage others to consider the idea of threshold concepts alongside the Vision and Change core concepts to provide a lens for targeted instruction and as an integrative bridge between concepts and competencies. PMID:27856553

Cultural hegemony? Educators' perspectives on facilitating cross-cultural dialogue.

PubMed

Zaidi, Zareen; Verstegen, Daniëlle; Vyas, Rashmi; Hamed, Omayma; Dornan, Tim; Morahan, Page

2016-01-01

We live in an age when education is being internationalized. This can confront students with 'cultural hegemony' that can result from the unequal distribution of power and privilege in global society. The name that is given to awareness of social inequality is 'critical consciousness'. Cross-cultural dialogue provides an opportunity for learners to develop critical consciousness to counter cultural hegemony. The purpose of this research was to understand how learners engage with cross-cultural dialogue, so we can help them do so more effectively in the future. The setting for this research was an online discussion in an international health professions educator fellowship program. We introduced scenarios with cultural references to study the reaction of participants to cultural conversation cues. We used an inductive thematic analysis to explore power and hegemony issues. Participants reflected that personally they were more likely to take part in cross-cultural discussions if they recognized the context discussed or had prior exposure to educational settings with cultural diversity. They identified barriers as lack of skills in facilitating cross-cultural discussions and fear of offending others. They suggested deliberately introducing cultural issues throughout the curriculum. Our results indicate that developing critical consciousness and cross-cultural competency will require instructional design to identify longitudinal opportunities to bring up cross-cultural issues, and training facilitators to foster cross-cultural discussions by asking clarifying questions and navigating crucial/sensitive conversations.

The 'What' of Second Language Acquisition.

ERIC Educational Resources Information Center

Larsen-Freeman, Diane

Definitions of communicative competence and research on developing communicative competence in a second language are reviewed and implications for teaching are discussed. Communicative competence refers not only to knowledge of the forms of a language but to their functions and appropriate use in context. Five areas of communicative competence are…

Assessing Key Competences across the Curriculum--And Europe

ERIC Educational Resources Information Center

Pepper, David

2011-01-01

The development of key competences for lifelong learning has been an important policy imperative for EU Member States. The European Reference Framework of key competences (2006) built on previous developments by the OECD, UNESCO and Member States themselves. It defined key competences as knowledge, skills and attitudes applied appropriately to…

Cultural aspects of communication in cancer care.

PubMed

Surbone, A

2006-01-01

Cancer is increasing in incidence and prevalence worldwide, and the WHO has recently included cancer and its treatments as a health priority in developed and developing countries. The cultural diversity of oncology patients is bound to increase, and cultural sensitivity and competence are now required of all oncology professionals. A culturally competent cancer care leads to improved therapeutic outcome and it may decrease disparities in medical care. Cultural competence in medicine is a complex multilayered accomplishment, requiring knowledge, skills and attitudes whose acquisition is needed for effective cross-cultural negotiation in the clinical setting. Effective cultural competence is based on knowledge of the notion of culture; on awareness of possible biases and prejudices related to stereotyping, racism, classism, sexism; on nurturing appreciation for differences in health care values; and on fostering the attitudes of humility, empathy, curiosity, respect, sensitivity and awareness. Cultural competence in healthcare relates to individual professionals, but also to organizations and systems. A culturally competent healthcare system must consider in their separateness and yet in there reciprocal influences social, racial and cultural factors. By providing a framework of reference to interpret the external world and relate to it, culture affects patients' perceptions of disease, disability and suffering; degrees and expressions of concern about them; their responses to treatments and their relationship to individual physicians and to the healthcare system. Culture also influences the interpretation of ethical norms and principles, and especially of individual autonomy, which can be perceived either as synonymous with freedom or with isolation depending on the cultural context. This, in turn, determines the variability of truth-telling attitudes and practices worldwide as well as the different roles of family in the information and decision-making process of the cancer patient. Finally, culture affects individual views of the patient-doctor relationship in different contexts.

Clinical cultural competency and knowledge of health disparities among pharmacy students.

PubMed

Okoro, Olihe N; Odedina, Folakemi T; Reams, Romonia R; Smith, W Thomas

2012-04-10

To evaluate the level of competency and knowledge about health disparities among third-year doctor of pharmacy (PharmD) students at 2 Florida public colleges of pharmacy and to explore the demographic correlates of these variables. A cross-sectional survey study design was used to collect data from participants. The students had low health-disparities knowledge and moderate skills in dealing with sociocultural issues and cross-cultural encounters. Speaking a language(s) other than English and having exposure to cultural-competency instruction were the demographic variables found to be most significantly associated with clinical cultural competency and/or knowledge of health disparities. Clinical cultural competency and health-disparities instruction may not be adequately incorporated into the pharmacy school curricula in the institutions studied. Relevant education and training are necessary to enhance cultural competency among pharmacy students.

Cross-National Cultural Competency Among Taiwanese International Students

ERIC Educational Resources Information Center

Wang, Lei; Wang, Kenneth T.; Heppner, Puncky P.; Chuang, Chi-Ching

2017-01-01

Taiwanese international students are among 1 of the top 10 international populations on American campuses; thus, more research is needed to address the particular issues related to their transition process. This is among the first studies to empirically test the cross-national cultural competence model as a conceptual framework by examining…

The Effects of a Virtual Exchange on Language Skills and Intercultural Competence

ERIC Educational Resources Information Center

Schenker, Theresa

2012-01-01

This dissertation explores the effects of a cross-cultural, cross-lingual virtual exchange on students' foreign language skills and intercultural competence. Specifically, the dissertation investigates the effects of students' participation in a twelve-week telecollaborative exchange on their use of syntactic complexity in foreign language writing…

Self-perception in a clinical sample of gender variant children.

PubMed

Rijn, Anouk Balleur-van; Steensma, Thomas D; Kreukels, Baudewijntje P C; Cohen-Kettenis, Peggy T

2013-07-01

Gender variance (GV) in childhood has a negative impact on the self-concept of children in the general population and can lead to mental health problems and even suicidal ideation in adulthood. This study explored the self-concept of clinically referred gender variant children and examined potential risk factors. The Self-Perception Profile for Children was administered to 147 children, who were referred to a gender identity clinic. Their parents completed the Child Behaviour Checklist and the Gender Identity Questionnaire to assess the degree of GV. The referred children were at risk of developing a negative self-concept; more specifically gender variant girls had low scores on 'global self-worth', 'physical appearance' and 'behavioural conduct' compared to Dutch norms for girls. Gender variant boys had low scores on 'global self-worth', 'scholastic competence', 'athletic competence' and 'physical appearance' compared to Dutch norms for boys. Within the group of referred children, sex differences, but no age effects, were found. The referred girls felt more competent than the referred boys on 'athletic competence' and 'scholastic functioning'. For both boys and girls poor peer relations had a significant negative relationship with self-concept and more GV was related to a lower global self-worth. Clinically referred gender variant children seemed vulnerable to developing a negative self-concept. Poor peer relations and extreme GV might be mediating variables. Interventions might focus on enhancing acceptance of the environment and improving social skills of gender variant children.

Understanding One Institutions' Process in Preparing Civil Engineering Students to Be Globally Competent

ERIC Educational Resources Information Center

Mavroudhis, Vasiliki Goudanas

2017-01-01

Civil engineering is an increasingly dynamic and global industry experiencing expansion cross borders, resulting in new required competencies sought out by employers and reflected in updated undergraduate program outcomes. These new competencies include attributes that result in global competence. Institutions of higher learning need to…

Carpentry. Competency Statements/Objectives and Reference Guide. Revised.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education.

This curriculum guide provides competency statements/objectives for an 11th- to 12th-grade trade and industrial education course in carpentry. The first half of the guide consists of competency statements for the 35 units of the curriculum. Each competency statement consists of a terminal objective and specific objectives for each unit, referenced…

Mechanical Systems. Competency Statements/Objectives and Reference Guide.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh. Div. of Vocational Education.

This curriculum guide provides competency statements/objectives for an 11th- to 12th-grade trade and industrial education course in mechanical systems. The first half of the guide consists of competency statements for the 53 units of the curriculum. Each competency statement consists of a terminal objective and specific objectives for each unit,…

How to Measure Critical Health Competences: Development and Validation of the Critical Health Competence Test (CHC Test)

ERIC Educational Resources Information Center

Steckelberg, Anke; Hulfenhaus, Christian; Kasper, Jurgen; Rost, Jurgen; Muhlhauser, Ingrid

2009-01-01

Consumers' autonomy regarding health increasingly requires competences to critically appraise health information. Critical health literacy refers to the concept of evidence-based medicine. Instruments to measure these competences in curriculum evaluation and surveys are lacking. We aimed to develop and validate an instrument to measure critical…

Cross Cultural Competence in International Business Environments: Implications for Foreign Languages.

ERIC Educational Resources Information Center

Doyle, Raymond H.

Cross-cultural competence is a recent movement with important implications for foreign language teaching, schools of business and economics, and firms engaged in either international or national commerce. Until now, it has not been adequately addressed. Higher education must investigate strategies for more effective integration of culture into the…

Undergraduate Students' Opinions with Regard to Ubiquitous MOOC for Enhancing Cross-Cultural Competence

ERIC Educational Resources Information Center

Plangsorn, Boonrat; Na-Songkhla, Jaitip; Luetkehans, Lara M.

2016-01-01

The purpose of this study was to study undergraduate students' opinions with regard to the ubiquitous massive open online course (MOOC) for enhancing cross-cultural competence. This descriptive research applied a survey method. The survey data were collected by using survey questionnaires and online questionnaires from 410 undergraduate students…

Developing Cross Cultural Competence: Applying Development and Prevention Ideals to Counseling Young Children

ERIC Educational Resources Information Center

Wolfgang, Jeff; Frazier, Kimberly; West-Olatunji, Cirecie; Barrett, Joe

2011-01-01

As counselors turn their attention to child-based counseling, there is a need to apply the core tenets of the discipline of counseling to young children and incorporate cross-cultural issues into clinical competence. Using Multicultural Counseling Theory (MCT), the authors discuss conventional approaches to providing clinical interventions for…

Strength-Based Assessment of Behavior Competencies to Distinguish Students Referred for Disciplinary Intervention from Nonreferred Peers

ERIC Educational Resources Information Center

Albrecht, Susan Fread; Braaten, Sheldon

2008-01-01

Early identification of the lack of behavioral competencies followed by subsequent intervention is critical to reducing the number of students at risk for increasing disciplinary responses and school failure. This study examined scores on the Behavior Objective Sequence (BOS) of elementary school students referred for out-of-classroom disciplinary…

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

PubMed

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

2015-06-01

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

A Statistical Approach for Testing Cross-Phenotype Effects of Rare Variants

PubMed Central

Broadaway, K. Alaine; Cutler, David J.; Duncan, Richard; Moore, Jacob L.; Ware, Erin B.; Jhun, Min A.; Bielak, Lawrence F.; Zhao, Wei; Smith, Jennifer A.; Peyser, Patricia A.; Kardia, Sharon L.R.; Ghosh, Debashis; Epstein, Michael P.

2016-01-01

Increasing empirical evidence suggests that many genetic variants influence multiple distinct phenotypes. When cross-phenotype effects exist, multivariate association methods that consider pleiotropy are often more powerful than univariate methods that model each phenotype separately. Although several statistical approaches exist for testing cross-phenotype effects for common variants, there is a lack of similar tests for gene-based analysis of rare variants. In order to fill this important gap, we introduce a statistical method for cross-phenotype analysis of rare variants using a nonparametric distance-covariance approach that compares similarity in multivariate phenotypes to similarity in rare-variant genotypes across a gene. The approach can accommodate both binary and continuous phenotypes and further can adjust for covariates. Our approach yields a closed-form test whose significance can be evaluated analytically, thereby improving computational efficiency and permitting application on a genome-wide scale. We use simulated data to demonstrate that our method, which we refer to as the Gene Association with Multiple Traits (GAMuT) test, provides increased power over competing approaches. We also illustrate our approach using exome-chip data from the Genetic Epidemiology Network of Arteriopathy. PMID:26942286

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

Metaphorical Competence: A Neglected Component of Communicative Competence

ERIC Educational Resources Information Center

Sabet, Masoud Khalili; Tavakoli, Marjaneh

2016-01-01

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

Teaching Pragmatic Competence: A Journey from Teaching Cultural Facts to Teaching Cultural Awareness

ERIC Educational Resources Information Center

Lenchuk, Iryna; Ahmed, Amer

2013-01-01

Pragmatic competence is one of the essential competences taught in the second language classroom. The Canadian Language Benchmarks (CCLB, 2012a), the standard document referred to in any federally funded program of ESL teaching in Canada, acknowledges the importance of this competence, yet at the same time notes the limited resources available to…

Competency Reference for Computer Assisted Drafting.

ERIC Educational Resources Information Center

Oregon State Dept. of Education, Salem. Div. of Vocational Technical Education.

This guide, developed in Oregon, lists competencies essential for students in computer-assisted drafting (CAD). Competencies are organized in eight categories: computer hardware, file usage and manipulation, basic drafting techniques, mechanical drafting, specialty disciplines, three dimensional drawing/design, plotting/printing, and advanced CAD.…

Incorporating 12-Step Group Attendance in Addictions Courses: A Cross-Cultural Experience

ERIC Educational Resources Information Center

MacMaster, Samuel A.; Holleran, Lori K.

2005-01-01

The development of cultural competency skills is important for a clinician in any cross-cultural setting where a working knowledge of the client's culture is important to the delivery of services. This paper suggests that incorporating attendance at Twelve Step recovery programs may begin to facilitate cultural competency for students, or at the…

Using an Internally-Developed Tool to Assess Intercultural Competence in Short-Term Study Abroad Programs

ERIC Educational Resources Information Center

Kartoshkina, Yuliya

2013-01-01

An internally-developed tool was developed to assess the intercultural competence of students taking part in short-term study abroad programs. Four scales were built to assess possible change in students' host culture knowledge, cross-cultural awareness, cross-cultural adaptation, and self-assessed foreign language proficiency. Enrollment in a…

Can Higher Education Meet the Needs of an Increasingly Diverse and Global Society? Campus Diversity and Cross-Cultural Workforce Competencies

ERIC Educational Resources Information Center

Jayakumar, Uma M.

2008-01-01

In this article, Uma Jayakumar investigates the relationship between white individuals' exposure to racial diversity during college and their postcollege cross-cultural workforce competencies. Using survey data from the Cooperative Institutional Research Program, housed in the Higher Education Research Institute at the University of California at…

The Role of Attention Shifting in Orthographic Competencies: Cross-Sectional Findings from 1st, 3rd, and 8th Grade Students

PubMed Central

von Suchodoletz, Antje; Fäsche, Anika; Skuballa, Irene T.

2017-01-01

Attention shifting refers to one core component of executive functions, a set of higher-order cognitive processes that predict different aspects of academic achievement. To date, few studies have investigated the role of attention shifting in orthographic competencies during middle childhood and early adolescence. In the present study, 69 first-grade, 121 third-grade, and 85 eighth-grade students' attention shifting was tested with a computer version of the Dimensional Change Card Sort (DCCS; Zelazo, 2006). General spelling skills and specific writing and spelling strategies were assessed with the Hamburger Writing Test (May, 2002). Results suggested associations between attention shifting and various orthographic competencies that differ across age groups and by sex. Across all age groups, better attention shifting was associated with less errors in applying alphabetical strategies. In third graders, better attention shifting was furthermore related to better general spelling skills and less errors in using orthographical strategies. In this age group, associations did not differ by sex. Among first graders, attention shifting was negatively related to general spelling skills, but only for boys. In contrast, attention shifting was positively related to general spelling skills in eighth graders, but only for girls. Finally, better attention shifting was associated with less case-related errors in eighth graders, independent of students' sex. In sum, the data provide insight into both variability and consistency in the pattern of relations between attention shifting and various orthographic competencies among elementary and middle school students. PMID:29018387

Basic Competence of Intensive Care Unit Nurses: Cross-Sectional Survey Study

PubMed Central

Lakanmaa, Riitta-Liisa; Suominen, Tarja; Ritmala-Castrén, Marita; Vahlberg, Tero; Leino-Kilpi, Helena

2015-01-01

Critical care patients benefit from the attention of nursing personnel with a high competence level. The aim of the study was to describe and evaluate the self-assessed basic competence of intensive care unit nurses and related factors. A cross-sectional survey design was used. A basic competence scale (Intensive and Critical Care Nursing Competence Scale version 1, Likert scale 1–5, 1 = poor and 5 = excellent) was employed among Finnish intensive care unit nurses (n = 431). Intensive care unit nurses' self-assessed basic competence was good (mean 4.19, SD 0.40). The attitude and value base of basic competence was excellent whereas experience base was the poorest compared to the knowledge base and skill base of intensive and critical care nursing. The strongest factor explaining nurses' basic competence was their experience of autonomy in nursing care (F value 60.85, β 0.11, SE 0.01, and P ≤ 0.0001). Clinical competence was self-rated as good. Nurses gave their highest competence self-ratings for ICU patient care according to the principles of nursing care. The ICU nurses also self-rated their professional competence as good. Collaboration was self-rated as the best competence. In basic and continuing education and professional self-development discussions it is meaningful to consider and find solutions for how to improve nurses' experienced autonomy in nursing. PMID:26557676

Is Nurses' Professional Competence Related to Their Personality and Emotional Intelligence? A Cross-Sectional Study.

PubMed

Heydari, Abbas; Kareshki, Hossein; Armat, Mohammad Reza

2016-01-01

Nurses' professional competence is a crucial factor in clinical practice. Systematic evaluation of nurses' competence and its related factors are essential for enhancing the quality of nursing care. This study aimed to assess the nurses' competence level and its possible relationship with their personality and emotional intelligence. Using a cross-sectional survey design, three instruments including Nurse Competence Scale, short form of Schutte Self Report Emotional Intelligence Test, and the short 10-item version of Big Five Factor Inventory, were administered simultaneously to a randomized stratified sample of 220 nurses working in hospitals affiliated to Mashhad University of Medical Sciences. Data analysis was performed using SPSS 11.5. Majority of nurses rated themselves as "good" and "very good", with the highest scores in "managing situations" and "work role" dimensions of nurse competence. A relatively similar pattern of scores was seen in competence dimensions, personality and emotional intelligence, among male and female nurses. Emotional intelligence and personality scores showed a significant relationship with nurses' competence, explaining almost 20% of variations in nurse competence scores. Iranian nurses evaluated their overall professional competence at similar level of the nurses in other countries. Knowledge about the nurses' competence level and its related factors, including personality and emotional intelligence, may help nurse managers in enhancing nurses' professional competence through appropriate task assignments and conducting in-service educational programs, thus improving the health status of patients.

46 CFR 11.901 - General provisions.

Code of Federal Regulations, 2010 CFR

2010-10-01

... ENDORSEMENTS Subjects of Examinations and Practical Demonstrations of Competence § 11.901 General provisions... competence as set out under the appropriate STCW Regulations (incorporated by reference in § 11.102): (1... of competence under paragraph (c) of this section must meet the appropriate performance standards set...

Curriculum Competencies, 1984.

ERIC Educational Resources Information Center

Delaware Technical and Community Coll., Dover. Terry Campus.

This manual specifies the skills and abilities possessed by the graduates of programs offered by the Terry Campus of Delaware Technical and Community College. First, introductory material discusses the college's competency-based philosophy and the efforts by faculty and administrators to criterion reference the competencies perceived by faculty to…

Advanced Marketing. Marketing Education Teacher's Resource Guide. Expected Student Learning Outcomes and Cross-Referenced Instructional Materials by Competencies.

ERIC Educational Resources Information Center

Smith, Clifton L.

This guide, developed by a project to revise the minimum core competencies for the advanced marketing course in secondary marketing education in Missouri, contains four sections. The first section explains competency-based marketing education, including its mission, nature, curriculum, and the fundamentals of competency-based instruction. The…

Fundamentals of Marketing. Marketing Education Teacher's Resource Guide. Expected Student Learning Outcomes and Cross-Referenced Instructional Materials by Competencies.

ERIC Educational Resources Information Center

Smith, Clifton L.

This guide, developed by a project to revise the minimum core competencies for the Fundamentals of Marketing course in secondary marketing education in Missouri, contains four sections. The first section explains competency-based marketing education, including its mission, nature, curriculum, and the fundamentals of competency-based instruction.…

Cultural hegemony? Educators’ perspectives on facilitating cross-cultural dialogue

PubMed Central

Zaidi, Zareen; Verstegen, Daniëlle; Vyas, Rashmi; Hamed, Omayma; Dornan, Tim; Morahan, Page

2016-01-01

Background We live in an age when education is being internationalized. This can confront students with ‘cultural hegemony’ that can result from the unequal distribution of power and privilege in global society. The name that is given to awareness of social inequality is ‘critical consciousness’. Cross-cultural dialogue provides an opportunity for learners to develop critical consciousness to counter cultural hegemony. The purpose of this research was to understand how learners engage with cross-cultural dialogue, so we can help them do so more effectively in the future. Method The setting for this research was an online discussion in an international health professions educator fellowship program. We introduced scenarios with cultural references to study the reaction of participants to cultural conversation cues. We used an inductive thematic analysis to explore power and hegemony issues. Results Participants reflected that personally they were more likely to take part in cross-cultural discussions if they recognized the context discussed or had prior exposure to educational settings with cultural diversity. They identified barriers as lack of skills in facilitating cross-cultural discussions and fear of offending others. They suggested deliberately introducing cultural issues throughout the curriculum. Conclusion Our results indicate that developing critical consciousness and cross-cultural competency will require instructional design to identify longitudinal opportunities to bring up cross-cultural issues, and training facilitators to foster cross-cultural discussions by asking clarifying questions and navigating crucial/sensitive conversations. PMID:27890048

Competency Index for Building Trades Programs in Missouri. A Crosswalk of Selected Instructional Materials against Missouri's Competency Profile.

ERIC Educational Resources Information Center

Missouri Univ., Columbia. Instructional Materials Lab.

This index was developed to help building trades instructors in Missouri use existing instructional materials and keep track of student progress on the VAMS system. The list was compiled by a committee of instructors who selected appropriate references and identified areas that pertained to Missouri competencies. The index lists competencies in…

Context Effects in Norwegian 10th-Grade Students' Reports on Learning Strategies Using the Cross-Curricular Competencies Instrument

ERIC Educational Resources Information Center

Samuelstuen, Marit S.; Braten, Ivar; Valas, Harald

2007-01-01

This study examined contextual effects in Norwegian 10th-grade students' reports on cognitive and metacognitive strategies when using the Cross-Curricular Competencies (CCC) instrument. The CCC was first administered as the final task in a long (three-hour) testing session in the Organisation for Economic Co-operation and Development Program for…

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…

A Survival Analysis of the Impact of Boundary Crossings on Managerial Career Advancement up to Midcareer

ERIC Educational Resources Information Center

Chen, Zheng; Veiga, John F.; Powell, Gary N.

2011-01-01

Although managers and professionals still compete in a career tournament for advancement and pay, the career boundaries that they cross in order to compete have changed. Traditionally, such individuals came up through the ranks within the same company by specializing in one functional area and changing, as needed, the geographic location of work…

Pediatric Cardiology Provider Attitudes About Palliative Care: A Multicenter Survey Study.

PubMed

Balkin, Emily Morell; Kirkpatrick, James N; Kaufman, Beth; Swetz, Keith M; Sleeper, Lynn A; Wolfe, Joanne; Blume, Elizabeth D

2017-10-01

While availability of palliative care consultation for children with advanced heart disease increases, little is known about cardiologist attitudes towards palliative care. We sought to describe perspectives of cardiologists regarding palliative care and to characterize their perceived competence in palliative care concepts. A cross-sectional survey of pediatric cardiologists and cardiac surgeons from 19 pediatric medical centers was performed. Overall response rate was 31% (183/589). Respondents had a median of 18 years of experience since medical school (range 2-49) and most practiced at academic centers (91%). Sixty-percent of respondents felt that palliative care consultations occur "too late" and the majority (85%) agreed that palliative care consultations are helpful. Barriers to requesting palliative care consultation were most frequently described as "referring to palliative care services too early will undermine parents' hope" (45%) and "concern that parents will think I am giving up on their child" (56%). Only 33% of cardiologists reported feeling "very" or "moderately" competent in prognosticating life expectancy while over 60% felt competent caring for children with heart disease around end of life, and nearly 80% felt competent discussing goals of care and code status. Greater perceived competence was associated with subspecialty (heart failure/intensivist vs. other) (OR 3.6, 95% CI 1.6-8.1, p = 0.003) and didactic training (OR 6.27, 95% CI 1.8-21.8, p = 0.004). These results underscore the need for further training in palliative care skills for pediatric cardiologists. Enhancing palliative care skills among cardiologists and facilitating partnership with subspecialty palliative care teams may improve overall care of children with advanced heart disease.

Student reflections on learning cross-cultural skills through a 'cultural competence' OSCE.

PubMed

Miller, Elizabeth; Green, Alexander R

2007-05-01

Medical schools use OSCEs (objective structured clinical examinations) to assess students' clinical knowledge and skills, but the use of OSCEs in the teaching and assessment of cross-cultural care has not been well described. To examine medical students' reflections on a cultural competence OSCE station as an educational experience. Students at Harvard Medical School in Boston completed a 'cultural competence' OSCE station (about a patient with uncontrolled hypertension and medication non-adherence). Individual semi-structured interviews were conducted with a convenience sample of twenty-two second year medical students, which were recorded, transcribed, and analysed. Students' reflections on what they learned as the essence of the case encompassed three categories: (1) eliciting the patient's perspective on their illness; (2) examining how and why patients take their medications and inquiring about alternative therapies; and (3) exploring the range of social and cultural factors associated with medication non-adherence. A cultural competence OSCE station that focuses on eliciting patients' perspectives and exploring medication non-adherence can serve as a unique and valuable teaching tool. The cultural competence OSCE station may be one pedagogic method for incorporating cross-cultural care into medical school curricula.

Food Marketing: Cashier-Checker. Teacher's Guide. Competency Based Curriculum.

ERIC Educational Resources Information Center

Froelich, Larry; And Others

This teacher's guide is designed to accompany the Competency Based Cashier-Checker Curriculum student materials--see note. Contents include a listing of reference materials, tool and equipment lists, copy of the table of contents for student competency sheets, teacher's suggestions, and answer keys for information sheets and exercises.…

Masonry. Teacher's Guide. Competency Based Education Curriculum.

ERIC Educational Resources Information Center

Long, Diana

This teacher's guide is designed to accompany the competency based masonry student materials (see note). It is intended for use as a reference and aid in implementing the curriculum. The guide includes these sections: Identification and Validation of Job Titles and Competencies, Functions of the Developmental Committee, Program Organization…

New Directions in Library and Information Science Education. Final Report. Volume 2.9: Archivist/Museum Professional Competencies.

ERIC Educational Resources Information Center

Griffiths, Jose-Marie; And Others

This document contains validated activities and competencies needed by information professionals working in an archive or museum. The activities and competencies are organized according to the functions which information professionals in archives or museums perform: acquisitions; cataloging/indexing; reference; exhibit management; and…

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;…

New Directions in Library and Information Science Education. Final Report. Volume 2.4: Special Librarian Competencies.

ERIC Educational Resources Information Center

Griffiths, Jose-Marie; And Others

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

New Directions in Library and Information Science Education. Final Report. Volume 2.2: Public Librarian Competencies.

ERIC Educational Resources Information Center

Griffiths, Jose-Marie; And Others

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

New Directions in Library and Information Science Education. Final Report. Volume 2.3: School Librarian Competencies.

ERIC Educational Resources Information Center

Griffiths, Jose-Marie; And Others

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

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…

Beyond a Tolerance of Ambiguity: Symbolic Competence as Creative Uncertainty and Doubt

ERIC Educational Resources Information Center

Richardson, Diane

2017-01-01

Tolerance of ambiguity has been referred to as "the indispensable component of symbolic competence" (Kramsch, 2006, p. 251) and the recommendation was later made for college-level language instructors interested in emphasizing symbolic competence in their classrooms to "bring up every opportunity to show complexity and…

Competencies for Online Teaching. ERIC Digest.

ERIC Educational Resources Information Center

Spector, J. Michael; de la Teja, Ileana

Competence refers to a state of being well qualified to perform an activity, task, or job function. According to the International Board of Standards for Training, Performance and Instruction (IBSTPI), a competency involves a related set of knowledge, skills, and attitudes that enables a person to effectively perform the activities of a given…

Identifying Competencies for Volunteer Administrators for the Coming Decade: A National Delphi Study.

ERIC Educational Resources Information Center

Boyd, Barry L.

2003-01-01

A Delphi panel of 13 experts categorized 33 competencies for volunteer administration into 5 constructs: organizational leadership, systems leadership, organizational culture, personal skills, and management skills. Twelve barriers to acquiring competencies and 21 methods to address them were identified. (Contains 24 references.) (SK)

Critical Race Theory and the Cultural Competence Dilemma in Social Work Education

ERIC Educational Resources Information Center

Abrams, Laura S.; Moio, Jene A.

2009-01-01

Cultural competence is a fundamental tenet of social work education. Although cultural competence with diverse populations historically referred to individuals and groups from non-White racial origins, the term has evolved to encompass differences pertaining to sexuality, religion, ability, and others. Critics charge that the cultural competence…

The assessment of pathologists/laboratory medicine physicians through a multisource feedback tool.

PubMed

Lockyer, Jocelyn M; Violato, Claudio; Fidler, Herta; Alakija, Pauline

2009-08-01

There is increasing interest in ensuring that physicians demonstrate the full range of Accreditation Council for Graduate Medical Education competencies. To determine whether it is possible to develop a feasible and reliable multisource feedback instrument for pathologists and laboratory medicine physicians. Surveys with 39, 30, and 22 items were developed to assess individual physicians by 8 peers, 8 referring physicians, and 8 coworkers (eg, technologists, secretaries), respectively, using 5-point scales and an unable-to-assess category. Physicians completed a self-assessment survey. Items addressed key competencies related to clinical competence, collaboration, professionalism, and communication. Data from 101 pathologists and laboratory medicine physicians were analyzed. The mean number of respondents per physician was 7.6, 7.4, and 7.6 for peers, referring physicians, and coworkers, respectively. The reliability of the internal consistency, measured by Cronbach alpha, was > or = .95 for the full scale of all instruments. Analysis indicated that the medical peer, referring physician, and coworker instruments achieved a generalizability coefficient of .78, .81, and .81, respectively. Factor analysis showed 4 factors on the peer questionnaire accounted for 68.8% of the total variance: reports and clinical competency, collaboration, educational leadership, and professional behavior. For the referring physician survey, 3 factors accounted for 66.9% of the variance: professionalism, reports, and clinical competency. Two factors on the coworker questionnaire accounted for 59.9% of the total variance: communication and professionalism. It is feasible to assess this group of physicians using multisource feedback with instruments that are reliable.

Proficiency Effect on L2 Pragmatic Competence

ERIC Educational Resources Information Center

Xiao, Feng

2015-01-01

This paper synthesizes cross-sectional studies of the effect of proficiency on second language (L2) pragmatics to answer the synthesis question: Does proficiency affect adult learners' pragmatic competence? Findings have revealed an overall positive proficiency effect on pragmatic competence, and in most cases higher proficiency learners have…

Professional Competencies in Health Sciences Education: From Multiple Intelligences to the Clinic Floor

ERIC Educational Resources Information Center

Lane, India F.

2010-01-01

Nontechnical competencies identified as essential to the health professionals success include ethical behavior, interpersonal, self-management, leadership, business, and thinking competencies. The literature regarding such diverse topics, and the literature regarding "professional success" is extensive and wide-ranging, crossing educational,…

Is Nurses' Professional Competence Related to Their Personality and Emotional Intelligence? A Cross-Sectional Study

PubMed Central

Heydari, Abbas; Kareshki, Hossein; Armat, Mohammad Reza

2016-01-01

Introduction: Nurses' professional competence is a crucial factor in clinical practice. Systematic evaluation of nurses’ competence and its related factors are essential for enhancing the quality of nursing care. This study aimed to assess the nurses’ competence level and its possible relationship with their personality and emotional intelligence. Methods: Using a cross-sectional survey design, three instruments including Nurse Competence Scale, short form of Schutte Self Report Emotional Intelligence Test, and the short 10-item version of Big Five Factor Inventory, were administered simultaneously to a randomized stratified sample of 220 nurses working in hospitals affiliated to Mashhad University of Medical Sciences. Data analysis was performed using SPSS 11.5. Results: Majority of nurses rated themselves as "good" and "very good", with the highest scores in "managing situations" and "work role" dimensions of nurse competence. A relatively similar pattern of scores was seen in competence dimensions, personality and emotional intelligence, among male and female nurses. Emotional intelligence and personality scores showed a significant relationship with nurses’ competence, explaining almost 20% of variations in nurse competence scores. Conclusion: Iranian nurses evaluated their overall professional competence at similar level of the nurses in other countries. Knowledge about the nurses’ competence level and its related factors, including personality and emotional intelligence, may help nurse managers in enhancing nurses' professional competence through appropriate task assignments and conducting in-service educational programs, thus improving the health status of patients. PMID:27354976

Perspective: physician leaders and their bases of power: common and disparate elements.

PubMed

Gabel, Stewart

2012-02-01

Physicians hold numerous types of leadership positions in academic, executive, and/or clinical environments. To be successful, physician leaders must exert power, or social influence, as power is conceptualized in social psychology. The power of leaders accrues through their positions, expertise, or other factors, such as communication abilities or their ability to influence others to identify with the vision they espouse. This article discusses the types of leadership roles that physicians play and the power types they must apply in these roles. Crossing all leadership roles are a series of necessary personal characteristics and interpersonal competencies that result in what has been called "referent power," a more subtle form of social influence that is crucial for success regardless of position. Leadership training that includes practice in cultivating these personal characteristics and interpersonal competencies should be an essential component of medical and graduate medical education. Studying the types and nature of power also would be a valuable contribution to courses on professionalism in medical practice. Examples are provided of the types and uses of power that may be applied in the various leadership roles that physicians hold.

Social and Emotional Learning Competencies and Cross-Thematic Curriculum-Related Skills of Greek Students: A Multifactorial and Triangulation Analysis

ERIC Educational Resources Information Center

Tsolou, Olympia; Margaritis, Vasileios

2013-01-01

The cross-thematic curriculum (CTC) for school education has recently been implemented so that the quality of the Greek educational system is improved. This study aimed at assessing social and emotional learning competencies and CTC-related skills of 541 Greek students aged 11-13. Data triangulation was also used for validating these findings,…

Characterisation of Best Practices in the Development of Cross-Curricular Competences in Vocational Education and Training: Case Study in the Basque Country

ERIC Educational Resources Information Center

Eizagirre Sagardia, Ana; Imaz Bengoetxea, Jose Inazio; Rekalde Rodríguez, Itziar

2018-01-01

This paper presents the most important results of a research project aimed at gathering empirical evidence on current efforts to foster and develop cross-curricular competences (CCC) in Vocational Education and Training (VET) Centres located in the Basque Country (Spain). The case study research method was used, with data being gathered by means…

To Refer or Not to Refer: Exploring Family Therapists' Beliefs and Practices Related to the Referral of Lesbian, Gay, and Bisexual Clients.

PubMed

McGeorge, Christi R; Stone Carlson, Thomas; Farrell, Molly

2016-07-01

This study explored how negative beliefs toward lesbian, gay, and bisexual (LGB) individuals and LGB clinical competence influenced family therapists' beliefs and practices regarding referring based on the sexual orientation of the client. The sample consisted of 741 experienced clinicians. The results of this study indicated that the majority of the participants believe it is ethical to refer LGB clients; however, most had never made such a referral. Furthermore, participants who had referred based solely on the client's sexual orientation reported higher levels of negative beliefs toward LGB individuals and lower levels of LGB clinical competence. Finally, negative beliefs toward LGB persons not only predicted the practice of referring, but also the belief that it is ethical to refer an LGB client. © 2015 American Association for Marriage and Family Therapy.

Initial Reliability and Validity of the Perceived Social Competence Scale

ERIC Educational Resources Information Center

Anderson-Butcher, Dawn; Iachini, Aidyn L.; Amorose, Anthony J.

2008-01-01

Objective: This study describes the development and validation of a perceived social competence scale that social workers can easily use to assess children's and youth's social competence. Method: Exploratory and confirmatory factor analyses were conducted on a calibration and a cross-validation sample of youth. Predictive validity was also…

Initial Factor Analysis and Cross-Validation of the Multicultural Teaching Competencies Inventory

ERIC Educational Resources Information Center

Prieto, Loreto R.

2012-01-01

The Multicultural Teaching Competencies Inventory (MTCI) contains items based on the tri-parte model of cultural competencies established by Sue and associates (Sue et al., 1992, 1982, 2003) that identify multicultural Awareness, Knowledge, and Skill as central characteristics of a culturally sensitive professional. The development and validation…

Decision-Making Competence in Biology Education: Implementation into German Curricula in Relation to International Approaches

ERIC Educational Resources Information Center

Steffen, Benjamin; Hößle, Corinna

2014-01-01

The integration of decision-making competence or comparable constructs into science education has been strongly enforced during the last twenty years. Germany captured the tendency with the introduction of national standards for science education that included a domain that refers to decision-making competence. This domain--"evaluation and…

New Directions in Library and Information Science Education. Final Report. Volume 2.10: Information Analysis Center Professional Competencies.

ERIC Educational Resources Information Center

Griffiths, Jose-Marie; And Others

This document contains validated activities and competencies needed by information professionals working in an information analysis center. The activities and competencies are organized according to the functions which information professionals in such centers perform: acquisitions; indexing/abstracting; reference; information analysis research;…

New Directions in Library and Information Science Education. Final Report. Volume 2.11: Information Service Company Professional Competencies.

ERIC Educational Resources Information Center

Griffiths, Jose-Marie; And Others

This document contains validated activities and competencies needed by information professionals working in an information service company. The activities and competencies are organized according to the functions which information professionals in such companies perform: project management; reference/analysis of secondary data; research, analysis,…

An Assessment of Educational Leaders' Multicultural Competences in Ethiopian Public Universities

ERIC Educational Resources Information Center

Geleta, Abeya; Amsale, Frew

2016-01-01

Multicultural Competences of higher education leaders refer directly to the multicultural knowledge, attitudes and skills of the leaders which is the focus of the present study. The demographic changes and the subsequent diversity in Ethiopian HEIs strongly demands the HEIs to be multiculturally competent, their leaders should in turn have the…

Professional identity in clinician-scientists: brokers between care and science.

PubMed

Kluijtmans, Manon; de Haan, Else; Akkerman, Sanne; van Tartwijk, Jan

2017-06-01

Despite increasing numbers of publications, science often fails to significantly improve patient care. Clinician-scientists, professionals who combine care and research activities, play an important role in helping to solve this problem. However, despite the ascribed advantages of connecting scientific knowledge and inquiry with health care, clinician-scientists are scarce, especially amongst non-physicians. The education of clinician-scientists can be complex because they must form professional identities at the intersection of care and research. The successful education of clinician-scientists requires insight into how these professionals view their professional identity and how they combine distinct practices. This study sought to investigate how recently trained nurse- and physiotherapist-scientists perceive their professional identities and experience the crossing of boundaries between care and research. Semi-structured interviews were conducted with 14 nurse- and physiotherapist-scientists at 1 year after they had completed MSc research training. Interviews were thematically analysed using insights from the theoretical frameworks of dialogical self theory and boundary crossing. After research training, the initial professional identity, of clinician, remained important for novice clinician-scientists, whereas the scientist identity was experienced as additional and complementary. A meta-identity as broker, referred to as a 'bridge builder', seemed to mediate competing demands or tensions between the two positions. Obtaining and maintaining a dual work position were experienced as logistically demanding; nevertheless, it was considered beneficial for crossing the boundaries between care and research because it led to reflection on the health profession, knowledge integration, inquiry and innovation in care, improved data collection, and research with a focus on clinical applicability. Novice clinician-scientists experience dual professional identities as care providers and scientists. The meta-position of being a broker who connects care and research is seen as core to the unique clinician-scientist identity. To develop this role, identity formation and boundary-crossing competencies merit explicit attention within clinician-scientist programmes. © 2017 The Authors Medical Education published by Association for the Study of Medical Education and John Wiley & Sons Ltd.

Theoretical and Practical Advances in the Assessment of Cross-Cultural Competence

DTIC Science & Technology

2012-01-01

tasks, and competencies. Journal of Applied Psychology , 89(4), 674-686. Shippmann, J., Ash, R., Battista, M., Carr, L., Eyde , L., & Hesketh, B., et al...Moukarzel, Marne H. Pomerance Institute for Cross-Cultural Management School of Psychology Florida Institute of Technology Melbourne, FL USA gabrenya...two mutually supportive trends: (a) an increased emphasis on addressing 3C as an applied psychology problem, the solution to which has important

[The competencies of health professionals and the ministerial policies].

PubMed

da Silva Marques, Cláudia Maria; Egry, Emiko Yoshikawa

2011-03-01

In Brazil, nursing professionals are trained based on the perspective of professional competencies. The objective of this exploratory, descriptive study was to identify the critical-emancipator potential of the competency, as described by the Brazilian Ministries of Education and of Health. The sources used for data collection were the regulating documents of technical professional education of the referred Ministries regarding the years 1996 and 2006. Results showed that, for the Ministry of Education, the guiding principles of professional education are the demands of the working market; the idea of competency is supported on the constructivist perspective, highlighting personal features over their social dimension. For the Ministry of Health, professional education is an instrument of citizenship, guided by the political health care paradigm of the national public health system, referred to as the Unique Health System; the idea of competency is founded on the critical-emancipatory perspective. In conclusion, the two Ministries, despite having regulations regarding professional education, are contradictory in terms of their conceptual foundations.

Intersubjective Culture: The Role of Intersubjective Perceptions in Cross-Cultural Research.

PubMed

Chiu, Chi-Yue; Gelfand, Michele J; Yamagishi, Toshio; Shteynberg, Garriy; Wan, Ching

2010-07-01

Intersubjective perceptions refer to shared perceptions of the psychological characteristics that are widespread within a culture. In this article, we propose the intersubjective approach as a new approach to understanding the role that culture plays in human behavior. In this approach, intersubjective perceptions, which are distinct from personal values and beliefs, mediate the effect of the ecology on individuals' responses and adaptations. We review evidence that attests to the validity and utility of the intersubjective approach in explicating culture's influence on human behaviors and discuss the implications of this approach for understanding the interaction between the individual, ecology, and culture; the nature of cultural competence; management of multicultural identities; cultural change; and measurement of culture. © The Author(s) 2010.

An Overview of Undergraduate Training in Cultural Competency and Cross-Cultural Psychiatry

ERIC Educational Resources Information Center

Lyons, Zaza; Laugharne, Jonathan

2011-01-01

Multiculturalism is a familiar concept in many developed countries. While cultural competency training is part of most medical curricula, training in cultural psychiatry at the undergraduate level is typically minimal. It is important that medical graduates are both culturally competent and able to respond to the mental health needs of patients…

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…

Emotional Intelligence and Cross-Cultural Communication Competence: An Analysis of Group Dynamics and Interpersonal Relationships in a Diverse Classroom

ERIC Educational Resources Information Center

Washington, Melvin C.; Okoro, Ephraim A.; Okoro, Sussie U.

2013-01-01

This study discusses the significance of emotional intelligence and intercultural communication competence in globally diverse classroom settings. Specifically, the research shows a correlation between degrees of emotional intelligence and human communication competence (age, gender, and culture). The dataset consists of 364 participants. Nearly…

Parental child abuse potential and subsequent coping competence in disadvantaged preschool children: moderating effects of sex and ethnicity.

PubMed

Lopez, Cristina M; Begle, Angela Moreland; Dumas, Jean E; de Arellano, Michael A

2012-03-01

This study evaluated the effects of abuse potential in parents on subsequent coping competence domains in their children, using a model empirically supported in a high-risk community sample by Moreland and Dumas (2007). Data from an ethnically diverse sample of 579 parents enrolled in the PACE (Parenting Our Children to Excellence) program was used to evaluate whether parental child abuse potential assessed at pre-intervention negatively contributed to child affective, achievement, and social coping competence in preschoolers one year later, and whether these associations were moderated by sex or ethnicity. Cross-sectional results indicated that parental child abuse potential was negatively related to child affective and achievement coping competence, after accounting for variance associated with child behavior problems. However, child abuse potential was not predictive of subsequent coping competence in any domain after controlling for previous levels of child coping competence. No moderating effects were found for sex and ethnicity, but results showed main effects of sex and ethnicity in cross-sectional analyses. Clinical implications and future directions are discussed. Copyright © 2012 Elsevier Ltd. All rights reserved.

Key Competencies, Science Education: Secondary Schools (Junior High, J-G Sci) (Senior High, S-Bio).

ERIC Educational Resources Information Center

Kelner, Bernard G.; Hofkin, Fred M.

Presented is a list of behavioral objectives which can be used to evaluate mastery of the competency of students in junior high school science and senior high school biology. These competencies were prepared by the School District of Philadelphia. The lists are comprehensive and coded for easy reference. (CS)

A Measurement of Student Teachers' Parent-Teacher Communication Competences: The Design of a Video-Based Instrument

ERIC Educational Resources Information Center

De Coninck, Karen; Valcke, Martin; Vanderlinde, Ruben

2018-01-01

This study reports on the design of a video-based instrument to assess student teachers' parent-teacher communication competences (PTCC) in a reliable and valid way. PTCC refer to the competences needed to communicate successfully with parents during conversations such as parent-teacher conferences. Taking into account both conceptual and…

Pathways to Fitness for Practice: National Vocational Qualifications as a Foundation of Competence in Nurse Education.

ERIC Educational Resources Information Center

Grundy, Lynne

2001-01-01

The movement in British nursing education from nursing schools to higher education has been criticized for deficiencies in skills-based training. Adding a competency-based approach using National Vocational Qualifications is a way to ensure that nurses have practical competence as well as knowledge and understanding. (Contains 24 references.) (SK)

Dimensional Comparisons: An Experimental Approach to the Internal/External Frame of Reference Model.

ERIC Educational Resources Information Center

Moller, Jens; Koller, Olaf

2001-01-01

Three experimental studies investigated psychological processes underlying the effects of achievement in one domain and on self-perceived competence in another. In Study 1, high achievement in one domain led to lower self-perceived competence in the other. Study 2 showed inverse effects on self-perceived competence based on achievement feedback.…

Generic vs. Modality-Specific Competencies for K-12 Online and Blended Teaching

ERIC Educational Resources Information Center

Pulham, Emily B.; Graham, Charles R.; Short, Cecil R.

2018-01-01

Although research has explored teacher competencies in K-12 blended and online learning, it has not specified which competencies are appropriate to an online or digital medium, which refer to blending in-person with online experiences, or which are generic--applicable in any teaching modality. This article explores selected K-12 online and blended…

Are Cantonese-speakers really descriptivists? Revisiting cross-cultural semantics.

PubMed

Lam, Barry

2010-05-01

In an article in Cognition [Machery, E., Mallon, R., Nichols, S., & Stich, S. (2004). Semantics cross-cultural style. Cognition, 92, B1-B12] present data which purports to show that East Asian Cantonese-speakers tend to have descriptivist intuitions about the referents of proper names, while Western English-speakers tend to have causal-historical intuitions about proper names. Machery et al. take this finding to support the view that some intuitions, the universality of which they claim is central to philosophical theories, vary according to cultural background. Machery et al. conclude from their findings that the philosophical methodology of consulting intuitions about hypothetical cases is flawed vis a vis the goal of determining truths about some philosophical domains like philosophical semantics. In the following study, three new vignettes in English were given to Western native English-speakers, and Cantonese translations were given to native Cantonese-speaking immigrants from a Cantonese community in Southern California. For all three vignettes, questions were given to elicit intuitions about the referent of a proper name and the truth-value of an uttered sentence containing a proper name. The results from this study reveal that East Asian Cantonese-speakers do not differ from Western English-speakers in ways that support Machery et al.'s conclusions. This new data concerning the intuitions of Cantonese-speakers raises questions about whether cross-cultural variation in answers to questions on certain vignettes reveal genuine differences in intuitions, or whether such differences stem from non-intuitional differences, such as differences in linguistic competence. Copyright 2009 Elsevier B.V. All rights reserved.

[Implementing models of cross-sectoral mental health care (integrated health care, regional psychiatry budget) in Germany: systematic literature review].

PubMed

Schmid, Petra; Steinert, Tilman; Borbé, Raoul

2013-11-01

Cross-sectoral integrated health-care and the regional psychiatry budget are two models of cross-sectoral health care (comprising in-patient and out-patient care) in Germany. Both models of financing were created in order to overcome the so-called fragmentation in German health care. The regional psychiatry budget is a specific solution for psychiatric services whereas integrated health care models can be developed for all areas of health care. The purpose of this overview is to elucidate both the current state of implementation of these models and the results of evaluation research. Systematic literature review, additional manual search. 28 journal articles and 38 websites referring to 21 projects were identified. The projects are highly heterogenuous in terms of size, included populations and services, aims, and steering-function (concerning the different pathways of care). The projects yield innovative models of mental health care capable of competing with the co-existing traditional financing systems of in-patient and out-patient services. The future of mental health care organisation in Germany is currently open and under political discussion. © Georg Thieme Verlag KG Stuttgart · New York.

41 CFR 105-1.109-52 - Cross-references.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 41 Public Contracts and Property Management 3 2010-07-01 2010-07-01 false Cross-references. 105-1... Regulations System (Continued) GENERAL SERVICES ADMINISTRATION 1-INTRODUCTION 1.1-Regulations System § 105-1.109-52 Cross-references. (a) Within chapter 105, cross-references to the FPMR shall be made in the...

Promoting System-Wide Cultural Competence for Serving Aboriginal Families and Children in a Midsized Canadian City

ERIC Educational Resources Information Center

Ambtman, Rudy; Hudson, Suzanne; Hartry, Reid; Mackay-Chiddenton, Dawne

2010-01-01

This article describes the work of the Circle of Courage, a cross-cultural group committed to improving the cultural competence of organizations providing services to Aboriginal populations in a midsized city in Canada. Rather than concentrating on individuals' cultural competence, the Circle targets mainstream organizations. Many of its…

Cultural competency of health-care providers in a Swiss University Hospital: self-assessed cross-cultural skillfulness in a cross-sectional study.

PubMed

Casillas, Alejandra; Paroz, Sophie; Green, Alexander R; Wolff, Hans; Weber, Orest; Faucherre, Florence; Ninane, Françoise; Bodenmann, Patrick

2014-01-30

As the diversity of the European population evolves, measuring providers' skillfulness in cross-cultural care and understanding what contextual factors may influence this is increasingly necessary. Given limited information about differences in cultural competency by provider role, we compared cross-cultural skillfulness between physicians and nurses working at a Swiss university hospital. A survey on cross-cultural care was mailed in November 2010 to front-line providers in Lausanne, Switzerland. This questionnaire included some questions from the previously validated Cross-Cultural Care Survey. We compared physicians' and nurses' mean composite scores and proportion of "3-good/4-very good" responses, for nine perceived skillfulness items (4-point Likert-scale) using the validated tool. We used linear regression to examine how provider role (physician vs. nurse) was associated with composite skillfulness scores, adjusting for demographics (gender, non-French dominant language), workplace (time at institution, work-unit "sensitized" to cultural-care), reported cultural-competence training, and cross-cultural care problem-awareness. Of 885 questionnaires, 368 (41.2%) returned the survey: 124 (33.6%) physicians and 244 (66.4%) nurses, reflecting institutional distribution of providers. Physicians had better mean composite scores for perceived skillfulness than nurses (2.7 vs. 2.5, p < 0.005), and significantly higher proportion of "good/very good" responses for 4/9 items. After adjusting for explanatory variables, physicians remained more likely to have higher skillfulness (β = 0.13, p = 0.05). Among all, higher skillfulness was associated with perception/awareness of problems in the following areas: inadequate cross-cultural training (β = 0.14, p = 0.01) and lack of practical experience caring for diverse populations (β = 0.11, p = 0.04). In stratified analyses among physicians alone, having French as a dominant language (β = -0.34, p < 0.005) was negatively correlated with skillfulness. Overall, there is much room for cultural competency improvement among providers. These results support the need for cross-cultural skills training with an inter-professional focus on nurses, education that attunes provider awareness to the local issues in cross-cultural care, and increased diversity efforts in the work force, particularly among physicians.

Referral for competency committee review for poor performance on the internal medicine clerkship is associated with poor performance in internship.

PubMed

Hemann, Brian A; Durning, Steven J; Kelly, William F; Dong, Ting; Pangaro, Louis N; Hemmer, Paul A

2015-04-01

To determine how students who are referred to a competency committee for concern over performance, and ultimately judged not to require remediation, perform during internship. Uniformed Services University of the Health Sciences' students who graduated between 2007 and 2011 were included in this study. We compared the performance during internship of three groups: students who were referred to the internal medicine competency committee for review who met passing criterion, students who were reviewed by the internal medicine competency committee who were determined not to have passed the clerkship and were prescribed remediation, and students who were never reviewed by this competency committee. Program Director survey results and United States Medical Licensing Examination (USMLE) Step 3 examination results were used as the outcomes of interest. The overall survey response rate for this 5-year cohort was 81% (689/853). 102 students were referred to this competency committee for review. 63/102 students were reviewed by this competency committee, given passing grades in the internal medicine clerkship, and were not required to do additional remediation. 39/102 students were given less than passing grades by this competency committee and required to perform additional clinical work in the department of medicine to remediate their performance. 751 students were never presented to this competency committee. Compared to students who were never presented for review, the group of reviewed students who did not require remediation was 5.6 times more likely to receive low internship survey ratings in the realm of professionalism, 8.6 times more likely to receive low ratings in the domain of medical expertise, and had a higher rate of USMLE Step 3 failure (9.4% vs. 2.8%). When comparing the reviewed group to students who were reviewed and also required remediation, the only significant difference between groups regarding professionalism ratings with 50% of the group requiring remediation garnering low ratings compared to 18% of the reviewed group. Students who are referred to a committee for review following completion of their internal medicine clerkship are more likely to receive poor ratings in internship and fail USMLE Step 3 compared to students whose performance in the medicine clerkship does not trigger a committee review. These findings provide validity evidence for our competency committee review in that the students identified as requiring further clinical work had significantly higher rates of poor ratings in professionalism than students who were reviewed by the competency committee but not required to remediate. Additionally, students reviewed but not required to remediate were nonetheless at risk of low internship ratings, suggesting that these students might need some intervention prior to graduation. Reprint & Copyright © 2015 Association of Military Surgeons of the U.S.

Challenges to Learning and Schooling in the Digital Networked World of the 21st Century

ERIC Educational Resources Information Center

Voogt, J.; Erstad, O.; Dede, C.; Mishra, P.

2013-01-01

This article elaborates on the competencies, often referred to as 21st century competencies, that are needed to be able to live in and contribute to our current (and future) society. We begin by describing, analysing and reflecting on international frameworks describing 21st century competencies, giving special attention to digital literacy as one…

Competency Index for Air Conditioning and Refrigeration Programs in Missouri. A Crosswalk of Selected Instructional Materials against Missouri's Competency Profile.

ERIC Educational Resources Information Center

Missouri Univ., Columbia. Instructional Materials Lab.

This index was developed to help air conditioning and refrigeration instructors in Missouri use existing instructional materials and keep track of student progress on the VAMS system. The list was compiled by a committee of instructors who selected appropriate references and identified areas that pertained to Missouri competencies. The index lists…

Cognitive functioning and adjudicative competence: defendants referred for neuropsychological evaluation in a psychiatric inpatient setting.

PubMed

Arredondo, Beth C; Marcopulos, Bernice A; Brand, Jesse G; Campbell, Kristen T; Kent, Julie-Ann

2017-11-01

A paucity of peer-reviewed research exists regarding the relation between cognitive functioning and adjudicative competence, despite increasing awareness of cognitive deficits associated with serious mental illness. This retrospective study sought to add to and expand upon existing research by considering performance validity and court determinations of competence, when available. We compared demographic and cognitive variables of a group of defendants with presumed valid testing admitted to an inpatient psychiatric facility for evaluation of adjudicative competence and referred for neuropsychological evaluation (n = 45) and compared individuals determined by the evaluator and/or the court to be competent (n = 30) and incompetent (n = 15). Defendants who were incompetent were more likely to be diagnosed with a cognitive disorder, with a medium effect size. There was a difference in tests of immediate and delayed memory as measured by the Repeatable Battery for the Assessment of Neuropsychological Status (RBANS), with medium to large effects, and high delayed memory scores were helpful in ruling out incompetence (Negative predictive power = 85.71%). These results provide support for the relationship between cognitive functioning and trial competence, particularly at high and low levels of performance.

Spiraling elliptic Laguerre-Gaussian soliton in isotropic nonlocal competing cubic-quintic nonlinear media

NASA Astrophysics Data System (ADS)

Wang, Qing; Li, JingZhen; Xie, WeiXin

2018-06-01

This paper introduce a kind of spiraling elliptic Laguerre-Gaussian (SELG) soliton which has complicated structures in its profile and phase, and find that it can be formed in nonlocal cubic, quantic and competing cubic-quintic nonlinear media, respectively. The different-order SELG solitons with the same ellipticity have the same rotation period, cross-term phase coefficient, critical power and different critical orbital angular momentums (OAM). However, with the increase of ellipticity, the rotation period, cross-term phase coefficient, critical power and OAM are all increased. In particular, there are bistable SELG solitons stemmed by the competing effect between self-focusing cubic and self-defocusing quintic nonlinearities.

General Practitioner Supervisor assessment and teaching of Registrars consulting with Aboriginal patients – is cultural competence adequately considered?

PubMed Central

2014-01-01

Background General Practitioner (GP) Supervisors have a key yet poorly defined role in promoting the cultural competence of GP Registrars who provide healthcare to Aboriginal and Torres Strait Islander people during their training placements. Given the markedly poorer health of Indigenous Australians, it is important that GP training and supervision of Registrars includes assessment and teaching which address the well documented barriers to accessing health care. Methods A simulated consultation between a GP Registrar and an Aboriginal patient, which illustrated inadequacies in communication and cultural awareness, was viewed by GP Supervisors and Medical Educators during two workshops in 2012. Participants documented teaching points arising from the consultation which they would prioritise in supervision provided to the Registrar. Content analysis was performed to determine the type and detail of the planned feedback. Field notes from workshop discussions and participant evaluations were used to gain insight into participant confidence in cross cultural supervision. Results Sixty four of 75 GPs who attended the workshops participated in the research. Although all documented plans for detailed teaching on the Registrar’s generic communication and consultation skills, only 72% referred to culture or to the patient’s Aboriginality. Few GPs (8%) documented a plan to advise on national health initiatives supporting access for Aboriginal and Torres Strait Islander people. A lack of Supervisor confidence in providing guidance on cross cultural consulting with Aboriginal patients was identified. Conclusions The role of GP Supervisors in promoting the cultural competence of GP Registrars consulting with Aboriginal and Torres Strait Islander patients could be strengthened. A sole focus on generic communication and consultation skills may lead to inadequate consideration of the health disparities faced by Indigenous peoples and of the need to ensure Registrars utilise health supports designed to decrease the disadvantage faced by vulnerable populations. PMID:25115609

International and cross-cultural issues: six key challenges for our professions.

PubMed

Marshall, Julie

2003-01-01

This paper discusses a number of key challenges facing professionals who work with people who have communication disabilities. The challenges are related to working internationally and in a cross-culturally competent way. Each challenge is discussed, drawing on material from a range of sources, including the papers in the final 2003 edition of FOLIA PHONIATRICA ET LOGOPAEDICA ('International and Cross-Cultural Issues'). The challenges discussed cover how experiences from majority world countries can be used to benefit services elsewhere, 'mainstreaming' commitment to cross-cultural competence, learning from relationships with other professionals, influencing research practice, responding to requests to work internationally and finally, dealing with cultural differences that challenge working practices. Some solutions are suggested and additional questions posed. Copyright 2003 S. Karger AG, Basel

36 CFR 1501.1 - Cross reference to National Park Service regulations.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 36 Parks, Forests, and Public Property 3 2012-07-01 2012-07-01 false Cross reference to National... NATIONAL MEMORIAL TRUST GENERAL PROVISIONS § 1501.1 Cross reference to National Park Service regulations... (the Trust) adopts by cross reference the provisions of the National Park Service in 36 CFR chapter I...

36 CFR 1501.1 - Cross reference to National Park Service regulations.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 36 Parks, Forests, and Public Property 3 2014-07-01 2014-07-01 false Cross reference to National... NATIONAL MEMORIAL TRUST GENERAL PROVISIONS § 1501.1 Cross reference to National Park Service regulations... (the Trust) adopts by cross reference the provisions of the National Park Service in 36 CFR chapter I...

Viewpoint: Cultural competence and the African American experience with health care: The case for specific content in cross-cultural education.

PubMed

Eiser, Arnold R; Ellis, Glenn

2007-02-01

Achieving cultural competence in the care of a patient who is a member of an ethnic or racial minority is a multifaceted project involving specific cultural knowledge as well as more general skills and attitude adjustments to advance cross-cultural communication in the clinical encounter. Using the important example of the African American patient, the authors examine relevant historical and cultural information as it relates to providing culturally competent health care. The authors identify key influences, including the legacy of slavery, Jim Crow discrimination, the Tuskegee syphilis study, religion's interaction with health care, the use of home remedies, distrust, racial concordance and discordance, and health literacy. The authors propose that the awareness of specific information pertaining to ethnicity and race enhances cross-cultural communication and ways to improve the cultural competence of physicians and other health care providers by providing a historical and social context for illness in another culture. Cultural education, modular in nature, can be geared to the specific populations served by groups of physicians and provider organizations. Educational methods should include both information about relevant social group history as well as some experiential component to emotively communicate particular cultural needs. The authors describe particular techniques that help bridge the cross-cultural clinical communication gaps that are created by patients' mistrust, lack of cultural understanding, differing paradigms for illness, and health illiteracy.

Embracing a competency-based specialty curriculum for community-based nursing roles.

PubMed

Levin, Pamela F; Swider, Susan M; Breakwell, Susan; Cowell, Julia M; Reising, Virginia

2013-01-01

The Quad Council competencies for public health nursing (PHN) provide guidance in developing curricula at both the generalist and specialist level. However, these competencies are based on nursing roles in traditional public health agencies and community/public health is defined more broadly than official agency practice. The question arises as to whether community-based specialties require largely the same knowledge and skill set as PHN. The purpose of the competency cross-mapping project reported here was to (a) assess the intersection of the Quad Council competencies with four community-based specialties and (b) ensure the appropriateness of a Quad Council-based curriculum to prepare graduates across these four specialties (home health, occupational health, environmental health, and school nursing). This article details the multistep cross-mapping process, including validation with practice leaders. Results indicate strong alignment of community-based specialty competencies with Quad Council competencies. Community-based specialty-specific content that did not align well is identified, along with examples of didactic and clinical strategies to address gaps. This work indicates that a Quad Council-based curriculum is appropriate to prepare graduates in community-based specialties when attention to the specialty-specific competencies in the clinical setting is included. This work guides the development of a doctorate of nursing practice curriculum in PHN, encompassing the four additional community-based specialties. © 2013 Wiley Periodicals, Inc.

Self-perceived competency of infection control nurses based on Benner's framework: a nationwide survey in Korea.

PubMed

Kim, Kyung Mi; Choi, Jeong Sil

2015-05-01

The aim of this study was to evaluate the competency level of Korean infection control nurses (ICNs) by comparing the self-perceived competency level based on Benner's framework and the core competency proposed by the Certification Board of Infection Control. Study subjects included 90 ICNs working in Korean hospitals with more than 300 beds. A questionnaire was used to measure self-perceived competency level and core competency level. Using descriptive analysis, the core competency level of ICNs was found to differ significantly according to self-perceived competency level, and core competency level showed a significant increase with the increase of self-perceived competency level. Self-perceived competency level could be useful in classifying the competency level of nursing specialties. These results illustrate the competency levels of Korean ICNs and could serve as a reference to evaluate and expand the application of competency measurement not only for ICNs but also other groups of nurse specialists. Copyright © 2014 Elsevier Inc. All rights reserved.

Expected surgical competencies of an Indian medical graduate: a gap analysis using a cross-sectional survey.

PubMed

Jamkar, Arun; Bansal, Payal; Patrikar, Seema; Baxi, Gaurang

2015-01-01

In 2010, the Medical Council of India published the Vision 2015 document, which sought to create an 'Indian Medical Graduate' as a 'physician of first contact of the community while being globally relevant'. This vision for undergraduate medical education is proposed to be realised through a competency-based curriculum. We conducted a gap analysis using a cross-sectional survey to document surgeons' perceptions regarding competencies identified in surgery. Eight competencies specific to surgery are proposed, which formed the basis for the study. We defined sub-competencies for each of these and developed a questionnaire containing ratings of importance and ability for the sub-competencies from low to very high on a 4-point Likert scale. The questionnaire was administered to 450 surgeons attending a state-level annual conference in surgery asking them to provide the importance ratings and their own ability on those (sub) competencies when they graduated. The importance and ability ratings were ranked and a gap analysis was done. The study response rate was 69.8%. While most competencies were perceived by the surgeons as being highly important, their self-ratings revealed a statistically significant gap between importance and ability when they graduated. They also rated themselves as being more competent on some than on others. Some competencies were high on importance as well as on ability, while others were high on importance but low on ability, revealing a gap. A low importance-high ability relationship was seen for a few competencies. Competencies related to emergency and trauma care and communication had the largest gaps. The gaps identified in surgical competencies for graduating physicians are specific and have implications for the competency-based curriculum and implementation in terms of teaching, assessment and faculty development. It also has implications for seamless transition between undergraduate and postgraduate competencies, as all of these are prerequisites at the start of a surgical residency.

Assessment of Nutrition Competency of Graduating Agriculture Students in Ethiopia: A Cross-sectional Study.

PubMed

Abebe, Mesfin G; Tariku, Mebit K; Yitaferu, Tadele B; Shiferaw, Ephrem D; Desta, Firew A; Yimer, Endris M; Akassa, Kefyalew M; Thompson, Elizabeth C

2017-04-01

To assess the level of nutrition-sensitive agriculture competencies of graduating midlevel animal and plant sciences students in Ethiopia and identify factors associated with the attainment of competencies. A cross-sectional study design using structured skills observation checklists, objective written questions, and structured questionnaires was employed. Two agriculture technical vocational education and training colleges in the 2 regions of Ethiopia. A total of 145 students were selected using stratified random sampling techniques from a population of 808 students with the response rate of 93%. Nutrition-sensitive agriculture competency (knowledge and skills attributes) of graduating students. Bivariate and multivariable statistical analyses were used to examine the association between the variables of students' gender, age, department, institutional ownership, and perception of learning environment and their performance in nutrition competency. Combined scores showed that 49% of students demonstrated mastery of nutrition competencies. Gender and institutional ownership were associated with the performance of students (P < .001); male students and students at a federal institution performed better. The study showed low performance of students in nutrition competency and suggested the need for strengthening the curriculum, building tutors' capacity, and providing additional support to female students and regional colleges. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Translation and cross-cultural adaptation of the Clinical Competence Questionnaire for use in Brazil 1

PubMed Central

Kwiatkoski, Danielle Ritter; Mantovani, Maria de Fátima; Pereira, Evani Marques; Bortolato-Major, Carina; Mattei, Ângela Taís; Peres, Aida Maris

2017-01-01

ABSTRACT Objective: translating and transculturally adapting the Clinical Competence Questionnaire to Brazilian senior undergraduate Nursing students, as well as measuring psychometric properties of the questionnaire. Method: a methodological study carried out in six steps: translation of the Clinical Competence Questionnaire instrument, consensus of the translations, back-translation, analysis by an expert committee, pre-testing and then presentation of the cross-cultural adaptation process to the developers. Psychometric properties were measured using Cronbach's alpha, intraclass correlation coefficient and content validity index. Results: the instrument was translated, transculturally adapted and its final version consisted of 48 items. Cronbach's alpha coefficient was 0.90, and the agreement index of the items was 99% for students and 98% for evaluators. Conclusion: the Clinical Competence Questionnaire was translated and adapted to Brazilian students, and the psychometric properties of the Portuguese version of the questionnaire presented satisfactory internal consistency regarding the studied sample. PMID:28591303

Feasibility of an Assessment Tool for Children's Competence to Consent to Predictive Genetic Testing: a Pilot Study.

PubMed

Hein, Irma M; Troost, Pieter W; Lindeboom, Robert; Christiaans, Imke; Grisso, Thomas; van Goudoever, Johannes B; Lindauer, Ramón J L

2015-12-01

Knowledge on children's capacities to consent to medical treatment is limited. Also, age limits for asking children's consent vary considerably between countries. Decision-making on predictive genetic testing (PGT) is especially complicated, considering the ongoing ethical debate. In order to examine just age limits for alleged competence to consent in children, we evaluated feasibility of a standardized assessment tool, and investigated cutoff ages for children's competence to consent to PGT. We performed a pilot study, including 17 pediatric outpatients between 6 and 18 years at risk for an autosomal dominantly inherited cardiac disease, eligible for predictive genetic testing. The reference standard for competence was established by experts trained in the relevant criteria for competent decision-making. The MacArthur Competence Assessment Tool for Treatment (MacCAT-T) served as index test. Data analysis included raw agreement between competence classifications, difference in mean ages between children judged competent and judged incompetent, and estimation of cutoff ages for judgments of competence. Twelve (71 %) children were considered competent by the reference standard, and 16 (94 %) by the MacCAT-T, with an overall agreement of 76 %. The expert judgments disagreed in most cases, while the MacCAT-T judgments agreed in 65 %. Mean age of children judged incompetent was 9.3 years and of children judged competent 12.1 years (p = .035). With 90 % sensitivity, children younger than 10.0 years were judged incompetent, with 90 % specificity children older than 11.8 years were judged competent. Feasibility of the MacCAT-T in children is confirmed. Initial findings on age cutoffs are indicative for children between the age of 12 and 18 to be judged competent for involvement in the informed consent process. Future research on appropriate age-limits for children's alleged competence to consent is needed.

Accuracy of the MacArthur competence assessment tool for clinical research (MacCAT-CR) for measuring children's competence to consent to clinical research.

PubMed

Hein, Irma M; Troost, Pieter W; Lindeboom, Robert; Benninga, Marc A; Zwaan, C Michel; van Goudoever, Johannes B; Lindauer, Ramón J L

2014-12-01

An objective assessment of children's competence to consent to research participation is currently not possible. Age limits for asking children's consent vary considerably between countries, and, to our knowledge, the correlation between competence and children's age has never been systematically investigated. To test a standardized competence assessment instrument for children by modifying the MacArthur Competence Assessment Tool for Clinical Research (MacCAT-CR), to investigate its reliability and validity, and to examine the correlation of its assessment with age and estimate cutoff ages. This prospective study included children and adolescents aged 6 to 18 years in the inpatient and outpatient departments of allergology, gastroenterology, oncology, ophthalmology, and pulmonology from January 1, 2012, through January 1, 2014. Participants were eligible for clinical research studies, including observational studies and randomized clinical trials. Competence judgments by experts aware of the 4 relevant criteria-understanding, appreciation, reasoning, and choice-were used to establish the reference standard. The index test was the MacCAT-CR, which used a semistructured interview format. Interrater reliability, validity, and dimensionality of the MacCAT-CR and estimated cutoff ages for competence. Of 209 eligible patients, we included 161 (mean age, 10.6 years; 47.2% male). Good reproducibility of MacCAT-CR total and subscale scores was observed (intraclass correlation coefficient range, 0.68-0.92). We confirmed unidimensionality of the MacCAT-CR. By the reference standard, we judged 54 children (33.5%) to be incompetent; by the MacCAT-CR, 61 children (37.9%). Criterion-related validity of MacCAT-CR scores was supported by high overall accuracy in correctly classifying children as competent against the reference standard (area under the receiver operating characteristics curve, 0.78). Age was a good predictor of competence on the MacCAT-CR (area under the receiver operating characteristics curve, 0.90). In children younger than 9.6 years, competence was unlikely (sensitivity, 90%); in those older than 11.2 years, competence was probable (specificity, 90%). The optimal cutoff age was 10.4 years (sensitivity, 81%; specificity, 84%). The MacCAT-CR demonstrated strong psychometric properties. In children aged 9.6 to 11.2 years, consent may be justified when competence can be demonstrated in individual cases by the MacCAT-CR. The results contribute to a scientific underpinning of regulations for clinical research directed toward children.

Communication Competence, Psychological Well-being, and the Mediating Role of Coping Efforts among Women with Breast Cancer: Cross-sectional and Longitudinal Evidence

PubMed Central

Shim, Minsun; Mercer Kollar, Laura M.; Roberts, Linda; Gustafson, David

2015-01-01

Despite existing research identifying psychological benefits of patients’ interpersonal competence in various contexts, little longitudinal research has addressed underlying mechanism(s). To address this limitation, we examined both the cross-sectional and longitudinal associations between cancer patients’ communication competence in close relationships and psychological well-being, as well as the mediating role of coping efforts. Data came from a larger project with women with breast cancer (N = 661), recruited from April 2005 to May 2007 at three large university-affiliated cancer centers in the U.S. to study the effects of an Internet-based system providing patients and families with a range of services. The present study focused on survey data at baseline, 6 weeks, and 12 weeks after the intervention (controlling for the possible effects of the intervention). Results from both cross-sectional and longitudinal analyses indicated that competence in open communication between patients and their close support persons had a positive association with patients’ psychological well-being and that approach coping efforts partially mediated this association. We discussed the implications and limitations of the study. PMID:25793748

36 CFR § 1501.1 - Cross reference to National Park Service regulations.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 36 Parks, Forests, and Public Property 3 2013-07-01 2012-07-01 true Cross reference to National... NATIONAL MEMORIAL TRUST GENERAL PROVISIONS § 1501.1 Cross reference to National Park Service regulations... (the Trust) adopts by cross reference the provisions of the National Park Service in 36 CFR chapter I...

Applied ethics: Have we lost a crucial opportunity?

PubMed

Kerkhoff, Thomas R; Hanson, Stephanie L

2015-11-01

Comments on the article, "Guidelines for competency development and measurement in rehabilitation psychology postdoctoral training," by Stiers et al. (see record 2014-55195-001). A review of the recent publication of Stiers et al., a well-organized distillation of the functional competencies required of practitioners of Rehabilitation Psychology that evolved from the Baltimore Consensus Conference (Stiers et al., 2012), revealed a potentially important omission in the section labeled Structured Observations of Competencies in Assessment and Intervention (Table 4, p. 117). Throughout the subsections regarding Knowledge, Skills/Abilities, and Attitudes/ Values, indirect reference to the American Psychological Association (APA) Ethical Principles of Psychologists and Code of Conduct (APA, 2010) is evident without formal citation of the Code. The concepts operationalized in the APA ethical principles suffuse the content of this section of the competencies, but without direct reference to those principles. The remainder of the tables (5-7, pp. 188 -120) include explicit inclusion of knowledge of ethics in the contexts of demonstrating competencies in consultation, research and evaluation, teaching and supervision, and management and administration. (c) 2015 APA, all rights reserved).

Factors Associated with the Social Competence and Emotional Well-Being among Young Children in an Asian Urban City

ERIC Educational Resources Information Center

Lam, Lawrence T.; Wong, Emmy M. Y.

2018-01-01

This cross-sectional observational study aims to examine the current status and familial factors associated with social competence and emotional well-being among young children in an urban city in the East Asia region. Early childhood teachers assessed the social competence and the emotional state of preschool children with the Social Competence…

The effects of interprofessional education - Self-reported professional competence among prehospital emergency care nursing students on the point of graduation - A cross-sectional study.

PubMed

Castrèn, M; Mäkinen, M; Nilsson, J; Lindström, V

2017-05-01

The aim of the study was to investigate whether interprofessional education (IPE) and interprofessional collaboration (IPC) during the educational program had an impact on prehospital emergency care nurses' (PECN) self-reported competence towards the end of the study program. A cross-sectional study using the Nurse Professional Competence (NPC) Scale was conducted. A comparison was made between PECN students from Finland who experienced IPE and IPC in the clinical setting, and PECN students from Sweden with no IPE and a low level of IPC. Forty-one students participated (Finnish n=19, Swedish n=22). The self-reported competence was higher among the Swedish students. A statistically significant difference was found in one competence area; legislation in nursing and safety planning (p<0.01). The Finnish students scored significantly higher on items related to interprofessional teamwork. Both the Swedish and Finnish students' self-reported professional competence was relatively low according to the NPC Scale. Increasing IPC and IPE in combination with offering a higher academic degree may be an option when developing the ambulance service and the study program for PECNs. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Reality of Reference: Responsibilities and Competencies for Current Reference Librarians

ERIC Educational Resources Information Center

Saunders, Laura

2012-01-01

Academic reference services face great challenges as they cope with the pace of technological change, competition from other information service providers, and tight budgets. In fact, some critics suggest that reference services are no longer relevant or necessary as more information moves online. This study examines a nationwide survey that…

Magnetization reversal dynamics in Co nanowires with competing magnetic anisotropies

NASA Astrophysics Data System (ADS)

Pal, Semanti; Saha, Susmita; Polley, Debanjan; Barman, Anjan

2011-12-01

We present the magnetization reversal dynamics of Co nanowires with competing magnetic anisotropies. The aspect ratio ( R) of the nanowires is varied between 2.5 and 60, and we observe a cross-over of the directions of the magnetic easy and hard axes at R=6.8. Micromagnetic simulations qualitatively reproduce the observed cross-over and give detailed insight into the reversal mechanisms associated with the cross-over. The reversal mechanism for a field applied along the long axis of the nanowire exhibits a quasi-coherent rotation mode and a corkscrew-like mode, respectively, above and below the cross-over, with the formation of a Bloch domain near the cross-over region. For a field applied along the short axis, the reversal occurs by nucleation and propagation of reversed domains from the two ends of the nanowires for very high values of the aspect ratio down to the cross-over region, but it transforms into quasi-coherent rotation mode for smaller aspect ratios (below the cross-over region).

Competency: an essential component of caring in nursing.

PubMed

Knapp, Bobbi

2004-01-01

Providing online e-learning for nurses significantly reduces medical errors by providing "just-in-time" reference and device training. Offering continuing education 24/7 assures continued competency in an ever-changing practice environment while fostering professional development and career mobility.

Pragmatic Competence and Social Power Awareness: The Case of Written and Spoken Discourse in Non-Native English Environments

ERIC Educational Resources Information Center

Pérez-Sabater, Carmen; Montero-Fleta, Begoña

2014-01-01

Following one of the new challenges suggested by the Common European Framework of Reference for Languages, a treatment was developed to enhance pragmatic competence, since this competence is not easy to acquire by non-native speakers. Within this context, we focused on pragmatic awareness in the workplace, an area of expertise in growing demand…

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

PubMed Central

2014-01-01

Background Professional development of public health leaders requires a form of instruction which is competency-based to help them develop the abilities to address complex and evolving demands of health care systems. Concurrently, emotional intelligence (EI) is a key to organisational success. Our aim was twofold: i) to assess the relationship between the level of self-assessed public health and EI competencies among Master of European Public Health (MEPH) students and graduates at Maastricht University, and; ii) to determine the relationship between different groups of public health competencies and specific EI skills. Methods A cross-sectional study was conducted including all recent MEPH graduates and students from 2009–2012, out of 67 eligible candidates N = 51 were contacted and N = 33 responded (11 males and 22 females; overall response: 64.7%).Two validated tools were employed: i) public health competencies self-assessment questionnaire, and; ii) Assessing Emotions Scale. Results Females scored higher than males in all seven domains of the self-assessed key public health competencies (NS) and emotional intelligence competences (P = 0.022). Overall, the mean value of public health competencies was the lowest in students with “staff” preferences and the highest among students with mixed job preferences (P < 0.001). There was evidence of a correlation between the overall public health competencies and the overall emotional intelligence competencies (r = 0.61, P < 0.001). Conclusions The study shows a positive correlation between public health specific competencies and EI attributes. It can contribute to the improvement of the educational content of PH curricula by rising awareness through self-assessment and supporting the identification of further educational needs related to leadership. PMID:24742091

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

PubMed

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

2014-04-17

Professional development of public health leaders requires a form of instruction which is competency-based to help them develop the abilities to address complex and evolving demands of health care systems. Concurrently, emotional intelligence (EI) is a key to organisational success. Our aim was twofold: i) to assess the relationship between the level of self-assessed public health and EI competencies among Master of European Public Health (MEPH) students and graduates at Maastricht University, and; ii) to determine the relationship between different groups of public health competencies and specific EI skills. A cross-sectional study was conducted including all recent MEPH graduates and students from 2009-2012, out of 67 eligible candidates N = 51 were contacted and N = 33 responded (11 males and 22 females; overall response: 64.7%).Two validated tools were employed: i) public health competencies self-assessment questionnaire, and; ii) Assessing Emotions Scale. Females scored higher than males in all seven domains of the self-assessed key public health competencies (NS) and emotional intelligence competences (P = 0.022). Overall, the mean value of public health competencies was the lowest in students with "staff" preferences and the highest among students with mixed job preferences (P < 0.001). There was evidence of a correlation between the overall public health competencies and the overall emotional intelligence competencies (r = 0.61, P < 0.001). The study shows a positive correlation between public health specific competencies and EI attributes. It can contribute to the improvement of the educational content of PH curricula by rising awareness through self-assessment and supporting the identification of further educational needs related to leadership.

Factors affecting emergency preparedness competency of public health inspectors: a cross-sectional study in northeastern China

PubMed Central

Ning, Ning; Kang, Zheng; Jiao, Mingli; Hao, Yanhua; Gao, Lijun; Sun, Hong; Wu, Qunhong

2014-01-01

Objectives To determine the emergency preparedness competency specific to public health inspectors (PHIs), preparedness limitations and needs of the workforce, as well as to identify important factors that affect the preparedness competency of PHIs. Setting Cross-sectional survey was conducted in Heilongjiang, a province in northeastern China. Participants A questionnaire was administered to a sample of 368 PHIs from 17 public health inspection agencies, chosen by stratified cluster sampling strategy. 9 PHIs and 6 agency's leaders were invited to participate in an in-depth interview. Outcome measures Self-rated preparedness competency in quantitative study was measured. Multivariate logistic regression model was used to test the associations between individual determinants and self-rated preparedness competency. Key themes relating to preparedness competency of PHIs in qualitative study were analysed. Results Although 82% of PHIs highly rated their general preparedness competency, there were significant differences among the assessment on specific domains of their competency. Comparing with attitude, the domains of skills and knowledge tend to be lower (p=0.000). Awareness on one's own responsibilities regarding emergency response work was identified as the most important factor associated with preparedness competency (adjusted OR=6.33, 95% CI 3.30 to 12.16). Lack of explicit national job requirements, overlapping responsibilities and poor collaboration among agencies, together with poor knowledge and skills level of personnel, led to an ambiguity of responsibility, and hindered the preparedness competency enhancement of PHIs furthermore. Conclusions Ambiguity responsibility in emergency response is still a prominent issue that hinders the further improvement on the preparedness competency for PHIs’ in China. Intensified capacity-building activities targeting at individuals’ weakness in specific knowledge and skills are urgently needed; in addition, capacity building at policy and system level as well as agency levels is of equal importance. PMID:24384897

Maternal and child health nurses' self-perceived confidence in dealing with child behaviour problems.

PubMed

Sarkadi, A; Gulenc, A; Hiscock, H

2015-03-01

Addressing behaviour problems in children is increasingly becoming part of routine care. The question therefore arises as to which workforce members are best suited to deliver structured interventions and what skill sets they might need apart from knowledge of the specific parenting programme offered. To assess maternal and child health (MCH) nurses' self-perceived confidence in dealing with child behaviour problems. Cross-sectional questionnaire study. Data collection occurred prior to cluster randomization in the Families in Mind trial. MCH clinics in nine local government areas in greater Melbourne, in 2010. All MCH nurses in the nine areas were invited to participate, 153 (79%) completed the survey. Nurses' comfort, competency, attitudes and perceived difficulties in dealing with child behaviour problems. The majority of nurses (63%) viewed it as their role to deal with, rather than refer, child behaviour problems and felt that the task was rewarding (86%). They believed that parenting advice should be offered universally, rather than only to families with severe problems (94%). Nurses felt rather comfortable and competent to broach and discuss child behaviour problems without need for prior parental request, but somewhat less comfortable and competent to manage child behaviour problems or to make a difference. Experienced nurses (>10 years in practice) felt more comfortable and competent. Nurses described that the major challenge in their dealing with child behaviour problems was parental denial or resistance (60%). MCH nurses are at the frontline of preventive medical services for families with young children where behaviour problems are a common concern. Because managing young children's behaviour problems primarily occurs through adult behaviour change, techniques addressing parent denial and non-compliance, such as motivational interviewing and empowerment should be a part of MCH nurses' skill sets. © 2014 John Wiley & Sons Ltd.

Motor Competence Levels and Prevalence of Developmental Coordination Disorder in Spanish Children: The MOVI-KIDS Study.

PubMed

Amador-Ruiz, Santiago; Gutierrez, David; Martínez-Vizcaíno, Vicente; Gulías-González, Roberto; Pardo-Guijarro, María J; Sánchez-López, Mairena

2018-07-01

Motor competence (MC) affects numerous aspects of children's daily life. The aims of this study were to: evaluate MC, provide population-based percentile values for MC; and determine the prevalence of developmental coordination disorder (DCD) in Spanish schoolchildren. This cross-sectional study included 1562 children aged 4 to 6 years from Castilla-La Mancha, Spain. MC was assessed using the Movement Assessment Battery for Children-Second Edition. Values were analyzed according to age, sex, socioeconomic status (SES), environment (rural/urban), and type of school. Boys scored higher than girls in aiming and catching, whereas girls aged 6 scored higher than boys in balance. Children living in rural areas and those attending to public schools obtained better scores in aiming and catching than those from urban areas and private schools. The prevalence of DCD was 9.9%, and 7.5% of children were at risk of having movement problems. Motor test scores can represent a valuable reference to evaluate and compare the MC in schoolchildren. Schools should identify motor problems at early ages and design initiatives which prevent or mitigate them. © 2018, American School Health Association.

The experience of nurses in care for culturally diverse families: A qualitative meta-synthesis 1

PubMed Central

Murcia, Saidy Eliana Arias; Lopez, Lucero

2016-01-01

Abstract Objective: to understand the experience of nurses in care delivery to culturally diverse families. Method: qualitative meta-synthesis. Exhaustive search in seven databases, three repositories and a manual search in references without time limit, in English, Spanish and Portuguese, resulting in 1609 potentially relevant studies. These were assessed based on the title, summary and full text, determining the final inclusion of 14 studies. Two independent reviewers used the Critical Appraisal Skills Programme (CASP) to assess the quality. The interpretative synthesis implied permanent contrast and consensus among the authors, revealing four categories and one meta-theme. Results: "taking care of a culturally diverse family, the experience of crossing a tightrope". Conclusion: the experience of nurses in care delivery to culturally diverse families is demanding and challenging because it imprints a constant tension among barriers, cultural manifestations and the ethical responsibility of care, incipiently revealing elements of cultural competency. The omission of information in the participants' reports in the studies represents a limitation. The findings offer a baseline for professionals and organizations to focus their intervention efforts on the continuing barriers in care delivery to culturally diverse families and strengthens the need for cultural competency training for nurses. PMID:27384469

Comparability of outcome frameworks in medical education: Implications for framework development.

PubMed

Hautz, Stefanie C; Hautz, Wolf E; Feufel, Markus A; Spies, Claudia D

2015-01-01

Given the increasing mobility of medical students and practitioners, there is a growing need for harmonization of medical education and qualifications. Although several initiatives have sought to compare national outcome frameworks, this task has proven a challenge. Drawing on an analysis of existing outcome frameworks, we identify factors that hinder comparability and suggest ways of facilitating comparability during framework development and revisions. We searched MedLine, EmBase and the Internet for outcome frameworks in medical education published by national or governmental organizations. We analyzed these frameworks for differences and similarities that influence comparability. Of 1816 search results, 13 outcome frameworks met our inclusion criteria. These frameworks differ in five core features: history and origins, formal structure, medical education system, target audience and key terms. Many frameworks reference other frameworks without acknowledging these differences. Importantly, the level of detail of the outcomes specified differs both within and between frameworks. The differences identified explain some of the challenges involved in comparing outcome frameworks and medical qualifications. We propose a two-level model distinguishing between "core" competencies and culture-specific "secondary" competencies. This approach could strike a balance between local specifics and cross-national comparability of outcome frameworks and medical education.

A parent-report Gender Identity Questionnaire for Children: A cross-national, cross-clinic comparative analysis.

PubMed

Cohen-Kettenis, Peggy T; Wallien, Madeleine; Johnson, Laurel L; Owen-Anderson, Allison F H; Bradley, Susan J; Zucker, Kenneth J

2006-07-01

A one-factor, 14-item parent-report Gender Identity Questionnaire for Children (GIQC) was developed in a sample of 325 clinic-referred children with gender identity problems and 504 controls from Toronto, Canada (Johnson et al., 2004). In this study, we report a cross-national, cross-clinic comparative analysis of the GIQC on gender-referred children (N = 338) from Toronto and gender-referred children (N = 175) from Utrecht, The Netherlands. Across clinics, the results showed both similarities and differences. Gender-referred boys from Utrecht had a significantly higher total score (indicating more cross-gender behavior) than did gender-referred boys from Toronto, but there was no significant difference for girls. In the Toronto sample, the gender-referred girls had a significantly higher total score than the gender-referred boys, but there was no significant sex difference in the Utrecht sample. Across both clinics, gender-referred children who met the complete DSM criteria for gender identity disorder (GID) had a significantly higher cross-gender score than the gender-referred children who were subthreshold for GID (Cohen's d = 1.11). The results of this study provide the first empirical evidence of relative similarity in cross-gender behavior in a sample of gender-referred children from western Europe when compared to North American children. The results also provide some support for cross-clinic consistency in clinician-based diagnosis of GID.

Culturally Competent Practice: A Mixed Methods Study Among Students, Academics and Alumni of Clinical Psychology Master’s Programs in the Netherlands

PubMed Central

Geerlings, Lennie R. C.; Thompson, Claire L.; Kraaij, Vivian; Keijsers, Ger P. J.

2018-01-01

This is the first research into preparation for multicultural clinical psychology practice in Europe. It applies the theory of multicultural counselling competency (MCC) to a case study in the Netherlands. It was hypothesized that cross-cultural practice experience, identification as a cultural minority, and satisfaction with cultural training was associated with MCC. The Multicultural Awareness Knowledge and Skills Survey was completed by 106 participants (22 students, 10 academics, 74 alumni) from clinical psychology masters’ programs. MANOVA detected a main effect of cross-cultural experience on MCC for all groups and universities. The data were enriched with exploratory qualitative data from 14 interviews (5 students, 5 academics, 4 alumni). Interpretative Phenomenological Analysis revealed three themes: limitations of clinical psychology, strategies for culturally competent practice, and strategies for cultural competency development. These outcomes suggest that cultural competency continues to require attention in master’s programs. The paper makes recommendations for further research enquiry related to training clinical psychologists to practice in Europe’s multicultural societies. PMID:29899800

Models as Feedback: Developing Representational Competence in Chemistry

ERIC Educational Resources Information Center

Padalkar, Shamin; Hegarty, Mary

2015-01-01

Spatial information in science is often expressed through representations such as diagrams and models. Learning the strengths and limitations of these representations and how to relate them are important aspects of developing scientific understanding, referred to as "representational competence." Diagram translation is particularly…

Moral Competence as a Positive Youth Development Construct: A Conceptual Review

PubMed Central

Ma, Hing Keung

2012-01-01

Moral competence refers to the affective orientation to perform altruistic behaviors and the ability to judge moral issues logically. A five-stage theory of moral development is proposed. Both western and Chinese perspectives are incorporated in the elaboration of the characteristics of each stage. A brief review of the antecedents of moral competence is presented. The relationship between moral competence and adolescent developmental outcomes is also discussed. Some practical ways to promote moral competence are suggested. School-based programs may be effective in the promotion of moral competence provided it is based on all-round or whole-person development and the length of the program should be sufficiently long. PMID:22629153

Competence and emotional/behavioural problems in 7-16-year-old Norwegian school children as reported by parents.

PubMed

Jozefiak, Thomas; Larsson, Bo; Wichstrøm, Lars; Rimehaug, Tormod

2012-10-01

Previous studies from Nordic countries suggest that parent ratings of children's emotional and behavioural problems using the Child Behavior Checklist (CBCL) are among the lowest in the world. However, there has been no Norwegian population study with acceptable response rates to provide valid Norwegian reference data. Firstly, to compare CBCL Internalizing, Externalizing, Total Problems and Competence scores of Norwegian children and adolescents with those from 1) previous Norwegian studies, 2) other Nordic countries, and 3) international data. Secondly, to present Norwegian reference data in order to perform these comparisons. Thirdly, to investigate the effects of age, gender, socio-economic and urban/rural status on the CBCL. A stratified cluster sample of 2582 school children (1302 girls and 1280 boys) was identified from the general Norwegian population and their parents were asked to complete the CBCL. The response rate was 65.5%. The mean Total Problems score for the whole sample was 14.2 (standard deviation, s = 14.1). Girls were rated as having greater Competence and fewer Total Problems than boys. Younger children had more Total Problems than adolescents. Parents with low education reported more child Total Problems and lower Competence than those with high education. All effect sizes were small, except for the effect of parental education on child Competence, which was moderate. Total Problems scores were lower than in other societies. The data from this study obtained from one county in central Norway provide an important reference for clinical practice and treatment outcome research.

Examining the validity of the Homework Performance Questionnaire: Multi-informant assessment in elementary and middle school.

PubMed

Power, Thomas J; Watkins, Marley W; Mautone, Jennifer A; Walcott, Christy M; Coutts, Michael J; Sheridan, Susan M

2015-06-01

Methods for measuring homework performance have been limited primarily to parent reports of homework deficits. The Homework Performance Questionnaire (HPQ) was developed to assess the homework functioning of students in Grades 1 to 8 from the perspective of both teachers and parents. The purpose of this study was to examine the factorial validity of teacher and parent versions of this scale, and to evaluate gender and grade-level differences in factor scores. The HPQ was administered in 4 states from varying regions of the United States. The validation sample consisted of students (n = 511) for whom both parent and teacher ratings were obtained (52% female, mean of 9.5 years of age, 79% non-Hispanic, and 78% White). The cross-validation sample included 1,450 parent ratings and 166 teacher ratings with similar demographic characteristics. The results of confirmatory factor analyses demonstrated that the best-fitting model for teachers was a bifactor solution including a general factor and 2 orthogonal factors, referring to student self-regulation and competence. The best-fitting model for parents was also a bifactor solution, including a general factor and 3 orthogonal factors, referring to student self-regulation, student competence, and teacher support of homework. Gender differences were identified for the general and self-regulation factors of both versions. Overall, the findings provide strong support for the HPQ as a multi-informant, multidimensional measure of homework performance that has utility for the assessment of elementary and middle school students. (c) 2015 APA, all rights reserved).

Bullying in orthodontic patients and its relationship to malocclusion,self-esteem and oral health-related quality of life.

PubMed

Seehra, Jadbinder; Fleming, Padhraig S; Newton, Tim; DiBiase, Andrew T

2011-12-01

To measure the self-reported frequency and severity of bullying amongst patients referred for orthodontic treatment and to investigate whether there is a relationship between levels of self-reported bullying, malocclusion and need for orthodontic treatment and an individual's self-esteem and oral health-related quality of life (OHRQoL). Cross-sectional study of an adolescent group referred for orthodontic assessment at three UK hospitals. Three hundred and thirty-six participants aged between 10 and 14 years were recruited. Validated questionnaires were used to measure the self-reported frequency and severity of bullying, self-esteem and OHRQoL. Orthodontic treatment need was assessed using IOTN. The prevalence of bullying was 12·8%. Being bullied was significantly associated with Class II Division 1 incisor relationship (P = 0·041),increased overbite (P = 0·023),increased overjet (P = 0·001)and a high need for orthodontic treatment assessed using AC IOTN (P = 0·014).Bullied participants also reported lower levels of social competence (P<0·001),athletic competence (P<0·001), physical appearance related self-esteem (P<0·001)and general self-esteem (P<0·001). Higher levels of oral symptoms (P = 0·032),functional limitations (P<0·001), emotional (P<0·001)and social impact (P<0·001) from their oral condition, resulting in a negative impact on overall OHRQoL (P<0·001),were also reported. Significant relationships exist between bullying and certain occlusal traits, self-esteem and OHRQoL.

Virtual Reference Transcript Analysis: A Few Models.

ERIC Educational Resources Information Center

Smyth, Joanne

2003-01-01

Describes the introduction of virtual, or digital, reference service at the University of New Brunswick libraries. Highlights include analyzing transcripts from LIVE (Library Information in a Virtual Environment); reference question types; ACRL (Association of College and Research Libraries) information literacy competency standards; and the Big 6…

Who should take responsibility for decisions on internationally recommended datasets? The case of the mass concentration of mercury in air at saturation

NASA Astrophysics Data System (ADS)

Brown, Richard J. C.; Brewer, Paul J.; Ent, Hugo; Fisicaro, Paola; Horvat, Milena; Kim, Ki-Hyun; Quétel, Christophe R.

2015-10-01

This paper considers how decisions on internationally recommended datasets are made and implemented and, further, how the ownership of these decisions comes about. Examples are given of conventionally agreed data and values where the responsibility is clear and comes about through official designation or by common usage and practice over long time periods. The example of the dataset describing the mass concentration of mercury in air at saturation is discussed in detail. This is a case where there are now several competing datasets that are in disagreement with each other, some with historical authority and some more recent but, arguably, with more robust metrological traceability to the SI. Further, it is elaborated that there is no body charged with the responsibility to make a decision on an international recommendation for such a dataset. This has led to the situation where several competing datasets are in use simultaneously. Close parallels are drawn with the current debate over changes to the ozone absorption cross section, which has equal importance to the measurement of ozone amount fraction in air and to subsequent compliance with air quality legislation. It is noted that in the case of the ozone cross section there is already a committee appointed to deliberate over any change. We make the proposal that a similar committee, under the auspices of IUPAC or the CIPM’s CCQM (if it adopted a reference data function) could be formed to perform a similar role for the mass concentration of mercury in air at saturation.

Using a Framework of 21st Century Competencies to Examine Changes between China's 2001 and 2011 Mathematics Curriculum Standards for Basic Education

ERIC Educational Resources Information Center

Stephens, Max; Keqiang, Richard Xu

2014-01-01

In the Western developed world, the language of 21st century competencies, also referred to as 21st century skills or competences, is a powerful means of drawing attention to links between the secondary school curriculum, post-secondary education, and the social and economic imperatives of the developed economies. This paper will analyze different…

Community collaboration as a disaster mental health competency: a systematic literature review.

PubMed

Lebowitz, Adam Jon

2015-02-01

Disasters impact the mental health of entire communities through destruction and physical displacement. There is growing recognition of the need for disaster mental health competencies. Professional organizations such as the AAFP and the ASPH recommend engaging with communities in equal partnership for their recovery. This systematic study was undertaken for the purpose of reviewing published disaster medicine competencies to determine if core competencies included community cooperation and collaboration. A search of Internet databases was conducted using major keywords "disaster" and "competencies". Articles eligible contained laundry lists of basic core competency curriculum beyond emergency response. Data were qualitatively analyzed to identify types of competencies, and the degree of community cooperation. A total of 12 studies were reviewed. Only one study listed competencies specifying community cooperation, although others refer indirectly to it. Findings suggest competency-based education programs could do more to educate future disaster health professionals about the importance of community collaboration.

Multicultural Counseling Competencies: Lessons from Assessment

ERIC Educational Resources Information Center

Kitaoka, Sean Kia i

2005-01-01

This article addresses multicultural counseling competencies from the perspective of quantitative assessment. A conceptual review of the current measures identifies 4 relevant issues: (a) diverse factor structures, (b) the working definition of multicultural awareness, (c) test takers' frame of reference, and (d) the implications of an inclusive…

The development of a cultural standardized patient examination for a general surgery residency program.

PubMed

Chun, Maria B J; Young, Keane G M; Honda, Andrea F; Belcher, Gary F; Maskarinec, Gregory G

2012-01-01

Cultural competency and cross-cultural care issues in surgery resident education are areas of recognized need. The Accreditation Council for Graduate Medical Education (ACGME) has developed 6 core competencies addressing training to provide high quality care. Of these, cultural training is addressed under 3: patient care, professionalism, and interpersonal and communication skills. Our study sought to develop a measurable tool-a cultural standardized patient (SP) examination-that integrates cross-cultural care issues within the core competencies. All first year surgery residents (PGY-1) were required to participate in the videotaped cultural SP examination as part of the general surgery residency curriculum. Two measures were utilized to assess resident performance. On the same day, we administered a Cross-Cultural Care Survey. The SP examination was assessed by trained surgery teaching faculty using a written checklist that was developed to evaluate residents on all 6 ACGME competencies. Of the 26 eligible participants over 2 years, we were able to analyze the pre- and post-test results for 24 residents. The post-test score of the "attitude toward cross-cultural care" subscale of the Cross-Cultural Care Survey was significantly lower than the pre-test score (p = 0.012; Wilcoxon signed-ranks test). There were significant differences by ethnicity on all 3 subscales of the Cross-Cultural Care Survey (attitude = p < 0.05, knowledge = p < 0.01, skills = p < 0.05) on the pre-test. However, only the knowledge subscale scores remained significantly different between ethnicities on the post-test (p < 0.01). After additional assessment, evaluation, and refinement, our goal is to incorporate cross-cultural health care training as a permanent part of our curriculum. Our hope is that efforts to provide training in cross-cultural healthcare leads to high quality care and positive outcomes for the patient. This will not only enhance our training program, but may also become a useful tool for other surgery residency programs. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Development and psychometric testing of the nursing student mentors' competence instrument (MCI): A cross-sectional study.

PubMed

Tuomikoski, Anna-Maria; Ruotsalainen, Heidi; Mikkonen, Kristina; Miettunen, Jouko; Kääriäinen, Maria

2018-06-05

Mentors require competence at a diverse array of skills to mentor students during clinical practice. According to the latest evidence, competence at mentoring includes: knowledge, skills and attributes of individual students' learning objectives, core elements of nursing, learning processes, a reciprocal and trustful relationship, feedback, evaluation, cooperation with stakeholders, and the mentor's personal qualities. The purpose of the study was to test psychometric properties of a mentor's competence instrument developed to self-evaluate mentors' competence at mentoring nursing students in clinical practice. A cross-sectional, descriptive, explorative study design was used. Data were collected from mentors at five university hospitals in Finland in 2016. A total of 576 mentors participated in this study. The instrument was developed through systematic review, experts' evaluations, and pilot versions of the instrument tested in previous studies. The construct validity and reliability of the instrument were tested using exploratory factor analysis (EFA) with promax rotation and Cronbach's alpha. A 10-factor model showed that the instrument has acceptable construct validity. Cronbach's alpha values for the subscales observed ranged from 0.76 to 0.90. The instrument exhibited acceptable psychometric properties, thereby proving itself a valuable tool for evaluating mentors' competence at mentoring students. Further assessments of its reliability, validity and generality for measuring mentor's competence for mentoring students in different contexts and cultures are recommended. Copyright © 2018 Elsevier Ltd. All rights reserved.

Cultural competency of health-care providers in a Swiss University Hospital: self-assessed cross-cultural skillfulness in a cross-sectional study

PubMed Central

2014-01-01

Background As the diversity of the European population evolves, measuring providers’ skillfulness in cross-cultural care and understanding what contextual factors may influence this is increasingly necessary. Given limited information about differences in cultural competency by provider role, we compared cross-cultural skillfulness between physicians and nurses working at a Swiss university hospital. Methods A survey on cross-cultural care was mailed in November 2010 to front-line providers in Lausanne, Switzerland. This questionnaire included some questions from the previously validated Cross-Cultural Care Survey. We compared physicians’ and nurses’ mean composite scores and proportion of “3-good/4-very good” responses, for nine perceived skillfulness items (4-point Likert-scale) using the validated tool. We used linear regression to examine how provider role (physician vs. nurse) was associated with composite skillfulness scores, adjusting for demographics (gender, non-French dominant language), workplace (time at institution, work-unit “sensitized” to cultural-care), reported cultural-competence training, and cross-cultural care problem-awareness. Results Of 885 questionnaires, 368 (41.2%) returned the survey: 124 (33.6%) physicians and 244 (66.4%) nurses, reflecting institutional distribution of providers. Physicians had better mean composite scores for perceived skillfulness than nurses (2.7 vs. 2.5, p < 0.005), and significantly higher proportion of “good/very good” responses for 4/9 items. After adjusting for explanatory variables, physicians remained more likely to have higher skillfulness (β = 0.13, p = 0.05). Among all, higher skillfulness was associated with perception/awareness of problems in the following areas: inadequate cross-cultural training (β = 0.14, p = 0.01) and lack of practical experience caring for diverse populations (β = 0.11, p = 0.04). In stratified analyses among physicians alone, having French as a dominant language (β = −0.34, p < 0.005) was negatively correlated with skillfulness. Conclusions Overall, there is much room for cultural competency improvement among providers. These results support the need for cross-cultural skills training with an inter-professional focus on nurses, education that attunes provider awareness to the local issues in cross-cultural care, and increased diversity efforts in the work force, particularly among physicians. PMID:24479405

Laser Lights or Dim Bulbs? Evaluating Reference Librarians' Use of Electronic Sources.

ERIC Educational Resources Information Center

Welch, Jeanie M.

1999-01-01

Discusses the evaluation of academic library reference librarians' effectiveness in providing services to patrons using electronic sources based on experiences at the University of North Carolina at Charlotte. Topics include core technical competencies for subject specialists and reference desk service; the Internet; and methods of evaluation.…

Functional Significance of Conflicting Age and Wealth Cross-Categorization: The Dominant Role of Categories That Violate Stereotypical Expectations

PubMed Central

Song, Jingjing; Zuo, Bin

2016-01-01

The purpose of the current study was to identify the functional significance of conflicting stereotypes and to identify the dominant category in such conflicts. In the present research we examined the conflicting crossed categories of age and wealth with regard to warmth and competence perceptions. It was found (Pilot Study and Study 1) that the old-rich targets presented a conflicting stereotype group in the perception of warmth, whereas young-poor targets presented a conflicting stereotype group in the perception of competence. In addition, the old stereotype dominated the warmth evaluation of old-rich targets, whereas the poor stereotype dominated the competence evaluation of young-poor targets. In Study 2, participants provided warmth and competence evaluations after they learned about the targets' behaviors which demonstrated high or low warmth and high or low competence. The results suggest that for the warmth evaluation of the old-rich target the category that did not match the behavior (i.e., contradicted the stereotype expectation) was more salient and drove judgments. However, the effect of stereotype expectation violation was not found in the competence evaluation of the young-poor target. The results are discussed in terms of their implications for understanding factors that activate and inhibit stereotyped perceptions. PMID:27818640

Leadership, governance and partnerships are essential One Health competencies.

PubMed

Stephen, Craig; Stemshorn, Barry

2016-12-01

One Health is held as an approach to solve health problems in this era of complexity and globalization, but inadequate attention has been paid to the competencies required to build successful teams and programs. Most of the discussion on developing One Health teams focuses on creating cross-disciplinary awareness and technical skills. There is, however, evidence that collaborative, multi-disciplinary teams need skills, processes and institutions that enable policy and operations to be co-managed and co-delivered across jurisdictions. We propose that competencies in leadership and human resources; governance and infrastructure; and partnership and stakeholder engagement are essential, but often overlooked One Health attributes. Competencies in these staple attributes of leadership and management need to be more prominent in training and One Health capacity development. Although One Health has been in existence for over a decade, there has been no systematic evaluation of the essential attributes of successful and sustainable One Health programs. As such, much of this paper borrows from experience in other sectors dealing with complex, cross and inter-sectoral problems. Our objective is to advocate for increased investment in One Health leadership, governance and partnership skills to balance the focus on creating cross-disciplinary awareness and technical proficiency in order to maintain One Health as a viable approach to health issues at the human-animal-environment interface.

Organisational and individual support for nurses' ethical competence: A cross-sectional survey.

PubMed

Poikkeus, Tarja; Suhonen, Riitta; Katajisto, Jouko; Leino-Kilpi, Helena

2018-05-01

Nurses' ethical competence has been identified as a significant factor governing high quality of care. However, nurses lack support in dealing with ethical problems, and therefore managerial support for nurses' ethical competence is needed. This study aimed to analyse, from the perspective of nurse and nurse leaders, the level of nurses' and nurse leaders' ethical competence, perceptions of support for nurses' ethical competence at the organisational and individual levels and background factors associated with this support. A descriptive, cross-sectional study design was employed. The Ethical Competence and Ethical Competence Support questionnaires were used to measure the main components. Descriptive statistics and multifactor analysis of variance were used for data analysis. The participants were 298 nurses and 193 nurse leaders working in specialised (48%/52%), primary (43%/36%) or private healthcare (5%/7%) in Finland. Ethical considerations: Ethical approval was obtained from the university ethics committee. Nurses estimated their own ethical competence to be at an average level, whereas nurse leaders estimated their own competence at a high level. Nurses' and nurse leaders' perceptions of provided support for nurses' ethical competence was not at a high level. The positive agreement percentage related to organisational support was 44% among nurses and 51% among nurse leaders. The positive agreement percentage related to individual support was lower, that is, 38% among nurses and 61% among nurse leaders. University education had a positive association with some items of individual support. Despite the findings that ethical competence was estimated at a high level among nurse leaders, perceptions of support for nurses' ethical competence were not at a satisfactory level. At the organisational level, nurse leaders need to inform of ethical procedures and practices in orientation; encourage multidisciplinary ethics discussions and collaboration; and support nurses at an individual level to participate in ethics education, multidisciplinary ethics discussions and in solving ethical problems.

Can training improve the quality of inferences made by raters in competency modeling? A quasi-experiment.

PubMed

Lievens, Filip; Sanchez, Juan I

2007-05-01

A quasi-experiment was conducted to investigate the effects of frame-of-reference training on the quality of competency modeling ratings made by consultants. Human resources consultants from a large consulting firm were randomly assigned to either a training or a control condition. The discriminant validity, interrater reliability, and accuracy of the competency ratings were significantly higher in the training group than in the control group. Further, the discriminant validity and interrater reliability of competency inferences were highest among an additional group of trained consultants who also had competency modeling experience. Together, these results suggest that procedural interventions such as rater training can significantly enhance the quality of competency modeling. 2007 APA, all rights reserved

49 CFR 1019.1 - Cross-reference to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 49 Transportation 8 2011-10-01 2011-10-01 false Cross-reference to employee ethical conduct... Cross-reference to employee ethical conduct standards and financial disclosure regulations. Members and employees of the Surface Transportation Board also should refer to the executive branch Standards of Ethical...

15 CFR 0.735-2 - Cross-references to ethical conduct, financial disclosure, and other applicable regulations.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 15 Commerce and Foreign Trade 1 2011-01-01 2011-01-01 false Cross-references to ethical conduct... Cross-references to ethical conduct, financial disclosure, and other applicable regulations. Employees of the Department of Commerce should refer to the executive branch-wide Standards of Ethical Conduct...

15 CFR 0.735-2 - Cross-references to ethical conduct, financial disclosure, and other applicable regulations.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 15 Commerce and Foreign Trade 1 2010-01-01 2010-01-01 false Cross-references to ethical conduct... Cross-references to ethical conduct, financial disclosure, and other applicable regulations. Employees of the Department of Commerce should refer to the executive branch-wide Standards of Ethical Conduct...

49 CFR 1019.1 - Cross-reference to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 49 Transportation 8 2010-10-01 2010-10-01 false Cross-reference to employee ethical conduct... Cross-reference to employee ethical conduct standards and financial disclosure regulations. Members and employees of the Surface Transportation Board also should refer to the executive branch Standards of Ethical...

15 CFR 0.735-2 - Cross-references to ethical conduct, financial disclosure, and other applicable regulations.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 15 Commerce and Foreign Trade 1 2013-01-01 2013-01-01 false Cross-references to ethical conduct... Cross-references to ethical conduct, financial disclosure, and other applicable regulations. Employees of the Department of Commerce should refer to the executive branch-wide Standards of Ethical Conduct...

15 CFR 0.735-2 - Cross-references to ethical conduct, financial disclosure, and other applicable regulations.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 15 Commerce and Foreign Trade 1 2012-01-01 2012-01-01 false Cross-references to ethical conduct... Cross-references to ethical conduct, financial disclosure, and other applicable regulations. Employees of the Department of Commerce should refer to the executive branch-wide Standards of Ethical Conduct...

49 CFR 1019.1 - Cross-reference to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 49 Transportation 8 2014-10-01 2014-10-01 false Cross-reference to employee ethical conduct... Cross-reference to employee ethical conduct standards and financial disclosure regulations. Members and employees of the Surface Transportation Board also should refer to the executive branch Standards of Ethical...

15 CFR 0.735-2 - Cross-references to ethical conduct, financial disclosure, and other applicable regulations.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 15 Commerce and Foreign Trade 1 2014-01-01 2014-01-01 false Cross-references to ethical conduct... Cross-references to ethical conduct, financial disclosure, and other applicable regulations. Employees of the Department of Commerce should refer to the executive branch-wide Standards of Ethical Conduct...

49 CFR 1019.1 - Cross-reference to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 49 Transportation 8 2013-10-01 2013-10-01 false Cross-reference to employee ethical conduct... Cross-reference to employee ethical conduct standards and financial disclosure regulations. Members and employees of the Surface Transportation Board also should refer to the executive branch Standards of Ethical...

49 CFR 1019.1 - Cross-reference to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 49 Transportation 8 2012-10-01 2012-10-01 false Cross-reference to employee ethical conduct... Cross-reference to employee ethical conduct standards and financial disclosure regulations. Members and employees of the Surface Transportation Board also should refer to the executive branch Standards of Ethical...

Intellectual Competence and Aggression.

ERIC Educational Resources Information Center

Huesmann, L. Rowell; Yarmel, Patty Warnick

Using data from a broader longitudinal study, this investigation explores within-subject and cross-generational stability of intellectual competence and the relationship of such stability to aggressive behavior. Data were gathered three times (when subjects' modal age was 8, 19, and 30 years). Initially, subjects included the entire population…

The DFKI Competence Center for Ambient Assisted Living

NASA Astrophysics Data System (ADS)

Frey, Jochen; Stahl, Christoph; Röfer, Thomas; Krieg-Brückner, Bernd; Alexandersson, Jan

The DFKI Competence Center for Ambient Assisted Living (CCAAL) is a cross-project and cross-department virtual organization within the German Research Center for Artificial Intelligence coordinating and conducting research and development in the area of Ambient Assisted Living (AAL). Our demonstrators range from multimodal speech dialog systems to fully instrumented environments allowing the development of intelligent assistant systems, for instance an autonomous wheelchair, or the recognition and processing of everyday activities in a smart home. These innovative technologies are then tested, evaluated and demonstrated in DFKI's living labs.

Communicative Competence in American Trial Courtrooms.

ERIC Educational Resources Information Center

Johnson, Bruce C.

Gumperz and Hymes have stated the theoretical goal of one type of sociolinguistic investigation as the characterization of communicative competence, "what a speaker needs to know to communicate effectively in culturally significant settings." This knowledge is seen as describable by a set of rules constraining verbal behavior in reference to…

Family Racial Socialization and Ecological Competence: Longitudinal Assessments of African-American Transracial Adoptees.

ERIC Educational Resources Information Center

DeBerry, Kimberly M.; And Others

1996-01-01

Examined family racial socialization and ecological competence during childhood and adolescence in a sample of 88 African-American transracial adoptees and their families. Longitudinal path analyses indicated that Eurocentric reference group orientation (RGO) increased over time while Africentric RGO declined for the adoptees, and maladjustment…

Culturally Competent Services: Bibliography of Materials from the NCEMCH Library.

ERIC Educational Resources Information Center

National Center for Education in Maternal and Child Health, Arlington, VA.

Culled from the National Center for Education in Maternal and Child Health reference collection, this list contains 186 materials which focus on assessing current services for cultural sensitivity, developing culturally competent services, or providing services in a multicultural health care context. Audiovisual items are included. Each listing…

Gender-Linked Perceptions and Causal Attributions of Female/Male Competencies.

ERIC Educational Resources Information Center

Major, Harriet; Plake, Barbara S.

Undergraduate students (N=518) rated graduate application materials for males or females applying to traditionally perceived masculine or feminine fields. Independent variables were rater's pro/anti feminism, sex of subject, sex of referent, sex of field, and sex of attributes. Dependent variables were academic competence, personal dynamics,…

A conceptual model for assessing the internal environment of a healthcare organization.

PubMed

Asubonteng, P

1997-01-01

By understanding the opportunities and threats in the external environment and relating them to the organization's internal strengths and weaknesses, strategic managers can determine the distinctive competence of the organization. Distinctive competence refers to the strengths that will give an organization a competitive advantage.

Development of an Instrument to Assess Work Ethics

ERIC Educational Resources Information Center

Boatwright, John R.; Slate, John R.

2002-01-01

According to the literature, affective work competencies and personal-social competencies are but two of the terminologies among the plethora of captions employed to describe the set of behaviors commonly referred to as work ethics. The commonality linking these various captions is that all terminologies relate to the concepts of individual…

Cross Currents; Communication/Language/Cross-Cultural Skills, Volume VIII, Number 2.

ERIC Educational Resources Information Center

Cross Currents, 1981

1981-01-01

The following articles on second language teaching techniques, English as a second language, and cross cultural communication are included: (1) "'Honne' and 'Tatemae': Tools for Developing Communicative Competence in a Second Language," by Gregory J. Thompson; (2) "Using Video-Taped Movies with Advanced ESOL Students," by…

Cross-Cultural Training of Expatriate Faculty Teaching in International Branch Campuses

ERIC Educational Resources Information Center

Jauregui, Martin

2013-01-01

This study investigates the intersection between academics and culture in international branch campus using Stier's (2006) "cross-cultural characteristics and competencies." The purpose of this study was to examine the type of cross-cultural training being used by the international branch campuses in Qatar's Education City, in particular…

Cross-Cultural Contact in Counseling Training.

ERIC Educational Resources Information Center

Diaz-Lazaro, Carlos M.; Cohen, B. Beth

2001-01-01

Reports on the importance of cross-cultural contact in the development of multicultural counseling competencies (MCCs). Results reveal that the greater the prior cross-cultural life experience, the higher were students' MCCs measured at the beginning of a multicultural counseling course. MCCs measured at the end of the course were significantly…

22 CFR 1001.1 - Cross-references to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 22 Foreign Relations 2 2011-04-01 2009-04-01 true Cross-references to employee ethical conduct... FOUNDATION EMPLOYEE RESPONSIBILITIES AND CONDUCT § 1001.1 Cross-references to employee ethical conduct... Foundation should refer to the Standards of Ethical Conduct for Employees of the Executive Branch at 5 CFR...

22 CFR 1001.1 - Cross-references to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 22 Foreign Relations 2 2010-04-01 2010-04-01 true Cross-references to employee ethical conduct... FOUNDATION EMPLOYEE RESPONSIBILITIES AND CONDUCT § 1001.1 Cross-references to employee ethical conduct... Foundation should refer to the Standards of Ethical Conduct for Employees of the Executive Branch at 5 CFR...

22 CFR 1001.1 - Cross-references to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 22 Foreign Relations 2 2014-04-01 2014-04-01 false Cross-references to employee ethical conduct... FOUNDATION EMPLOYEE RESPONSIBILITIES AND CONDUCT § 1001.1 Cross-references to employee ethical conduct... Foundation should refer to the Standards of Ethical Conduct for Employees of the Executive Branch at 5 CFR...

22 CFR 1001.1 - Cross-references to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 22 Foreign Relations 2 2013-04-01 2009-04-01 true Cross-references to employee ethical conduct... FOUNDATION EMPLOYEE RESPONSIBILITIES AND CONDUCT § 1001.1 Cross-references to employee ethical conduct... Foundation should refer to the Standards of Ethical Conduct for Employees of the Executive Branch at 5 CFR...

22 CFR 1001.1 - Cross-references to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 22 Foreign Relations 2 2012-04-01 2009-04-01 true Cross-references to employee ethical conduct... FOUNDATION EMPLOYEE RESPONSIBILITIES AND CONDUCT § 1001.1 Cross-references to employee ethical conduct... Foundation should refer to the Standards of Ethical Conduct for Employees of the Executive Branch at 5 CFR...

Poor Sleep Is Related to Lower Emotional Competence Among Adolescents.

PubMed

Brand, Serge; Kirov, Roumen; Kalak, Nadeem; Gerber, Markus; Schmidt, Norman B; Lemola, Sakari; Correll, Christoph U; Holsboer-Trachsler, Edith

2016-01-01

The aim of the present study was to explore the association between subjective insomnia and self-reported emotional competence in areas such as regulating and perceiving one's own emotions and empathy, in a sample of adolescents. Gender differences were also explored. 366 adolescents in 10th to 12th grade (mean age: M = 16.9 years) took part in this cross-sectional study. They completed questionnaires related to emotional competencies, empathy, and sleep. Higher scores for insomnia were associated with lower scores for some aspects of emotional competence and empathy. Compared to males, females generally had higher scores for emotional competence. Poor sleep as subjectively experienced among adolescents is associated with specific impairments in emotional competence and empathy. Gender-related patterns were also observed.

Developing Supply Chain Management Program: A Competency Model

ERIC Educational Resources Information Center

Sauber, Matthew H.; McSurely, Hugh B.; Tummala, V. M. Rao

2008-01-01

Purpose: This paper aims to show the process of designing and measuring learning competencies in program development. Design/methodology/approach: The paper includes cross-sectoral comparisons to draw on programmatic and pedagogical strategies, more commonly utilized in vocational education, and transfer the application of these strategies into…

47 CFR 301.10 - Cross-reference.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 47 Telecommunication 5 2014-10-01 2014-10-01 false Cross-reference. 301.10 Section 301.10 Telecommunication NATIONAL TELECOMMUNICATIONS AND INFORMATION ADMINISTRATION, DEPARTMENT OF COMMERCE RELOCATION OF AND SPECTRUM SHARING BY FEDERAL GOVERNMENT STATIONS General Information § 301.10 Cross-reference. The...

47 CFR 301.10 - Cross-reference.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 47 Telecommunication 5 2013-10-01 2013-10-01 false Cross-reference. 301.10 Section 301.10 Telecommunication NATIONAL TELECOMMUNICATIONS AND INFORMATION ADMINISTRATION, DEPARTMENT OF COMMERCE RELOCATION OF AND SPECTRUM SHARING BY FEDERAL GOVERNMENT STATIONS General Information § 301.10 Cross-reference. The...

Cross-cultural medical education: can patient-centered cultural competency training be effective in non-Western countries?

PubMed

Ho, Ming-Jung; Yao, Grace; Lee, Keng-Lin; Beach, Mary Catherine; Green, Alexander R

2008-01-01

No evidence addresses the effectiveness of patient-centered cultural competence training in non-Western settings. To examine whether a patient-centered cultural competency curriculum improves medical students' skills in eliciting the patients' perspective and exploring illness-related social factors. Fifty-seven medical students in Taiwan were randomly assigned to either the control (n = 27) or one of two intervention groups: basic (n = 15) and extensive (n = 15). Both intervention groups received two 2-hour patient-centered cultural competency workshops. In addition, the extensive intervention group received a 2-hour practice session. The control group received no training. At the end of the clerkship, all students were evaluated with an objective structured clinical examination (OSCE). Students in the extensive intervention group scored significantly higher than the basic intervention and control groups in eliciting the patient's perspective (F = 18.38, p < 0.001, eta(2) = 0.40). Scores of both intervention groups were significantly higher than the control group in the exploring social factors (F = 6.66, p = 0.003, eta(2) = 0.20). Patient-centered cultural competency training can produce improvement in medical students' cross-cultural communication skills in non-Western settings, especially when adequate practice is provided.

Cultural competence among nursing students in Saudi Arabia: a cross-sectional study.

PubMed

Cruz, J P; Alquwez, N; Cruz, C P; Felicilda-Reynaldo, R F D; Vitorino, L M; Islam, S M S

2017-06-01

This study assessed the cultural competence of nursing students in a Saudi University. With the current situation of immigration in Saudi Arabia, the cultural diversity in healthcare facilities is anticipated to grow. This presents a great challenge to the members of the healthcare team. A cross-sectional study was conducted among 272 nursing students in a Saudi university using a self-administered questionnaire consisting of two parts, namely the respondents' demographics and cultural background information sheet and the Cultural Capacity Scale Arabic version. The respondents showed the highest competence in their ability to demonstrate communication skills with culturally diverse patients and lowest in the familiarity with health- or illness-related cultural knowledge or theory. Gender, academic level, clinical exposure, prior diversity training, the experience of taking care of culturally diverse patients and patients belonging to special population groups were significant factors that could likely to influence cultural competence. The findings suggest that the Saudi nursing students possess the ability to provide culturally appropriate nursing care to patients with a diverse cultural background. Despite the good cultural competence reflected in this study, some aspects in ensuring a culturally competent care rendered by Saudi nursing students need to be improved. With the country's Saudization policy in health care (replacing foreign nurses with Saudi nurses), the findings can be used in designing training and interventions to meet the needs of Saudi nursing students regarding cultural competence development, which is integral in their preparation to assume their future roles as nurses. Policy guidelines, such as including cultural competency training and foreign languages training as mandatory continuing education for nurses, as well as integrating cultural competency and foreign languages in the prelicensure curriculum, should be developed and implemented in Saudi Arabia and other countries. © 2017 International Council of Nurses.

Predictors of cultural competence among nursing students in the Philippines: A cross-sectional study.

PubMed

Cruz, Jonas Preposi; Estacio, Joel C; Bagtang, Cristeta E; Colet, Paolo C

2016-11-01

With the continued emigration of Filipino nurses and increasing globalization, there is a need for globally competent nurses. Thus, the development of cultural competence among nursing students is critical in their preparation to assume their future responsibilities in the profession. This study investigated the predictors of cultural competence among nursing students in the Philippines. This is a descriptive, cross-section study. This study included 332 Bachelor of Science in nursing students in three nursing schools situated in the northern Philippines. The Cultural Capacity Scale was used to gather data from the respondents. The demographic characteristics and cultural background of the students were entered in a regression analysis to predict their cultural competence. The respondents manifested appreciably good cultural competence with a mean score of 68.98±11.73. The ability to understand the beliefs of various cultural groups received the highest mean of 3.65±0.86, while the ability to identify the care needs of patients with diverse cultural backgrounds received the lowest (mean, 3.31±0.74). Living in an environment with culturally diverse people, prior diversity training, being in the latter years of the nursing program, and with experience of caring for patients from diverse cultures and special population groups, were identified as predictors, accounting for 68.1% of the variance of cultural competence. Nursing education should devise strategies to ensure future culturally competent Filipino nurses. Considering the fact that most of the Filipino nurses will potentially work overseas, they should be well prepared to provide competent care that is culturally sensitive. Copyright © 2016 Elsevier Ltd. All rights reserved.

Fundamental movement skills and physical activity among children living in low-income communities: a cross-sectional study.

PubMed

Cohen, Kristen E; Morgan, Philip J; Plotnikoff, Ronald C; Callister, Robin; Lubans, David R

2014-04-08

Although previous studies have demonstrated that children with high levels of fundamental movement skill competency are more active throughout the day, little is known regarding children's fundamental movement skill competency and their physical activity during key time periods of the school day (i.e., lunchtime, recess and after-school). The purpose of this study was to examine the associations between fundamental movement skill competency and objectively measured moderate-to-vigorous physical activity (MVPA) throughout the school day among children attending primary schools in low-income communities. Eight primary schools from low-income communities and 460 children (8.5 ± 0.6 years, 54% girls) were involved in the study. Children's fundamental movement skill competency (TGMD-2; 6 locomotor and 6 object-control skills), objectively measured physical activity (ActiGraph GT3X and GT3X + accelerometers), height, weight and demographics were assessed. Multilevel linear mixed models were used to assess the cross-sectional associations between fundamental movement skills and MVPA. After adjusting for age, sex, BMI and socio-economic status, locomotor skill competency was positively associated with total (P=0.002, r=0.15) and after-school (P=0.014, r=0.13) MVPA. Object-control skill competency was positively associated with total (P<0.001, r=0.20), lunchtime (P=0.03, r=0.10), recess (P=0.006, r=0.11) and after-school (P=0.022, r=0.13) MVPA. Object-control skill competency appears to be a better predictor of children's MVPA during school-based physical activity opportunities than locomotor skill competency. Improving fundamental movement skill competency, particularly object-control skills, may contribute to increased levels of children's MVPA throughout the day. Australian New Zealand Clinical Trials Registry No: ACTRN12611001080910.

Rater Wealth Predicts Perceptions of Outgroup Competence

PubMed Central

Chan, Wayne; McCrae, Robert R.; Rogers, Darrin L.; Weimer, Amy A.; Greenberg, David M.; Terracciano, Antonio

2011-01-01

National income has a pervasive influence on the perception of ingroup stereotypes, with high status and wealthy targets perceived as more competent. In two studies we investigated the degree to which economic wealth of raters related to perceptions of outgroup competence. Raters’ economic wealth predicted trait ratings when 1) raters in 48 other cultures rated Americans’ competence and 2) Mexican Americans rated Anglo Americans’ competence. Rater wealth also predicted ratings of interpersonal warmth on the culture level. In conclusion, raters’ economic wealth, either nationally or individually, is significantly associated with perception of outgroup members, supporting the notion that ingroup conditions or stereotypes function as frames of reference in evaluating outgroup traits. PMID:22379232

Analysis of Indonesian educational system standard with KSIM cross-impact method

NASA Astrophysics Data System (ADS)

Arridjal, F.; Aldila, D.; Bustamam, A.

2017-07-01

The Result of The Programme of International Student Assessment (PISA) on 2012 shows that Indonesia is on 64'th position from 65 countries in Mathematics Mean Score. The 2013 Learning Curve Mapping, Indonesia is included in the 10th category of countries with the lowest performance on cognitive skills aspect, i.e. 37'th position from 40 countries. Competency is built by 3 aspects, one of them is cognitive aspect. The low result of mapping on cognitive aspect, describe the low of graduate competences as an output of Indonesia National Education System (INES). INES adopting a concept Eight Educational System Standards (EESS), one of them is graduate competency standard which connected directly with Indonesia's students. This research aims is to model INES by using KSIM cross-impact. Linear regression models of EESS constructed using the accreditation national data of Senior High Schools in Indonesia. The results then interpreted as impact value on the construction of KSIM cross-impact INES. The construction is used to analyze the interaction of EESS and doing numerical simulation for possible public policy in the education sector, i.e. stimulate the growth of education staff standard, content, process and infrastructure. All simulations of public policy has been done with 2 methods i.e with a multiplier impact method and with constant intervention method. From numerical simulation result, it is shown that stimulate the growth standard of content in the construction KSIM cross-impact EESS is the best option for public policy to maximize the growth of graduate competency standard.

Twelve Years Since Importance of Cross-Cultural Competency Recognized: Where Are We Now?

PubMed Central

Kessler, Remi A.; Coates, Wendy C.; Chanmugam, Arjun

2017-01-01

Introduction The objective of this study was to analyze the content and volume of literature that has been written on cultural competency in emergency medicine (EM) since its educational imperative was first described by the Institute of Medicine in 2002. Methods We conducted a comprehensive literature search through the PubMed portal in January 2015 to identify all articles and reviews that addressed cultural competency in EM. Articles were included in the review if cultural competency was described or if its impact on healthcare disparities or curriculum development was described. Two reviewers independently investigated all relevant articles. These articles were then summarized. Results Of the 73 abstracts identified in the initial search, only 10 met criteria for inclusion. A common theme found among these 10 articles is that cultural competency in EM is essential to reducing healthcare disparities and improving patient care. These articles were consistent in their support for cross-cultural educational advancements in the EM curriculum. Conclusion Despite the documented importance of cultural competency education in medicine, there appears to be only 10 articles over the past 12 years regarding its development and implementation in EM. This comprehensive literature review underscores the relative dearth of publications related to cultural competency in EM. The limited number of articles found is striking when compared to the growth of EM research over the same time period and can serve as a stimulus for further research in this significant area of EM education. PMID:28210356

Twelve Years Since Importance of Cross-Cultural Competency Recognized: Where Are We Now?

PubMed

Kessler, Remi A; Coates, Wendy C; Chanmugam, Arjun

2017-02-01

The objective of this study was to analyze the content and volume of literature that has been written on cultural competency in emergency medicine (EM) since its educational imperative was first described by the Institute of Medicine in 2002. We conducted a comprehensive literature search through the PubMed portal in January 2015 to identify all articles and reviews that addressed cultural competency in EM. Articles were included in the review if cultural competency was described or if its impact on healthcare disparities or curriculum development was described. Two reviewers independently investigated all relevant articles. These articles were then summarized. Of the 73 abstracts identified in the initial search, only 10 met criteria for inclusion. A common theme found among these 10 articles is that cultural competency in EM is essential to reducing healthcare disparities and improving patient care. These articles were consistent in their support for cross-cultural educational advancements in the EM curriculum. Despite the documented importance of cultural competency education in medicine, there appears to be only 10 articles over the past 12 years regarding its development and implementation in EM. This comprehensive literature review underscores the relative dearth of publications related to cultural competency in EM. The limited number of articles found is striking when compared to the growth of EM research over the same time period and can serve as a stimulus for further research in this significant area of EM education.

A Proposed Design for the Business Capstone Course with Emphasis on Improving Students' Information Competency

ERIC Educational Resources Information Center

Gilinsky, Armand, Jr.; Robison, Richard

2008-01-01

Business school accrediting agencies and employers increasingly demand evidence that students are mastering information competency (IC) skills. The authors present an innovative approach to inculcate IC skills in the strategic management "capstone" class, integrating cross-departmental student training in using electronic information sources,…

Culturally Competent Counselors: A Self-Assessment Rubric.

ERIC Educational Resources Information Center

Ametrano, Irene Mass; Callaway, Yvonne L.; Stickel, Sue A.

This paper examines graduate counseling students' affective and cognitive development related to cultural competence. Counseling Process and Cross Cultural Counseling, two required courses in a master's degree program at a regional university in the Midwest, were designed to provide a knowledge-base about cultural differences and to project how…

The ABCs for Pre-Service Teacher Cultural Competency Development

ERIC Educational Resources Information Center

He, Ye; Cooper, Jewell E.

2009-01-01

In an effort to combine pre-service teachers' self-reflection with their field experiences to enhance their cultural competency, this study adopted Schmidt's ABC's (Autobiography, Biography, and Cross-cultural Comparison) Model in two courses in a pre-service teacher education program. Through group comparisons, this study measured the impact that…

Examining School Counseling Students' Multicultural and Sexual Orientation Competencies through a Cross-Specialization Comparison

ERIC Educational Resources Information Center

Bidell, Markus P.

2012-01-01

Professional school counselors have an opportunity to directly address the educational, emotional, and social problems facing lesbian, gay, bisexual, transgender, and questioning youth. The purpose of this study was to examine the multicultural and sexual orientation counselor competencies of school counseling students through a…

Developmental and Gender Trends in Emotional Literacy and Interpersonal Competence among Japanese Children

ERIC Educational Resources Information Center

Saeki, Elina; Watanabe, Yayoi; Kido, Mayumi

2015-01-01

This study explored cross-sectional gender and grade level trends in emotional literacy and interpersonal competence among 913 elementary and middle school students in Japan. Students were presented with two hypothetical scenarios involving mixed emotions and potential interpersonal dilemmas. Results indicated that older children possess greater…

Designing Online Interaction to Address Disciplinary Competencies: A Cross-Country Comparison of Faculty Perspectives

ERIC Educational Resources Information Center

Barberà, Elena; Layne, Ludmila; Gunawardena, Charlotte N.

2014-01-01

This study was conducted at colleges in three countries (United States, Venezuela, and Spain) and across three academic disciplines (engineering, education, and business), to examine how experienced faculty define competencies for their discipline, and design instructional interaction for online courses. A qualitative research design employing…

Affective Components Perceived to Be Important in Today's Global Society from a Cross-Cultural Perspective

ERIC Educational Resources Information Center

Wallenberg-Lerner, Helena

2013-01-01

Global competencies, with differences in terminology by various researchers, had been frequently investigated, primarily from an American-biased perspective. Little or no defining research existed that identified requisite, universally agreed upon global competencies, or identified what affective components were perceived to be important cross…

Learning and Innovation Competence in Agricultural and Rural Development

ERIC Educational Resources Information Center

Pant, Laxmi Prasad

2012-01-01

Purpose: The fields of competence development and capacity development remain isolated in the scholarship of learning and innovation despite the contemporary focus on innovation systems thinking in agricultural and rural development. This article aims to address whether and how crossing the conventional boundaries of these two fields provide new…

Sociological Competencies and Business Careers: Toward an Expanded Dialogue

ERIC Educational Resources Information Center

Woldoff, Rachael A.; Litchfield, Robert C.

2006-01-01

We use a cross-disciplinary approach and multiple sources of data to investigate and outline sources of comparative advantage that undergraduate sociological study provides to students who are preparing for careers in business. We identify and discuss three core competencies that sociology specifically develops in students--structural…

Design and Evaluation of a Cross-Cultural Training System

NASA Technical Reports Server (NTRS)

Santarelli, Thomas; Stagl, Kevin C.

2011-01-01

Cross-cultural competency, and the underlying communication and affective skills required to develop such expertise, is becoming increasingly important for a wide variety of domains. To address this need, we developed a blended learning platform which combines virtual role-play with tutorials, assessment and feedback. A Middle-Eastern Curriculum (MEC) exemplar for cross-cultural training U.S. military personnel was developed to guide the refinement of an existing game-based training platform. To complement this curriculum, we developed scenario authoring tools to enable end-users to define training objectives, link performance measures and feedback/remediation to these objectives, and deploy experiential scenarios within a game-based virtual environment (VE). Lessons learned from the design and development of this exemplar cross-cultural competency curriculum, as well as formative evaluation results, are discussed. Initial findings suggest that the underlying training technology promotes deep levels of semantic processing of the key information of relevant cultural and communication skills.

Professional Development for Cross-Border Managers: New Growth Opportunities for Executive Education

ERIC Educational Resources Information Center

Scalberg, Ernest J.

2013-01-01

The need of business enterprises for professionals trained for the challenges of cross-border assignments will increase exponentially through the decade. Business schools will be hard pressed to deliver programs with the scope, scale, and effectiveness necessary to address the unique competencies required for cross-cultural understanding and…

Examination of core competencies of agricultural development professionals in Cambodia.

PubMed

Suvedi, Murari; Ghimire, Ramjee; Channa, Ty

2018-04-01

This cross-sectional study examined perceived level of importance, perceived level of competency in extension core competencies, and whether and how perceptions of competency vary by respondents' demographics; ascertained gaps in competency, if any; and identified ways for agricultural development professionals in Cambodia to acquire core competencies. Data were collected using a group-administered survey among 39 agricultural development professionals participating in a national workshop in December 2015. The survey consisted of 48 competencies representing eight core competencies, and each competency had level of importance and level of competency parts. The findings show that extension workers in Cambodia deemed all competencies highly or very highly important to their extension work; however, their perceived level of competency in those competencies appeared not to meet the expectations. The level of competency in all but communication skills and diversity significantly differed by gender but not by age and experience. Respondents indicated all four methods-preservice, in-service, basic induction training, and participation in seminars, workshops, and webinars-equally appropriate to acquire core competencies. The findings imply that the agricultural development authority in Cambodia should review, update, or design extension education curricula incorporating the competencies highlighted in this study and train its extension cadres on those competencies. Copyright © 2017 Elsevier Ltd. All rights reserved.

"Aw, Man Where You Goin'?": Classroom Interaction and the Development of L2 Interactional Competence.

ERIC Educational Resources Information Center

Hall, Joan Kelly

1995-01-01

Examines the discursive structures and linguistic resources of the interactional environments influencing the development of individual communicative competence, with specific reference to providing speaking opportunities to students studying Spanish as a second language. Findings reveal that the ways in which topics are developed differ from how…

Assessing Graduate Attributes: Building a Criteria-Based Competency Model

ERIC Educational Resources Information Center

Ipperciel, Donald; ElAtia, Samira

2014-01-01

Graduate attributes (GAs) have become a necessary framework of reference for the 21st century competency-based model of higher education. However, the issue of evaluating and assessing GAs still remains unchartered territory. In this article, we present a criteria-based method of assessment that allows for an institution-wide comparison of the…

Enfocando la competencia linguistica: concienciacion gramatical (Focusing on Linguistic Competence: Grammatical Consciousness).

ERIC Educational Resources Information Center

Melles, Gavin

1997-01-01

Argues that communicative competence in Spanish as a second language can not be taught without giving attention to the grammatical component of language. Compares aspects of the traditional and communicative approaches to language teaching, refers to theory on grammar instruction, and offers examples of classroom activities supporting the learning…

77 FR 65550 - Compete, Inc.; Analysis of Proposed Consent Order To Aid Public Comment

Federal Register 2010, 2011, 2012, 2013, 2014

2012-10-29

... Public Reference Room, Room 130-H, 600 Pennsylvania Avenue NW., Washington, DC 20580, either in person or... interested persons. Comments received during this period will become part of the public record. After thirty... proposed order. Compete develops software for tracking consumers as they shop, browse and interact with...

Ability Grouping, Segregation and Civic Competences among Adolescents. Research Briefing No. 76

ERIC Educational Resources Information Center

Janmaat, Jan Germen

2014-01-01

This research examines the linkages between ability grouping, classroom social and ethnic segregation, and civic competences (understood here as referring to attitudes and behaviours as well as knowledge and skills). It does so by analysing data from the International Association for the Evaluation of Educational Achievement (IEA) Civic Education…

The Career Decision-Making Competence: A New Construct for the Career Realm

ERIC Educational Resources Information Center

Ceschi, Andrea; Costantini, Arianna; Phillips, Susan D.; Sartori, Riccardo

2017-01-01

Purpose: This paper aims to link findings from laboratory-based decision-making research and decision-making competence (DMC) aspects that may be central for career-related decision-making processes. Past research has identified individual differences in rational responses in decision situations, which the authors refer to as DMC. Although there…

Training Directors' Conceptualizations of the Intersections of Diversity and Trainee Competence Problems: A Preliminary Analysis

ERIC Educational Resources Information Center

Miller, David S. Shen; Forrest, Linda; Elman, Nancy S.

2009-01-01

Counseling psychology has demonstrated leadership on multicultural issues through serious and committed attention to diversity in scholarship, conferences, and training and recruitment. Yet a survey of the literature on trainees with competence problems resulted in limited references to race/ethnicity and/or gender (REG). Using transcripts of…

Forming Students' Professional Legal Competency in the Context of European Universities' Experience

ERIC Educational Resources Information Center

Yashchuk, Sergiy

2016-01-01

The article deals with theoretical analysis of the educational process in European higher education institutions in the context of forming future social workers' professional legal competency. Based on the study of scientific and reference sources the author has defined the peculiarities of the educational process in the most popular higher…

Education Quality in Kazakhstan in the Context of Competence-Based Approach

ERIC Educational Resources Information Center

Nabi, Yskak; Zhaxylykova, Nuriya Ermuhametovna; Kenbaeva, Gulmira Kaparbaevna; Tolbayev, Abdikerim; Bekbaeva, Zeinep Nusipovna

2016-01-01

The background of this paper is to present how education system of Kazakhstan evolved during the last 24 years of independence, highlighting the contemporary transformational processes. We defined the aim to identify the education quality in the context of competence-based approach. Methods: Analysis of references, interviewing, experimental work.…

Advanced Beef Unit for Advanced Livestock Production Curriculum. Instructor's Guide. AGDEX 420/00.

ERIC Educational Resources Information Center

Sparks, Jim; Stewart, Bob R.

This instructor's guide for an advanced beef unit contains 15 lessons that build on Agricultural Science I and II competencies. Introductory materials include lists of performance objectives and competencies for the complete unit, suggestions for motivational technique/interest approach and evaluation, lists of references and materials for the…

Forming of Students' Professional Legal Competency: Foreign Experience

ERIC Educational Resources Information Center

Yashchuk, Sergiy

2016-01-01

The article deals with analysis of future social workers' training in the context of forming students' professional legal competency in higher education institutions of European Union (EU), the USA and Ukraine. Based on the study of scientific and reference sources the peculiarities of the educational process in the most popular higher education…

Key Competencies: African and Afro-American Studies, Secondary Education.

ERIC Educational Resources Information Center

Philadelphia School District, PA. Office of Curriculum and Instruction.

This booklet identifies major competencies for African and Afro-American studies courses in grades seven through 12 in the Philadelphia school system. Afro-American studies are viewed as (1) developing students' ability to gain insights and destroy stereotypes and (2) providing a frame of reference for understanding the forces which have shaped…

A Comprehensive Competence-Based Approach in Curriculum Development: Experiences from African and European Contexts

ERIC Educational Resources Information Center

Parent, F.; Baulana, R.; Kahombo, G.; Coppieters, Y.; Garant, M.; De Ketele, J.-M.

2011-01-01

Objective: To describe the methodological steps of developing an integrated reference guide for competences according to the profile of the healthcare professionals concerned. Design: Human resources in healthcare represent a complex issue, which needs conceptual and methodological frameworks and tools to help one understand reality and the limits…

23 CFR 180.1 - Cross-reference to credit assistance.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 23 Highways 1 2014-04-01 2014-04-01 false Cross-reference to credit assistance. 180.1 Section 180.1 Highways FEDERAL HIGHWAY ADMINISTRATION, DEPARTMENT OF TRANSPORTATION PAYMENT PROCEDURES CREDIT ASSISTANCE FOR SURFACE TRANSPORTATION PROJECTS § 180.1 Cross-reference to credit assistance. The regulations...

23 CFR 180.1 - Cross-reference to credit assistance.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 23 Highways 1 2013-04-01 2013-04-01 false Cross-reference to credit assistance. 180.1 Section 180.1 Highways FEDERAL HIGHWAY ADMINISTRATION, DEPARTMENT OF TRANSPORTATION PAYMENT PROCEDURES CREDIT ASSISTANCE FOR SURFACE TRANSPORTATION PROJECTS § 180.1 Cross-reference to credit assistance. The regulations...

23 CFR 180.1 - Cross-reference to credit assistance.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 23 Highways 1 2011-04-01 2011-04-01 false Cross-reference to credit assistance. 180.1 Section 180.1 Highways FEDERAL HIGHWAY ADMINISTRATION, DEPARTMENT OF TRANSPORTATION PAYMENT PROCEDURES CREDIT ASSISTANCE FOR SURFACE TRANSPORTATION PROJECTS § 180.1 Cross-reference to credit assistance. The regulations...

23 CFR 180.1 - Cross-reference to credit assistance.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 23 Highways 1 2010-04-01 2010-04-01 false Cross-reference to credit assistance. 180.1 Section 180.1 Highways FEDERAL HIGHWAY ADMINISTRATION, DEPARTMENT OF TRANSPORTATION PAYMENT PROCEDURES CREDIT ASSISTANCE FOR SURFACE TRANSPORTATION PROJECTS § 180.1 Cross-reference to credit assistance. The regulations...

26 CFR 49.4253-12 - Cross reference.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 26 Internal Revenue 16 2010-04-01 2010-04-01 true Cross reference. 49.4253-12 Section 49.4253-12 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY (CONTINUED) MISCELLANEOUS EXCISE TAXES FACILITIES AND SERVICES EXCISE TAXES Communications § 49.4253-12 Cross reference. For exemptions...

26 CFR 44.4906-1 - Cross reference.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 26 Internal Revenue 16 2010-04-01 2010-04-01 true Cross reference. 44.4906-1 Section 44.4906-1 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY (CONTINUED) MISCELLANEOUS EXCISE... Taxes on Wagering General Provisions Relating to Occupational Taxes § 44.4906-1 Cross reference. For...

26 CFR 1.162-16 - Cross reference.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 26 Internal Revenue 2 2010-04-01 2010-04-01 false Cross reference. 1.162-16 Section 1.162-16 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY (CONTINUED) INCOME TAX (CONTINUED) INCOME TAXES (CONTINUED) Itemized Deductions for Individuals and Corporations § 1.162-16 Cross reference...

Psychometric validation of the revised clinical cultural competency questionnaire.

PubMed

Mareno, Nicole; Hart, Patricia L; VanBrackle, Lewis

2013-01-01

Growing diversity in health care requires culturally competent care. Assessing nurses' cultural competence is the first step in designing cultural competency education. The Clinical Cultural Competency Questionnaire (CCCQ) is one instrument to assess nurses' cultural competence. The psychometric properties and factor structure of the revised CCCQ-PRE (CCCQ-PRE-R) for nurses was examined. A 1-factor solution was noted for the knowledge and skills subscales. A 2-factor solution was discovered for the comfort and awareness subscales: differentiating between comfort in dealing with positive and negative cross-cultural encounters/situations, and differentiating between importance awareness and self-awareness. Cronbach's alpha coefficients were high for all subscales. The findings support the use of the revised CCCQ-PRE-R with nurses. Further testing in larger, more diverse nursing populations is warranted.

The neural basis of visual dominance in the context of audio-visual object processing.

PubMed

Schmid, Carmen; Büchel, Christian; Rose, Michael

2011-03-01

Visual dominance refers to the observation that in bimodal environments vision often has an advantage over other senses in human. Therefore, a better memory performance for visual compared to, e.g., auditory material is assumed. However, the reason for this preferential processing and the relation to the memory formation is largely unknown. In this fMRI experiment, we manipulated cross-modal competition and attention, two factors that both modulate bimodal stimulus processing and can affect memory formation. Pictures and sounds of objects were presented simultaneously in two levels of recognisability, thus manipulating the amount of cross-modal competition. Attention was manipulated via task instruction and directed either to the visual or the auditory modality. The factorial design allowed a direct comparison of the effects between both modalities. The resulting memory performance showed that visual dominance was limited to a distinct task setting. Visual was superior to auditory object memory only when allocating attention towards the competing modality. During encoding, cross-modal competition and attention towards the opponent domain reduced fMRI signals in both neural systems, but cross-modal competition was more pronounced in the auditory system and only in auditory cortex this competition was further modulated by attention. Furthermore, neural activity reduction in auditory cortex during encoding was closely related to the behavioural auditory memory impairment. These results indicate that visual dominance emerges from a less pronounced vulnerability of the visual system against competition from the auditory domain. Copyright © 2010 Elsevier Inc. All rights reserved.

Design and evaluation of interprofessional cross-cultural communication sessions.

PubMed

Liu, Min; Poirier, Therese; Butler, Lakesha; Comrie, Rhonda; Pailden, Junvie

2015-01-01

The 2013 National Standards for Culturally and Linguistically Appropriate Services (CLAS) call for healthcare professionals to provide quality care and services that are responsive to diverse cultural health beliefs and practices. Accreditation organizations for health professional programs require their curriculum to adequately prepare future practitioners for serving culturally and linguistically diverse populations. Another common curricular need of health professional programs is interprofessional education (IPE). This study presents data that evaluates two IPE culturally competent communication sessions designed for pharmacy and nursing students. Teams of nursing and pharmacy students (n = 160) engaged in case studies focused on developing cross-cultural communication skills, using the LEARN model. Quantitative survey data collected pre-test and post-test measured cultural competency (including subscales of perceived skills, perceived knowledge, confidence in encounter, and attitude) and knowledge related to culturally competent communication. Univariate ANOVA results indicate that actual knowledge as measured by the test and all four Clinical Cultural Competency Questionnaire (CCCQ) subscales significantly increased after the IPE sessions. Pharmacy students scored higher than nursing students on the knowledge pre-test, and nursing students had a more positive attitude at pre-test. The IPE sessions effectively addressed all learning outcomes and will continue in future course offerings. Using cross-cultural communication as a thematic area for IPE program development resulted in educational benefits for the students. To further strengthen nursing and pharmacy students' interprofessional practice, additional IPE opportunities are to be explored.

Incorporating cultural competence content into graduate nursing curricula through community-university collaboration.

PubMed

Axtell, Sara A; Avery, Melissa; Westra, Bonnie

2010-04-01

Health professionals are reorienting workforce education to better prepare students for working with increasingly diverse populations. The authors describe a community-based curriculum deliberation process in which community leaders and health workers deliberated with faculty and students to make recommendations about a graduate nursing curriculum. There were five areas of competencies recommended for graduate nursing to improve care of diverse populations: self-awareness, basic knowledge of culture and identity, attitudes that promote cross-cultural communication, cross-cultural clinical skills, and advocacy skills. The school now is in the process of phasing in recommendations gained from the deliberation.

Cross-reference identification within a PDF document

NASA Astrophysics Data System (ADS)

Li, Sida; Gao, Liangcai; Tang, Zhi; Yu, Yinyan

2015-01-01

Cross-references, such like footnotes, endnotes, figure/table captions, references, are a common and useful type of page elements to further explain their corresponding entities in the target document. In this paper, we focus on cross-reference identification in a PDF document, and present a robust method as a case study of identifying footnotes and figure references. The proposed method first extracts footnotes and figure captions, and then matches them with their corresponding references within a document. A number of novel features within a PDF document, i.e., page layout, font information, lexical and linguistic features of cross-references, are utilized for the task. Clustering is adopted to handle the features that are stable in one document but varied in different kinds of documents so that the process of identification is adaptive with document types. In addition, this method leverages results from the matching process to provide feedback to the identification process and further improve the algorithm accuracy. The primary experiments in real document sets show that the proposed method is promising to identify cross-reference in a PDF document.

22 CFR 705.101 - Cross-reference to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 22 Foreign Relations 2 2011-04-01 2009-04-01 true Cross-reference to employee ethical conduct... INVESTMENT CORPORATION ADMINISTRATIVE PROVISIONS EMPLOYEE ETHICAL CONDUCT STANDARDS AND FINANCIAL DISCLOSURE REGULATIONS § 705.101 Cross-reference to employee ethical conduct standards and financial disclosure...

49 CFR 614.101 - Cross-reference to management systems.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 49 Transportation 7 2011-10-01 2011-10-01 false Cross-reference to management systems. 614.101... ADMINISTRATION, DEPARTMENT OF TRANSPORTATION TRANSPORTATION INFRASTRUCTURE MANAGEMENT § 614.101 Cross-reference to management systems. The regulations in 23 CFR Part 500, subparts A and B shall be followed in...

26 CFR 1.503(d)-1 - Cross references.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 26 Internal Revenue 7 2010-04-01 2010-04-01 true Cross references. 1.503(d)-1 Section 1.503(d)-1 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY (CONTINUED) INCOME TAX (CONTINUED) INCOME TAXES (CONTINUED) Exempt Organizations § 1.503(d)-1 Cross references. For provisions relating to...

26 CFR 1.811-3 - Cross-reference.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 26 Internal Revenue 8 2010-04-01 2010-04-01 false Cross-reference. 1.811-3 Section 1.811-3 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY (CONTINUED) INCOME TAX (CONTINUED) INCOME TAXES Gain and Loss from Operations § 1.811-3 Cross-reference. For special rules regarding the...

26 CFR 1.812-9 - Cross-reference.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 26 Internal Revenue 8 2010-04-01 2010-04-01 false Cross-reference. 1.812-9 Section 1.812-9 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY (CONTINUED) INCOME TAX (CONTINUED) INCOME TAXES Gain and Loss from Operations § 1.812-9 Cross-reference. For special rules regarding the...

26 CFR 1.807-2 - Cross-reference.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 26 Internal Revenue 8 2010-04-01 2010-04-01 false Cross-reference. 1.807-2 Section 1.807-2 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY (CONTINUED) INCOME TAX (CONTINUED) INCOME TAXES Investment Income § 1.807-2 Cross-reference. For special rules regarding the treatment of...

47 CFR 73.602 - Cross reference to rules in other parts.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 47 Telecommunication 4 2010-10-01 2010-10-01 false Cross reference to rules in other parts. 73.602 Section 73.602 Telecommunication FEDERAL COMMUNICATIONS COMMISSION (CONTINUED) BROADCAST RADIO SERVICES RADIO BROADCAST SERVICES Television Broadcast Stations § 73.602 Cross reference to rules in other parts...

26 CFR 1.681(b)-1 - Cross reference.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 26 Internal Revenue 8 2010-04-01 2010-04-01 false Cross reference. 1.681(b)-1 Section 1.681(b)-1 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY (CONTINUED) INCOME TAX (CONTINUED) INCOME TAXES Miscellaneous § 1.681(b)-1 Cross reference. For disallowance of certain charitable, etc...

22 CFR 705.101 - Cross-reference to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 22 Foreign Relations 2 2010-04-01 2010-04-01 true Cross-reference to employee ethical conduct... INVESTMENT CORPORATION ADMINISTRATIVE PROVISIONS EMPLOYEE ETHICAL CONDUCT STANDARDS AND FINANCIAL DISCLOSURE REGULATIONS § 705.101 Cross-reference to employee ethical conduct standards and financial disclosure...

47 CFR 15.11 - Cross reference.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 47 Telecommunication 1 2010-10-01 2010-10-01 false Cross reference. 15.11 Section 15.11 Telecommunication FEDERAL COMMUNICATIONS COMMISSION GENERAL RADIO FREQUENCY DEVICES General § 15.11 Cross reference. The provisions of subparts A, H, I, J and K of part 2 apply to intentional and unintentional radiators...

22 CFR 705.101 - Cross-reference to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 22 Foreign Relations 2 2014-04-01 2014-04-01 false Cross-reference to employee ethical conduct... INVESTMENT CORPORATION ADMINISTRATIVE PROVISIONS EMPLOYEE ETHICAL CONDUCT STANDARDS AND FINANCIAL DISCLOSURE REGULATIONS § 705.101 Cross-reference to employee ethical conduct standards and financial disclosure...

22 CFR 705.101 - Cross-reference to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 22 Foreign Relations 2 2013-04-01 2009-04-01 true Cross-reference to employee ethical conduct... INVESTMENT CORPORATION ADMINISTRATIVE PROVISIONS EMPLOYEE ETHICAL CONDUCT STANDARDS AND FINANCIAL DISCLOSURE REGULATIONS § 705.101 Cross-reference to employee ethical conduct standards and financial disclosure...

22 CFR 705.101 - Cross-reference to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 22 Foreign Relations 2 2012-04-01 2009-04-01 true Cross-reference to employee ethical conduct... INVESTMENT CORPORATION ADMINISTRATIVE PROVISIONS EMPLOYEE ETHICAL CONDUCT STANDARDS AND FINANCIAL DISCLOSURE REGULATIONS § 705.101 Cross-reference to employee ethical conduct standards and financial disclosure...

Assessing medical decision making capacity among cancer patients: Preliminary clinical experience of using a competency assessment instrument.

PubMed

Akechi, Tatsuo; Okuyama, Toru; Uchida, Megumi; Sugano, Koji; Kubota, Yosuke; Ito, Yoshinori; Sakamoto, Nobuhiro; Kizawa, Yoshiyuki

2015-12-01

This study investigates the usefulness of the Structured Interview for Competency and Incompetency Assessment Testing and Ranking Inventory (SICIATRI) for cancer patients, which is a structured interview that assesses a patient's competency in clinical practice. The SICIATRI, originally developed to measure patients' competency to give informed consent, were administered referred cancer patients who needed for assessing medical decision making capacity. The usefulness of the SICIATRI was investigated retrospectively. Recommendation for modification of the SICIATRI for cancer patients if applicable were made by the research team. Among the 433 cancer patients referred for psychiatric consultation, 12 were administered the SICIATRI and all of the administration were conducted without big problems. All patients were 60 years or older. The most common purpose for competency evaluation was to analyze patients' understanding of the anti-cancer treatment proposed by oncologists, followed by their refusal of the treatment. Half of the patients (n = 6) were diagnosed with delirium and three among them were judged as having the most impaired status of a patient's competency. Two patients (17%) were diagnosed with major depression and another two (17%) were mental retardation and each one patient was diagnosed with dementia and past history of alcohol dependence. Among 6 patients without delirium 5 subjects including a dementia patient were judged as fully competent. Total of 5 small potential modifications of the SICIATRI for its use with Japanese cancer patients were recommended. Our experience suggests that the SICIATRI is a useful instrument for psycho-oncology clinical practice.

Country of origin and racio-ethnicity: are there differences in perceived organizational cultural competency and job satisfaction among nursing assistants in long-term care?

PubMed

Allensworth-Davies, Donald; Leigh, Jennifer; Pukstas, Kim; Geron, Scott Miyake; Hardt, Eric; Brandeis, Gary; Engle, Ryann L; Parker, Victoria A

2007-01-01

Long-term care facilities nationwide are finding it difficult to train and retain sufficient numbers of nursing assistants, resulting in a dire staffing situation. Researchers, managers, and practitioners alike have been trying to determine the correlates of job satisfaction to address this increasingly untenable situation. One factor that has received little empirical attention in the long-term care literature is cultural competence. Cultural competence is defined as a set of skills, attitudes, behaviors, and policies that enable organizations and staff to work effectively in cross-cultural situations. To examine organizational cultural competence as perceived by nursing assistants and determine if this was related to differences in job satisfaction across countries of origin and racio-ethnic groups. Primary data collected from a cross-section of 135 nursing assistants at four New England nursing homes. Demographics, perceptions of organizational cultural competence, and ratings of job satisfaction were collected. A multivariate, generalized linear model was used to assess predictors of job satisfaction. A secondary analysis was then conducted to identify the most important components of organizational cultural competency. Perception of organizational cultural competence (p = .0005) and autonomy (p = .001) were the strongest predictors of job satisfaction among nursing assistants; as these increase, job satisfaction also increases. Neither country of origin nor racio-ethnicity was associated with job satisfaction, but racio-ethnicity was associated with perceived organizational cultural competence (p = .05). A comfortable work environment for employees of different races/cultures emerged as the strongest organizational cultural competency factor (p = .04). Developing and maintaining organizational cultural competency and employee autonomy are important managerial strategies for increasing job satisfaction and improving staff retention. Toward this end, creating a comfortable work environment for employees of different races/cultures is an integral part of the process. Managerial recommendations are discussed.

Professional Listening Competence Promoting Well-Being at Work in the Legal Context

ERIC Educational Resources Information Center

Ala-Kortesmaa, Sanna; Isotalus, Pekka

2015-01-01

This qualitative cross-cultural study sought to contribute to the understanding of listening competence, dialogic listening, and the use of human agency in promoting well-being at work. The participant groups ("N" = 103) consisted of "n" = 76 U.S.-American and "n" = 27 Finnish attorneys. Results suggest that in order…

Bidirectional Longitudinal Relations between Father-Child Relationships and Chinese Children's Social Competence during Early Childhood

ERIC Educational Resources Information Center

Zhang, Xiao

2013-01-01

Using a two-year and three-wave cross-lagged design with a sample of 118 Chinese preschoolers, the present study examined bidirectional longitudinal relations between father-child relationships and children's social competence. The results of structural equation modeling showed bidirectional effects between father-child conflict and social…

Linking Teacher Competences to Organizational Citizenship Behaviour: The Role of Empowerment

ERIC Educational Resources Information Center

Kasekende, Francis; Munene, John C.; Otengei, Samson Omuudu; Ntayi, Joseph Mpeera

2016-01-01

Purpose: The purpose of this paper is to examine relationship between teacher competences and organizational citizenship behavior (OCB) with empowerment as a mediating factor. Design/methodology/approach: The study took a cross-sectional descriptive and analytical design. Using cluster and random sampling procedures, data were obtained from 383…

Preparing Globally Competent Teacher Candidates through Cross-Cultural Experiential Learning

ERIC Educational Resources Information Center

Kopish, Michael A.

2016-01-01

This manuscript presents findings and implications from a case study of one global educator's attempt to develop globally competent teacher candidates in an elective teacher preparation course. Global Citizenship Education served as the framing paradigm for the course and human experiences of immigrants and refugees served as the milieu for…

Influence of Sociocultural Context on Language Learning in Foreign Countries

ERIC Educational Resources Information Center

Pazyura, Natalia

2016-01-01

Professional foreign language training is offered to cultivate the ability to master cross-cultural communication in the sphere of future professional activity. By means of intercultural competence of foreign language we are raising professional competence, too. In countries where English is the native language, it is taught to speakers of other…

Inquiring the Most Critical Teacher's Technology Education Competences in the Highest Efficient Technology Education Learning Organization

ERIC Educational Resources Information Center

Yung-Kuan, Chan; Hsieh, Ming-Yuan; Lee, Chin-Feng; Huang, Chih-Cheng; Ho, Li-Chih

2017-01-01

Under the hyper-dynamic education situation, this research, in order to comprehensively explore the interplays between Teacher Competence Demands (TCD) and Learning Organization Requests (LOR), cross-employs the data refined method of Descriptive Statistics (DS) method and Analysis of Variance (ANOVA) and Principal Components Analysis (PCA)…

Foundational Competencies for Enhancing Work Engagement in SMEs Malaysia

ERIC Educational Resources Information Center

Haruna, Aliyu Yelwa; Marthandan, Govindan

2017-01-01

Purpose: This study aims to examine the impact of foundational competencies on work engagement in the context of the Malaysian small and medium enterprises (SMEs) service sector. Design/Methodology/Approach: This is a cross-sectional study conducted in Malaysia, and data were gathered via a survey on 312 employees representing SMEs service…

Prejudices in Cultural Contexts: Shared Stereotypes (Gender, Age) Versus Variable Stereotypes (Race, Ethnicity, Religion).

PubMed

Fiske, Susan T

2017-09-01

Some prejudices share cross-cultural patterns, but others are more variable and culture specific. Those sharing cross-cultural patterns (sexism, ageism) each combine societal status differences and intimate interdependence. For example, in stereotypes of sex and age, lower status groups-women and elders-gain stereotypic warmth (from their cooperative interdependence) but lose stereotypic competence (from their lower status); men and middle-aged adults show the opposite trade-off, stereotypically more competent than warm. Meta-analyses support these widespread ambivalent (mixed) stereotypes for gender and age across cultures. Social class stereotypes often share some similarities (cold but competent rich vs. warm but incompetent poor). These compensatory warmth versus competence stereotypes may function to manage common human dilemmas of interacting across societal and personal positions. However, other stereotypes are more variable and culture specific (ethnicity, race, religion). Case studies of specific race/ethnicities and religions reveal much more cultural variation in their stereotype content, supporting their being responses to particular cultural contexts, apparent accidents of history. To change stereotypes requires understanding their commonalities and differences, their origins and patterns across cultures.

Cross-cultural training of general practitioner registrars: how does it happen?

PubMed

Watt, Kelly; Abbott, Penny; Reath, Jenny

2016-01-01

An equitable multicultural society requires general practitioners (GPs) to be proficient in providing health care to patients from diverse backgrounds. GPs are required to have a certain attitudes, knowledge and skills known as cultural competence. Given its importance to registrar training, the aim of this study was to explore ways in which GP registrars are currently developing cultural competence. This study employed a survey design for GP registrars in Western Sydney. Training approaches to cultural competence that are relevant to the Australian General Practice setting include exposure to diversity, attitudes, knowledge and skills development. The 43 GP registrar respondents in Western Sydney are exposed to a culturally diverse patient load during training. Registrars report a variety of teachings related to cross-cultural training, but there is little consistency, with the most common approach entailing listening to patients' personal stories. Exposure to cultural diversity appears to be an important way in which cultural competency is developed. However, guidance and facilitation of skills development throughout this exposure is required and currently may occur opportunistically rather than consistently.

Visual Literacy in Primary Science: Exploring Anatomy Cross-Section Production Skills

ERIC Educational Resources Information Center

García Fernández, Beatriz; Ruiz-Gallardo, José Reyes

2017-01-01

Are children competent producing anatomy cross-sections? To answer this question, we carried out a case study research aimed at testing graphic production skills in anatomy of nutrition. The graphics produced by 118 children in the final year of primary education were analysed. The children had to draw a diagram of a human cross section,…

An Examination of Cross-Cultural Curriculum Development and Student Cross-Cultural Competencies in a School-Based Consultation Course

ERIC Educational Resources Information Center

Arra, Christopher T.

2010-01-01

The goal of this case study was to describe the cross-cultural consultation experiences of school psychology graduate students as they progressed through a semester-long school-based consultation course. Graduate students enrolled in a consultation course completed both quantitative and qualitative assessment measures. The course instructor used…

Cross-Cultural Education in U.S. Medical Schools: Development of an Assessment Tool.

ERIC Educational Resources Information Center

Dolhun, Eduardo Pena; Munoz, Claudia; Grumbach, Kevin

2003-01-01

Medical schools were invited to provide written and Web-based materials related to implementing cross-cultural competency in their curricula. A tool was developed to measure teaching methods, skill sets, and eight content areas in cross-cultural education. Most programs emphasized teaching general themes, such as the doctor-patient relationship,…

40 CFR 61.156 - Cross-reference to other asbestos regulations.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 40 Protection of Environment 8 2011-07-01 2011-07-01 false Cross-reference to other asbestos... for Asbestos § 61.156 Cross-reference to other asbestos regulations. In addition to this subpart, the regulations referenced in Table 1 also apply to asbestos and may be applicable to those sources specified in...

40 CFR 61.156 - Cross-reference to other asbestos regulations.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 8 2010-07-01 2010-07-01 false Cross-reference to other asbestos... for Asbestos § 61.156 Cross-reference to other asbestos regulations. In addition to this subpart, the regulations referenced in Table 1 also apply to asbestos and may be applicable to those sources specified in...

40 CFR 61.156 - Cross-reference to other asbestos regulations.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 40 Protection of Environment 9 2013-07-01 2013-07-01 false Cross-reference to other asbestos... for Asbestos § 61.156 Cross-reference to other asbestos regulations. In addition to this subpart, the regulations referenced in Table 1 also apply to asbestos and may be applicable to those sources specified in...

40 CFR 61.156 - Cross-reference to other asbestos regulations.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 40 Protection of Environment 9 2014-07-01 2014-07-01 false Cross-reference to other asbestos... for Asbestos § 61.156 Cross-reference to other asbestos regulations. In addition to this subpart, the regulations referenced in Table 1 also apply to asbestos and may be applicable to those sources specified in...

40 CFR 61.156 - Cross-reference to other asbestos regulations.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 40 Protection of Environment 9 2012-07-01 2012-07-01 false Cross-reference to other asbestos... for Asbestos § 61.156 Cross-reference to other asbestos regulations. In addition to this subpart, the regulations referenced in Table 1 also apply to asbestos and may be applicable to those sources specified in...

28 CFR 45.1 - Cross-reference to ethical standards and financial disclosure regulations.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 28 Judicial Administration 2 2011-07-01 2011-07-01 false Cross-reference to ethical standards and...) EMPLOYEE RESPONSIBILITIES § 45.1 Cross-reference to ethical standards and financial disclosure regulations. Employees of the Department of Justice are subject to the executive branch-wide Standards of Ethical Conduct...

45 CFR 706.1 - Cross-references to employee ethical conduct standards, financial disclosure and financial...

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 3 2011-10-01 2011-10-01 false Cross-references to employee ethical conduct... EMPLOYEE RESPONSIBILITIES AND CONDUCT § 706.1 Cross-references to employee ethical conduct standards... States Commission on Civil Rights are subject to the executive branch standards of ethical conduct...

47 CFR 19.735-102 - Cross-reference to ethics and other conduct related regulations.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 47 Telecommunication 1 2011-10-01 2011-10-01 false Cross-reference to ethics and other conduct... GENERAL EMPLOYEE RESPONSIBILITIES AND CONDUCT General Provisions § 19.735-102 Cross-reference to ethics... Communications Commission (Commission) are subject to the Standards of Ethical Conduct for Employees of the...

22 CFR 1100.1 - Cross-references to employee ethical conduct standards, financial disclosure and financial...

Code of Federal Regulations, 2011 CFR

2011-04-01

... 22 Foreign Relations 2 2011-04-01 2009-04-01 true Cross-references to employee ethical conduct... STATES SECTION EMPLOYEE RESPONSIBILITIES AND CONDUCT § 1100.1 Cross-references to employee ethical... executive branch standards of ethical conduct contained in 5 CFR part 2635, the executive branch financial...

45 CFR 1105.1 - Cross-reference to employee ethical conduct standards and financial disclosure and financial...

Code of Federal Regulations, 2011 CFR

2011-10-01

... 45 Public Welfare 3 2011-10-01 2011-10-01 false Cross-reference to employee ethical conduct... STANDARDS OF CONDUCT FOR EMPLOYEES § 1105.1 Cross-reference to employee ethical conduct standards and... ethical conduct at 5 CFR part 2635; the executive branch employees responsibilities and conduct...

43 CFR 20.101 - Cross-references to ethical conduct, financial disclosure and other applicable regulations.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 43 Public Lands: Interior 1 2011-10-01 2011-10-01 false Cross-references to ethical conduct... Cross-references to ethical conduct, financial disclosure and other applicable regulations. In addition... Standards of Ethical Conduct for Employees of the Executive Branch, at 5 CFR part 2635; the Department's...

12 CFR 1401.1 - Cross-references to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 12 Banks and Banking 7 2011-01-01 2011-01-01 false Cross-references to employee ethical conduct... INSURANCE CORPORATION EMPLOYEE RESPONSIBILITIES AND CONDUCT § 1401.1 Cross-references to employee ethical... the Farm Credit System Insurance Corporation are subject to the Standards of Ethical Conduct for...

49 CFR 99.735-1 - Cross-reference to ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 49 Transportation 1 2011-10-01 2011-10-01 false Cross-reference to ethical conduct standards and... Transportation EMPLOYEE RESPONSIBILITIES AND CONDUCT General § 99.735-1 Cross-reference to ethical conduct... the executive branch-wide Standards of Ethical Conduct at 5 CFR part 2635, the Department of...

10 CFR 1010.102 - Cross-references to employee ethical conduct standards, financial disclosure regulations, and...

Code of Federal Regulations, 2011 CFR

2011-01-01

... 10 Energy 4 2011-01-01 2011-01-01 false Cross-references to employee ethical conduct standards... Cross-references to employee ethical conduct standards, financial disclosure regulations, and other conduct rules. Employees of DOE are subject to the Standards of Ethical Conduct for Employees of the...

26 CFR 1.691(f)-1 - Cross reference.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 26 Internal Revenue 8 2010-04-01 2010-04-01 false Cross reference. 1.691(f)-1 Section 1.691(f)-1 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY (CONTINUED) INCOME TAX (CONTINUED) INCOME TAXES Income in Respect of Decedents § 1.691(f)-1 Cross reference. See section 753 and the...

28 CFR 45.1 - Cross-reference to ethical standards and financial disclosure regulations.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 28 Judicial Administration 2 2010-07-01 2010-07-01 false Cross-reference to ethical standards and...) EMPLOYEE RESPONSIBILITIES § 45.1 Cross-reference to ethical standards and financial disclosure regulations. Employees of the Department of Justice are subject to the executive branch-wide Standards of Ethical Conduct...

45 CFR 706.1 - Cross-references to employee ethical conduct standards, financial disclosure and financial...

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 3 2010-10-01 2010-10-01 false Cross-references to employee ethical conduct... EMPLOYEE RESPONSIBILITIES AND CONDUCT § 706.1 Cross-references to employee ethical conduct standards... States Commission on Civil Rights are subject to the executive branch standards of ethical conduct...

45 CFR 1105.1 - Cross-reference to employee ethical conduct standards and financial disclosure and financial...

Code of Federal Regulations, 2010 CFR

2010-10-01

... 45 Public Welfare 3 2010-10-01 2010-10-01 false Cross-reference to employee ethical conduct... STANDARDS OF CONDUCT FOR EMPLOYEES § 1105.1 Cross-reference to employee ethical conduct standards and... ethical conduct at 5 CFR part 2635; the executive branch employees responsibilities and conduct...

49 CFR 99.735-1 - Cross-reference to ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 49 Transportation 1 2010-10-01 2010-10-01 false Cross-reference to ethical conduct standards and... Transportation EMPLOYEE RESPONSIBILITIES AND CONDUCT General § 99.735-1 Cross-reference to ethical conduct... the executive branch-wide Standards of Ethical Conduct at 5 CFR part 2635, the Department of...

22 CFR 1100.1 - Cross-references to employee ethical conduct standards, financial disclosure and financial...

Code of Federal Regulations, 2010 CFR

2010-04-01

... 22 Foreign Relations 2 2010-04-01 2010-04-01 true Cross-references to employee ethical conduct... STATES SECTION EMPLOYEE RESPONSIBILITIES AND CONDUCT § 1100.1 Cross-references to employee ethical... executive branch standards of ethical conduct contained in 5 CFR part 2635, the executive branch financial...

43 CFR 20.101 - Cross-references to ethical conduct, financial disclosure and other applicable regulations.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 43 Public Lands: Interior 1 2010-10-01 2010-10-01 false Cross-references to ethical conduct... Cross-references to ethical conduct, financial disclosure and other applicable regulations. In addition... Standards of Ethical Conduct for Employees of the Executive Branch, at 5 CFR part 2635; the Department's...

47 CFR 19.735-102 - Cross-reference to ethics and other conduct related regulations.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 47 Telecommunication 1 2010-10-01 2010-10-01 false Cross-reference to ethics and other conduct... GENERAL EMPLOYEE RESPONSIBILITIES AND CONDUCT General Provisions § 19.735-102 Cross-reference to ethics... Communications Commission (Commission) are subject to the Standards of Ethical Conduct for Employees of the...

12 CFR 1401.1 - Cross-references to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 12 Banks and Banking 7 2010-01-01 2010-01-01 false Cross-references to employee ethical conduct... INSURANCE CORPORATION EMPLOYEE RESPONSIBILITIES AND CONDUCT § 1401.1 Cross-references to employee ethical... the Farm Credit System Insurance Corporation are subject to the Standards of Ethical Conduct for...

49 CFR 99.735-1 - Cross-reference to ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 49 Transportation 1 2013-10-01 2013-10-01 false Cross-reference to ethical conduct standards and... Transportation EMPLOYEE RESPONSIBILITIES AND CONDUCT General § 99.735-1 Cross-reference to ethical conduct... the executive branch-wide Standards of Ethical Conduct at 5 CFR part 2635, the Department of...

10 CFR 1010.102 - Cross-references to employee ethical conduct standards, financial disclosure regulations, and...

Code of Federal Regulations, 2013 CFR

2013-01-01

... 10 Energy 4 2013-01-01 2013-01-01 false Cross-references to employee ethical conduct standards... Cross-references to employee ethical conduct standards, financial disclosure regulations, and other conduct rules. Employees of DOE are subject to the Standards of Ethical Conduct for Employees of the...

43 CFR 20.101 - Cross-references to ethical conduct, financial disclosure and other applicable regulations.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 43 Public Lands: Interior 1 2012-10-01 2011-10-01 true Cross-references to ethical conduct... Cross-references to ethical conduct, financial disclosure and other applicable regulations. In addition... Standards of Ethical Conduct for Employees of the Executive Branch, at 5 CFR part 2635; the Department's...

45 CFR 706.1 - Cross-references to employee ethical conduct standards, financial disclosure and financial...

Code of Federal Regulations, 2012 CFR

2012-10-01

... 45 Public Welfare 3 2012-10-01 2012-10-01 false Cross-references to employee ethical conduct... EMPLOYEE RESPONSIBILITIES AND CONDUCT § 706.1 Cross-references to employee ethical conduct standards... States Commission on Civil Rights are subject to the executive branch standards of ethical conduct...

14 CFR § 1207.101 - Cross-references to ethical conduct, financial disclosure, and other applicable regulations.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 14 Aeronautics and Space 5 2014-01-01 2014-01-01 false Cross-references to ethical conduct, financial disclosure, and other applicable regulations. § 1207.101 Section § 1207.101 Aeronautics and... Cross-references to ethical conduct, financial disclosure, and other applicable regulations. Employees...

47 CFR 19.735-102 - Cross-reference to ethics and other conduct related regulations.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 47 Telecommunication 1 2012-10-01 2012-10-01 false Cross-reference to ethics and other conduct... GENERAL EMPLOYEE RESPONSIBILITIES AND CONDUCT General Provisions § 19.735-102 Cross-reference to ethics... Communications Commission (Commission) are subject to the Standards of Ethical Conduct for Employees of the...

49 CFR 99.735-1 - Cross-reference to ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 49 Transportation 1 2014-10-01 2014-10-01 false Cross-reference to ethical conduct standards and... Transportation EMPLOYEE RESPONSIBILITIES AND CONDUCT General § 99.735-1 Cross-reference to ethical conduct... the executive branch-wide Standards of Ethical Conduct at 5 CFR part 2635, the Department of...

10 CFR 1010.102 - Cross-references to employee ethical conduct standards, financial disclosure regulations, and...

Code of Federal Regulations, 2012 CFR

2012-01-01

... 10 Energy 4 2012-01-01 2012-01-01 false Cross-references to employee ethical conduct standards... Cross-references to employee ethical conduct standards, financial disclosure regulations, and other conduct rules. Employees of DOE are subject to the Standards of Ethical Conduct for Employees of the...

28 CFR 45.1 - Cross-reference to ethical standards and financial disclosure regulations.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 28 Judicial Administration 2 2013-07-01 2013-07-01 false Cross-reference to ethical standards and...) EMPLOYEE RESPONSIBILITIES § 45.1 Cross-reference to ethical standards and financial disclosure regulations. Employees of the Department of Justice are subject to the executive branch-wide Standards of Ethical Conduct...

43 CFR 20.101 - Cross-references to ethical conduct, financial disclosure and other applicable regulations.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 43 Public Lands: Interior 1 2014-10-01 2014-10-01 false Cross-references to ethical conduct... Cross-references to ethical conduct, financial disclosure and other applicable regulations. In addition... Standards of Ethical Conduct for Employees of the Executive Branch, at 5 CFR part 2635; the Department's...

45 CFR 1105.1 - Cross-reference to employee ethical conduct standards and financial disclosure and financial...

Code of Federal Regulations, 2012 CFR

2012-10-01

... 45 Public Welfare 3 2012-10-01 2012-10-01 false Cross-reference to employee ethical conduct... STANDARDS OF CONDUCT FOR EMPLOYEES § 1105.1 Cross-reference to employee ethical conduct standards and... ethical conduct at 5 CFR part 2635; the executive branch employees responsibilities and conduct...

10 CFR 1010.102 - Cross-references to employee ethical conduct standards, financial disclosure regulations, and...

Code of Federal Regulations, 2014 CFR

2014-01-01

... 10 Energy 4 2014-01-01 2014-01-01 false Cross-references to employee ethical conduct standards... Cross-references to employee ethical conduct standards, financial disclosure regulations, and other conduct rules. Employees of DOE are subject to the Standards of Ethical Conduct for Employees of the...

12 CFR 1401.1 - Cross-references to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 12 Banks and Banking 9 2013-01-01 2013-01-01 false Cross-references to employee ethical conduct... INSURANCE CORPORATION EMPLOYEE RESPONSIBILITIES AND CONDUCT § 1401.1 Cross-references to employee ethical... the Farm Credit System Insurance Corporation are subject to the Standards of Ethical Conduct for...

28 CFR 45.1 - Cross-reference to ethical standards and financial disclosure regulations.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 28 Judicial Administration 2 2012-07-01 2012-07-01 false Cross-reference to ethical standards and...) EMPLOYEE RESPONSIBILITIES § 45.1 Cross-reference to ethical standards and financial disclosure regulations. Employees of the Department of Justice are subject to the executive branch-wide Standards of Ethical Conduct...

45 CFR 1105.1 - Cross-reference to employee ethical conduct standards and financial disclosure and financial...

Code of Federal Regulations, 2013 CFR

2013-10-01

... 45 Public Welfare 3 2013-10-01 2013-10-01 false Cross-reference to employee ethical conduct... STANDARDS OF CONDUCT FOR EMPLOYEES § 1105.1 Cross-reference to employee ethical conduct standards and... ethical conduct at 5 CFR part 2635; the executive branch employees responsibilities and conduct...

45 CFR 1105.1 - Cross-reference to employee ethical conduct standards and financial disclosure and financial...

Code of Federal Regulations, 2014 CFR

2014-10-01

... 45 Public Welfare 3 2014-10-01 2014-10-01 false Cross-reference to employee ethical conduct... STANDARDS OF CONDUCT FOR EMPLOYEES § 1105.1 Cross-reference to employee ethical conduct standards and... ethical conduct at 5 CFR part 2635; the executive branch employees responsibilities and conduct...

47 CFR 19.735-102 - Cross-reference to ethics and other conduct related regulations.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 47 Telecommunication 1 2013-10-01 2013-10-01 false Cross-reference to ethics and other conduct... GENERAL EMPLOYEE RESPONSIBILITIES AND CONDUCT General Provisions § 19.735-102 Cross-reference to ethics... Communications Commission (Commission) are subject to the Standards of Ethical Conduct for Employees of the...

47 CFR 19.735-102 - Cross-reference to ethics and other conduct related regulations.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 47 Telecommunication 1 2014-10-01 2014-10-01 false Cross-reference to ethics and other conduct... GENERAL EMPLOYEE RESPONSIBILITIES AND CONDUCT General Provisions § 19.735-102 Cross-reference to ethics... Communications Commission (Commission) are subject to the Standards of Ethical Conduct for Employees of the...

22 CFR 1100.1 - Cross-references to employee ethical conduct standards, financial disclosure and financial...

Code of Federal Regulations, 2013 CFR

2013-04-01

... 22 Foreign Relations 2 2013-04-01 2009-04-01 true Cross-references to employee ethical conduct... STATES SECTION EMPLOYEE RESPONSIBILITIES AND CONDUCT § 1100.1 Cross-references to employee ethical... executive branch standards of ethical conduct contained in 5 CFR part 2635, the executive branch financial...

12 CFR 1401.1 - Cross-references to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 12 Banks and Banking 9 2012-01-01 2012-01-01 false Cross-references to employee ethical conduct... INSURANCE CORPORATION EMPLOYEE RESPONSIBILITIES AND CONDUCT § 1401.1 Cross-references to employee ethical... the Farm Credit System Insurance Corporation are subject to the Standards of Ethical Conduct for...

12 CFR 1401.1 - Cross-references to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 12 Banks and Banking 10 2014-01-01 2014-01-01 false Cross-references to employee ethical conduct... INSURANCE CORPORATION EMPLOYEE RESPONSIBILITIES AND CONDUCT § 1401.1 Cross-references to employee ethical... the Farm Credit System Insurance Corporation are subject to the Standards of Ethical Conduct for...

28 CFR 45.1 - Cross-reference to ethical standards and financial disclosure regulations.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 28 Judicial Administration 2 2014-07-01 2014-07-01 false Cross-reference to ethical standards and...) EMPLOYEE RESPONSIBILITIES § 45.1 Cross-reference to ethical standards and financial disclosure regulations. Employees of the Department of Justice are subject to the executive branch-wide Standards of Ethical Conduct...

45 CFR 706.1 - Cross-references to employee ethical conduct standards, financial disclosure and financial...

Code of Federal Regulations, 2013 CFR

2013-10-01

... 45 Public Welfare 3 2013-10-01 2013-10-01 false Cross-references to employee ethical conduct... EMPLOYEE RESPONSIBILITIES AND CONDUCT § 706.1 Cross-references to employee ethical conduct standards... States Commission on Civil Rights are subject to the executive branch standards of ethical conduct...

45 CFR 706.1 - Cross-references to employee ethical conduct standards, financial disclosure and financial...

Code of Federal Regulations, 2014 CFR

2014-10-01

... 45 Public Welfare 3 2014-10-01 2014-10-01 false Cross-references to employee ethical conduct... EMPLOYEE RESPONSIBILITIES AND CONDUCT § 706.1 Cross-references to employee ethical conduct standards... States Commission on Civil Rights are subject to the executive branch standards of ethical conduct...

43 CFR 20.101 - Cross-references to ethical conduct, financial disclosure and other applicable regulations.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 43 Public Lands: Interior 1 2013-10-01 2013-10-01 false Cross-references to ethical conduct... Cross-references to ethical conduct, financial disclosure and other applicable regulations. In addition... Standards of Ethical Conduct for Employees of the Executive Branch, at 5 CFR part 2635; the Department's...

49 CFR 99.735-1 - Cross-reference to ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 49 Transportation 1 2012-10-01 2012-10-01 false Cross-reference to ethical conduct standards and... Transportation EMPLOYEE RESPONSIBILITIES AND CONDUCT General § 99.735-1 Cross-reference to ethical conduct... the executive branch-wide Standards of Ethical Conduct at 5 CFR part 2635, the Department of...

Maslow and Miller: An Exploration of Gender and Affiliation in the Journey to Competence

ERIC Educational Resources Information Center

Coy, Doris Rhea; Kovacs-Long, Judith

2005-01-01

This article shows that although neither Abraham Maslow nor Jean Baker Miller reference each other in their writings, they are following different paths to the same conclusion: competence proceeds from connection. Miller and Maslow both describe a developmental model that applies equally to women and men. The conclusion of the authors of this…

Investigations on Required Core Competencies for Engineering Graduates with Reference to the Indian IT Industry

ERIC Educational Resources Information Center

Goel, Sanjay

2006-01-01

Fifty-four engineers and managers working with Indian and multinational IT companies, with an average experience of 7.5 years, have responded to a survey about engineering education. Respondents have assessed the importance of 49 parameters. Twenty-three of these parameters correspond to core engineering and general professional competencies for…

Heating and Air Conditioning. Auto Mechanics Curriculum Guide Module 9. Instructor's Guide.

ERIC Educational Resources Information Center

Hevel, David

This unit of instruction is one of a series of modules in the Missouri Auto Mechanics Curriculum Guide. The module's format was developed for competency-based teaching and testing. The module contains 11 units, each of which contains the following components: a competency profile, objective sheets, references, notes to the instructor, lesson…

Parental Cultural Competence for Transracial Adoptive Parents: Effect of Experiences of Oppression, Perceived Support, and Multicultural Experiences

ERIC Educational Resources Information Center

Rootes, Katie M. Heiden

2014-01-01

This study sought to understand how parental cultural competence (PCC) develops for transracial adoptive parents. PCC refers to the use of cultural socialization by parents for supporting the racial and ethnic identity development of their transracially-adopted children. PCC remains an under researched area within transracial adoption research…

Shaping Learner Contributions in an EFL Classroom: Implications for L2 Classroom Interactional Competence

ERIC Educational Resources Information Center

Can Daskin, Nilüfer

2015-01-01

This study investigated the interactional patterns for shaping learner contributions in an EFL classroom with reference to Walsh's classroom interactional competence (CIC). In doing so, an EFL class at an English preparatory school in a Turkish state university was both videotaped and audiotaped in the course of six classroom hours. Conversation…

The Development Model of Knowledge Management via Web-Based Learning to Enhance Pre-Service Teacher's Competency

ERIC Educational Resources Information Center

Rampai, Nattaphon; Sopeerak, Saroch

2011-01-01

This research explores that the model of knowledge management and web technology for teachers' professional development as well as its impact in the classroom on learning and teaching, especially in pre-service teacher's competency and practices that refer to knowledge creating, analyzing, nurturing, disseminating, and optimizing process as part…

Travelling Concepts in National Curriculum Policy-Making: The Example of Competencies

ERIC Educational Resources Information Center

Nordin, Andreas; Sundberg, Daniel

2016-01-01

In this paper we will address the impact of Europeanisation on national curriculum reforms with empirical reference to the Swedish compulsory school, and based on the concept of competence discuss the question of transnational curriculum convergence. The main interest is directed towards how the answers to the question of what counts as knowledge…

Symbolic Competence in Interaction: Mutuality, Memory, and Resistance in a Peer Tutoring Context

ERIC Educational Resources Information Center

Back, Michele

2016-01-01

Symbolic competence (Kramsch, 2009, 2011) has been proposed as a crucial addition to world language learning, as it enables a language learner to negotiate the complex symbolism of words, expressions, and discursive events from the target culture in order to reference them effectively and in the appropriate contexts. However, fostering symbolic…

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

ERIC Educational Resources Information Center

Eisenmann, Linda

2002-01-01

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

Chat Reference Training after One Decade: The Results of a National Survey of Academic Libraries

ERIC Educational Resources Information Center

Devine, Christopher; Paladino, Emily Bounds; Davis, John A.

2011-01-01

The first comprehensive national survey of all academic libraries in the United States which were conducting chat reference service was carried out to determine: what practices were being used to prepare personnel for chat reference service, what competencies were being taught, how and why training practices may have changed over time, and what…

Clinical Characteristic of the HIV/AIDS Patients with Cryptosporidiosis Referring to Behavioral Diseases Consultation Center, Imam Khomeini Hospital, Tehran in 2013.

PubMed

Gholami, Rashid; Gholami, Shirzad; Emadi-Kouchak, Hamid; Abdollahi, Alireza; Shahriari, Mona

2016-01-01

Cryptosporidium is known as an opportunist disease-causing agent in man in recent decades. It causes diarrhea and intestinal disorders in the immune deficit and immune competent individuals. This study was aimed to investigate the clinical characteristics of HIV/AIDS patients with cryptosporidiosis infection. This cross-sectional descriptive study was performed on 53 HIV/AIDS patients referred to the Behavior Disease Consultation Center of Imam Khomeini Hospital in Tehran, Iran in 2013. First, the patients were studied clinically and the context data were recorded in a questionnaire for parasitological examination and referred to the laboratory for eosinophil count, and CD4 count per ml of blood. Cryptosporidiosis was observed in 4 (7.6%) of the total 53 HIV/AIDS patients. The highest prevalence of infection was observed in the age range of 30-39 yr. It was observed in different sexes as 5.7% of male and 1.9% of female, but statistically was insignificant (P=0.163).75% of patients had no intestinal symptom, 11.4% with acute diarrhea and 3.8% with chronic diarrhea. Cryptosporidiosis cases were observed in 5.7% of patients without intestinal symptom. Practitioners in the clinical examination for the detection of the opportunistic intestinal protozoan infection should use clinical and paraclinical characteristics of the HIV/AIDS patients for the diagnostic of Cryptosporidium and other opportunistic parasitic diseases.

A Bootstrapping Model of Frequency and Context Effects in Word Learning.

PubMed

Kachergis, George; Yu, Chen; Shiffrin, Richard M

2017-04-01

Prior research has shown that people can learn many nouns (i.e., word-object mappings) from a short series of ambiguous situations containing multiple words and objects. For successful cross-situational learning, people must approximately track which words and referents co-occur most frequently. This study investigates the effects of allowing some word-referent pairs to appear more frequently than others, as is true in real-world learning environments. Surprisingly, high-frequency pairs are not always learned better, but can also boost learning of other pairs. Using a recent associative model (Kachergis, Yu, & Shiffrin, 2012), we explain how mixing pairs of different frequencies can bootstrap late learning of the low-frequency pairs based on early learning of higher frequency pairs. We also manipulate contextual diversity, the number of pairs a given pair appears with across training, since it is naturalistically confounded with frequency. The associative model has competing familiarity and uncertainty biases, and their interaction is able to capture the individual and combined effects of frequency and contextual diversity on human learning. Two other recent word-learning models do not account for the behavioral findings. Copyright © 2016 Cognitive Science Society, Inc.

Competency profile of locally manufactured clopidogrel Lowplat and foreign manufactured clopidogrel Plavix in patients of suspected ischemic heart disease (CLAP-IHD).

PubMed

Ashraf, Tariq; Ahmed, Munir; Talpur, M Saeed; Kundi, Asadullah; Faruqui, Azhar Masood A; Jaffery, Abdul Hafeez; Fareed, Aslam

2005-10-01

The primary objective of this study was to test the hypothesis that the antiplatelet effects of loading dose of locally manufactured clopidogrel Lowplat referred as drug (B) 600 mg (8 tablets) given once is comparable to the antiplatelet effects of loading dose of foreign manufactured clopidogrel Plavix referred as drug (A) 600 mg (8 tablets) given once in patients with suspected ischemic heart disease. This was a double blind, randomized, cross over, study, to compare the safety and efficacy of study drug (B) versus (A) in adult subjects suffering from suspected ischemic heart disease presented at National Institute of Cardiovascular Disease (NICVD), Karachi. Mean platelet aggregation inhibition by drug (B) was 60.7% (p<0.001), while with drug (A) it was 57.8% (p<0.001), using 20 micromol/L ADP, which is statistically significant and comparable. Clopidogrel 600 mg as loading dose was well tolerated. Both drugs were equally effective in reducing the platelet aggregation. CLAP-IHD confirmed that drug (B) and (A) are equally effective and comparable antithrombotics in Pakistani population. The cost benefit of drug (B) should be made beneficial to the patients.

Kerlinger's Criterial Referents Theory Revisited.

ERIC Educational Resources Information Center

Zak, Itai; Birenbaum, Menucha

1980-01-01

Kerlinger's criterial referents theory of attitudes was tested cross-culturally by administering an education attitude referents summated-rating scale to 713 individuals in Israel. The response pattern to criterial and noncriterial referents was examined. Results indicated empirical cross-cultural validity of theory, but questioned measuring…

Doctors on the move: a European case study on the key characteristics of national recertification systems

PubMed Central

Govaerts, Marjan J; Mitchell, Sharon; Rohde, Gernot G U; Smeenk, Frank W J M; Driessen, Erik W

2018-01-01

Objectives With increased cross-border movement, ensuring safe and high-quality healthcare has gained primacy. The purpose of recertification is to ensure quality of care through periodically attesting doctors’ professional proficiency in their field. Professional migration and facilitated cross-border recognition of qualifications, however, make us question the fitness of national policies for safeguarding patient care and the international accountability of doctors. Design and setting We performed document analyses and conducted 19 semistructured interviews to identify and describe key characteristics and effective components of 10 different European recertification systems, each representing one case (collective case study). We subsequently compared these systems to explore similarities and differences in terms of assessment criteria used to determine process quality. Results Great variety existed between countries in terms and assessment formats used, targeting cognition, competence and performance (Miller’s assessment pyramid). Recertification procedures and requirements also varied significantly, ranging from voluntary participation in professional development modules to the mandatory collection of multiple performance data in a competency-based portfolio. Knowledge assessment was fundamental to recertification in most countries. Another difference concerned the stakeholders involved in the recertification process: while some systems exclusively relied on doctors’ self-assessment, others involved multiple stakeholders but rarely included patients in assessment of doctors’ professional competence. Differences between systems partly reflected different goals and primary purposes of recertification. Conclusion Recertification systems differ substantially internationally with regard to the criteria they apply to assess doctors’ competence, their aims, requirements, assessment formats and patient involvement. In the light of professional mobility and associated demands for accountability, we recommend that competence assessment includes patients’ perspectives, and recertification practices be shared internationally to enhance transparency. This can help facilitate cross-border movement, while guaranteeing high-quality patient care. PMID:29666131

Automated Assessment of Medical Students' Clinical Exposures according to AAMC Geriatric Competencies.

PubMed

Chen, Yukun; Wrenn, Jesse; Xu, Hua; Spickard, Anderson; Habermann, Ralf; Powers, James; Denny, Joshua C

2014-01-01

Competence is essential for health care professionals. Current methods to assess competency, however, do not efficiently capture medical students' experience. In this preliminary study, we used machine learning and natural language processing (NLP) to identify geriatric competency exposures from students' clinical notes. The system applied NLP to generate the concepts and related features from notes. We extracted a refined list of concepts associated with corresponding competencies. This system was evaluated through 10-fold cross validation for six geriatric competency domains: "medication management (MedMgmt)", "cognitive and behavioral disorders (CBD)", "falls, balance, gait disorders (Falls)", "self-care capacity (SCC)", "palliative care (PC)", "hospital care for elders (HCE)" - each an American Association of Medical Colleges competency for medical students. The systems could accurately assess MedMgmt, SCC, HCE, and Falls competencies with F-measures of 0.94, 0.86, 0.85, and 0.84, respectively, but did not attain good performance for PC and CBD (0.69 and 0.62 in F-measure, respectively).

A mixed-methods research approach to the review of competency standards for orthotist/prosthetists in Australia.

PubMed

Ash, Susan; O'Connor, Jackie; Anderson, Sarah; Ridgewell, Emily; Clarke, Leigh

2015-06-01

The requirement for an allied health workforce is expanding as the global burden of disease increases internationally. To safely meet the demand for an expanded workforce of orthotist/prosthetists in Australia, competency based standards, which are up-to-date and evidence-based, are required. The aims of this study were to determine the minimum level for entry into the orthotic/prosthetic profession; to develop entry level competency standards for the profession; and to validate the developed entry-level competency standards within the profession nationally, using an evidence-based approach. A mixed-methods research design was applied, using a three-step sequential exploratory design, where step 1 involved collecting and analyzing qualitative data from two focus groups; step 2 involved exploratory instrument development and testing, developing the draft competency standards; and step 3 involved quantitative data collection and analysis - a Delphi survey. In stage 1 (steps 1 and 2), the two focus groups - an expert and a recent graduate group of Australian orthotist/prosthetists - were led by an experienced facilitator, to identify gaps in the current competency standards and then to outline a key purpose, and work roles and tasks for the profession. The resulting domains and activities of the first draft of the competency standards were synthesized using thematic analysis. In stage 2 (step 3), the draft-competency standards were circulated to a purposive sample of the membership of the Australian Orthotic Prosthetic Association, using three rounds of Delphi survey. A project reference group of orthotist/prosthetists reviewed the results of both stages. In stage 1, the expert (n = 10) and the new graduate (n = 8) groups separately identified work roles and tasks, which formed the initial draft of the competency standards. Further drafts were refined and performance criteria added by the project reference group, resulting in the final draft-competency standards. In stage 2, the final draft-competency standards were circulated to 56 members (n = 44 final round) of the Association, who agreed on the key purpose, 6 domains, 18 activities, and 68 performance criteria of the final competency standards. This study outlines a rigorous and evidence-based mixed-methods approach for developing and endorsing professional competency standards, which is representative of the views of the profession of orthotist/prosthetists.

Cultural relativism: occupation and independence reconsidered.

PubMed

Whiteford, G E; Wilcock, A A

2000-12-01

In this article, findings from a qualitative study of a cohort of occupational therapy students in Auckland, New Zealand are presented. The study focussed on the experiences of students as they learned to work with people from different social and cultural backgrounds over a 3-year period. As well as identifying curriculum and teaching/learning processes that enhance intercultural competence development, the data that emerged from the study also highlight important issues about how occupation and independence are conceptualised across cultures. A review of the trans-disciplinary and occupational therapy literature dealing with theoretical, conceptual and educational issues relating to cross-cultural practice is followed by a presentation of narrative extracts that address the key concepts of occupation and independence. These are then discussed with reference to relevant occupational therapy literature. In conclusion, implications for future research and practice are explored focussing on a need for occupation and independence to be reconsidered as culturally relative constructions.

12 CFR 336.1 - Cross-reference to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 12 Banks and Banking 4 2011-01-01 2011-01-01 false Cross-reference to employee ethical conduct... and Conduct § 336.1 Cross-reference to employee ethical conduct standards and financial disclosure... Branch-wide Standards of Ethical Conduct at 5 CFR part 2635, the Corporation regulation at 5 CFR part...

12 CFR 264.101 - Cross-reference to employees' ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 12 Banks and Banking 3 2011-01-01 2011-01-01 false Cross-reference to employees' ethical conduct... § 264.101 Cross-reference to employees' ethical conduct standards and financial disclosure regulations... branch-wide standards of ethical conduct at 5 CFR part 2635 and the Board's regulation at 5 CFR part 6801...

34 CFR 73.1 - Cross-reference to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 34 Education 1 2011-07-01 2011-07-01 false Cross-reference to employee ethical conduct standards... of Education STANDARDS OF CONDUCT § 73.1 Cross-reference to employee ethical conduct standards and... branch-wide Standards of Ethical Conduct at 5 CFR part 2635 and to the Department of Education regulation...

22 CFR 1504.1 - Cross-references to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2011 CFR

2011-04-01

... 22 Foreign Relations 2 2011-04-01 2009-04-01 true Cross-references to employee ethical conduct... FOUNDATION EMPLOYEE RESPONSIBILITIES AND CONDUCT § 1504.1 Cross-references to employee ethical conduct... Foundation are subject to the Standards of Ethical Conduct for Employees of the Executive Branch at 5 CFR...

26 CFR 1.642(a)(3)-3 - Cross reference.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 26 Internal Revenue 8 2010-04-01 2010-04-01 false Cross reference. 1.642(a)(3)-3 Section 1.642(a)(3)-3 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY (CONTINUED) INCOME TAX (CONTINUED) INCOME TAXES Estates, Trusts, and Beneficiaries § 1.642(a)(3)-3 Cross reference. See § 1.683-2(c...

34 CFR 73.1 - Cross-reference to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 1 2010-07-01 2010-07-01 false Cross-reference to employee ethical conduct standards... of Education STANDARDS OF CONDUCT § 73.1 Cross-reference to employee ethical conduct standards and... branch-wide Standards of Ethical Conduct at 5 CFR part 2635 and to the Department of Education regulation...

10 CFR 1010.102 - Cross-references to employee ethical conduct standards, financial disclosure regulations, and...

Code of Federal Regulations, 2010 CFR

2010-01-01

... 10 Energy 4 2010-01-01 2010-01-01 false Cross-references to employee ethical conduct standards... ENERGY (GENERAL PROVISIONS) CONDUCT OF EMPLOYEES § 1010.102 Cross-references to employee ethical conduct... Standards of Ethical Conduct for Employees of the Executive Branch at 5 CFR part 2635, the DOE regulation at...

12 CFR 336.1 - Cross-reference to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 12 Banks and Banking 4 2010-01-01 2010-01-01 false Cross-reference to employee ethical conduct... and Conduct § 336.1 Cross-reference to employee ethical conduct standards and financial disclosure... Branch-wide Standards of Ethical Conduct at 5 CFR part 2635, the Corporation regulation at 5 CFR part...

12 CFR 264.101 - Cross-reference to employees' ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 12 Banks and Banking 3 2010-01-01 2010-01-01 false Cross-reference to employees' ethical conduct... § 264.101 Cross-reference to employees' ethical conduct standards and financial disclosure regulations... branch-wide standards of ethical conduct at 5 CFR part 2635 and the Board's regulation at 5 CFR part 6801...

22 CFR 1504.1 - Cross-references to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 22 Foreign Relations 2 2010-04-01 2010-04-01 true Cross-references to employee ethical conduct... FOUNDATION EMPLOYEE RESPONSIBILITIES AND CONDUCT § 1504.1 Cross-references to employee ethical conduct... Foundation are subject to the Standards of Ethical Conduct for Employees of the Executive Branch at 5 CFR...

12 CFR 264.101 - Cross-reference to employees' ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 12 Banks and Banking 4 2012-01-01 2012-01-01 false Cross-reference to employees' ethical conduct... AND CONDUCT § 264.101 Cross-reference to employees' ethical conduct standards and financial disclosure... executive branch-wide standards of ethical conduct at 5 CFR part 2635 and the Board's regulation at 5 CFR...

22 CFR 1504.1 - Cross-references to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2014 CFR

2014-04-01

... 22 Foreign Relations 2 2014-04-01 2014-04-01 false Cross-references to employee ethical conduct... FOUNDATION EMPLOYEE RESPONSIBILITIES AND CONDUCT § 1504.1 Cross-references to employee ethical conduct... Foundation are subject to the Standards of Ethical Conduct for Employees of the Executive Branch at 5 CFR...

12 CFR 264.101 - Cross-reference to employees' ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 12 Banks and Banking 4 2014-01-01 2014-01-01 false Cross-reference to employees' ethical conduct... AND CONDUCT § 264.101 Cross-reference to employees' ethical conduct standards and financial disclosure... executive branch-wide standards of ethical conduct at 5 CFR part 2635 and the Board's regulation at 5 CFR...

12 CFR 336.1 - Cross-reference to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 12 Banks and Banking 5 2014-01-01 2014-01-01 false Cross-reference to employee ethical conduct... and Conduct § 336.1 Cross-reference to employee ethical conduct standards and financial disclosure... Branch-wide Standards of Ethical Conduct at 5 CFR part 2635, the Corporation regulation at 5 CFR part...

22 CFR 1504.1 - Cross-references to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 22 Foreign Relations 2 2013-04-01 2009-04-01 true Cross-references to employee ethical conduct... FOUNDATION EMPLOYEE RESPONSIBILITIES AND CONDUCT § 1504.1 Cross-references to employee ethical conduct... Foundation are subject to the Standards of Ethical Conduct for Employees of the Executive Branch at 5 CFR...

34 CFR 73.1 - Cross-reference to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 34 Education 1 2014-07-01 2014-07-01 false Cross-reference to employee ethical conduct standards... of Education STANDARDS OF CONDUCT § 73.1 Cross-reference to employee ethical conduct standards and... branch-wide Standards of Ethical Conduct at 5 CFR part 2635 and to the Department of Education regulation...

12 CFR 336.1 - Cross-reference to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 12 Banks and Banking 5 2013-01-01 2013-01-01 false Cross-reference to employee ethical conduct... and Conduct § 336.1 Cross-reference to employee ethical conduct standards and financial disclosure... Branch-wide Standards of Ethical Conduct at 5 CFR part 2635, the Corporation regulation at 5 CFR part...

12 CFR 336.1 - Cross-reference to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 12 Banks and Banking 5 2012-01-01 2012-01-01 false Cross-reference to employee ethical conduct... and Conduct § 336.1 Cross-reference to employee ethical conduct standards and financial disclosure... Branch-wide Standards of Ethical Conduct at 5 CFR part 2635, the Corporation regulation at 5 CFR part...

22 CFR 1504.1 - Cross-references to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2012 CFR

2012-04-01

... 22 Foreign Relations 2 2012-04-01 2009-04-01 true Cross-references to employee ethical conduct... FOUNDATION EMPLOYEE RESPONSIBILITIES AND CONDUCT § 1504.1 Cross-references to employee ethical conduct... Foundation are subject to the Standards of Ethical Conduct for Employees of the Executive Branch at 5 CFR...

34 CFR 73.1 - Cross-reference to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 34 Education 1 2013-07-01 2013-07-01 false Cross-reference to employee ethical conduct standards... of Education STANDARDS OF CONDUCT § 73.1 Cross-reference to employee ethical conduct standards and... branch-wide Standards of Ethical Conduct at 5 CFR part 2635 and to the Department of Education regulation...

12 CFR 264.101 - Cross-reference to employees' ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 12 Banks and Banking 4 2013-01-01 2013-01-01 false Cross-reference to employees' ethical conduct... AND CONDUCT § 264.101 Cross-reference to employees' ethical conduct standards and financial disclosure... executive branch-wide standards of ethical conduct at 5 CFR part 2635 and the Board's regulation at 5 CFR...

34 CFR 73.1 - Cross-reference to employee ethical conduct standards and financial disclosure regulations.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 34 Education 1 2012-07-01 2012-07-01 false Cross-reference to employee ethical conduct standards... of Education STANDARDS OF CONDUCT § 73.1 Cross-reference to employee ethical conduct standards and... branch-wide Standards of Ethical Conduct at 5 CFR part 2635 and to the Department of Education regulation...

Rates and risk factors of injury in CrossFitTM: a prospective cohort study.

PubMed

Moran, Sebastian; Booker, Harry; Staines, Jacob; Williams, Sean

2017-09-01

CrossFitTM is a strength and conditioning program that has gained widespread popularity since its inception approximately 15 years ago. However, at present little is known about the level of injury risk associated with this form of training. Movement competency, assessed using the Functional Movement ScreenTM (FMS), has been identified as a risk factor for injury in numerous athletic populations, but its role in CrossFit participants is currently unclear. The aim of this study was to evaluate the level of injury risk associated with CrossFit training, and examine the influence of a number of potential risk factors (including movement competency). A cohort of 117 CrossFit participants were followed prospectively for 12 weeks. Participants' characteristics, previous injury history and training experience were recorded at baseline, and an FMS assessment was conducted. The overall injury incidence rate was 2.10 per 1000 training hours (90% confidence limits: 1.32-3.33). A multivariate Poisson regression model identified males (rate ratio [RR]: 4.44 ×/÷ 3.30, very likely harmful) and those with previous injuries (RR: 2.35 ×/÷ 2.37, likely harmful) as having a higher injury risk. Inferences relating to FMS variables were unclear in the multivariate model, although number of asymmetries was a clear risk factor in a univariate model (RR per two additional asymmetries: 2.62 ×/÷ 1.53, likely harmful). The injury incidence rate associated with CrossFit training was low, and comparable to other forms of recreational fitness activities. Previous injury and gender were identified as risk factors for injury, whilst the role of movement competency in this setting warrants further investigation.

Motor Competence Levels and Prevalence of Developmental Coordination Disorder in Spanish Children: The MOVI-KIDS Study

ERIC Educational Resources Information Center

Amador-Ruiz, Santiago; Gutierrez, David; Martínez-Vizcaíno, Vicente; Gulías-González, Roberto; Pardo-Guijarro, María J.; Sánchez-López, Mairena

2018-01-01

Background: Motor competence (MC) affects numerous aspects of children's daily life. The aims of this study were to: evaluate MC, provide population-based percentile values for MC; and determine the prevalence of developmental coordination disorder (DCD) in Spanish schoolchildren. Methods: This cross-sectional study included 1562 children aged 4…

A Philippine Rural School's Organizational Climate, Teachers' Performance, and Management Competencies

ERIC Educational Resources Information Center

Dalanon, Junhel; Diano, Liz Muriel; Belarmino, Ma Paciencia; Hayama, Rika; Miyagi, Mayu; Matsuka, Yoshizo

2018-01-01

This 2016 cross-sectional inquiry used quantitative and thematic content analysis to determine the organizational climate (OC) with empirical and theoretical relation to the teachers' performance (TP) and management competencies (MC) of a rural, K-12, private school in the Philippines. Analyses from a focus group discussion (FGD) was done using…

Early Adolescents' and Their Parents' Mental Imagery in Relation to Perceived Reading Competence

ERIC Educational Resources Information Center

Mol, Suzanne E.; Jolles, Jelle; Van Batenburg-Eddes, Tamara; Bult, Maureen K.

2016-01-01

This cross-sectional survey study examined the relation between mental imagery (i.e., seeing images of a story "in the mind's eye") and perceived self-competence in reading. The study was conducted with a group of seventh-grade to ninth-grade students in the prevocational educational track of secondary schools in the Netherlands and…

Promoting School Mental Health Competencies: Exploring the Utility of Decision Cases for Pre-Service Learning

ERIC Educational Resources Information Center

Iachini, Aidyn L.; Wolfer, Terry A.

2015-01-01

Preparation of the school mental health (SMH) workforce is an important priority. Significant gaps remain, however, in our understanding of which pre-service training strategies may be most effective for promoting essential cross-disciplinary SMH competencies. In response, this paper describes the case method of teaching and provides pilot…

Missouri Marketing Education Competency Profile. Cross-Referenced to Marketing Education Resources and the Missouri Show-Me Standards. Revised.

ERIC Educational Resources Information Center

Missouri Univ., Columbia. Instructional Materials Lab.

This packet consists of explanatory materials on the Missouri Marketing Education Competency Profile and related information. Section 1 describes the mission of marketing education, marketing occupations, curriculum framework, and curriculum alignment for the 1996 profile. Section 2 addresses 1996 revisions to the Missouri Marketing Education Core…

Examining Cross-Cultural Affective Components of Global Competence from a Value Perspective

ERIC Educational Resources Information Center

Awaida-Nachabe, Nadia

2017-01-01

The purpose of this study was to explore perceived importance of cultural values and affective components in the Middle East and North Africa (MENA) region and their relationships. This study identified which of the nine affective components of global competence and four higher order cultural values were perceived to be important in the MENA…

Agricultural Education Competencies: A Comparison of Master's Students at Texas Tech and Texas A&M Universities.

ERIC Educational Resources Information Center

Lindner, James R.; Baker, Matt

2003-01-01

A survey of 69 agriculture master's students at Texas Tech and Texas A & M universities received 46 responses. Students rated perceived competence highest in the areas of enhancing teaching and learning, ability to focus attention and deliver information, and content skills. Lowest ratings were in cross-national agriculture, effective use of…

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…

Validity of a Competing Food Choice Construct regarding Fruit and Vegetable Consumption among Urban College Freshmen

ERIC Educational Resources Information Center

Yeh, Ming-Chin; Matsumori, Brandy; Obenchain, Janel; Viladrich, Anahi; Das, Dhiman; Navder, Khursheed

2010-01-01

Objective: This paper presents the reliability and validity of a "competing food choice" construct designed to assess whether factors related to consumption of less-healthful food were perceived to be barriers to fruit and vegetable consumption in college freshmen. Design: Cross-sectional, self-administered survey. Setting: An urban public college…

"You Don't Have to Travel the World": Accumulating Experiences on the Path toward Globally Competent Teaching

ERIC Educational Resources Information Center

Parkhouse, Hillary; Tichnor-Wagner, Ariel; Cain, Jessie Montana; Glazier, Jocelyn

2016-01-01

As classrooms become increasingly diverse and students need more complex skills for collaboratively addressing transnational issues, we need a better understanding of the factors that contribute to globally competent teaching. Education research has highlighted the benefits of study abroad and overseas teaching, as well as local cross-cultural…

Pre-Service Chemistry Teachers' Competencies in the Laboratory: A Cross-Grade Study in Solution Preparation

ERIC Educational Resources Information Center

Karatas, F. O.

2016-01-01

One of the prerequisites for chemistry teacher candidates is to demonstrate certain laboratory skills. This article aims to determine and discuss the competencies of pre-service chemistry teachers in a chemistry laboratory context working with solution chemistry content. The participants in this study consisted of a group of pre-service chemistry…

Cultural Competence in Medical Education: Aligning the Formal, Informal and Hidden Curricula

ERIC Educational Resources Information Center

Paul, David; Ewen, Shaun C.; Jones, Rhys

2014-01-01

The concept of cultural competence has become reified by inclusion as an accreditation standard in the US and Canada, in New Zealand it is demanded through an Act of Parliament, and it pervades discussion in Australian medical education discourse. However, there is evidence that medical graduates feel poorly prepared to deliver cross-cultural care…

[Construction of the addiction prevention core competency model for preventing addictive behavior in adolescents].

PubMed

Park, Hyun Sook; Jung, Sun Young

2013-12-01

This study was done to provide fundamental data for the development of competency reinforcement programs to prevent addictive behavior in adolescents through the construction and examination of an addiction prevention core competency model. In this study core competencies for preventing addictive behavior in adolescents through competency modeling were identified, and the addiction prevention core competency model was developed. It was validated methodologically. Competencies for preventing addictive behavior in adolescents as defined by the addiction prevention core competency model are as follows: positive self-worth, self-control skill, time management skill, reality perception skill, risk coping skill, and positive communication with parents and with peers or social group. After construction, concurrent cross validation of the addiction prevention core competency model showed that this model was appropriate. The study results indicate that the addiction prevention core competency model for the prevention of addictive behavior in adolescents through competency modeling can be used as a foundation for an integral approach to enhance adolescent is used as an adjective and prevent addictive behavior. This approach can be a school-centered, cost-efficient strategy which not only reduces addictive behavior in adolescents, but also improves the quality of their resources.

An Examination of Cultural Competence Training in US Medical Education Guided by the Tool for Assessing Cultural Competence Training

PubMed Central

Jernigan, Valarie Blue Bird; Hearod, Jordan B.; Tran, Kim; Norris, Keith C.; Buchwald, Dedra

2015-01-01

In the United States, medical students must demonstrate a standard level of “cultural competence,” upon graduation. Cultural competence is most often defined as a set of congruent behaviors, attitudes, and policies that come together in a system, organization, or among professionals that enables effective work in cross-cultural situations. The Association of American Medical Colleges developed the Tool for Assessing Cultural Competence Training (TACCT) to assist schools in developing and evaluating cultural competence curricula to meet these requirements. This review uses the TACCT as a guideline to describe and assess pedagogical approaches to cultural competence training in US medical education and identify content gaps and opportunities for curriculum improvement. A total of 18 programs are assessed. Findings support previous research that cultural competence training can improve the knowledge, attitudes, and skills of medical trainees. However, wide variation in the conceptualization, implementation, and evaluation of cultural competence training programs exists, leading to differences in training quality and outcomes. More research is needed to establish optimal approaches to implementing and evaluating cultural competence training that incorporate cultural humility, the social determinants of health, and broader structural competency within the medical system. PMID:27818848

An Examination of Cultural Competence Training in US Medical Education Guided by the Tool for Assessing Cultural Competence Training.

PubMed

Jernigan, Valarie Blue Bird; Hearod, Jordan B; Tran, Kim; Norris, Keith C; Buchwald, Dedra

2016-01-01

In the United States, medical students must demonstrate a standard level of "cultural competence," upon graduation. Cultural competence is most often defined as a set of congruent behaviors, attitudes, and policies that come together in a system, organization, or among professionals that enables effective work in cross-cultural situations. The Association of American Medical Colleges developed the Tool for Assessing Cultural Competence Training (TACCT) to assist schools in developing and evaluating cultural competence curricula to meet these requirements. This review uses the TACCT as a guideline to describe and assess pedagogical approaches to cultural competence training in US medical education and identify content gaps and opportunities for curriculum improvement. A total of 18 programs are assessed. Findings support previous research that cultural competence training can improve the knowledge, attitudes, and skills of medical trainees. However, wide variation in the conceptualization, implementation, and evaluation of cultural competence training programs exists, leading to differences in training quality and outcomes. More research is needed to establish optimal approaches to implementing and evaluating cultural competence training that incorporate cultural humility, the social determinants of health, and broader structural competency within the medical system.

Factors Associated with the Competencies of Public Health Workers in Township Hospitals: A Cross-Sectional Survey in Chongqing Municipality, China

PubMed Central

He, Zhifei; Cheng, Zhaohui; Fu, Hang; Tang, Shangfeng; Fu, Qian; Fang, Haiqing; Xian, Yue; Ming, Hui; Feng, Zhanchun

2015-01-01

Purpose: This study aimed to explore the competencies of public health workers (PHWs) of township hospitals in Chongqing Municipality (China), and determine the related impact factors of the competencies of PHWs; Methods: A cross-sectional research was conducted on 314 PHWs from 27 township hospitals in three districts in Chongqing Municipality (China), from June to August 2014. A self-assessment questionnaire was established on the basis of literature reviews and a competency dictionary. The differences in competencies among the three districts were determined by adopting the chi-square test, t-test, analysis of variance (ANOVA) method, and the impact factors of the competencies of PHWs were determined by adopting stepwise regression analysis. Results: (1) Results of the demographic characteristics of PHWs in three sample districts of Chongqing Municipality showed that a significant difference in age of PHWs (p = 0.021 < 0.05) and the majors of PHWs (p = 0.045 < 0.05); (2) In terms of the self-evaluation competency results of PHWs in township hospitals, seven among the 11 aspects were found to have significant differences in the three districts by the ANOVA test; (3) By adopting the t-test and ANOVA method, results of the relationship between the characteristics of PHWs and their competency scores showed that significant differences were found in the economic level (p = 0.000 < 0.05), age (p = 0.000 < 0.05), years of working (p = 0.000 < 0.05) and title of PHWs (p = 0.000 < 0.05); (4) Stepwise regression analysis was used to determine the impact factors of the competencies of PHWs in township hospitals, including the economic level (p = 0.000 < 0.001), years of working (p = 0.000 < 0.001), title (p = 0.001 < 0.005), and public health major (p = 0.007 < 0.01). Conclusions: The competencies of the township hospital staff in Chongqing Municipality (China), are generally insufficient, therefore, regulating the medical education and training skills of PHWs is crucial to improve the competencies of PHWs in the township hospitals of Chongqing Municipality. The results of this study can be mirrored in other areas of China. PMID:26569273

Factors Associated with the Competencies of Public Health Workers in Township Hospitals: A Cross-Sectional Survey in Chongqing Municipality, China.

PubMed

He, Zhifei; Cheng, Zhaohui; Fu, Hang; Tang, Shangfeng; Fu, Qian; Fang, Haiqing; Xian, Yue; Ming, Hui; Feng, Zhanchun

2015-11-09

This study aimed to explore the competencies of public health workers (PHWs) of township hospitals in Chongqing Municipality (China), and determine the related impact factors of the competencies of PHWs; A cross-sectional research was conducted on 314 PHWs from 27 township hospitals in three districts in Chongqing Municipality (China), from June to August 2014. A self-assessment questionnaire was established on the basis of literature reviews and a competency dictionary. The differences in competencies among the three districts were determined by adopting the chi-square test, t-test, analysis of variance (ANOVA) method, and the impact factors of the competencies of PHWs were determined by adopting stepwise regression analysis. (1) RESULTS of the demographic characteristics of PHWs in three sample districts of Chongqing Municipality showed that a significant difference in age of PHWs (p = 0.021 < 0.05) and the majors of PHWs (p = 0.045 < 0.05); (2) In terms of the self-evaluation competency results of PHWs in township hospitals, seven among the 11 aspects were found to have significant differences in the three districts by the ANOVA test; (3) By adopting the t-test and ANOVA method, results of the relationship between the characteristics of PHWs and their competency scores showed that significant differences were found in the economic level (p = 0.000 < 0.05), age (p = 0.000 < 0.05), years of working (p = 0.000 < 0.05) and title of PHWs (p = 0.000 < 0.05); (4) Stepwise regression analysis was used to determine the impact factors of the competencies of PHWs in township hospitals, including the economic level (p = 0.000 < 0.001), years of working (p = 0.000 < 0.001), title (p = 0.001 < 0.005), and public health major (p = 0.007 < 0.01). The competencies of the township hospital staff in Chongqing Municipality (China), are generally insufficient, therefore, regulating the medical education and training skills of PHWs is crucial to improve the competencies of PHWs in the township hospitals of Chongqing Municipality. The results of this study can be mirrored in other areas of China.

Food Science & Technology. Instructor Guide. Student Reference.

ERIC Educational Resources Information Center

Martin, Phillip

This packet contains an instructor curriculum guide and a student reference book for a course in food science and technology. The 4-unit curriculum contains 23 lessons. The instructor's guide contains the following components of a unit of instruction: objectives, competencies, motivational techniques, teaching procedures, other activities,…

Fundamental movement skills and physical activity among children living in low-income communities: a cross-sectional study

PubMed Central

2014-01-01

Background Although previous studies have demonstrated that children with high levels of fundamental movement skill competency are more active throughout the day, little is known regarding children’s fundamental movement skill competency and their physical activity during key time periods of the school day (i.e., lunchtime, recess and after-school). The purpose of this study was to examine the associations between fundamental movement skill competency and objectively measured moderate-to-vigorous physical activity (MVPA) throughout the school day among children attending primary schools in low-income communities. Methods Eight primary schools from low-income communities and 460 children (8.5 ± 0.6 years, 54% girls) were involved in the study. Children’s fundamental movement skill competency (TGMD-2; 6 locomotor and 6 object-control skills), objectively measured physical activity (ActiGraph GT3X and GT3X + accelerometers), height, weight and demographics were assessed. Multilevel linear mixed models were used to assess the cross-sectional associations between fundamental movement skills and MVPA. Results After adjusting for age, sex, BMI and socio-economic status, locomotor skill competency was positively associated with total (P = 0.002, r = 0.15) and after-school (P = 0.014, r = 0.13) MVPA. Object-control skill competency was positively associated with total (P < 0.001, r = 0.20), lunchtime (P = 0.03, r = 0.10), recess (P = 0.006, r = 0.11) and after-school (P = 0.022, r = 0.13) MVPA. Conclusions Object-control skill competency appears to be a better predictor of children’s MVPA during school-based physical activity opportunities than locomotor skill competency. Improving fundamental movement skill competency, particularly object-control skills, may contribute to increased levels of children’s MVPA throughout the day. Trial registration Australian New Zealand Clinical Trials Registry No: ACTRN12611001080910. PMID:24708604

Newly graduated nurses' perception of competence and possible predictors: a cross-sectional survey.

PubMed

Wangensteen, Sigrid; Johansson, Inger S; Björkström, Monica E; Nordström, Gun

2012-01-01

The aim of this study was to describe newly graduated nurses' own perception of competence and to identify possible predictors influencing their perceptions. The target population included nurses who graduated from nursing colleges in June 2006. Data collection was carried out from October 2006 until April 2007 using the Nurse Competence Scale (NCS), the California Critical Thinking Disposition Inventory, and the Research Utilization Questionnaire. The response rate was 33% (n = 620). Pearson's chi-square test, Student t test, and regression analyses were used for statistical calculations. The respondents assessed their overall competence level as "good" and assessed themselves most competent in providing ethical and individualized nursing care. They assessed themselves least competent in evaluating outcomes and further development of patient care. Their use of competence explained between 40% (helping) and 10% (managing) of the variance within the NCS competence categories. Critical thinking (CT) was the most prominent predictor for perception of competence in all competence categories and the overall competence, alone explaining between 20% (NCS total score) and 9% (managing) of the variance. The finding that CT was a significant predictor for perception of competence may indicate that developing nursing students' CT abilities is valuable to increase newly graduated nurses' perception of competence. Copyright © 2012 Elsevier Inc. All rights reserved.

The visibility of QSEN competencies in clinical assessment tools in Swedish nurse education.

PubMed

Nygårdh, Annette; Sherwood, Gwen; Sandberg, Therese; Rehn, Jeanette; Knutsson, Susanne

2017-12-01

Prospective nurses need specific and sufficient knowledge to be able to provide quality care. The Swedish Society of Nursing has emphasized the importance of the six quality and safety competencies (QSEN), originated in the US, in Swedish nursing education. To investigate the visibility of the QSEN competencies in the assessment tools used in clinical practice METHOD: A quantitative descriptive method was used to analyze assessment tools from 23 universities. Teamwork and collaboration was the most visible competency. Patient-centered care was visible to a large degree but was not referred to by name. Informatics was the least visible, a notable concern since all nurses should be competent in informatics to provide quality and safety in care. These results provide guidance as academic and clinical programs around the world implement assessment of how well nurses have developed these essential quality and safety competencies. Copyright © 2017 Elsevier Ltd. All rights reserved.

Acquisition of Competencies by Medical Students in Neurological Emergency Simulation Environments Using High Fidelity Patient Simulators.

PubMed

Sánchez-Ledesma, M J; Juanes, J A; Sáncho, C; Alonso-Sardón, M; Gonçalves, J

2016-06-01

The training of medical students demands practice of skills in scenarios as close as possible to real ones that on one hand ensure acquisition of competencies, and on the other, avoid putting patients at risk. This study shows the practicality of using high definition mannequins (SimMan 3G) in scenarios of first attention in neurological emergencies so that medical students at the Faculty of Medicine of the University of Salamanca could acquire specific and transversal competencies. The repetition of activities in simulation environments significantly facilitates the acquisition of competencies by groups of students (p < 00.5). The greatest achievements refer to skills whereas the competencies that demand greater integration of knowledge seem to need more time or new sessions. This is what happens with the competencies related to the initial diagnosis, the requesting of tests and therapeutic approaches, which demand greater theoretical knowledge.

A Study on Pragmatic Failure in Cross-Cultural Communication

ERIC Educational Resources Information Center

Fang, Jie

2010-01-01

Through analyzing and comparing the anecdotes of pragmatic failure in cross-cultural communication from the aspects of lexicon, syntax and discourse, some pragmatic strategies are suggested in intercultural communication. To improve learners' cultural awareness and communicative competence, a cultural-linguistic approach in foreign language…

A course-based cross-cultural interaction among pharmacy students in Qatar and Canada.

PubMed

Wilby, Kyle John; Taylor, Jeff; Khalifa, Sherief I; Jorgenson, Derek

2015-03-25

To develop, implement, and evaluate a course-based, cross-cultural student interaction using real-time videoconferencing between universities in Canada and Qatar. A professional skills simulation practice session on smoking cessation was run for students in Qatar (n=22) and Canada (n=22). Students role played cases in small group situations and then interacted with colleagues from the other country regarding culturally challenging situations and communication strategies. Students were assessed on analytical content and communication skills through faculty member and peer evaluation. Cultural competency outcomes were assessed using a postsession survey. Overall, 92.3% of respondents agreed that learning was enhanced through the cross-cultural exchange, and 94.9% agreed that insight was gained into the health-related issues and needs of people from another culture. A course-based, cross-cultural interaction was an effective method to incorporate cultural competency principles into student learning. Future initiatives should increase direct student interaction and focus on culturally sensitive topics.

A Course-based Cross-Cultural Interaction among Pharmacy Students in Qatar and Canada

PubMed Central

Taylor, Jeff; Khalifa, Sherief I.; Jorgenson, Derek

2015-01-01

Objective. To develop, implement, and evaluate a course-based, cross-cultural student interaction using real-time videoconferencing between universities in Canada and Qatar. Design. A professional skills simulation practice session on smoking cessation was run for students in Qatar (n=22) and Canada (n=22). Students role played cases in small group situations and then interacted with colleagues from the other country regarding culturally challenging situations and communication strategies. Assessment. Students were assessed on analytical content and communication skills through faculty member and peer evaluation. Cultural competency outcomes were assessed using a postsession survey. Overall, 92.3% of respondents agreed that learning was enhanced through the cross-cultural exchange, and 94.9% agreed that insight was gained into the health-related issues and needs of people from another culture. Conclusion. A course-based, cross-cultural interaction was an effective method to incorporate cultural competency principles into student learning. Future initiatives should increase direct student interaction and focus on culturally sensitive topics. PMID:25861107

Competencies for Learning Design: A Review of the Literature and a Proposed Framework

ERIC Educational Resources Information Center

MacLean, Piers; Scott, Bernard

2011-01-01

The term "learning design" is used in this paper to refer to the process of designing effective learning experiences for a variety of contexts: in the classroom or laboratory, in the field, online and via standalone packages using a range of media. Learning design involves a wide set of knowledge, skills and competencies, including:…

Project VOICE (Vocational Occupations for Industrial Communications English): A Competency Based Education Curriculum for the Limited English Proficient in Building Maintenance.

ERIC Educational Resources Information Center

Chaloupka, Diana; Papierniak, Kathleen, Ed.

Developed for vocational educators of short-term or long-term programs, this manual presents a complete competency-based curriculum in building maintenance for the advanced limited English proficient student. Following instructions on use of the manual and recommended references, a student tracking system and record sheet are provided, which list…

The Challenge of the Age and Competency Structure in Industry for Innovations and Human Resource Policy.

ERIC Educational Resources Information Center

Kroll, Martin

2003-01-01

Analyzes the weaknesses of current structural options in Germany that allow older workers to keep on working. Points out that data do not indicate older workers are reluctant to participate in training. Suggests that management of competency development is unsuitable for the further employment of older adults. (Contains 56 references and 36…

Somatic Complaints in Pediatric Patients: A Prospective Study of the Role of Negative Life Events, Child Social and Academic Competence, and Parental Somatic Symptoms.

ERIC Educational Resources Information Center

Walker, Linda S.; And Others

1994-01-01

Results indicated among children in low social competence at initial clinic visit, higher levels of subsequent negative life events predicted higher levels of somatic complaints at follow-up. Life events and somatic complaints were also related to characteristics exhibited by patient's parents. (53 references) (BF)

Towards Competence-Based Practices in Vocational Education -- What Will the Process Require from Teacher Education and Teacher Identities?

ERIC Educational Resources Information Center

Nissilä, Säde-Pirkko; Karjalainen, Asko; Koukkari, Marja; Kepanen, Pirkko

2015-01-01

Competence-based education refers to the integration of knowledge, skills, attitudes and interactivity as the intended outcomes of learning. It makes use of lifelong learning and lifelike tasks in realistic settings and requires the cooperation of teachers. This research was prompted by the desire to explain why collegial cooperation often seems…

Use of Validation by Enterprises for Human Resource and Career Development Purposes. Cedefop Reference Series No 96

ERIC Educational Resources Information Center

Cedefop - European Centre for the Development of Vocational Training, 2014

2014-01-01

European enterprises give high priority to assessing skills and competences, seeing this as crucial for recruitment and human resource management. Based on a survey of 400 enterprises, 20 in-depth case studies and interviews with human resource experts in 10 countries, this report analyses the main purposes of competence assessment, the standards…

Conflict of Interest in the Evaluation and Dissemination of "Model" School-Based Drug and Violence Prevention Programs

ERIC Educational Resources Information Center

Gorman, Dennis M.; Conde, Eugenia

2007-01-01

Conflict of interest refers to a set of conditions in which professional judgment concerning the validity of research might be influenced by a secondary competing interest. The competing interest that has received most attention in the literature addressing the prevalence and effects of such conflicts on the practice of empirical research has been…

Developing Competencies in the Entrepreneurial Small Firm for Use of the Internet in the Management of Customer Relations.

ERIC Educational Resources Information Center

McGowan, Pauric; Durkin, Mark G.; Allen, Lynsey; Dougan, Colette; Nixon, Sheena

2001-01-01

Using an adoption model depicting levels of awareness and value regarding the Internet, interviews with 25 entrepreneurs found the predominant reason for Internet adoption was information gathering and provision. Only one used it as a customer relations tool. Key competencies to enhance Internet use were identified. (Contains 56 references.) (SK)

26 CFR 1.6851-3 - Furnishing of bond to insure payment; cross reference.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 26 Internal Revenue 13 2010-04-01 2010-04-01 false Furnishing of bond to insure payment; cross reference. 1.6851-3 Section 1.6851-3 Internal Revenue INTERNAL REVENUE SERVICE, DEPARTMENT OF THE TREASURY... Penalties § 1.6851-3 Furnishing of bond to insure payment; cross reference. See section 6863 and § 301.6863...

How to Achieve Competence in English: A Quick Reference Handbook.

ERIC Educational Resources Information Center

Johnson, Eric W.

Written to provide a quick, simple, practical reference, this handbook contains explanations and examples of the use of English. Entries, arranged alphabetically, may be as specific as "bibliography,""colons,""dashes,""footnotes," and "prefixes" or as general as articles on cliches, books, figurative language, frame tests, grammar, and plagiarism.…

Biotechnology: Applications in Agriculture. Instructor Guide [and] Student Reference.

ERIC Educational Resources Information Center

Nevils, Aaron

This curriculum guide incorporates the needed components to aid agriculture teachers in the implementation of the Vocational Instructional Management System in biotechnology: applications in agriculture. The guide begins with a list of the competencies/objectives found in the six units; list of references and materials; list of materials and…

The Myth of "Scientific Method" in Contemporary Educational Research

ERIC Educational Resources Information Center

Rowbottom, Darrell Patrick; Aiston, Sarah Jane

2006-01-01

Whether educational research should employ the "scientific method" has been a recurring issue in its history. Hence, textbooks on research methods continue to perpetuate the idea that research students ought to choose between competing camps: "positivist" or "interpretivist". In reference to one of the most widely referred to educational research…

Agribusiness Sales, Marketing, and Management. Instructor Guide [and] Student Reference.

ERIC Educational Resources Information Center

Schneiderheinze, Ronald; Wood, Christina

This curriculum guide incorporates the needed components to aid agriculture teachers in the implementation of the Vocational Instructional Management System in agribusiness sales, marketing, and management. The guide begins with a list of the competencies/objectives found in the nine units; list of references and materials; teaching calendar; and…

Are the discrepancies between self- and others' appraisals of competence predictive or reflective of depressive symptoms in children and adolescents: a longitudinal study, Part II.

PubMed

Hoffman, K B; Cole, D A; Martin, J M; Tram, J; Seroczynski, A D

2000-11-01

Two cohorts of children and adolescents (who started 6th grade in 1993 and 1996), parents, teachers, and peers participated in a 4-wave, 2-year, longitudinal study of perceived competence and depressive symptoms. The authors assessed children's tendencies to underestimate their competence (discrepant self-appraisals) relative to the appraisals of significant others. We also assessed the degree to which self-appraisals reflected the evaluations of others (reflective self-appraisals). Domains of competence were academic competence, physical appearance, behavioral conduct, social acceptance, and athletic competence. Cross-sectional analyses indicated that depressive symptoms correlated with reflective and discrepant self-appraisals. Longitudinal analyses revealed that reflective and discrepant self-appraisals predicted subsequent depressive symptoms and that depressive symptoms predicted discrepant but not reflective self-appraisals. Clinical implications of the findings are discussed.

Non-linear Analysis of Scalp EEG by Using Bispectra: The Effect of the Reference Choice

PubMed Central

Chella, Federico; D'Andrea, Antea; Basti, Alessio; Pizzella, Vittorio; Marzetti, Laura

2017-01-01

Bispectral analysis is a signal processing technique that makes it possible to capture the non-linear and non-Gaussian properties of the EEG signals. It has found various applications in EEG research and clinical practice, including the assessment of anesthetic depth, the identification of epileptic seizures, and more recently, the evaluation of non-linear cross-frequency brain functional connectivity. However, the validity and reliability of the indices drawn from bispectral analysis of EEG signals are potentially biased by the use of a non-neutral EEG reference. The present study aims at investigating the effects of the reference choice on the analysis of the non-linear features of EEG signals through bicoherence, as well as on the estimation of cross-frequency EEG connectivity through two different non-linear measures, i.e., the cross-bicoherence and the antisymmetric cross-bicoherence. To this end, four commonly used reference schemes were considered: the vertex electrode (Cz), the digitally linked mastoids, the average reference, and the Reference Electrode Standardization Technique (REST). The reference effects were assessed both in simulations and in a real EEG experiment. The simulations allowed to investigated: (i) the effects of the electrode density on the performance of the above references in the estimation of bispectral measures; and (ii) the effects of the head model accuracy in the performance of the REST. For real data, the EEG signals recorded from 10 subjects during eyes open resting state were examined, and the distortions induced by the reference choice in the patterns of alpha-beta bicoherence, cross-bicoherence, and antisymmetric cross-bicoherence were assessed. The results showed significant differences in the findings depending on the chosen reference, with the REST providing superior performance than all the other references in approximating the ideal neutral reference. In conclusion, this study highlights the importance of considering the effects of the reference choice in the interpretation and comparison of the results of bispectral analysis of scalp EEG. PMID:28559790

Publications - GMC 382 | Alaska Division of Geological & Geophysical

Science.gov Websites

DGGS GMC 382 Publication Details Title: 1974 NWE Orange Hill, Alaska specimen index: Cross reference of Reference Northwest Explorations, 2010, 1974 NWE Orange Hill, Alaska specimen index: Cross reference of

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

Factors that affect academic performance among pharmacy students.

PubMed

Sansgiry, Sujit S; Bhosle, Monali; Sail, Kavita

2006-10-15

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. 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. 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. 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.

The Cross-Elasticity of Demand for National Newspaper Advertising.

ERIC Educational Resources Information Center

Busterna, John C.

1987-01-01

Measures the extent to which other media compete with newspapers in the market for national advertising, using coefficients of the cross-elasticity of demand between newspapers and eight other media. Concluded that no other media reside in the same product market for national advertising. (MM)

[Competence of triage nurses in hospital emergency departments].

PubMed

Martínez-Segura, Estrella; Lleixà-Fortuño, Mar; Salvadó-Usach, Teresa; Solà-Miravete, Elena; Adell-Lleixà, Mireia; Chanovas-Borrás, Manel R; March-Pallarés, Gemma; Mora-López, Gerard

2017-06-01

To identify associations between sociodemographic characteristics variables and competence levels of triage nurses in hospital emergency departments. Descriptive, cross-sectional, multicenter study of triage nurses in hospital emergency departments in the southwestern area of Catalonia (Ebre River territory). We used an instrument for evaluating competencies (the COM_VA questionnaire) and recording sociodemographic variables (age, sex, total work experience, emergency department experience, training in critical patient care and triage) and perceived confidence when performing triage. We then analyzed the association between these variables and competency scores. Competency scores on the COM_VA questionnaire were significantly higher in nurses with training in critical patient care (P=.001) and triage (P=0.002) and in those with longer emergency department experience (P<.0001). Perceived confidence when performing triage increased with competency score (P<.0001) and training in critical patient care (P<.0001) and triage (P=.045). The competence of triage nurses and their perception of confidence when performing triage increases with emergency department experience and training.

Diet quality is related to eating competence in cross-sectional sample of low-income females surveyed in Pennsylvania.

PubMed

Lohse, Barbara; Bailey, Regan L; Krall, Jodi Stotts; Wall, Denise E; Mitchell, Diane C

2012-04-01

Women participants of two federally administered nutrition education programs (n=149, 56% white, 64% food secure, 86% 18-50 years of age,) completed telephone interviews that included three 24-hour dietary recalls and the Satter Eating Competence Inventory. Eating competence is delineated by an Inventory score≥32. Competent eaters had significantly greater intakes of fiber, vitamin A, vitamin E, vitamin C, most B-vitamins, magnesium, iron, zinc, potassium and a higher Healthy Eating Index. Two dietary patterns defined as Prudent and Western were observed. The Prudent pattern was correlated with eating competence and characterized by more healthful foods such as fruits, vegetables and low-fat dairy products. The Western pattern, characterized by foods higher in fat, salt, and sugar, was not related to eating competence. Findings suggest that dietary guidance using an eating competence approach for low-income women is compatible with goals to improve dietary quality and eating patterns. Copyright © 2011 Elsevier Ltd. All rights reserved.

Asian International Students at an Australian University: Mapping the Paths between Integrative Motivation, Competence in L2 Communication, Cross-Cultural Adaptation and Persistence with Structural Equation Modelling

ERIC Educational Resources Information Center

Yu, Baohua

2013-01-01

This study examined the interrelationships of integrative motivation, competence in second language (L2) communication, sociocultural adaptation, academic adaptation and persistence of international students at an Australian university. Structural equation modelling demonstrated that the integrative motivation of international students has a…

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…

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…

The Effect of Teachers Trained in a Fundamental Movement Skills Programme on Children's Self-Perceptions and Motor Competence

ERIC Educational Resources Information Center

Breslin, Gavin; Murphy, Marie; McKee, David; Delaney, Brian; Dempster, Martin

2012-01-01

Perceived and actual motor competence are hypothesized to have potential links to children and young people's physical activity (PA) levels with a potential consequential link to long-term health. In this cross-sectional study, Harter's (1985, "Manual for the Self-perception Profile for Children." Denver, CO: University of Denver)…

Evaluation of Professional Personality Competence of Physical Education Teachers Working in Secondary Schools by Students

ERIC Educational Resources Information Center

Demir, Erdal

2016-01-01

The aim of this article is to assess how students evaluate the professional personality competence of physical education teachers working in secondary schools, and to investigate differences based on the variables of gender, school type and class. In line with these aims, this study was completed as a screening model cross-sectional study, which…

Assessing the Sense of Initiative and Entrepreneurship in Vocational Students Using the European Qualification Framework

ERIC Educational Resources Information Center

Morselli, Daniele; Ajello, Annamaria

2016-01-01

Purpose: The purpose of this paper is to find a framework for the assessment of the learning outcomes of entrepreneurship education as a cross-curricular subject. The problem is twofold: the first difficulty is the relationship to the general issues regarding competence and its assessment; the second difficulty is the assessment of competencies in…

Dementia-Related Work Activities of Home Care Nurses and Aides: Frequency, Perceived Competence, and Continuing Education Priorities

ERIC Educational Resources Information Center

Morgan, Debra G.; Kosteniuk, Julie G.; O'Connell, Megan E.; Dal Bello-Haas, Vanina; Stewart, Norma J.; Karunanayake, Chandima

2016-01-01

An understanding of the specific dementia learning needs of home care staff is needed to plan relevant continuing education (CE) programs and supports. The study's objective was to examine frequency and perceived competence in performing 20 dementia-related work activities, and identify CE priorities among home care staff. A cross-sectional survey…

Balancing competing needs mediates the association of caregiving demand with caregiver role strain and depressive symptoms of dementia caregivers: A cross-sectional study.

PubMed

Liu, Hsin-Yun; Yang, Ching-Tzu; Wang, Yu-Nu; Hsu, Wen-Chuin; Huang, Tzu-Hsin; Lin, Yueh-E; Liu, Chin-Yi; Shyu, Yea-Ing L

2017-12-01

To examine the role of balancing competing needs in the relationship between caregiving demand and caregiving outcomes (caregivers' role strain and depressive symptoms). Caregivers who do not balance competing needs are more likely to experience negative caregiving outcomes, suggesting that balance mediates between caregiving demand and caregiving outcomes. Identifying a mediator of negative caregiving effects may help in developing tailored interventions for family caregivers of persons with dementia. A cross-sectional, correlational design. Data were collected from family caregivers' self-completed questionnaires between March 2013 - April 2014. A convenience sample of 120 family caregivers and care receivers with dementia was enrolled. We examined whether balance mediated the relationship between caregiving demand and caregiving outcomes (caregivers' role strain and depressive symptoms) by multiple regression analysis. To evaluate the significance of the indirect effect of caregiver balance, we used the Sobel test and Monte Carlo method, an alternative approach to testing mediation. Balancing competing needs completely mediated the association of caregiving demand with depressive symptoms and partially mediated the association of caregiving demand with role strain. Assessing caregivers' self-perceived sense of balance may help to identify caregivers at high risk for role strain and depressive symptoms. Interventions to enhance caregivers' perceived sense of balance between competing needs may provide a strategy for reducing the negative effects of caregiving. © 2017 John Wiley & Sons Ltd.

Towards a culturally competent health professional: a South African case study.

PubMed

Matthews, Margaret; Van Wyk, Jacqueline

2018-05-22

South Africa (SA) has a growing multilingual and multicultural population of approximately 55 million people, and faces service delivery challenges due to a shortage in skilled health professionals. Many health care facilities still depict distinct racial and ethnic characteristics that date back to the apartheid era, and there are reports of racial intolerance or preferential treatment at some facilities. There is limited literature in South Africa on cultural competence or on how to train health professionals to provide culturally competent care. This paper describes a study conducted to gain a better understanding of final year medical students' perceptions regarding concepts related to cultural and linguistic competence in the SA healthcare setting. An exploratory, cross-sectional, analytical study used a questionnaire to collect data from final year students at the medical school. The demographic profile indicated considerable diversity in the respondents for languages spoken, ethnicity and religion. Responses indicated a level of cultural awareness and, according to the Cross Framework, a position of cultural pre-competence. This position was supported by the majority expressing high levels of agreement with the items deemed to indicate responsiveness: a desire for cultural competence to be promoted in the medical curriculum and for professional development to improve delivery of services and support to linguistically and culturally diverse groups. No significant association was found when analysing the latter item against demographic grouping variables. However, although not significant, a diminishing trend emerged in the rankings of monolingualism, bilingualism and multilingualism, suggesting that the ability to speak more than one language could possibly be a facilitating factor in acquiring cultural competence. In response, it is recommended that specific learning objectives be included in the medical curriculum. Understanding of concepts related to both individual and institutional cultural competence would improve insights into their relevance in responding to the challenges related to culture in SA healthcare. Further research in teaching cultural competence is recommended. In order to respond to local needs, this should include research at a community level to analyse patients' perspectives and satisfaction with the cultural competence of healthcare providers and organisations serving the SA public.

[Development of a Japanese version of a short form of the Profile of Emotional Competence].

PubMed

Nozaki, Yuki; Koyasu, Masuo

2015-06-01

Emotional competence refers to individual differences in the ability to appropriately identity, understand, express, regulate, and utilize one's own emotions and those of others. This study developed a Japanese version of a short form of the Profile of Emotional Competence, a measure that allows the comprehensive assessment of intra- and interpersonal emotional competence with shorter items, and investigated its reliability and validity. In Study 1, we selected items for a short version and compared it with the full scale in terms of scores, internal consistency, and validity. In Study 2, we examined the short form's test-retest reliability. Results supported the original two-factor model and the measure had adequate reliability and validity. We discuss the construct validity and practical applicability of the short form of the Profile of Emotional Competence.

An Inquiry into the Challenges of Literary Translation to Improve Literary Translation Competence with Reference to an Anecdote by Heinrich von Kleist

ERIC Educational Resources Information Center

Kahrizsangi, Abbas Ali Salehi; Haddadi, Mohammad Hossein

2017-01-01

Acquisition and improvement of literary translation competence is an important undertaking in teaching literary translation with the aim to enable the student to translate into the target language the content, expressive power, language style, and an equal function of the literary text. This essay pursues the aim of helping to create and improve…

Competency-Based Approaches: Linking Theory and Practice in Professional Education with Particular Reference to Health Education

ERIC Educational Resources Information Center

Gonczi, Andrew

2013-01-01

Paul Hager and I worked on a large number of research projects and publications throughout the 1990s. The focus of this work was on developing a competency-based approach to professional education and assessment. I review this work and its impact over the years. Notwithstanding the fact that most professional associations today have a competency…

Are They Ready to Teach? Student Teachers' Readiness for the Job with Reference to Teacher Competence Frameworks

ERIC Educational Resources Information Center

Mohamed, Zulaikha; Valcke, Martin; De Wever, Bram

2017-01-01

This is the first report in a series of studies concerning student teachers' readiness-for-the-job, defined by a framework of 11 international teacher competences (ITCs). Attaining readiness-for-the-job is connected to four characteristics of teacher education, namely; (1) employing the ITCs in day-to-day teaching in initial teacher education, (2)…

Mechanisms for Human Spatial Competence

DTIC Science & Technology

2007-01-01

Published as Lecture Note: Gunzelmann, G., & Lyon, D. R. (2007). Mechanisms of human spatial competence. In M . K. T. Barkowsky, G. Ligozat, & D...the ACT-R community. References 1. Richardson, A., Montello, D., Hegarty, M .: Spatial Knowledge Acquisition from Maps, and from Navigation in Real...Rotation of Three-Dimensional Objects. Science 171, 701–703 (1971) 7. Just, M ., Carpenter, P.: Cognitive Coordinate Systems: Accounts of Mental

An Example of Competence-Based Learning: Use of Maxima in Linear Algebra for Engineers

ERIC Educational Resources Information Center

Diaz, Ana; Garcia, Alfonsa; de la Villa, Agustin

2011-01-01

This paper analyses the role of Computer Algebra Systems (CAS) in a model of learning based on competences. The proposal is an e-learning model Linear Algebra course for Engineering, which includes the use of a CAS (Maxima) and focuses on problem solving. A reference model has been taken from the Spanish Open University. The proper use of CAS is…

The Promise of Performance. (Competency)-Based Education: An Analytical Review of Literature and Experience. Final Report. SPON;BBB08936

ERIC Educational Resources Information Center

Joyce, Bruce R.

This analysis, a review of literature and experience on performance-based education, is divided into nine chapters: chapter one, "The Short Form: Best-Guess Working Hypotheses for Competency-Based Education" (a summary of the frame of reference for this study and the recommendations for performance-based education which resulted from the effort);…

Smartphone Addiction and Interpersonal Competence of Nursing Students

PubMed Central

LEE, Sunhee; KIM, Hye-Jin; CHOI, Han-Gyo; YOO, Yang Sook

2018-01-01

Background: Interpersonal competence is an important capacity for nurses. Recently, the advent of smartphones has instigated considerable changes in daily life. Because smartphone has multiple functions, people tend to use them for numerous activities, often leading to addictive behavior. Methods: This cross-sectional study performed a detailed analysis of smartphone addiction subscales and social support related to interpersonal competence of nursing students. Overall, 324 college students were recruited at Catholic University in Seoul, Korea from Feb 2013 to Mar 2013. Participants completed a self-reported questionnaire, which included scales that measured smartphone addiction, social support, interpersonal competence, and general characteristics. Path analysis was used to evaluate structural relations between subscales of smartphone addictions, social support, and interpersonal competence. Results: The effect of cyberspace-oriented relationships and social support on interpersonal competence were 1.360 (P=.004) and 0.555 (P<.001), respectively. Conclusion: Cyberspace-oriented relationship, which is a smartphone addiction subscale, and social support were positively correlated with interpersonal competence of nursing students, while other smartphone addiction subscales were not related to nursing student interpersonal competence. Therefore, effective smartphone teaching methods be developed to enhance nursing student motivation PMID:29845021

Smartphone Addiction and Interpersonal Competence of Nursing Students.

PubMed

Lee, Sunhee; Kim, Hye-Jin; Choi, Han-Gyo; Yoo, Yang Sook

2018-03-01

Interpersonal competence is an important capacity for nurses. Recently, the advent of smartphones has instigated considerable changes in daily life. Because smartphone has multiple functions, people tend to use them for numerous activities, often leading to addictive behavior. This cross-sectional study performed a detailed analysis of smartphone addiction subscales and social support related to interpersonal competence of nursing students. Overall, 324 college students were recruited at Catholic University in Seoul, Korea from Feb 2013 to Mar 2013. Participants completed a self-reported questionnaire, which included scales that measured smartphone addiction, social support, interpersonal competence, and general characteristics. Path analysis was used to evaluate structural relations between subscales of smartphone addictions, social support, and interpersonal competence. The effect of cyberspace-oriented relationships and social support on interpersonal competence were 1.360 ( P =.004) and 0.555 ( P <.001), respectively. Cyberspace-oriented relationship, which is a smartphone addiction subscale, and social support were positively correlated with interpersonal competence of nursing students, while other smartphone addiction subscales were not related to nursing student interpersonal competence. Therefore, effective smartphone teaching methods be developed to enhance nursing student motivation.

Automated Assessment of Medical Students’ Clinical Exposures according to AAMC Geriatric Competencies

PubMed Central

Chen, Yukun; Wrenn, Jesse; Xu, Hua; Spickard, Anderson; Habermann, Ralf; Powers, James; Denny, Joshua C.

2014-01-01

Competence is essential for health care professionals. Current methods to assess competency, however, do not efficiently capture medical students’ experience. In this preliminary study, we used machine learning and natural language processing (NLP) to identify geriatric competency exposures from students’ clinical notes. The system applied NLP to generate the concepts and related features from notes. We extracted a refined list of concepts associated with corresponding competencies. This system was evaluated through 10-fold cross validation for six geriatric competency domains: “medication management (MedMgmt)”, “cognitive and behavioral disorders (CBD)”, “falls, balance, gait disorders (Falls)”, “self-care capacity (SCC)”, “palliative care (PC)”, “hospital care for elders (HCE)” – each an American Association of Medical Colleges competency for medical students. The systems could accurately assess MedMgmt, SCC, HCE, and Falls competencies with F-measures of 0.94, 0.86, 0.85, and 0.84, respectively, but did not attain good performance for PC and CBD (0.69 and 0.62 in F-measure, respectively). PMID:25954341

Parents’ Optimism, Positive Parenting, and Child Peer Competence in Mexican-Origin Families

PubMed Central

Castro-Schilo, Laura; Ferrer, Emilio; Taylor, Zoe E.; Robins, Richard W.; Conger, Rand D.; Widaman, Keith F.

2012-01-01

SYNOPSIS Objective This study examined how parents’ optimism influences positive parenting and child peer competence in Mexican-origin families. Design A sample of 521 families (521 mothers, 438 fathers, and 521 11-year-olds) participated in the cross-sectional study. We used structural equation modeling to assess whether effective parenting would mediate the effect of parents’ optimism on child peer competence and whether mothers’ and fathers’ optimism would moderate the relation between positive parenting and child social competence. Results Mothers’ and fathers’ optimism were associated with effective parenting, which in turn was related to children’s peer competence. Mothers’ and fathers’ optimism also moderated the effect of parenting on child peer competence. High levels of parental optimism buffered children against poor parenting; at low levels of parental optimism, positive parenting was more strongly related to child peer competence. Conclusions Results are consistent with the hypothesis that positive parenting is promoted by parents’ optimism and is a proximal driver of child social competence. Parental optimism moderates effects of parenting on child outcomes. PMID:23526877

Predictors of Competency to Stand Trial in Connecticut's Inpatient Juvenile Competency Restoration Program.

PubMed

Chien, Joseph; Coker, Kendell L; Parke, Susan; Tejani, Nabyl; Sirken, Remy A; Sanchez-Jaquez, Christina; Rausch, Fernando; Azeem, Muhammad W

2016-12-01

There are substantial differences between adults and juveniles in the context of competency restoration. Among juveniles, factors such as maturity level, age, intellectual functioning, and psychiatric diagnoses may affect competency to stand trial. In this study, subjects included all juveniles who were admitted to the Albert J. Solnit Children's Center for inpatient competency restoration in the period spanning January 1, 2005, through December 31, 2012. Sixty-one juveniles were referred during this period, and 58 were included in the final analyses. Several demographic and clinical variables were tested to identify which factors were associated with successful competency restoration. There was a high rate of psychiatric comorbidity in the sample, with 54 of 58 juveniles (93%), having more than one Axis I disorder. IQ was the only significant predictor of successful competency restoration. These findings suggest that cognitive limitations may be a robust predictor of competency restoration among juveniles who are deemed incompetent to stand trial. Furthermore, policy makers may want to consider more specialized services for youths whose intellectual deficits are severe enough to impact their ability to regain competency. Limitations of this study, policy recommendations, and suggestions for future research are discussed. © 2016 American Academy of Psychiatry and the Law.

Cross-Sectional Evaluation of English Language Teachers' Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Yuksel, Ismail; Yasin, Elif

2014-01-01

The current study aims to identify the language teachers' technological pedagogical content knowledge and to examine their competency levels in terms of gender, length of service, and workplace. This cross-sectional evaluation study was conducted with 124 language teachers in Eskisehir, Turkey. Participants were administered Technological…

Building Cross-Cultural Competence: A Handbook for Teachers.

ERIC Educational Resources Information Center

Mangan, Michael

The handbook presents guidelines for cross-cultural understanding and communication to assist teachers in culturally and linguistically diverse classes. The guidelines are presented in the form of suggestions in ten areas: (1) become familiar with basic concepts in anthropology, sociology, and related disciplines, and use the knowledge to build an…

Cross-Curricular Skills Development in Final-Year Dissertation by Active and Collaborative Methodologies

ERIC Educational Resources Information Center

Etaio, Iñaki; Churruca, Itziar; Rada, Diego; Miranda, Jonatan; Saracibar, Amaia; Sarrionandia, Fernando; Lasa, Arrate; Simón, Edurne; Labayen, Idoia; Martinez, Olaia

2018-01-01

European Frame for Higher Education has led universities to adapt their teaching schemes. Degrees must train students in competences including specific and cross-curricular skills. Nevertheless, there are important limitations to follow skill improvement through the consecutive academic years. Final-year dissertation (FYD) offers the opportunity…

Curiosity and Its Role in Cross-Cultural Knowledge Creation

ERIC Educational Resources Information Center

Mikhaylov, Natalie S.

2016-01-01

This paper explores the role of curiosity in promoting cross-cultural knowledge creation and competence development. It is based on a study with four international higher educational institutions, all of which offer management and business education for local and international students. The reality of multicultural and intercultural relationships…

International Cross-Cultural Online Learning and Teaching: Effective Tools and Approaches

ERIC Educational Resources Information Center

Titarenko, Larissa; Little, Craig B.

2017-01-01

"Study abroad" college programs can transform domestic students into a kind of "global citizens" with international experience and cross-cultural competences demanded in the emerging global market. Can a full-time international online undergraduate class serve as a virtual alternative to study abroad experience? Two questions…

National CrossTalk. Volume 12, Number 3, Summer 2004

ERIC Educational Resources Information Center

Trombley, William, Ed.

2004-01-01

The primary purpose of "National CrossTalk" is to stimulate informed discussion and debate of higher education issues. This issue contains the following articles: (1) U.K. Adopts "Top-Up" Tuition Fees: British Universities Prepare to Compete in a More "American" System (Jon Marcus); (2) "Plain Living": Berea…

Cross-Language Analysis and Second Language Acquisition. Volume 1. Jyvaskyla Cross-Language Studies, No. 9.

ERIC Educational Resources Information Center

Sajavaara, Kari, Ed.

A collection of 17 papers, most presented at the Fifth International Conference on Contrastive Projects in June 1982 in Finland, includes: "Present Trends in Contrastive Linguistics,""Contrastive Linguistics in Bulgaria,""Communicative Competence in Foreign Language Teaching: A Project Report,""From Traditional…

Analysis and optimization of cross-immunity epidemic model on complex networks

NASA Astrophysics Data System (ADS)

Chen, Chao; Zhang, Hao; Wu, Yin-Hua; Feng, Wei-Qiang; Zhang, Jian

2015-09-01

There are various infectious diseases in real world, and these diseases often spread on a network of population and compete for the limited hosts. Cross-immunity is an important disease competing pattern, which has attracted the attention of many researchers. In this paper, we discovered an important conclusion for two cross-immunity epidemics on a network. When the infectious ability of the second epidemic takes a fixed value, the infectious ability of the first epidemic has an optimal value which minimizes the sum of the infection sizes of the two epidemics. We also proposed a simple mathematical analysis method for the infection size of the second epidemic using the cavity method. The proposed method and conclusion are verified by simulation results. Minor inaccuracies of the existing mathematical methods for the infection size of the second epidemic are also found and discussed in experiments, which have not been noticed in existing research.

Patient-centered care: the key to cultural competence.

PubMed

Epner, D E; Baile, W F

2012-04-01

Much of the early literature on 'cultural competence' focuses on the 'categorical' or 'multicultural' approach, in which providers learn relevant attitudes, values, beliefs, and behaviors of certain cultural groups. In essence, this involves learning key 'dos and don'ts' for each group. Literature and educational materials of this kind focus on broad ethnic, racial, religious, or national groups, such as 'African American', 'Hispanic', or 'Asian'. The problem with this categorical or 'list of traits' approach to clinical cultural competence is that culture is multidimensional and dynamic. Culture comprises multiple variables, affecting all aspects of experience. Cultural processes frequently differ within the same ethnic or social group because of differences in age cohort, gender, political association, class, religion, ethnicity, and even personality. Culture is therefore a very elusive and nebulous concept, like art. The multicultural approach to cultural competence results in stereotypical thinking rather than clinical competence. A newer, cross cultural approach to culturally competent clinical practice focuses on foundational communication skills, awareness of cross-cutting cultural and social issues, and health beliefs that are present in all cultures. We can think of these as universal human beliefs, needs, and traits. This patient centered approach relies on identifying and negotiating different styles of communication, decision-making preferences, roles of family, sexual and gender issues, and issues of mistrust, prejudice, and racism, among other factors. In the current paper, we describe 'cultural' challenges that arise in the care of four patients from disparate cultures, each of whom has advanced colon cancer that is no longer responding to chemotherapy. We then illustrate how to apply principles of patient centered care to these challenges.

Postgraduate nurses' self-assessment of clinical competence and need for further training. A European cross-sectional survey.

PubMed

Wangensteen, Sigrid; Finnbakk, Elisabeth; Adolfsson, Annsofie; Kristjansdottir, Gudrun; Roodbol, Petrie; Ward, Helen; Fagerström, Lisbeth

2018-03-01

Nursing practice requires application of knowledge, skills and values in various combinations and has undergone substantial changes the last decades. An increased focus on inter-professional collaboration and possible new and more independent roles for nurses are described. A variety of programs have been developed in order to educate registered nurses (RN) to meet the changes and demands in health and nursing care throughout the world. The aims were to 1) describe nurses' self-assessment of clinical competence and need for further training, and 2) explore possible differences between nurses in specialist vs master's programs. A cross-sectional survey design was applied. 97 nurses in postgraduate programs from five countries responded (response rate 45%). A revised version of the Professional Nurse Self-Assessment Scale of clinical core competencies (PROFFNurseSASII) was used for data collection. Independent student t-test and regression analyses were carried out. The respondents rated their competence highest in taking full responsibility, cooperation with other health professionals and in acting ethically. Items where they considered themselves needing further training most were competence on medications, interaction and side effects and differential diagnoses. For all items, nurses in master's programs rated their competence higher than nurses in the specialist programs. Nurses in specialist programs rated their need for more training for all items higher than nurses in master's degree programs, and for 47 out of the 50 items these differences were statistically significant. Even though the nurses rated their competence high for important competence aspects such as taking responsibility and cooperation with other health professionals, it is worrying that their need for further training was highest for effects and interaction of various types of medications. Further studies are needed to conclude if and how master's education improves patient outcome. Copyright © 2017 Elsevier Ltd. All rights reserved.

Disambiguation of Novel Labels and Referential Facts: A Developmental Perspective

ERIC Educational Resources Information Center

Kalashnikova, Marina; Mattock, Karen; Monaghan, Padraic

2014-01-01

Disambiguation refers to children's tendency to assign novel labels to unfamiliar rather than familiar referents. It is employed as a word-learning strategy, but it remains unknown whether it is a domain-specific phenomenon or a manifestation of more general pragmatic competence. To assess the domain-specificity and development of disambiguation,…

Now It's Necessary: Virtual Reference Services at Washington State University, Pullman

ERIC Educational Resources Information Center

Nicol, Erica Carlson; Crook, Linda

2013-01-01

While virtual reference services (VRS) are becoming more and more common in academic libraries, implementing and maintaining well-used and effective VRS can be a challenge in the face of competing demands on time, staffing, and funding. Between 2011 and 2012, librarians at Washington State University, Pullman (WSU) have overhauled and reorganized…

Assistance Services for the Elderly. Reference Book and Student Activity Book.

ERIC Educational Resources Information Center

Texas Tech Univ., Lubbock. Home Economics Curriculum Center.

These coordinated components focus on the career cluster of assistance services for the elderly. The reference book 1987 provide information needed by employees. Each chapter begins with competencies to develop and objectives to achieve. Within the text, bold-faced vocabulary terms are defined. Each chapter concludes with a content summary in the…

Learning to Learn in the European Reference Framework for Lifelong Learning

ERIC Educational Resources Information Center

Pirrie, Anne; Thoutenhoofd, Ernst D.

2013-01-01

This article explores the construction of learning to learn that is implicit in the document "Key Competences for Lifelong Learning--European Reference Framework" and related education policy from the European Commission. The authors argue that the hallmark of learning to learn is the development of a fluid sociality rather than the…

Race and Ethnicity: Issues for Adolescents with Chronic Illnesses and Disabilities. Cydline Reviews.

ERIC Educational Resources Information Center

Minnesota Univ., Minneapolis. National Center for Youth with Disabilities.

This abstract bibliography lists selected resources for addressing race and ethnicity issues with adolescents who have chronic illnesses and disabilities. References are dated from 1980 to 1991. First, 18 references provide general information about the issues of cultural competence and cultural diversity for health care professionals, educators,…

When Practice Doesn't Make Perfect: Effects of Task Goals on Learning Computing Concepts

ERIC Educational Resources Information Center

Miller, Craig S.; Settle, Amber

2011-01-01

Specifying file references for hypertext links is an elementary competence that nevertheless draws upon core computational thinking concepts such as tree traversal and the distinction between relative and absolute references. In this article we explore the learning effects of different instructional strategies in the context of an introductory…

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

PubMed

Guerrero, Erick G

2010-12-01

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

Managerial Capacity and Adoption of Culturally Competent Practices in Outpatient Substance Abuse Treatment Organizations

PubMed Central

Guerrero, Erick G.

2010-01-01

The field of cultural competence is shifting its primary emphasis from enhancement of counselors' skills to management, organizational policy and processes of care. This study examined managers' characteristics associated with adoption of culturally competent practices in the nation's outpatient substance abuse treatment field. Findings indicate that in 1995 supervisors' cultural sensitivity played the most significant role in adopting practices, such as matching counselors and clients based on race and offering bilingual services. Staff's exposure to cross-cultural training increased from 1995 to 2005. In this time period, positive associations were found between managers' cultural sensitivity and connection with the community and staff receiving cross-cultural training and the number of training hours completed. However, exposure to and investment in this training were negatively correlated with managers' formal education. Health administration policy should consider the extent to which decision makers' education, community involvement and cultural sensitivity contributes to building culturally responsive systems of care. PMID:20727703

MacArthur Competence Assessment Tool for Treatment in Alzheimer disease: cross-cultural adaptation.

PubMed

Santos, Raquel Luiza; Sousa, Maria Fernanda Barroso de; Simões, José Pedro; Bertrand, Elodie; Mograbi, Daniel C; Landeira-Fernandez, Jesus; Laks, Jerson; Dourado, Marcia Cristina Nascimento

2017-01-01

We adapted the MacArthur Competence Assessment Tool for Treatment (MacCAT-T) to Brazilian Portuguese, pilot testing it on mild and moderate patients with Alzheimer's disease (AD). The cross-cultural process required six steps. Sixty-six patients with AD were assessed for competence to consent to treatment, global cognition, working memory, awareness of disease, functionality, depressive symptoms and dementia severity. The items had semantic, idiomatic, conceptual and experiential equivalence. We found no difference between mild and moderate patients with AD on the MacCAT-T domains. The linear regressions showed that reasoning (p = 0.000) and functional status (p = 0.003) were related to understanding. Understanding (p = 0.000) was related to appreciation and reasoning. Awareness of disease (p = 0.001) was related to expressing a choice. The MacCAT-T adaptation was well-understood and the constructs of the original version were maintained. The results of the pilot study demonstrated an available Brazilian tool focused on decision-making capacity in AD.

Nurses' systems thinking competency, medical error reporting, and the occurrence of adverse events: a cross-sectional study.

PubMed

Hwang, Jee-In; Park, Hyeoun-Ae

2017-12-01

Healthcare professionals' systems thinking is emphasized for patient safety. To report nurses' systems thinking competency, and its relationship with medical error reporting and the occurrence of adverse events. A cross-sectional survey using a previously validated Systems Thinking Scale (STS), was conducted. Nurses from two teaching hospitals were invited to participate in the survey. There were 407 (60.3%) completed surveys. The mean STS score was 54.5 (SD 7.3) out of 80. Nurses with higher STS scores were more likely to report medical errors (odds ratio (OR) = 1.05; 95% confidence interval (CI) = 1.02-1.08) and were less likely to be involved in the occurrence of adverse events (OR = 0.96; 95% CI = 0.93-0.98). Nurses showed moderate systems thinking competency. Systems thinking was a significant factor associated with patient safety. Impact Statement: The findings of this study highlight the importance of enhancing nurses' systems thinking capacity to promote patient safety.

Competence with Fractions Predicts Gains in Mathematics Achievement

PubMed Central

Bailey, Drew H.; Hoard, Mary K.; Nugent, Lara; Geary, David C.

2012-01-01

Competence with fractions predicts later mathematics achievement, but the co-developmental pattern between fractions knowledge and mathematics achievement is not well understood. We assessed this co-development through examination of the cross-lagged relation between a measure of conceptual knowledge of fractions and mathematics achievement in sixth and seventh grade (n = 212). The cross-lagged effects indicated that performance on the sixth grade fractions concepts measure predicted one year gains in mathematics achievement (β = .14, p<.01), controlling for the central executive component of working memory and intelligence, but sixth grade mathematics achievement did not predict gains on the fractions concepts measure (β = .03, p>.50). In a follow-up assessment, we demonstrated that measures of fluency with computational fractions significantly predicted seventh grade mathematics achievement above and beyond the influence of fluency in computational whole number arithmetic, performance on number fluency and number line tasks, and central executive span and intelligence. Results provide empirical support for the hypothesis that competence with fractions underlies, in part, subsequent gains in mathematics achievement. PMID:22832199

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

PubMed

Jan Brakel, S

2003-01-01

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

Clinical competence of Guatemalan and Mexican physicians for family dysfunction management.

PubMed

Cabrera-Pivaral, Carlos Enrique; Orozco-Valerio, María de Jesús; Celis-de la Rosa, Alfredo; Covarrubias-Bermúdez, María de Los Ángeles; Zavala-González, Marco Antonio

2017-01-01

To evaluate the clinical competence of Mexican and Guatemalan physicians to management the family dysfunction. Cross comparative study in four care units first in Guadalajara, Mexico, and four in Guatemala, Guatemala, based on a purposeful sampling, involving 117 and 100 physicians, respectively. Clinical competence evaluated by validated instrument integrated for 187 items. Non-parametric descriptive and inferential statistical analysis was performed. The percentage of Mexican physicians with high clinical competence was 13.7%, medium 53%, low 24.8% and defined by random 8.5%. For the Guatemalan physicians'14% was high, average 63%, and 23% defined by random. There were no statistically significant differences between healthcare country units, but between the medium of Mexicans (0.55) and Guatemalans (0.55) (p = 0.02). The proportion of the high clinical competency of Mexican physicians' was as Guatemalans.

The ethics of Canadian entry-to-practice pain competencies: how are we doing?

PubMed

Watt-Watson, Judy; Peter, Elizabeth; Clark, A John; Dewar, Anne; Hadjistavropoulos, Thomas; Morley-Forster, Pat; O'Leary, Christine; Raman-Wilms, Lalitha; Unruh, Anita; Webber, Karen; Campbell-Yeo, Marsha

2013-01-01

Although unrelieved pain continues to represent a significant problem, prelicensure educational programs tend to include little content related to pain. Standards for professional competence strongly influence curricula and have the potential to ensure that health science students have the knowledge and skill to manage pain in a way that also allows them to meet professional ethical standards. To perform a systematic, comprehensive examination to determine the entry-to-practice competencies related to pain required for Canadian health science and veterinary students, and to examine how the presence and absence of pain competencies relate to key competencies of an ethical nature. Entry-to-practice competency requirements related to pain knowledge, skill and judgment were surveyed from national, provincial and territorial documents for dentistry, medicine, nursing, pharmacy, occupational therapy, physiotherapy, psychology and veterinary medicine. Dentistry included two and nursing included nine specific pain competencies. No references to competencies related to pain were found in the remaining health science documents. In contrast, the national competency requirements for veterinary medicine, surveyed as a comparison, included nine pain competencies. All documents included competencies pertaining to ethics. The lack of competencies related to pain has implications for advancing skillful and ethical practice. The lack of attention to pain competencies limits the capacity of health care professionals to alleviate suffering, foster autonomy and use resources justly. Influencing professional bodies to increase the number of required entry-to-practice pain competencies may ultimately have the greatest impact on education and practice.

Crossing the Threshold: Bringing Biological Variation to the Foreground.

PubMed

Batzli, Janet M; Knight, Jennifer K; Hartley, Laurel M; Maskiewicz, April Cordero; Desy, Elizabeth A

2016-01-01

Threshold concepts have been referred to as "jewels in the curriculum": concepts that are key to competency in a discipline but not taught explicitly. In biology, researchers have proposed the idea of threshold concepts that include such topics as variation, randomness, uncertainty, and scale. In this essay, we explore how the notion of threshold concepts can be used alongside other frameworks meant to guide instructional and curricular decisions, and we examine the proposed threshold concept of variation and how it might influence students' understanding of core concepts in biology focused on genetics and evolution. Using dimensions of scientific inquiry, we outline a schema that may allow students to experience and apply the idea of variation in such a way that it transforms their future understanding and learning of genetics and evolution. We encourage others to consider the idea of threshold concepts alongside the Vision and Change core concepts to provide a lens for targeted instruction and as an integrative bridge between concepts and competencies. © 2016 J. M. Batzli et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Links Between Sibling Experiences and Romantic Competence from Adolescence Through Young Adulthood.

PubMed

Doughty, Susan E; Lam, Chun Bun; Stanik, Christine E; McHale, Susan M

2015-11-01

Although previous research has linked sibling relationship experiences to youth's social competencies with peers, we know little about the role of siblings in youth's romantic relationship experiences. Drawing on data from a longitudinal sample of 190 families, this study examined the links between sibling experiences and the development of perceived romantic competence from early adolescence into young adulthood (ages 12-20). The data were collected from 373 youth (50.7 % female) in home interviews on up to five annual occasions. Multi-level models tested the moderating role of sibling gender constellation in romantic competence development and the links between (changes in) sibling intimacy and conflict, and romantic competence. The results revealed that youth with same-sex siblings showed no change in their perceived romantic competence, but those with opposite-sex siblings exhibited increases in romantic competence over time. Controlling for parent-child intimacy, at times when youth reported more sibling intimacy, they also reported greater romantic competence, and youth with higher cross-time average sibling conflict were lower in romantic competence, on average. This study illustrates that sibling experiences remain important in social development into early adulthood and suggests directions for application and future research.

Links between Sibling Experiences and Romantic Competence from Adolescence through Young Adulthood

PubMed Central

Doughty, Susan E.; Lam, Chun Bun; Stanik, Christine E.; McHale, Susan M.

2014-01-01

Although previous research has linked sibling relationship experiences to youth’s social competencies with peers, we know little about the role of siblings in youth’s romantic relationship experiences. Drawing on data from a longitudinal sample of 190 families, this study examined the links between sibling experiences and the development of perceived romantic competence from early adolescence into young adulthood (ages 12 to 20). The data were collected from 373 youth (50.7% female) in home interviews on up to 5 annual occasions. Multi-level models tested the moderating role of sibling gender constellation in romantic competence development and the links between (changes in) sibling intimacy and conflict, and romantic competence. The results revealed that youth with same-sex siblings showed no change in their perceived romantic competence, but those with opposite-sex siblings exhibited increases in romantic competence over time. Controlling for parent-child intimacy, at times when youth reported more sibling intimacy, they also reported greater romantic competence, and youth with higher cross-time average sibling conflict were lower in romantic competence, on average. This study illustrates that sibling experiences remain important in social development into early adulthood and suggests directions for application and future research. PMID:25183625

A Pilot Study Aiming to Promote Parents' Understanding of Learning Assessments at the Elementary Level

ERIC Educational Resources Information Center

Deslandes, Rollande; Rivard, Marie-Claude

2013-01-01

The new Québec curriculum is different from other curriculum reforms in that it is based on a competency approach, both cross-curricular and disciplinary. It thus means a move from knowledge-based to competency-based assessments which represents a real challenge to parents who may find it hard to understand learning assessments and their child's…

Competing Risks or Different Pathways? An Event History Analysis of the Relationship between Financial Aid and Educational Outcomes for Latinos

ERIC Educational Resources Information Center

Gross, Jacob P. K.; Torres, Vasti

2010-01-01

Using a competing risks event history model this study explores the effects of differentiated forms of financial aid on the postsecondary enrollment patterns of Latino college students in Indiana. Much of the prior research on financial aid has employed cross-sectional methods, which assume that the effects of aid do not vary across time. This…

The Development, Implementation, and Evaluation of a Model for Teaching Intercultural Competency through the Content Areas at Faith School of Theology.

ERIC Educational Resources Information Center

Algee, Alan

In light of the cross cultural understanding and communications skills likely to be demanded of those in evangelical Christian ministry working all over the world, this project developed, implemented, and evaluated a model for infusing intercultural competency (ICC) into a seminary curriculum at the Faith School of Theology in Maine. From a study…

The Moral Competence Test: An Examination of Validity for Samples in the United States

ERIC Educational Resources Information Center

Biggs, Donald A.; Colesante, Robert J.

2015-01-01

The Moral Competence Test (MCT) was designed over 30 years ago to provide a resource for educators interested in conducting cross-cultural studies of moral development and education. Since its origin, it has been translated into at least 30 languages and used in hundreds of studies. However, few studies provide evidence to support the use of the…