Curriculum Providing Cognitive Knowledge and Problem-Solving Skills for Anesthesia Systems-Based Practice

PubMed Central

Wachtel, Ruth E.; Dexter, Franklin

2010-01-01

Background Residency programs accredited by the ACGME are required to teach core competencies, including systems-based practice (SBP). Projects are important for satisfying this competency, but the level of knowledge and problem-solving skills required presupposes a basic understanding of the field. The responsibilities of anesthesiologists include the coordination of patient flow in the surgical suite. Familiarity with this topic is crucial for many improvement projects. Intervention A course in operations research for surgical services was originally developed for hospital administration students. It satisfies 2 of the Institute of Medicine's core competencies for health professionals: evidence-based practice and work in interdisciplinary teams. The course lasts 3.5 days (eg, 2 weekends) and consists of 45 cognitive objectives taught using 7 published articles, 10 lectures, and 156 computer-assisted problem-solving exercises based on 17 case studies. We tested the hypothesis that the cognitive objectives of the curriculum provide the knowledge and problem-solving skills necessary to perform projects that satisfy the SBP competency. Standardized terminology was used to define each component of the SBP competency for the minimum level of knowledge needed. The 8 components of the competency were examined independently. Findings Most cognitive objectives contributed to at least 4 of the 8 core components of the SBP competency. Each component of SBP is addressed at the minimum requirement level of exemplify by at least 6 objectives. There is at least 1 cognitive objective at the level of summarize for each SBP component. Conclusions A curriculum in operating room management can provide the knowledge and problem-solving skills anesthesiologists need for participation in projects that satisfy the SBP competency. PMID:22132289

46 CFR 12.15-3 - General requirements.

Code of Federal Regulations, 2011 CFR

2011-10-01

... years the minimum standards of competence for the following 4 areas of basic safety: (1) Personal... first aid as set out in table A-VI/1-3 of the STCW Code. (4) Personal safety and social responsibilities... of competence set out in STCW Regulation III/4 and Section A-III/4 of the STCW Code (incorporated by...

Competency-Based Framework and Continuing Education for Preparing a Skilled School Health Workforce for Asthma Care: The Colorado Experience.

PubMed

Cicutto, Lisa; Gleason, Melanie; Haas-Howard, Christy; Jenkins-Nygren, Lynn; Labonde, Susan; Patrick, Kathy

2017-08-01

School health teams commonly address the needs of students with asthma, which requires specific knowledge and skills. To develop a skilled school health team, a competency-based framework for managing asthma in schools was developed. A modified Delphi with 31 panelists was completed. Consensus (≥80% agreement) was reached for all 148 items regarding the appropriateness as a minimum competency for asthma care in schools. The resultant Colorado Competency Framework for Asthma Care in Schools guided the development and pilot testing of a continuing education curriculum for school nurses. Pre- and postassessments demonstrated significant improvements in knowledge and self-confidence related to asthma care in schools and inhaler technique skills. This work is the first to use a consensus process to identify a framework of minimum competencies for providing asthma care in schools. This framework informed a continuing education curriculum that resulted in improved knowledge, confidence, and skills for school nurses.

Core competencies for scientific editors of biomedical journals: consensus statement.

PubMed

Moher, David; Galipeau, James; Alam, Sabina; Barbour, Virginia; Bartolomeos, Kidist; Baskin, Patricia; Bell-Syer, Sally; Cobey, Kelly D; Chan, Leighton; Clark, Jocalyn; Deeks, Jonathan; Flanagin, Annette; Garner, Paul; Glenny, Anne-Marie; Groves, Trish; Gurusamy, Kurinchi; Habibzadeh, Farrokh; Jewell-Thomas, Stefanie; Kelsall, Diane; Lapeña, José Florencio; MacLehose, Harriet; Marusic, Ana; McKenzie, Joanne E; Shah, Jay; Shamseer, Larissa; Straus, Sharon; Tugwell, Peter; Wager, Elizabeth; Winker, Margaret; Zhaori, Getu

2017-09-11

Scientific editors are responsible for deciding which articles to publish in their journals. However, we have not found documentation of their required knowledge, skills, and characteristics, or the existence of any formal core competencies for this role. We describe the development of a minimum set of core competencies for scientific editors of biomedical journals. The 14 key core competencies are divided into three major areas, and each competency has a list of associated elements or descriptions of more specific knowledge, skills, and characteristics that contribute to its fulfillment. We believe that these core competencies are a baseline of the knowledge, skills, and characteristics needed to perform competently the duties of a scientific editor at a biomedical journal.

Health education and competency scale: Development and testing.

PubMed

Hwang, Huei-Lih; Kuo, Mei-Ling; Tu, Chin-Tang

2018-02-01

To develop a tool for measuring competency in conducting health education and to evaluate its psychometric properties in a population of entry-level nurses. Until now, no generic instrument has been developed specifically for measuring competency in health education, which is an essential competency for nurses. Existing scales are either insufficient for psychometric evaluation or are designed specifically for senior nurses. To evaluate curricula and courses designed for entry-level nurses, educators require an instrument for measuring improvement in core competency from baseline to determine whether the minimum level of ability has been achieved. Item development for the survey instrument used for data collection in this study was based on the results of a literature review. The self-evaluated Health Education Competency Scale developed in this study was used to survey 457 nursing students at two nursing schools and 165 clinical nurses at a medical centre in south Taiwan in 2016. The participants were randomly divided into two equal groups. One group was analysed by exploratory factor analysis with varimax rotation, and one group was analysed by confirmatory factor analysis. Factor analysis yielded a four-factor (assessment, pedagogy, motivation and empowerment) solution (18 items) that accounted for 75.9% of the variance. The total scale and subscales had good reliabilities and construct validity coefficients. For measuring competency in entry-level nurses, the Health Education Competency Scale had a good data fit and sound psychometric properties. The proposed scale can be used to assess health education competency for college nursing students and practising nurses. Furthermore, it can provide educators with valuable insight into the minimum competencies required for entry-level nurses to deliver quality health care to clients and can guide them in the practice of client-based teaching. © 2017 John Wiley & Sons Ltd.

Pest and pesticide management on southern forests

Treesearch

James H. Miller; Ken L. McNabb; Brad Barber; Larry M. Bishop; Michael L. Thompson; John W. Taylor

1994-01-01

Federal law requires certification for all commercial pesticide applicators. The law also requires private applicator certification for the purchase or application of "restricted use" pesticides. The Environmental Protection Agency (EPA) has set minimum competency standards for certification of pesticide applicators. These standards include a practical...

75 FR 33391 - Amendments to the Protocol Gas Verification Program and Minimum Competency Requirements for Air...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-11

...Recent EPA gas audit results indicate that some gas cylinders used to calibrate continuous emission monitoring systems on stationary sources do not meet EPA's performance specification. Reviews of stack test reports in recent years indicate that some stack testers do not properly follow EPA test methods or do not correctly calculate test method results. Therefore, EPA is proposing to amend its Protocol Gas Verification Program (PGVP) and the minimum competency requirements for air emission testing (formerly air emission testing body requirements) to improve the accuracy of emissions data. EPA is also proposing to amend other sections of the Acid Rain Program continuous emission monitoring system regulations by adding and clarifying certain recordkeeping and reporting requirements, removing the provisions pertaining to mercury monitoring and reporting, removing certain requirements associated with a class-approved alternative monitoring system, disallowing the use of a particular quality assurance option in EPA Reference Method 7E, adding an incorporation by reference that was inadvertently left out of the January 24, 2008 final rule, and clarifying the language and applicability of certain provisions.

14 CFR 121.919 - Certification.

Code of Federal Regulations, 2013 CFR

2013-01-01

... shows competence in required technical knowledge and skills (e.g., piloting or other) and crew resource management (e.g., CRM or DRM) knowledge and skills in scenarios (i.e., LOE) that test both types of knowledge... evaluation of required knowledge and skills under the AQP must meet minimum certification and rating criteria...

14 CFR 121.919 - Certification.

Code of Federal Regulations, 2014 CFR

2014-01-01

... shows competence in required technical knowledge and skills (e.g., piloting or other) and crew resource management (e.g., CRM or DRM) knowledge and skills in scenarios (i.e., LOE) that test both types of knowledge... evaluation of required knowledge and skills under the AQP must meet minimum certification and rating criteria...

14 CFR 121.919 - Certification.

Code of Federal Regulations, 2012 CFR

2012-01-01

... shows competence in required technical knowledge and skills (e.g., piloting or other) and crew resource management (e.g., CRM or DRM) knowledge and skills in scenarios (i.e., LOE) that test both types of knowledge... evaluation of required knowledge and skills under the AQP must meet minimum certification and rating criteria...

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

NASA Astrophysics Data System (ADS)

Furness, Ron; Tsoulos, Lysandros

2018-05-01

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

Proceedings of the Symposium on Minimum Competency Testing (Philadelphia, Pennsylvania, October 24-25, 1979).

ERIC Educational Resources Information Center

Mid-Atlantic Teacher Corps Network, Philadelphia, PA.

The conference's keynote address is presented by Bernard C. Watson. Papers include: Vantage from the State Department of Education, by Robert G. Scanlon (Pennsylvania); Minimum Competency: As the Public Sees the Question, by Jacqueline Grennan Wexler; Minimum Competency Testing (MCT): A Tripartite Response from the Profession, by W. James Popham;…

State Requirements for High School Graduation: Communication Skills. Technical Note.

ERIC Educational Resources Information Center

Lawlor, Joseph

This paper contains descriptions of documents setting forth the minimum communications skills competencies required for high school graduation in seven states: Florida, Louisiana, Maryland, Massachusetts, New Mexico, and Utah. It then describes the procedures used to compile a synthesized list from those documents for use in a project to assess…

K-3 Essential/Exit Skills.

ERIC Educational Resources Information Center

Arizona State Dept. of Education, Phoenix.

Described in this document are the minimum competency requirements that Arizona students must master before they can leave third grade. These requirements were mandated by the K-3 Improvement Plan first implemented in the 1986-87 school year. The first section of the document, which discusses revision of the K-3 skills list, covers background…

Environmental Horticulture Program Guide.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Vocational Education.

This program guide contains the standard environmental horticulture curriculum for technical institutes in Georgia. The curriculum encompasses the minimum competencies required for entry-level workers in the environmental horticulture field. The general information section contains the following: purpose and objectives; program description,…

Electrical Distribution Program Guide.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Vocational Education.

This program guide contains the standard electrical distribution curriculum for technical institutes in Georgia. The curriculum encompasses the minimum competencies required for entry-level workers in the electrical distribution field, and in job skills such as construction, maintenance, and repair of overhead and underground electrical…

Legal Implications of an Employer Competency Certification Program. Technical Education and Training Research Report Series.

ERIC Educational Resources Information Center

Sage, James E.; And Others

Local and state government agencies and private companies providing hazardous material emergency response services are attempting to meet the minimum training requirements for their employees as specified in federal law. However, none of the employers in a pilot survey met the requirements of the federal law for employer certification of employee…

30 CFR 49.60 - Requirements for a local mine rescue contest.

Code of Federal Regulations, 2010 CFR

2010-07-01

... EDUCATION AND TRAINING MINE RESCUE TEAMS Mine Rescue Teams for Underground Coal Mines § 49.60 Requirements... United States; (2) Uses MSHA-recognized rules; (3) Has a minimum of three mine rescue teams competing; (4) Has one or more problems conducted on one or more days with a determined winner; (5) Includes team...

30 CFR 49.60 - Requirements for a local mine rescue contest.

Code of Federal Regulations, 2013 CFR

2013-07-01

... EDUCATION AND TRAINING MINE RESCUE TEAMS Mine Rescue Teams for Underground Coal Mines § 49.60 Requirements... United States; (2) Uses MSHA-recognized rules; (3) Has a minimum of three mine rescue teams competing; (4) Has one or more problems conducted on one or more days with a determined winner; (5) Includes team...

30 CFR 49.60 - Requirements for a local mine rescue contest.

Code of Federal Regulations, 2012 CFR

2012-07-01

... EDUCATION AND TRAINING MINE RESCUE TEAMS Mine Rescue Teams for Underground Coal Mines § 49.60 Requirements... United States; (2) Uses MSHA-recognized rules; (3) Has a minimum of three mine rescue teams competing; (4) Has one or more problems conducted on one or more days with a determined winner; (5) Includes team...

30 CFR 49.60 - Requirements for a local mine rescue contest.

Code of Federal Regulations, 2011 CFR

2011-07-01

... EDUCATION AND TRAINING MINE RESCUE TEAMS Mine Rescue Teams for Underground Coal Mines § 49.60 Requirements... United States; (2) Uses MSHA-recognized rules; (3) Has a minimum of three mine rescue teams competing; (4) Has one or more problems conducted on one or more days with a determined winner; (5) Includes team...

30 CFR 49.60 - Requirements for a local mine rescue contest.

Code of Federal Regulations, 2014 CFR

2014-07-01

... EDUCATION AND TRAINING MINE RESCUE TEAMS Mine Rescue Teams for Underground Coal Mines § 49.60 Requirements... United States; (2) Uses MSHA-recognized rules; (3) Has a minimum of three mine rescue teams competing; (4) Has one or more problems conducted on one or more days with a determined winner; (5) Includes team...

Implications for Minority Groups of the Movement Toward Minimum-Competency Testing. A Symposium presented at the 1979 Annual Meeting of the National Council on Measurement in Education.

ERIC Educational Resources Information Center

ERIC Clearinghouse on Tests, Measurement, and Evaluation, Princeton, NJ.

Proceedings of the symposium on Implications for Minority Groups of the Movement Toward Minimum-Competency Testing (MCT) include the following papers: (1) "Implications of Minimum-Competency Testing for Minority Students" by A. Graham Down, who asserts that MCT offers more hope than any development in public school policy since 1954 for realizing…

Dental Assisting Program Guide.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Vocational Education.

This program guide contains the standard dental assisting curriculum for technical institutes in Georgia. The curriculum encompasses the minimum competencies required for entry-level dental assistants, and includes job skills in the technical areas of preventive dentistry; four-handed dentistry; chairside assisting with emphasis in diagnostics,…

Dental Laboratory Technology Program Guide.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Vocational Education.

This program guide contains the standard dental laboratory technology curriculum for both diploma programs and associate degree programs in technical institutes in Georgia. The curriculum encompasses the minimum competencies required for entry-level workers in the dental laboratory technology field. The general information section contains the…

Emergency Medical Services Program Guide.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Vocational Education.

This program guide contains the standard emergency medical services curriculum for technical institutes in Georgia. The curriculum encompasses the minimum competencies required for entry-level workers in the emergency medical services field, and includes job skills in six emergency medical services divisions outlined in the national curriculum:…

Roland: A Case for or Against NATO Standardization?

DTIC Science & Technology

1980-05-01

with often competing, even opposing, objectives in testing, financial auditing , cost estimating, reliability, value engineering, maintenance, training...supposedly mature system. Multilocation tests, early in the program when test beds and spare parts availability would be at a minimum, would require...Similar institutionalized conflicts resided in the audit community, which, under the Armed Services Procurement Regulation, was required to audit and

Minimum Competencies in Undergraduate Motor Development. Guidance Document

ERIC Educational Resources Information Center

National Association for Sport and Physical Education, 2004

2004-01-01

The minimum competency guidelines in Motor Development described herein at the undergraduate level may be gained in one or more motor development course(s) or through other courses provided in an undergraduate curriculum. The minimum guidelines include: (1) Formulation of a developmental perspective; (2) Knowledge of changes in motor behavior…

Development of a National Consensus for Tactical Emergency Medical Support (TEMS) Training Programs--Operators and Medical Providers.

PubMed

Schwartz, Richard; Lerner, Brooke; Llwewllyn, Craig; Pennardt, Andre; Wedmore, Ian; Callaway, David; Wightman, John; Casillas, Raymond; Eastman, Alex; Gerold, Kevin; Giebner, Stephen; Davidson, Robert; Kamin, Richard; Piazza, Gina; Bollard, Glenn; Carmona, Phillip; Sonstrom, Ben; Seifarth, William; Nicely, Barbara; Croushorn, John; Carmona, Richard

2014-01-01

Tactical teams are at high risk of sustaining injuries. Caring for these casualties in the field involves unique requirements beyond what is provided by traditional civilian emergency medical services (EMS) systems. Despite this need, the training objectives and competencies are not uniformly agreed to or taught. An expert panel was convened that included members from the Departments of Defense, Homeland Security, Justice, and Health and Human Services, as well as federal, state, and local law-enforcement officers who were recruited through requests to stakeholder agencies and open invitations to individuals involved in Tactical Emergency Medical Services (TEMS) or its oversight. Two face-to-face meetings took place. Using a modified Delphi technique, previously published TEMS competencies were reviewed and updated. The original 17 competency domains were modified and the most significant changes were the addition of Tactical Emergency Casualty Care (TECC), Tactical Familiarization, Legal Aspects of TEMS, and Mass Casualty Triage to the competency domains. Additionally, enabling and terminal learning objectives were developed for each competency domain. This project has developed a minimum set of medical competencies and learning objectives for both tactical medical providers and operators. This work should serve as a platform for ensuring minimum knowledge among providers, which will serve enhance team interoperability and improve the health and safety of tactical teams and the public. 2014.

1984 TABS Final Report.

ERIC Educational Resources Information Center

Austin Independent School District, TX. Office of Research and Evaluation.

This report presents Austin Independent School District 1984 test results on the Texas Assessment of Basics Skills (TABS). It was administered to all third, fifth and ninth grade students and to high school students not meeting ninth grade state-set mastery criteria, the minimum competency requirement for graduation. Results are presented as…

The Nevada Proficiency Examination Program.

ERIC Educational Resources Information Center

Nevada State Dept. of Education, Carson City. Planning, Research and Evaluation Branch.

The Nevada Proficiency Examination Program was established by the Nevada State Legislature in 1977 to identify students who might require additional assistance to maintain normal academic progress through school and to serve as a minimum competency examination, insuring that each student who receives a high school diploma has met certain minimum…

A Study of Minimum Competency Programs. Final Comprehensive Report. Vol. 1. Vol. 2.

ERIC Educational Resources Information Center

Gorth, William Phillip; Perkins, Marcy R.

The status of minimum competency testing programs, as of June 30, 1979, is given through descriptions of 31 state programs and 20 local district programs. For each program, the following information is provided: legislative and policy history; implementation phase; goals; competencies to be tested; standards and standard setting; target groups and…

Grading the teacher

NASA Astrophysics Data System (ADS)

Swartz, Clifford E.

2000-04-01

Several fads ago there was a movement to grade teachers in terms of their competency — competency-based testing. Everyone knows that there are good teachers and there are bad teachers. The trouble is, it's hard to define the categories. It's like the Supreme Court justice who couldn't define pornography, but knew it when he saw it. In New York State, prospective teachers must take tests in both pedagogy and subject material. That seems reasonable. There ought to be some minimum standards, so I thought that I would try my hand at setting up such requirements.

Today's Students, Tomorrow's Citizens: Pathways for Learning, Science. Alabama High School Graduation Exam.

ERIC Educational Resources Information Center

Alabama State Dept. of Education, Montgomery. Div. of Instructional Services.

This document introduces the Alabama Graduation Examination Program (AGEP) which provides learning opportunities for high school students to meet the minimum competency requirements to earn a high school diploma in the state of Alabama. The Alabama High School Graduation Examination (AHSGE) content includes the subject areas of reading…

Ohio Proficiency Tests for Grade 12. Practice Test.

ERIC Educational Resources Information Center

Ohio State Dept. of Education, Columbus.

High school seniors in Ohio who have passed all parts of the ninth-grade proficiency tests are required to take the twelfth-grade proficiency tests. These tests, in writing, reading, mathematics, citizenship, and science, are designed to measure twelfth-grade performance and to evaluate the learning that goes on between the minimum competencies of…

Texas Assessment of Basic Skills (TABS). Austin Independent School District. Final Report, 1985.

ERIC Educational Resources Information Center

Defino, Maria E.

This report presents the Austin (Texas) Independent School District's 1985 test results on the Texas Assessment of Basic Skills (TABS). It was administered to all third, fifth, and ninth grade students and to high school students not meeting ninth grade state-set mastery criteria, the minimum competency requirement for graduation. Results are…

76 FR 50129 - Protocol Gas Verification Program and Minimum Competency Requirements for Air Emission Testing...

Federal Register 2010, 2011, 2012, 2013, 2014

2011-08-12

... revisions to Sec. 75.4(e)(1), oxygen (O 2 ) and moisture monitoring systems were inadvertently [[Page 50131... passed in order for readings on the certified high scale to be reported as quality-assured. This was not..., disproportionately high and adverse human health or environmental effects of their programs, policies, and activities...

Pilot training program for developing disaster nursing competencies among undergraduate students in China.

PubMed

Pang, Samantha M C; Chan, Sunshine S S; Cheng, Yichuan

2009-12-01

As nurses constitute the largest group of health-care providers, their readiness to respond to disasters and to participate in preparedness and disaster recovery activities will be significant for making a community more resilient against disaster. Concern is raised regarding how to build the capacity of all nurses with a knowledge base and a minimum set of skills in responding to various disasters. Drawing on the ICN Framework of Disaster Nursing Competencies and Global Standards for the Initial Education of Professional Nurses and Midwives, a training program entitled "Introduction to Disaster Nursing" was developed. Four teaching methods including action learning, problem-based learning, skill training, and lecture were used to orchestrate a series of planned activities for helping students develop the required disaster nursing competencies in a 2-week intensive training program held in Sichuan China in July 2009. The pre- and post-tests which were given to assess the students' perceived level of competencies demonstrated a significant gain in relevant knowledge and skills constituting the required competencies upon completion of the program. In the program evaluation, most students indicated their willingness and capability in disaster relief work under supervision, and they were keen to advance their competencies in the field of disaster nursing.

Setting Standards for Minimum Competency Tests.

ERIC Educational Resources Information Center

Mehrens, William A.

Some general questions about minimum competency tests are discussed, and various methods of setting standards are reviewed with major attention devoted to those methods used for dichotomizing a continuum. Methods reviewed under the heading of Absolute Judgments of Test Content include Nedelsky's, Angoff's, Ebel's, and Jaeger's. These methods are…

Student Minimum Competency Testing. Issuegram 20.

ERIC Educational Resources Information Center

Pipho, Chris

This brief report states that recent emphasis on minimum competency testing has been on using the test results to make better decisions for improving the instructional program and providing remediation. State and local school districts, using advisory committees and commissions, are in various stages of identifying instructional goals and…

Minimum Competency Testing (MCT). Some Remarks.

ERIC Educational Resources Information Center

Howell, John F.

The effort to institute minimum competency testing (MCT) is nearly universal despite the need to debate its basic definitions, implications, and consequences beforehand. There are seven distinct reasons for the MCT movement: (1) legislative zeal; (2) unfavorable allegations by local and national press; (3) economic accountability; (4) the…

Keeping granny safe on July 1: a consensus on minimum geriatrics competencies for graduating medical students.

PubMed

Leipzig, Rosanne M; Granville, Lisa; Simpson, Deborah; Anderson, M Brownell; Sauvigné, Karen; Soriano, Rainier P

2009-05-01

Competency-based education prepares trainees to perform tasks occurring within the context of practice. There are currently no geriatrics-specific, competency-based consensus performance standards for medical students.The authors present the results of a systematic, multimethod process to identify and define the minimum geriatrics-specific competencies needed by a new intern to adequately care for older adults. An alpha draft was crafted by geriatricians, identifying measurable performance subtasks associated with accepted standards of evidence-based geriatric care, patient safety, and "do no harm" within the first-year resident's expected scope of practice. The competencies were then assessed for content validity by key stakeholders and informants. Of the 315 respondents, 26% were geriatricians, 21% family physicians, 24% general internists, 6% neurology program directors, 14% surgery program directors, and 9% other. Twenty-four were decanal appointees. Faculty from almost half (44%) of U.S. medical schools and representatives of several major medical education organizations were present at the working conference.The final document consists of 26 competencies nested within eight content domains: Medication Management; Self-Care Capacity; Falls, Balance and Gait Disorders; Hospital Care for Elders; Cognitive and Behavioral Disorders; Atypical Presentation of Disease; Health Care Planning and Promotion; and Palliative Care.Setting minimum geriatric competency standards establishes the performance benchmarks for medical school graduates who as first-year residents will care for geriatric patients. Only half-facetiously, they are referred to as the "Don't Kill Granny" competencies. Achievement of these minimum competencies by medical students, grounded in evidence-based principles of quality care for older adults, will assure that, each year, older patients are in safer hands on July 1.

State Minimum Competencies for High School Graduation. Technical Note.

ERIC Educational Resources Information Center

Lawlor, Joseph

This paper contains descriptions of mandated minimum competency programs in 13 states: Connecticut, Delaware, Georgia, Hawaii, Idaho, Kansas, Missouri, New Jersey, New York, North Carolina, South Carolina, Texas, and Vermont. Each description provides the skills assessed in the state, the assessment instruments used, and the overall purposes of…

State Minimum Competency Testing Programs. Resource Catalog. Final Report.

ERIC Educational Resources Information Center

Mills, Gladys H.

Focusing on state-mandated minimum competency testing programs, this annotated bibliography cites 200 items selected from more than 700. The Resource Catalog is intended for state education policy makers and therefore includes resource and study guides; legislative and board action; conference speeches, reports and proceedings; curriculum guides,…

Minimum Competency Testing: Guidelines for Policymakers and Citizens.

ERIC Educational Resources Information Center

Gray, Dennis

Intended to help the laity find their way through the confusion and controversy surrounding minimum competency testing (MCT), this paper explains what MCT is, acknowledges its limitations, weighs the criticisms, and shows how MCT may be used constructively for the benefit of students and for the improvement of schools. Highlights from the paper…

NIE's Study of Minimum Competency Testing: A Process for the Clarification of Issues.

ERIC Educational Resources Information Center

Herndon, Enid

The National Institute of Education's (NIE) process of studying minimum competency testing (MCT) includes: (1) a clarification hearing to provide a public forum to discuss divergent views on salient issues related to MCT programs; (2) two investigative teams to explore the different perspectives on the issues, build comprehensive cases which…

Personality Changes as a Function of Minimum Competency Test Success or Failure.

ERIC Educational Resources Information Center

Richman, Charles L.; And Others

1987-01-01

The psychological effects of success and failure on the North Carolina Minimum Competency Test (MCT) were examined. Subjects were high school students, who were pre- and post-tested using the Rosenberg Self Esteem Scale and the High School Personality Questionnaire. Self-esteem decreased following knowledge of MCT failure. (LMO)

Minimum Competency Testing In the Dallas Independent School District.

ERIC Educational Resources Information Center

Montgomery, Patricia A.; Arrasmith, Dean G.

The development and implementation of the Dallas Independent School District's Basic Objectives Assessment Test (BOAT) are described. Beginning in 1979, this minimum competency test was administered system-wide to all students in grades 8-12 (except for those enrolled as special education students), and beginning in 1983 it will be used in…

Minimum Competency Testing Clarification Hearing (July 9th, 1981).

ERIC Educational Resources Information Center

National Inst. of Education (ED), Washington, DC.

Barbara Jordan served as the hearing officer for three-day adversary evaluation hearings about the pros and cons of minimum competency testing (MCT). This report is the complete transcript of the second day of proceedings. The pro team, lead by James Popham, began by presenting representatives of four states (Florida, California, Texas, and…

A Study of Minimum Competency Testing Programs. Final Program Development Resource Document.

ERIC Educational Resources Information Center

Gorth, William Phillip; Perkins, Marcy R.

This resource document represents the integration of both practice and theory related to minimum competency testing (MCT), and is largely based on information collected in a nationwide survey of MCT programs. Chapter 1, To Implement or Not to Implement MCT, by Marcy R. Perkins, presents a definition of MCT and a discussion of the perceived…

Assessment of Technical Skills Competence in the Operating Room: A Systematic and Scoping Review.

PubMed

Fahim, Christine; Wagner, Natalie; Nousiainen, Markku T; Sonnadara, Ranil

2018-05-01

While academic accreditation bodies continue to promote competency-based medical education (CBME), the feasibility of conducting regular CBME assessments remains challenging. The purpose of this study was to identify evidence pertaining to the practical application of assessments that aim to measure technical competence for surgical trainees in a nonsimulated, operative setting. In August 2016, the authors systematically searched Medline, Embase, and the Cochrane Database of Systematic Reviews for English-language, peer-reviewed articles published in or after 1996. The title, abstract, and full text of identified articles were screened. Data regarding study characteristics, psychometric and measurement properties, implementation of assessment, competency definitions, and faculty training were extracted. The findings from the systematic review were supplemented by a scoping review to identify key strategies related to faculty uptake and implementation of CBME assessments. A total of 32 studies were included. The majority of studies reported reasonable scores of interrater reliability and internal consistency. Seven articles identified minimum scores required to establish competence. Twenty-five articles mentioned faculty training. Many of the faculty training interventions focused on timely completion of assessments or scale calibration. There are a number of diverse tools used to assess competence for intraoperative technical skills and a lack of consensus regarding the definition of technical competence within and across surgical specialties. Further work is required to identify when and how often trainees should be assessed and to identify strategies to train faculty to ensure timely and accurate assessment.

Trends in Education Excellence Gaps: A 12-Year International Perspective via the Multilevel Model for Change

ERIC Educational Resources Information Center

Rutkowski, David; Rutkowski, Leslie; Plucker, Jonathan A.

2012-01-01

A recent study in the USA documented the existence and growth of "excellence gaps" among students. These gaps are similar to the minimum competency achievement gaps that proliferate in policy discussions in many Western countries, but excellence gaps focus on the highest level of achievement rather than minimum competency. We extend this…

A survey of resident perspectives on surgical case minimums and the impact on milestones, graduation, credentialing, and preparation for practice: AOA critical issues.

PubMed

Jeray, Kyle J; Frick, Steven L

2014-12-03

Residency education continues to evolve. Several major changes have occurred in the past several years, including emphasis on core competencies, duty-hour restrictions, and call. The Accreditation Council for Graduate Medical Education (ACGME) Next Accreditation System (NAS) implemented educational milestones in orthopaedic surgery in July 2013. Additionally, the Residency Review Committee for orthopaedic surgery published suggested surgical case minimums in 2012, which overlap with several of the milestones.We conducted a survey to assess the opinions of orthopaedic residents regarding the ACGME-suggested surgical case minimums and the effects that these may have on resident education and potential future privileges in hospitals. The survey was sent via e-mail to all of the residents participating in the American Orthopaedic Association (AOA) Resident Leadership Forum for both 2011 and 2012. Participants in the Resident Leadership Forum are in either postgraduate year 4 or postgraduate year 5, are selected by the program directors as resident leaders, and represent 80% of the orthopaedic residency programs in the United States. The survey was completed by 157 of the 314 participants. Sixty-nine percent of the participants believed that case logs with minimum numbers of surgical procedures were an effective way to monitor the work but were not necessarily the only way to monitor the educational progress of the residents. Thirty-two percent believed that the minimums should not be required. Overwhelmingly, there was agreement that important cases were missing from the currently proposed sixteen core surgical minimums. Specifically, the residents believed that a minimum number of cases are necessary for distal radial fracture fixation and proximal humeral fracture fixation and possibly have a milestone to reflect the progress of the residents for each fixation.Most residents thought that surgical case minimums are an effective tool in monitoring the progress of residents and measuring the effectiveness of residency programs. However, the surgical ability of an individual resident should not be evaluated on case minimums alone. The development of the milestones to assess competency should continue, but, as surgical skill is not a specific core competency, perhaps other methods for assessing surgical proficiency need to be developed rather than case minimums. Surgical skills laboratories and proctoring residents independently performing procedures may help to assess surgical proficiency, in addition to traditional faculty and 360° evaluations. Combining these types of assessments with surgical case logs documenting the residents' educational experience seems to be the best path going forward in assessing the development of young surgeons. Copyright © 2014 by The Journal of Bone and Joint Surgery, Incorporated.

An Experimental Study of the Effect of Judges' Knowledge of Item Data on Two Forms of the Angoff Standard Setting Method.

ERIC Educational Resources Information Center

Garrido, Mariquita; Payne, David A.

Minimum competency cut-off scores on a statistics exam were estimated under four conditions: the Angoff judging method with item data (n=20), and without data available (n=19); and the Modified Angoff method with (n=19), and without (n=19) item data available to judges. The Angoff method required free response percentage estimates (0-100) percent,…

Enhancement of bioavailability of cinnarizine from its beta-cyclodextrin complex on oral administration with DL-phenylalanine as a competing agent.

PubMed

Tokumura, T; Nanba, M; Tsushima, Y; Tatsuishi, K; Kayano, M; Machida, Y; Nagai, T

1986-04-01

The present investigation is concerned with an improvement of the bioavailability of cinnarizine by administering its beta-cyclodextrin complex together with another compound which competes with the beta-cyclodextrin molecule in complex formation in aqueous solution (competing agent). The bioavailability of cinnarizine on oral administration of the cinnarizine-beta-cyclodextrin inclusion complex was enhanced by the simultaneous administration of DL-phenylalanine as a competing agent, e.g., the AUC was 1.9 and 2.7 times as large as those of the cinnarizine-beta-cyclodextrin complex alone and cinnarizine alone, respectively. The enhancement of AUC and Cmax completely depended on the dose of DL-phenylalanine. It was found from these results that DL-phenylalanine acted as a competing agent in the GI tract and the minimum effective dose required of DL-phenylalanine might be 1 g for 50 mg of cinnarizine in the cinnarizine-beta-cyclodextrin complex. Evaluating the competing effect of DL-phenylalanine in vitro using an absorption simulator, it was found that the decreased penetration rate of cinnarizine through the artificial lipid barrier with addition of beta-cyclodextrin was restored with the addition of DL-phenylalanine.

CUSUM method for construction of trainee spinal ultrasound learning curves following standardised teaching.

PubMed

Deacon, A J; Melhuishi, N S; Terblanche, N C S

2014-07-01

Spinal ultrasonography is a promising aid for epidural insertion. We aimed to determine the learning curve of spinal ultrasonography tasks and the number of training scans required to reach competency after undergoing standardised step-wise teaching. Trainees were required to complete a minimum of 60 assessed scans on selected non-pregnant models following attendance at two training sessions, with feedback from an expert after each scan. Learning curves were plotted using the non-risk cumulative summation technique and an acceptable failure rate of 20%. Five trainees completed between 65 and 75 scans each. All trainees were competent at identifying a randomly assigned intervertebral space after a median of five scans (range one to nine) and at measuring the depth from skin to the posterior complex after a median of 10 scans (range 1 to 42). Two trainees were competent at marking an ideal needle insertion point after 55 scans, while three trainees did not attain competency. All trainees were competent after 60 scans if the tolerance was changed from five to eight millimetre for marking the needle insertion point. The average time taken to complete a scan was 163 seconds. Our study showed that after a standardised educational intervention, anaesthetic trainees are able to identify a lumbar interlaminar space easily and can measure the depth to the posterior complex after a reasonable number of additional practice scans, but experienced difficulty accurately marking the needle insertion point whilst using spinal ultrasonography. We confirmed that it was hard to achieve competency in all aspects of spinal ultrasonography, based on assessment using our predefined competency criteria.

Developing osteopathic competencies in geriatrics for medical students.

PubMed

Noll, Donald R; Channell, Millicent King; Basehore, Pamela M; Pomerantz, Sherry C; Ciesielski, Janice; Eigbe, Patrick Arekhandia; Chopra, Anita

2013-04-01

Minimum core competencies for allopathic medical students in the specialty area of geriatrics have been developed, comprising 26 competencies divided into 8 topical domains. These competencies are appropriate for osteopathic medical students, but they do not include competencies relating to osteopathic principles and practice (OPP) in geriatrics. There remains a need within the osteopathic profession to develop specialty-specific competencies specific to OPP. To develop more specific and comprehensive minimum competencies in OPP for osteopathic medical students in the field of geriatric medicine. The Delphi technique (a structured communication technique that uses a panel of experts to reach consensus) was adapted to generate new core competencies relating to OPP. Osteopathic geriatricians and members of the Educational Council on Osteopathic Principles (ECOP) of the American Association of Colleges of Osteopathic Medicine participated in a breakout session and 2 rounds of surveys. Proposed competencies with 80% of the participants ranking it as "very important and should be added as a competency" were retained. Participants were also asked if they agreed that competencies in OPP should include specific types of osteopathic manipulative treatment techniques for the elderly. Responses were received from 26 osteopathic physician experts: 17 ECOP members and 9 geriatricians. Fourteen proposed competencies were developed: 7 related to the existing topic domains, and 7 were placed into a new domain of osteopathic manipulative medicine (OMM). Six proposed competencies were retained, all of which were in the new OMM domain. These competencies related to using OMM for gait and balance assessment, knowing adverse events and contraindications of OMM, using OMM for pain relief and end-of-life care, using OMM in the hospital and nursing home setting, adapting OMM to fit an elderly individual, and using OMM to address limited range of motion and ability to perform activities of daily living. Thirteen of 22 participants (59%) agreed that OPP competencies should include specific osteopathic manipulative treatment techniques. The Delphi consensus building process was used to create 6 new minimum competencies in OMM for osteopathic medical students for the specialty area of geriatrics. Using data from this consensus, medical schools, residencies, and fellowships can create standards and expectations for osteopathic physicians regarding the best care of geriatric patients.

Pediatric Program Director Minimum Milestone Expectations before Allowing Supervision of Others and Unsupervised Practice.

PubMed

Li, Su-Ting T; Tancredi, Daniel J; Schwartz, Alan; Guillot, Ann; Burke, Ann E; Trimm, R Franklin; Guralnick, Susan; Mahan, John D; Gifford, Kimberly

2018-04-25

The Accreditation Council for Graduate Medical Education requires semiannual Milestone reporting on all residents. Milestone expectations of performance are unknown. Determine pediatric program director (PD) minimum Milestone expectations for residents prior to being ready to supervise and prior to being ready to graduate. Mixed methods survey of pediatric PDs on their programs' Milestone expectations before residents are ready to supervise and before they are ready to graduate, and in what ways PDs use Milestones to make supervision and graduation decisions. If programs had no established Milestone expectations, PDs indicated expectations they considered for use in their program. Mean minimum Milestone level expectations adjusted for program size, region, and clustering of Milestone expectations by program were calculated for prior to supervise and prior to graduate. Free-text questions were analyzed using thematic analysis. The response rate was 56.8% (113/199). Most programs had no required minimum Milestone level before residents are ready to supervise (80%; 76/95) or ready to graduate (84%; 80/95). For readiness to supervise, minimum Milestone expectations PDs considered establishing for their program were highest for humanism (2.46, 95% CI: 2.21-2.71) and professionalization (2.37, 2.15-2.60). Minimum Milestone expectations for graduates were highest for help-seeking (3.14, 2.83-3.46). Main themes included the use of Milestones in combination with other information to assess learner performance and Milestones are not equally weighted when making advancement decisions. Most PDs have not established program minimum Milestones, but would vary such expectations by competency. Copyright © 2018. Published by Elsevier Inc.

Competence assurance in a complex company

DOE Office of Scientific and Technical Information (OSTI.GOV)

Clarke, C.C.; Sykes, R.M.

1996-11-01

Competence is the fundamental control that is used in industry to function in a safe and effective manner. Even after all mechanical interventions are applied within a system, the competence of human beings is relied upon to make the final decisions and to implement the ultimate actions. To be effective, an Organization must assure itself that all the controls and barriers that are necessary to keep the operations of the business within the designed envelope, are effectively working at or above the minimum required levels. This assurance applies equally to workforce competence as it does to alarms and other automaticmore » control systems. The HSE Management System,/HSE Case methodology that evolved into regulation from the Cullen enquiry into the Piper Alpha disaster demands that specific competence must be in place, and that management must sign off that this is so. Assurance of competence involves identifying critical abilities and defining the standards to which they must be consistently performed, and then implementing a consistent and rigorous means of testing and validating the people who occupy roles that include critical abilities. This paper addresses with the methods that Shell Exploration and Production B.V. has developed to ensure that the competence are in place for critical occupational health, safety and environmental roles.« less

[Problems of implementing integration management at company level in small and medium-sized enterprises].

PubMed

Hetzel, C; Flach, T; Weber, A; Schian, H-M

2006-05-01

At company level responsibility increases for the employment of workers with health-related problems or disabilities, but realisation in small and medium-sized enterprises (SME) is lacking. Therefore a model is developed based on theory and a survey. Minimum requirements for "betriebliches Eingliederungsmanagement" (integration management at company level) according to section 84 (2) SGB IX Book 9 of the German Social Code, the main products of the international movement "disability management", a description of roles for realisation and the main sources of employers' support are described. Although external supporting of SMEs is unquestioned, it is expensive and retards own initiative and own activity counting solely on this. Only by developing a minimum of SME's awareness, acceptance and competence, this will open up to (currently suboptimal) external support. Goal is identifying SME managers' attitudes, activities, proposals and expectations referring integration management at company level to derive concepts of SME's support. 13 interviews are analysed by qualitative content analysis identifying the following barriers: information deficit, absence of priority, limited possibilities for transitional work, cost, partially limited workers' self-responsibility, illness as a "tabes" subject. Possibilities overcoming these barriers are delineated. On that basis a model is presented: pragmatically for realisation, a company contact person with minimum competence, uniform external support, institutional partners' integration and quality assurance according to disability management. Interlocking SME world and social insurance world means first to support SME's awareness, acceptance and competence, second to create for SME a central contact in the "rehabilitation jungle" and third to develop SME-suitable premiums according to section 84 (3) SGB IX, Book 9 of the German social code.

Toward Defining, Measuring, and Evaluating LGBT Cultural Competence for Psychologists

PubMed Central

Boroughs, Michael S.; Andres Bedoya, C.; O'Cleirigh, Conall; Safren, Steven A.

2015-01-01

A central part of providing evidence-based practice is appropriate cultural competence to facilitate psychological assessment and intervention with diverse clients. At a minimum, cultural competence with lesbian, gay, bisexual, and transgender (LGBT) people involves adequate scientific and supervised practical training, with increasing depth and complexity across training levels. In order to further this goal, we offer 28 recommendations of minimum standards moving toward ideal training for LGBT-specific cultural competence. We review and synthesize the relevant literature to achieve and assess competence across the various levels of training (doctoral, internship, post-doctoral, and beyond) in order to guide the field towards best practices. These recommendations are aligned with educational and practice guidelines set forth by the field and informed by other allied professions in order to provide a roadmap for programs, faculty, and trainees in improving the training of psychologists to work with LGBT individuals. PMID:26279609

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.…

78 FR 52460 - Single Family Housing Direct Loan Program

Federal Register 2010, 2011, 2012, 2013, 2014

2013-08-23

... an informal arrangement, which is free from Agency oversight or minimum competency standards. This... to confirm that their individual competency level reflects the organization's years of experience...

Factors Related to Competency Test Performance for High School Learning Disabled Students.

ERIC Educational Resources Information Center

Hall, Julia; And Others

1985-01-01

This study explored some factors associated with learning disabled high school students who passed the North Carolina Minimum Competency Test on the second administration. Factors examined include reading score on the first competency test, intelligence quotient, locus of control, mother's education, teacher support, student/teacher ratio, and…

Evaluation of Curricula Content Based on Thai Pharmacy Competency Standards

PubMed Central

Maitreemit, Pagamas; Pongcharoensuk, Petcharat; Armstrong, Edward P.

2008-01-01

Objective To evaluate the curricula content of Thai pharmacy schools based on the Thai pharmacy competency standards. Methods Course syllabi were collected from 11 pharmacy schools. A questionnaire was developed based on the Thai pharmacy competency standards. Course coordinators completed the questionnaire assessing the curricula content. Results The curricula for both the bachelor of science in pharmacy degree (BS Pharm) and doctor of pharmacy (PharmD) degree programs included the minimum content required by the 8 competency domains. The dominant content area in BS Pharm degree programs was product-oriented material. The content ratio of patient to product to social and administrative pharmacy in the BS Pharm degree programs was 2:3:1, respectively. However, the content ratio suggested by the Thai Pharmacy Council was 3:2:1, respectively. For the PharmD programs, the largest content area was patient-oriented material, which was in agreement with the framework suggested by the Thai Pharmacy Council. Conclusions The curricula of all Thai pharmacy schools met the competency standards; however, some patient-oriented material should be expanded and some product-oriented content deleted in order to meet the recommended content ratio. PMID:18322571

Capacity building of skilled birth attendants: a review of pre-service education curricula.

PubMed

Adegoke, Adetoro A; Mani, Safiyanu; Abubakar, Aisha; van den Broek, Nynke

2013-07-01

to assess the level, type and content of pre-service education curricula of health workers providing maternity services against the ICM global standards for Midwifery Education and Essential competencies for midwifery practice. We reviewed the quality and relevance of pre-service education curricula of four cadres of health-care providers of maternity care in Northern Nigeria. we adapted and used the ICM global standards for Midwifery Education and Essential competencies for midwifery practice to design a framework of criteria against which we assessed curricula for pre-service training. We reviewed the pre-service curricula for Nurses, Midwives, Community Health Extension Workers (CHEW) and Junior Community Health Extension Workers (JCHEW) in three states. Criteria against which the curricula were evaluated include: minimum entry requirement, the length of the programme, theory: practice ratio, curriculum model, minimum number of births conducted during training, clinical experience, competencies, maximum number of students allowable and proportion of Maternal, Newborn and Child Health components (MNCH) as part of the total curriculum. four pre-service education programmes were reviewed; the 3 year basic midwifery, 3 year basic nursing, 3 year Community Health Extension Worker (CHEW) and 2 year Junior Community Health Extension Worker (JCHEW) programme. Findings showed that, none of these four training curricula met all the standards. The basic midwifery curriculum most closely met the standards and competencies set out. The nursing curriculum showed a strong focus on foundations of nursing practice, theories of nursing, public health and maternal newborn and child health. This includes well-defined modules on family health which are undertaken from the first year to the third year of the programme. The CHEW and JCHEW curricula are currently inadequate with regard to training health-care workers to be skilled birth attendants. although the midwifery curriculum most closely reflects the ICM global standards for Midwifery Education and Essential competencies for midwifery practice, a revision of the competencies and content is required especially as it relates to the first year of training. There is an urgent need to modify the JCHEW and CHEW curricula by increasing the content and clinical hands-on experience of MNCH components of the curricula. Without effecting these changes, it is doubtful that graduates of the CHEW and JCHEW programmes have the requisite competencies needed to function adequately as skilled birth attendants in Health Centres, PHCs and MCHs, without direct supervision of a midwife or medical doctor with midwifery skills. Copyright © 2012 Elsevier Ltd. All rights reserved.

The role of assessment in competency-based medical education.

PubMed

Holmboe, Eric S; Sherbino, Jonathan; Long, Donlin M; Swing, Susan R; Frank, Jason R

2010-01-01

Competency-based medical education (CBME), by definition, necessitates a robust and multifaceted assessment system. Assessment and the judgments or evaluations that arise from it are important at the level of the trainee, the program, and the public. When designing an assessment system for CBME, medical education leaders must attend to the context of the multiple settings where clinical training occurs. CBME further requires assessment processes that are more continuous and frequent, criterion-based, developmental, work-based where possible, use assessment methods and tools that meet minimum requirements for quality, use both quantitative and qualitative measures and methods, and involve the wisdom of group process in making judgments about trainee progress. Like all changes in medical education, CBME is a work in progress. Given the importance of assessment and evaluation for CBME, the medical education community will need more collaborative research to address several major challenges in assessment, including "best practices" in the context of systems and institutional culture and how to best to train faculty to be better evaluators. Finally, we must remember that expertise, not competence, is the ultimate goal. CBME does not end with graduation from a training program, but should represent a career that includes ongoing assessment.

75 FR 69165 - Conductor Certification

Federal Register 2010, 2011, 2012, 2013, 2014

2010-11-10

...FRA proposes to prescribe regulations for certification of conductors, as required by the Rail Safety Improvement Act of 2008. The proposed rule would require railroads to have a formal program for certifying conductors. As part of that program, railroads would be required to have a formal process for training prospective conductors and determining that all persons are competent before permitting them to serve as a conductor. FRA is proposing this regulation to ensure that only those persons who meet minimum Federal safety standards serve as conductors, to reduce the rate and number of accidents and incidents, and to improve railroad safety. Although this NPRM does not propose any specific amendments to the regulation governing locomotive engineer certification, it does highlight areas in that regulation that may require conforming changes.

A review of general cosmetic surgery training in fellowship programs offered by the American Academy of Cosmetic Surgery.

PubMed

Handler, Ethan; Tavassoli, Javad; Dhaliwal, Hardeep; Murray, Matthew; Haiavy, Jacob

2015-04-01

We sought, first, to evaluate the operative experience of surgeons who have completed postresidency fellowships offered by the American Academy of Cosmetic Surgery (AACS), and second, to compare this cosmetic surgery training to other surgical residency and fellowship programs in the United States. Finally, we suggest how new and existing oral and maxillofacial surgeons can use these programs. We reviewed the completed case logs from AACS-accredited fellowships. The logs were data mined for 7 of the most common cosmetic operations, including the median total number of operations. We then compared the cosmetic case requirements from the different residencies and fellowships. Thirty-nine case logs were reviewed from the 1-year general cosmetic surgery fellowships offered by the AACS from 2007 to 2012. The fellows completed a median of 687 total procedures. The median number of the most common cosmetic procedures performed was 14 rhinoplasties, 31 blepharoplasties, 21 facelifts, 24 abdominoplasties, 28 breast mastopexies, 103 breast augmentations, and 189 liposuctions. The data obtained were compared with the minimum cosmetic surgical requirements in residency and fellowship programs. The minimum residency requirements were as follows: no minimum listed for plastic surgery, 35 for otolaryngology, 20 for oral and maxillofacial surgery, 28 for ophthalmology, 0 for obstetrics and gynecology, and 20 for dermatology. The minimum fellowship requirements were as follows: 300 for the AACS cosmetic surgery fellowship, no minimum listed for facial plastic surgery and reconstruction, no minimum listed for aesthetic surgery, 133 for oculoplastic and reconstructive surgery, and 0 for Mohs dermatology. Dedicating one's practice exclusively to cosmetic surgery requires additional postresidency training owing to the breadth of the field. The AACS created comprehensive fellowship programs to fill an essential part in the continuum of cosmetic surgeons' education, training, and experience. This builds on the foundation of their primary board residency program. The AACS fellowships are a valuable option for additional training for qualified surgeons seeking proficiency and competency in cosmetic surgery. Copyright © 2015 American Association of Oral and Maxillofacial Surgeons. Published by Elsevier Inc. All rights reserved.

Minimum Competencies: A National Survey.

ERIC Educational Resources Information Center

Bossone, Richard M.

During the academic year 1977-78 a national survey was conducted to identify those competencies which various segments of the population consider important for functioning adults, and to ascertain which competencies should be taught in the schools. Data presented in this study are based on 2,908 questionnaire returns from 2,284 students (mostly in…

Looking at Minimal Competency Testing: Educator versus Senator.

ERIC Educational Resources Information Center

Glass, Gene V.

1979-01-01

In this article, both the psychology behind minimum competency testing (MCT) and the statistics employed to determine the line between competence and incompetence are attacked. MCT is viewed as a crisis created to discredit teachers and schools and as a means of invasion of public education by state level bureaucrats and politicians. (RLV)

What do you mean by "satisfactory"?

PubMed

Crebbin, W

2005-09-01

One of the difficulties in designing assessment for medical trainees has been defining what is meant by "satisfactory". Whilst a list of "unsatisfactory" and "outstanding" characteristics can be identified with very little difficulty, it is the middle ground that holds the challenge. This is especially true in the non-technical areas of medical practice, which have been brought into greater prominence since the development and publication of CanMEDS 2000. As part of that process, questions about what is meant by "satisfactory", "standards" and/or benchmarks, have been brought into sharper focus. Additional questions are being asked as to whether competencies must necessarily be equated with minimum expectations or if they can be set, in conjunction with standards, to situate required "satisfactory" performance at a level significantly above a minimal level. A search of current literature on competencies and assessment was carried out. From that analysis, it became evident that a definition of "satisfactory" in assessing competence is dependent upon the identification of underlying factors, including the kind of competence, the kind of knowledge, and the level of expertise required to match the standard of assessment. The varying definitions, expectations, and levels of "satisfactory" were mapped to illustrate a way to plot the level of "satisfactory" according to the task, the experience of the trainee, and the stage of training. This map also provides a method for developing shared understandings of the targeted level within the "satisfactory zone".

NM State Profile. New Mexico: New Mexico High School Competency Examination (NMHSCE)

ERIC Educational Resources Information Center

Center on Education Policy, 2010

2010-01-01

This paper provides information about New Mexico High School Competency Examination (NMHSCE), a minimum competency test. Its purpose is to meet a state mandate. It will be replaced by the Grade 11 Standards Based Assessment/High School Graduation Assessment (SBA/HSGA) in spring 2011 as the state's high school exit exam. The NMHSCE was administered…

Consumer Competency Means High School Diploma in Omaha School

ERIC Educational Resources Information Center

Carlock, LaNeta L.

1977-01-01

Westside High School in Omaha, Nebraska, developed a series of minimum competencies in seven areas as standards for their graduates. One of the seven areas, consumerism, covers money management, credit, insurance, taxes, buying decisions, and consumer protection. (BM)

Early learning effect of residents for laparoscopic sigmoid resection.

PubMed

Bosker, Robbert; Groen, Henk; Hoff, Christiaan; Totte, Eric; Ploeg, Rutger; Pierie, Jean-Pierre

2013-01-01

To evaluate the effect of learning the laparoscopic sigmoid resection procedure on resident surgeons; establish a minimum number of cases before a resident surgeon could be expected to achieve proficiency with the procedure; and examine if an analysis could be used to measure and support the clinical evaluation of the surgeon's competence with the procedure. Retrospective analysis of data which was prospective entered in the database. From 2003 to 2007 all patients who underwent a laparoscopic sigmoid resection carried out by senior residents, who completed the procedure as the primary surgeon proctored by an experienced surgeon, were included in the study. A cumulative sum control chart (CUSUM) analysis was used evaluate performance. The procedure was defined as a failure if major intra-operative complications occurred such as intra abdominal organ injury, bleeding, or anastomotic leakage; if an inadequate number of lymph nodes (<12 nodes) were removed; or if conversion to an open surgical procedure was required. Thirteen residents performed 169 laparoscopic sigmoid resections in the period evaluated. A significant majority of the resident surgeons were able to consistently perform the procedure without failure after 11 cases and determined to be competent. One resident was not determined to be competent and the CUSUM score supported these findings. We concluded that at least 11 cases are required for most residents to obtain necessary competence with the laparoscopic sigmoid resection procedure. Evaluation with the CUSUM analysis can be used to measure and support the clinical evaluation of the resident surgeon's competence with the procedure. Copyright © 2013 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Construction of a competence-based curriculum for internship in obstetrics and gynecology within the medical course at the Federal University of Ceará (Sobral campus).

PubMed

Linhares, José Juvenal; Dutra, Bárbara de Araújo Lima; Ponte, Maycon Fellipe da; Tofoli, Luis Fernando Farah de; Távora, Priscila Campos; Macedo, Filipe Sancho de; Arruda, Guarany Mont'Alverne de

2015-01-01

This research project arose from a proposal made to the teachers by the students of a medical course at a federal university in Brazil, from their personal experiences regarding the skills and competencies that should be developed during the obstetrics and gynecology (OBG) stage of the internship. The objective here was to develop the matrix of skills necessary for training good general physicians in the medical course. Exploratory qualitative study conducted in a federal university in Brazil. The basis for developing these competencies among OBG interns was "The Competency Matrix for Medical Internship" developed by Bollela and Machado. The instrument was presented to, analyzed by and modified by a set of OBG specialists, at two sessions. The specific competencies expected from students over the internship in OBG were framed within overall topics that had previously been determined and listed: healthcare, decision-making, communication and interpersonal relationships, management and organization of the Brazilian National Health System (Sistema Único de Saúde, SUS) and professionalism. A competency matrix that standardizes the minimum requirements that interns should be capable of putting into practice after concluding the OBG stage is a valuable tool for ensuring student performance and a fair and rigorous assessment for them, thereby seeking to train good general physicians who meet the community's needs.

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.

Quantum optimal control of isomerization dynamics of a one-dimensional reaction-path model dominated by a competing dissociation channel

NASA Astrophysics Data System (ADS)

Kurosaki, Yuzuru; Artamonov, Maxim; Ho, Tak-San; Rabitz, Herschel

2009-07-01

Quantum wave packet optimal control simulations with intense laser pulses have been carried out for studying molecular isomerization dynamics of a one-dimensional (1D) reaction-path model involving a dominant competing dissociation channel. The 1D intrinsic reaction coordinate model mimics the ozone open→cyclic ring isomerization along the minimum energy path that successively connects the ozone cyclic ring minimum, the transition state (TS), the open (global) minimum, and the dissociative O2+O asymptote on the O3 ground-state A1' potential energy surface. Energetically, the cyclic ring isomer, the TS barrier, and the O2+O dissociation channel lie at ˜0.05, ˜0.086, and ˜0.037 hartree above the open isomer, respectively. The molecular orientation of the modeled ozone is held constant with respect to the laser-field polarization and several optimal fields are found that all produce nearly perfect isomerization. The optimal control fields are characterized by distinctive high temporal peaks as well as low frequency components, thereby enabling abrupt transfer of the time-dependent wave packet over the TS from the open minimum to the targeted ring minimum. The quick transition of the ozone wave packet avoids detrimental leakage into the competing O2+O channel. It is possible to obtain weaker optimal laser fields, resulting in slower transfer of the wave packets over the TS, when a reduced level of isomerization is satisfactory.

Competent Reasoning with Rational Numbers.

ERIC Educational Resources Information Center

Smith, John P. III

1995-01-01

Analyzed students' reasoning with fractions. Found that skilled students applied strategies specifically tailored to restricted classes of fractions and produced reliable solutions with a minimum of computation effort. Results suggest that competent reasoning depends on a knowledge base that includes numerically specific and invented strategies,…

Student Team Achievement Divisions: Its Effect on Electrical Motor Installation Knowledge Competence

NASA Astrophysics Data System (ADS)

Hanafi, Ahmad; Basuki, Ismet

2018-04-01

Student team achievement division (STAD) was an active learning strategy with the small group inside of the classroom members. The students would work in small heterogeneous groups (of five to six members) and help one another to comprehend the material given. To achieve the objectives of the study, this research aims to know the effect of STAD on competence of electrical motor installation. The objective of the student competence was knowledge competence. The data was collected from 30 students. the participants were the students of second class at electrical installation techniques, SMKN 1 Pungging Indonesia. The design of empirical test in this research was one shot case study. The result of knowledge test would be compared by criteria for minimum competence, which was 75. Knowledge competence was analyzed with one sample t test technique. From the analysis got average 84.93, which meant average of student competence had reached criteria for minimum competence. From that analyze, It could be concluded that STAD was effective on electrical motor installation knowledge competence. STAD could grow student motivation to learn better than other models. But, in the application of cooperative learning teacher should prepare carefully before the learning process to avoid problems that could arise during group learning such as students who were less active in the groups. The problem could be resolved by away the teachers took around to check each group. It was felt could minimize the problems.

The Adult Student Learning Experience: A Mixed-Methods Investigation in a Marine Corps Program from a Knowledge Management Perspective

ERIC Educational Resources Information Center

Stephens, Jennifer Gray

2010-01-01

On one Marine Corps base, a minimum of 5% of adult enlisted Marines per year lack certain competencies and seek admittance into a high school competency remediation program. The lack of these competencies impedes qualification for many military occupational specialties, the ability to convert from an enlisted Marine to a Warrant Officer, or…

Performance of Handicapped Students in a Competency Testing Program.

ERIC Educational Resources Information Center

Serow, Robert C.; O'Brien, Kathleen

1983-01-01

Samples of handicapped and nonhandicapped pupils were compared on the following: initial Minimum Competency Test (MCT) performance, participation in remediation, improvements in subsequent MCT, and eligibility for receiving high school diplomas. Nonhandicapped pupils generally fared better on all measures, although sharp differences were found…

Family Medicine Maternity Care Call to Action: Moving Toward National Standards for Training and Competency Assessment.

PubMed

Magee, Susanna R; Eidson-Ton, W Suzanne; Leeman, Larry; Tuggy, Michael; Kim, Thomas O; Nothnagle, Melissa; Breuner, Joseph; Loafman, Mark

2017-03-01

Maternity care is an integral part of family medicine, and the quality and cost-effectiveness of maternity care provided by family physicians is well documented. Considering the population health perspective, increasing the number of family physicians competent to provide maternity care is imperative, as is working to overcome the barriers discouraging maternity care practice. A standard that clearly defines maternity care competency and a systematic set of tools to assess competency levels could help overcome these barriers. National discussions between 2012 and 2014 revealed that tools for competency assessment varied widely. These discussions resulted in the formation of a workgroup, culminating in a Family Medicine Maternity Care Summit in October 2014. This summit allowed for expert consensus to describe three scopes of maternity practice, draft procedural and competency assessment tools for each scope, and then revise the tools, guided by the Family Medicine and OB/GYN Milestones documents from the respective residency review committees. The summit group proposed that achievement of a specified number of procedures completed should not determine competency; instead, a standardized competency assessment should take place after a minimum number is performed. The traditionally held required numbers for core procedures were reassessed at the summit, and the resulting consensus opinion is proposed here. Several ways in which these evaluation tools can be disseminated and refined through the creation of a learning collaborative across residency programs is described. The summit group believed that standardization in training will more clearly define the competencies of family medicine maternity care providers and begin to reduce one of the barriers that may discourage family physicians from providing maternity care.

Revisioning a clinical nurse specialist curriculum in 3 specialty tracks.

PubMed

Arslanian-Engoren, Cynthia; Sullivan, Barbara-Jean; Struble, Laura

2011-01-01

The objective of the present study was to revise 3 clinical nurse specialist (CNS) educational tracks with current National Association of Clinical Nurse Specialist core competencies and educational expectations. National curricula recommendations include core competencies by the 3 spheres of influence. Advanced practice registered nurses consensus model educational requirements include a minimum of 500 faculty-supervised clinical hours; separate graduate courses in pharmacology, pathophysiology, and advanced physical assessment; and content in differential diagnosis disease management, decision making, and role preparation. This educational initiative was designed to (1) align with core competencies and advanced practice registered nurse consensus model recommendations, (2) create an innovative learning environment, (3) meet the needs of diverse student populations, (4) align with emerging doctor of nursing practice programs, (5) create a high-efficiency and high-quality environment to manage human and fiscal resources, and (6) reduce duplication of efforts. Courses were revised that did not meet current CNS educational preparation expectations. A total of 11 didactic and clinical sequences courses were developed for the 3 tracks to (1) ensure minimum numbers of clinical hours; (2) expand content on health promotion and risk reduction, advanced practice nurse role, and the healthcare delivery system; (3) consolidate clinical courses; and (4) resequence foundational content before beginning clinical courses. Revisioning a CNS curriculum in 3 specialty tracks is challenging but doable using innovative and creative approaches. The innovative process used to revise our CNS curriculum will assist nurse educators faced with similar program delivery challenges to meet future directions for educating CNS students in advanced nursing practice. Copyright © 2011 Lippincott Williams & Wilkins.

Using the Rasch measurement model to design a report writing assessment instrument.

PubMed

Carlson, Wayne R

2013-01-01

This paper describes how the Rasch measurement model was used to develop an assessment instrument designed to measure student ability to write law enforcement incident and investigative reports. The ability to write reports is a requirement of all law enforcement recruits in the state of Michigan and is a part of the state's mandatory basic training curriculum, which is promulgated by the Michigan Commission on Law Enforcement Standards (MCOLES). Recently, MCOLES conducted research to modernize its training and testing in the area of report writing. A structured validation process was used, which included: a) an examination of the job tasks of a patrol officer, b) input from content experts, c) a review of the professional research, and d) the creation of an instrument to measure student competency. The Rasch model addressed several measurement principles that were central to construct validity, which were particularly useful for assessing student performances. Based on the results of the report writing validation project, the state established a legitimate connectivity between the report writing standard and the essential job functions of a patrol officer in Michigan. The project also produced an authentic instrument for measuring minimum levels of report writing competency, which generated results that are valid for inferences of student ability. Ultimately, the state of Michigan must ensure the safety of its citizens by licensing only those patrol officers who possess a minimum level of core competency. Maintaining the validity and reliability of both the training and testing processes can ensure that the system for producing such candidates functions as intended.

The Negative Consequences of Teacher Competency Testing.

ERIC Educational Resources Information Center

Gallegos, Arnold M.

1984-01-01

Negative consequences of minimum competency testing for teacher candidates include the waste of human potential resulting from the disproportionately high failure rate of minority teacher candidates and the danger of lessening the pressure for needed curriculum reforms. This essay urges seeking alternative methods for improving the quality of…

Recommending a minimum English proficiency standard for entry-level nursing.

PubMed

O'Neill, Thomas R; Tannenbaum, Richard J; Tiffen, Jennifer

2005-01-01

When nurses who are educated internationally immigrate to the United States, they are expected to have English language proficiency in order to function as a competent nurse. The purpose of this research was to provide sufficient information to the National Council of State Boards of Nursing (NCSBN) to make a defensible recommended passing standard for English proficiency. This standard was based upon the Test of English as a Foreign Language (TOEFL). A large panel of nurses and nurse regulators (N = 25) was convened to determine how much English proficiency is required to be minimally competent as an entry-level nurse. Two standard setting procedures, the Simulated Minimally Competent Candidate (SMCC) procedure and the Examinee Paper Selection Method, were combined to produce recommendations for each panelist. In conjunction with collateral information, these recommendations were reviewed by the NCSBN Examination Committee, which decided upon an NCSBN recommended standard, a TOEFL score of 220. Because the adoption of this standard rests entirely with the individual state, NCSBN has little more to do with implementing the standard, other than answering questions and providing documentation about the standard.

Biology Curriculum Guide. Bulletin 1646.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs.

This curriculum guide, developed to establish statewide curriculum standards for the Louisiana Competency-based Education Program, contains the minimum competencies and process skills that should be included in a biology course. It consists of: (1) a rationale for an effective science program; (2) a list and description of four major goals of…

Physics Curriculum Guide. Bulletin 1661.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs.

This curriculum guide, developed to establish statewide curriculum standards for the Louisiana Competency-based Education Program, contains the minimum competencies and process skills that should be included in a physics course. It consists of: (1) a rationale for an effective science program; (2) a list and description of four major goals of…

Life Science Curriculum Guide. Bulletin 1614.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs.

This curriculum guide, developed to establish statewide curriculum standards for the Louisiana Competency-based Education Program, contains the minimum competencies and process skills that should be included in a life science course. It consists of: (1) a rationale for an effective science program; (2) a list and description of four major goals of…

Determining Student Competency in Field Placements: An Emerging Theoretical Model

ERIC Educational Resources Information Center

Salm, Twyla L.; Johner, Randy; Luhanga, Florence

2016-01-01

This paper describes a qualitative case study that explores how twenty-three field advisors, representing three human service professions including education, nursing, and social work, experience the process of assessment with students who are struggling to meet minimum competencies in field placements. Five themes emerged from the analysis of…

Criteria for Reviewing District Competency Tests.

ERIC Educational Resources Information Center

Herman, Joan L.

A formative evaluation minimum competency test model is examined. The model systematically uses assessment information to support and facilitate program improvement. In terms of the model, four inter-related qualities are essential for a sound testing program. The content validity perspective looks at how well the district has defined competency…

Competency Profile Development for the Marketing Education Curriculum. Final Report.

ERIC Educational Resources Information Center

Smith, Clifton L.

A project was conducted to revalidate, revise, and adapt/modify the minimum core competencies for the Fundamentals of Marketing and Advanced Marketing courses in secondary marketing education in Missouri. To implement the project, these activities were conducted: (1) each marketing instructor completed a survey instrument for the assessment of…

Assessing Minimum Competencies of Beginning Teachers: Instrumentation, Measurement Issues, Legal Concerns.

ERIC Educational Resources Information Center

Ellett, Chad D.

An overview is presented of a performance-based assessment system, Teacher Performance Assessment Instruments (TPAI), developed by the Teacher Assessment Project at the University of Georgia to measure competencies of beginning teachers for initial professional certification. To clearly separate the preparation and certification functions within…

Chemistry Curriculum Guide. Bulletin 1660.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs.

This curriculum guide, developed to establish statewide curriculum standards for the Louisiana Competency-based Education Program, contains the minimum competencies and process skills that should be included in a chemistry course. It consists of: (1) a rationale for an effective science program; (2) a list and description of four major goals of…

Reading and Writing Competencies of Adolescents with Learning Disabilities.

ERIC Educational Resources Information Center

Algozzine, Bob; And Others

1988-01-01

The study analyzed communication performance of tenth grade learning disabled (LD) students (N=1,098) on the Florida State Student Assessment Test-II (a minimum competency test). LD students demonstrated better literal communication skills and poorer interpretive and written communication skills. Employers (N=240) also supported the importance of…

Genetic education and the challenge of genomic medicine: development of core competences to support preparation of health professionals in Europe

PubMed Central

Skirton, Heather; Lewis, Celine; Kent, Alastair; Coviello, Domenico A

2010-01-01

The use of genetics and genomics within a wide range of health-care settings requires health professionals to develop expertise to practise appropriately. There is a need for a common minimum standard of competence in genetics for health professionals in Europe but because of differences in professional education and regulation between European countries, setting curricula may not be practical. Core competences are used as a basis for health professional education in many fields and settings. An Expert Group working under the auspices of the EuroGentest project and European Society of Human Genetics Education Committee agreed that a pragmatic solution to the need to establish common standards for education and practice in genetic health care was to agree to a set of core competences that could apply across Europe. These were agreed through an exhaustive process of consultation with relevant health professionals and patient groups. Sets of competences for practitioners working in primary, secondary and tertiary care have been agreed and were approved by the European Society of Human Genetics. The competences provide an appropriate framework for genetics education of health professionals across national boundaries, and the suggested learning outcomes are available to guide development of curricula that are appropriate to the national context, educational system and health-care setting of the professional involved. Collaboration between individuals from many European countries and professions has resulted in an adaptable framework for both pre-registration and continuing professional education. This competence framework has the potential to improve the quality of genetic health care for patients globally. PMID:20442748

Genetic education and the challenge of genomic medicine: development of core competences to support preparation of health professionals in Europe.

PubMed

Skirton, Heather; Lewis, Celine; Kent, Alastair; Coviello, Domenico A

2010-09-01

The use of genetics and genomics within a wide range of health-care settings requires health professionals to develop expertise to practise appropriately. There is a need for a common minimum standard of competence in genetics for health professionals in Europe but because of differences in professional education and regulation between European countries, setting curricula may not be practical. Core competences are used as a basis for health professional education in many fields and settings. An Expert Group working under the auspices of the EuroGentest project and European Society of Human Genetics Education Committee agreed that a pragmatic solution to the need to establish common standards for education and practice in genetic health care was to agree to a set of core competences that could apply across Europe. These were agreed through an exhaustive process of consultation with relevant health professionals and patient groups. Sets of competences for practitioners working in primary, secondary and tertiary care have been agreed and were approved by the European Society of Human Genetics. The competences provide an appropriate framework for genetics education of health professionals across national boundaries, and the suggested learning outcomes are available to guide development of curricula that are appropriate to the national context, educational system and health-care setting of the professional involved. Collaboration between individuals from many European countries and professions has resulted in an adaptable framework for both pre-registration and continuing professional education. This competence framework has the potential to improve the quality of genetic health care for patients globally.

Development and Validation of a Survey Instrument for Detecting Basic Motor Competencies in Elementary School Children

ERIC Educational Resources Information Center

Scheuer, Claude; Bund, Andreas; Becker, Werner; Herrmann, Christian

2017-01-01

Basic motor competencies (in German: Motorische Basiskompetenzen; MOBAK) are motor performance dispositions formulated as minimum standards that empower children to participate in the culture of human movement. In opposition to movement-specific and process-oriented fundamental movement skills assessing the quality of movement execution, basic…

Fourteen Years of Assessment: Regents' Testing Program.

ERIC Educational Resources Information Center

Bridges, Jean Bolen

In 1972, the Board of Regents of the University System of Georgia instituted the Regents' Testing Program (RTP) to provide systemwide information on the status of student competence in reading and writing and to provide a uniform means of identifying those students who fail to attain minimum levels of competence in these areas. Since 1972, some…

Hospital Nurse Aide. Revised.

ERIC Educational Resources Information Center

Iowa Univ., Iowa City. Coll. of Education.

This report presents results of a project to revise the current 120-hour advanced nurse aide course to include all recommended minimum competencies. A three-page description of project objectives, activities, and outcomes is followed by a list of the competencies for the 75-hour nurse aide course for long-term care and for the 120-hour advanced…

Standards for the Language Competence of French Immersion Teachers: Is There a Danger of Erosion

ERIC Educational Resources Information Center

Veilleux, Ingrid; Bournot-Trites, Monique

2005-01-01

We examined standards used by Canadian universities and British Columbia school districts to verify the language competence of French Immersion (FI) teachers in a time of shortage, confirmed by 56 per cent of school districts surveyed. Parents and Directors of Human Resources agreed on their minimum expectations about French teachers'…

Aviation Pilot Training I & II. Flight Syllabus. Field Review Copy.

ERIC Educational Resources Information Center

Upchurch, Richard

This guide for aviation pilot training I and II begins with a course description, resource information, and a course outline. The syllabus is designed to be used concurrently with the ground school program. A minimum of 29 flights are scheduled with a minimum of 40 hours total flight time. Tasks/competencies are categorized into five concept/duty…

Development of Geriatric Competencies for Emergency Medicine Residents Using an Expert Consensus Process

PubMed Central

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

2011-01-01

Background The emergency department (ED) visit rate for older patients exceeds that of all age groups other than infants. The aging population will increase elder ED patient utilization to 35% to 60% of all visits. Older patients can have complex clinical presentations and be resource-intensive. Evidence indicates that emergency physicians fail to provide consistent high-quality care for elder ED patients, resulting in poor clinical outcomes. Objectives The objective was to develop a consensus document, “Geriatric Competencies for Emergency Medicine Residents,” by identified experts. This is a minimum set of behaviorally based performance standards that all residents should be able to demonstrate by completion of their residency training. Methods This consensus-based process utilized an inductive, qualitative, multiphase method to determine the minimum geriatric competencies needed by emergency medicine (EM) residents. Assessments of face validity and reliability were used throughout the project. Results In Phase I, participants (n = 363) identified 12 domains and 300 potential competencies. In Phase II, an expert panel (n = 24) clustered the Phase I responses, resulting in eight domains and 72 competencies. In Phase III, the expert panel reduced the competencies to 26. In Phase IV, analysis of face validity and reliability yielded a 100% consensus for eight domains and 26 competencies. The domains identified were atypical presentation of disease; trauma, including falls; cognitive and behavioral disorders; emergent intervention modifications; medication management; transitions of care; pain management and palliative care; and effect of comorbid conditions. Conclusions The Geriatric Competencies for EM Residents is a consensus document that can form the basis for EM residency curricula and assessment to meet the demands of our aging population. PMID:20370765

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

PubMed

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

2010-03-01

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

Using Likert-type and ipsative/forced choice items in sequence to generate a preference.

PubMed

Ried, L Douglas

2014-01-01

Collaboration and implementation of a minimum, standardized set of core global educational and professional competencies seems appropriate given the expanding international evolution of pharmacy practice. However, winnowing down hundreds of competencies from a plethora of local, national and international competency frameworks to select the most highly preferred to be included in the core set is a daunting task. The objective of this paper is to describe a combination of strategies used to ascertain the most highly preferred items among a large number of disparate items. In this case, the items were >100 educational and professional competencies that might be incorporated as the core components of new and existing competency frameworks. Panelists (n = 30) from the European Union (EU) and United States (USA) were chosen to reflect a variety of practice settings. Each panelist completed two electronic surveys. The first survey presented competencies in a Likert-type format and the second survey presented many of the same competencies in an ipsative/forced choice format. Item mean scores were calculated for each competency, the competencies were ranked, and non-parametric statistical tests were used to ascertain the consistency in the rankings achieved by the two strategies. This exploratory study presented over 100 competencies to the panelists in the beginning. The two methods provided similar results, as indicated by the significant correlation between the rankings (Spearman's rho = 0.30, P < 0.09). A two-step strategy using Likert-type and ipsative/forced choice formats in sequence, appears to be useful in a situation where a clear preference is required from among a large number of choices. The ipsative/forced choice format resulted in some differences in the competency preferences because the panelists could not rate them equally by design. While this strategy was used for the selection of professional educational competencies in this exploratory study, it is applicable in other situations where a smaller set of highly preferred items might be selected from a large list of choices in other areas of inquiry (e.g., patient reported outcomes). Copyright © 2014 Elsevier Inc. All rights reserved.

Competency Profile Development for Management in Marketing Education on the Secondary Level and Cooperative Vocational/Industrial Education Programs on the Secondary Level.

ERIC Educational Resources Information Center

Smith, Clifton L.

A project revalidated, revised, and adapted/modified the minimum core competencies for the management and cooperative vocational/industrial education (CIE) courses on the secondary level. In Missouri, each marketing instructor teaching a management course and each CIE instructor completed a survey instrument for the assessment of each core…

Performance measures for lower gastrointestinal endoscopy: a European Society of Gastrointestinal Endoscopy (ESGE) quality improvement initiative

PubMed Central

Thomas-Gibson, Siwan; Bugajski, Marek; Bretthauer, Michael; Rees, Colin J; Dekker, Evelien; Hoff, Geir; Jover, Rodrigo; Suchanek, Stepan; Ferlitsch, Monika; Anderson, John; Roesch, Thomas; Hultcranz, Rolf; Racz, Istvan; Kuipers, Ernst J; Garborg, Kjetil; East, James E; Rupinski, Maciej; Seip, Birgitte; Bennett, Cathy; Senore, Carlo; Minozzi, Silvia; Bisschops, Raf; Domagk, Dirk; Valori, Roland; Spada, Cristiano; Hassan, Cesare; Dinis-Ribeiro, Mario; Rutter, Matthew D

2017-01-01

The European Society of Gastrointestinal Endoscopy and United European Gastroenterology present a short list of key performance measures for lower gastrointestinal endoscopy. We recommend that endoscopy services across Europe adopt the following seven key performance measures for lower gastrointestinal endoscopy for measurement and evaluation in daily practice at a center and endoscopist level: 1 rate of adequate bowel preparation (minimum standard 90%); 2 cecal intubation rate (minimum standard 90%); 3 adenoma detection rate (minimum standard 25%); 4 appropriate polypectomy technique (minimum standard 80%); 5 complication rate (minimum standard not set); 6 patient experience (minimum standard not set); 7 appropriate post-polypectomy surveillance recommendations (minimum standard not set). Other identified performance measures have been listed as less relevant based on an assessment of their importance, scientific acceptability, feasibility, usability, and comparison to competing measures. PMID:28507745

Variation in Aptitude of Trainees in Endoscopic Ultrasonography, Based on Cumulative Sum Analysis

PubMed Central

Wani, Sachin; Hall, Matthew; Keswani, Rajesh N.; Aslanian, Harry R.; Casey, Brenna; Burbridge, Rebecca; Chak, Amitabh; Chen, Ann M.; Cote, Gregory; Edmundowicz, Steven A.; Faulx, Ashley L.; Hollander, Thomas G.; Lee, Linda S.; Mullady, Daniel; Murad, Faris; Muthusamy, Raman; Pfau, Patrick R.; Scheiman, James M.; Tokar, Jeffrey; Wagh, Mihir S.; Watson, Rabindra; Early, Dayna

2017-01-01

BACKGROUND & AIMS Studies have reported substantial variation in the competency of advanced endoscopy trainees, indicating a need for more supervised training in endoscopic ultrasound (EUS). We used a standardized, validated, data collection tool to evaluate learning curves and measure competency in EUS among trainees at multiple centers. METHODS In a prospective study performed at 15 centers, 17 trainees with no prior EUS experience were evaluated by experienced attending endosonographers at the 25th and then every 10th upper EUS examination, over a 12-month training period. A standardized data collection form was used (using a 5-point scoring system) to grade the EUS examination. Cumulative sum analysis was applied to produce a learning curve for each trainee; it tracked the overall performance based on median scores at different stations and also at each station. Competency was defined by a median score of 1, with acceptable and unacceptable failure rates of 10% and 20%, respectively. RESULTS Twelve trainees were included in the final analysis. Each of the trainees performed 265 to 540 EUS examinations (total, 4257 examinations). There was a large amount of variation in their learning curves: 2 trainees crossed the threshold for acceptable performance (at cases 225 and 245), 2 trainees had a trend toward acceptable performance (after 289 and 355 cases) but required continued observation, and 8 trainees needed additional training and observation. Similar results were observed at individual stations. CONCLUSIONS A specific case load does not ensure competency in EUS; 225 cases should be considered the minimum caseload for training because we found that no trainee achieved competency before this point. Ongoing training should be provided for trainees until competency is confirmed using objective measures. PMID:25460557

Variation in Aptitude of Trainees in Endoscopic Ultrasonography, Based on Cumulative Sum Analysis.

PubMed

Wani, Sachin; Hall, Matthew; Keswani, Rajesh N; Aslanian, Harry R; Casey, Brenna; Burbridge, Rebecca; Chak, Amitabh; Chen, Ann M; Cote, Gregory; Edmundowicz, Steven A; Faulx, Ashley L; Hollander, Thomas G; Lee, Linda S; Mullady, Daniel; Murad, Faris; Muthusamy, V Raman; Pfau, Patrick R; Scheiman, James M; Tokar, Jeffrey; Wagh, Mihir S; Watson, Rabindra; Early, Dayna

2015-07-01

Studies have reported substantial variation in the competency of advanced endoscopy trainees, indicating a need for more supervised training in endoscopic ultrasound (EUS). We used a standardized, validated, data collection tool to evaluate learning curves and measure competency in EUS among trainees at multiple centers. In a prospective study performed at 15 centers, 17 trainees with no prior EUS experience were evaluated by experienced attending endosonographers at the 25th and then every 10th upper EUS examination, over a 12-month training period. A standardized data collection form was used (using a 5-point scoring system) to grade the EUS examination. Cumulative sum analysis was applied to produce a learning curve for each trainee; it tracked the overall performance based on median scores at different stations and also at each station. Competency was defined by a median score of 1, with acceptable and unacceptable failure rates of 10% and 20%, respectively. Twelve trainees were included in the final analysis. Each of the trainees performed 265 to 540 EUS examinations (total, 4257 examinations). There was a large amount of variation in their learning curves: 2 trainees crossed the threshold for acceptable performance (at cases 225 and 245), 2 trainees had a trend toward acceptable performance (after 289 and 355 cases) but required continued observation, and 8 trainees needed additional training and observation. Similar results were observed at individual stations. A specific case load does not ensure competency in EUS; 225 cases should be considered the minimum caseload for training because we found that no trainee achieved competency before this point. Ongoing training should be provided for trainees until competency is confirmed using objective measures. Copyright © 2015 AGA Institute. Published by Elsevier Inc. All rights reserved.

Advanced Academic Performance: Exploring Country-Level Differences in the Pursuit of Educational Excellence. Policy Brief No. 7

ERIC Educational Resources Information Center

Plucker, Jonathan A.

2015-01-01

Every country strives for its students to have advanced achievement in some way, shape, or form. But too often, competence is a higher policy priority than excellence, and shrinking minimum competency gaps is a higher priority than closing excellence gaps. In this brief, educational excellence is defined as the percent of students who meet or…

American Medical Society for Sports Medicine recommended sports ultrasound curriculum for sports medicine fellowships.

PubMed

Finnoff, Jonathan T; Berkoff, David; Brennan, Fred; DiFiori, John; Hall, Mederic M; Harmon, Kimberly; Lavallee, Mark; Martin, Sean; Smith, Jay; Stovak, Mark

2015-01-01

The following sports ultrasound (SPORTS US) curriculum is a revision of the curriculum developed by the American Medical Society for Sports Medicine (AMSSM) in 2010. Several changes have been made to the curriculum with the primary aim of providing a pathway by which a sports medicine fellow can obtain sufficient SPORTS US training to become proficient in the core competencies of SPORTS US. The core competencies of SPORTS US are outlined in the learning objectives section of this document. The term "SPORTS US" was purposefully chosen rather than "musculoskeletal ultrasound" (MSK US) because it was recognized by the panel that the evolving field of SPORTS US encompasses non-MSK applications of ultrasound such as the FAST examination (focused assessment with sonography for trauma). Although the SPORTS US core competencies in this curriculum are all MSK in nature, they represent the minimum SPORTS US knowledge a sports medicine fellow should acquire during fellowship. However, additional training in more advanced MSK and non-MSK applications of ultrasound can be provided at the fellowship director's discretion. Completion of this SPORTS US curriculum fulfills the American Institute of Ultrasound in Medicine's (AIUM) requirements to perform an MSK US examination and the prerequisites for the American Registry for Diagnostic Medical Sonography's (ARDMS) MSK sonography certification examination.

Recommending a minimum English proficiency standard for entry-level nursing.

PubMed

O'Neill, Thomas R; Marks, Casey; Wendt, Anne

2005-01-01

The purpose of this research was to provide sufficient information to the National Council of State Boards of Nursing (NCSBN) to make a defensible recommended passing standard for English proficiency. This standard was based upon the Test of English as a Foreign Language (TOEFL). A large panel of nurses and nurse regulators (N = 25) was convened to determine how much English proficiency is required to be minimally competent as an entry-level nurse. Two standard setting procedures were combined to produce recommendations for each panelist. In conjunction with collateral information, these recommendations were reviewed by the NCSBN Examination Committee, which decided upon an NCSBN recommended standard, a TOEFL score of 220.

Industrial training approach using GPM P5 Standard for Sustainability in Project Management: a framework for sustainability competencies in the 21st century

NASA Astrophysics Data System (ADS)

Johan, Kartina; Mohd Turan, Faiz

2016-11-01

Malaysian Engineering Accreditation (Engineering Programme Accreditation Manual, 2007) requires all bachelor degree in engineering programmes to incorporate a minimum of two months industrial training in order for the programme to be accredited by the council. The industrial training has the objective to provide students on the insights of being an engineer at the workplace hence increasing their knowledge in employability skills prior to graduation. However the current structure of industrial training is not able to inculcate good leadership ability and prepare students with sustainability competencies needed in the era of Sustainable Development (SD). This paper aims to study project management methodology as a framework to create a training pathway in industrial training for students in engineering programs using Green Project Management (GPM) P5 standard for sustainability in project management. The framework involves students as interns, supervisors from both university and industry and also participation from NonProfit Organisation (NPO). The framework focus on the development of the student's competency in employability skills, lean leadership and sustainability competencies using experiential learning approach. Deliverables of the framework include internship report, professional sustainability report using GPM P5 standard and competency assessment. The post-industrial phase of the framework is constructed for students to be assessed collaboratively by the university, industry and the sustainability practitioner in the country. The ability for the interns to act as a change agent in sustainability practices is measured by the competency assessment and the quality of the sustainability report. The framework support the call for developing holistic students based on Malaysian Education Blueprint (Higher Education) 2015-2025 and address the gap between the statuses of engineering qualification to the sustainability competencies in the 21st century in particular by achieving the Sustainability Graduates (SG) attributes outlined in the framework.

Charting the Road to Competence: Developmental Milestones for Internal Medicine Residency Training

PubMed Central

Green, Michael L.; Aagaard, Eva M.; Caverzagie, Kelly J.; Chick, Davoren A.; Holmboe, Eric; Kane, Gregory; Smith, Cynthia D.; Iobst, William

2009-01-01

Background The Accreditation Council for Graduate Medical Education (ACGME) Outcome Project requires that residency program directors objectively document that their residents achieve competence in 6 general dimensions of practice. Intervention In November 2007, the American Board of Internal Medicine (ABIM) and the ACGME initiated the development of milestones for internal medicine residency training. ABIM and ACGME convened a 33-member milestones task force made up of program directors, experts in evaluation and quality, and representatives of internal medicine stakeholder organizations. This article reports on the development process and the resulting list of proposed milestones for each ACGME competency. Outcomes The task force adopted the Dreyfus model of skill acquisition as a framework the internal medicine milestones, and calibrated the milestones with the expectation that residents achieve, at a minimum, the “competency” level in the 5-step progression by the completion of residency. The task force also developed general recommendations for strategies to evaluate the milestones. Discussion The milestones resulting from this effort will promote competency-based resident education in internal medicine, and will allow program directors to track the progress of residents and inform decisions regarding promotion and readiness for independent practice. In addition, the milestones may guide curriculum development, suggest specific assessment strategies, provide benchmarks for resident self-directed assessment-seeking, and assist remediation by facilitating identification of specific deficits. Finally, by making explicit the profession's expectations for graduates and providing a degree of national standardization in evaluation, the milestones may improve public accountability for residency training. PMID:21975701

A scoping review of competencies for scientific editors of biomedical journals.

PubMed

Galipeau, James; Barbour, Virginia; Baskin, Patricia; Bell-Syer, Sally; Cobey, Kelly; Cumpston, Miranda; Deeks, Jon; Garner, Paul; MacLehose, Harriet; Shamseer, Larissa; Straus, Sharon; Tugwell, Peter; Wager, Elizabeth; Winker, Margaret; Moher, David

2016-02-02

Biomedical journals are the main route for disseminating the results of health-related research. Despite this, their editors operate largely without formal training or certification. To our knowledge, no body of literature systematically identifying core competencies for scientific editors of biomedical journals exists. Therefore, we aimed to conduct a scoping review to determine what is known on the competency requirements for scientific editors of biomedical journals. We searched the MEDLINE®, Cochrane Library, Embase®, CINAHL, PsycINFO, and ERIC databases (from inception to November 2014) and conducted a grey literature search for research and non-research articles with competency-related statements (i.e. competencies, knowledge, skills, behaviors, and tasks) pertaining to the role of scientific editors of peer-reviewed health-related journals. We also conducted an environmental scan, searched the results of a previous environmental scan, and searched the websites of existing networks, major biomedical journal publishers, and organizations that offer resources for editors. A total of 225 full-text publications were included, 25 of which were research articles. We extracted a total of 1,566 statements possibly related to core competencies for scientific editors of biomedical journals from these publications. We then collated overlapping or duplicate statements which produced a list of 203 unique statements. Finally, we grouped these statements into seven emergent themes: (1) dealing with authors, (2) dealing with peer reviewers, (3) journal publishing, (4) journal promotion, (5) editing, (6) ethics and integrity, and (7) qualities and characteristics of editors. To our knowledge, this scoping review is the first attempt to systematically identify possible competencies of editors. Limitations are that (1) we may not have captured all aspects of a biomedical editor's work in our searches, (2) removing redundant and overlapping items may have led to the elimination of some nuances between items, (3) restricting to certain databases, and only French and English publications, may have excluded relevant publications, and (4) some statements may not necessarily be competencies. This scoping review is the first step of a program to develop a minimum set of core competencies for scientific editors of biomedical journals which will be followed by a training needs assessment, a Delphi exercise, and a consensus meeting.

Cultural Competency Training Requirements in Graduate Medical Education

PubMed Central

Ambrose, Adrian Jacques H.; Lin, Susan Y.; Chun, Maria B. J.

2013-01-01

Background Cultural competency is an important skill that prepares physicians to care for patients from diverse backgrounds. Objective We reviewed Accreditation Council for Graduate Medical Education (ACGME) program requirements and relevant documents from the ACGME website to evaluate competency requirements across specialties. Methods The program requirements for each specialty and its subspecialties were reviewed from December 2011 through February 2012. The review focused on the 3 competency domains relevant to culturally competent care: professionalism, interpersonal and communication skills, and patient care. Specialty and subspecialty requirements were assigned a score between 0 and 3 (from least specific to most specific). Given the lack of a standardized cultural competence rating system, the scoring was based on explicit mention of specific keywords. Results A majority of program requirements fell into the low- or no-specificity score (1 or 0). This included 21 core specialties (leading to primary board certification) program requirements (78%) and 101 subspecialty program requirements (79%). For all specialties, cultural competency elements did not gravitate toward any particular competency domain. Four of 5 primary care program requirements (pediatrics, obstetrics-gynecology, family medicine, and psychiatry) acquired the high-specificity score of 3, in comparison to only 1 of 22 specialty care program requirements (physical medicine and rehabilitation). Conclusions The degree of specificity, as judged by use of keywords in 3 competency domains, in ACGME requirements regarding cultural competency is highly variable across specialties and subspecialties. Greater specificity in requirements is expected to benefit the acquisition of cultural competency in residents, but this has not been empirically tested. PMID:24404264

Morphological identification of animal hairs: Myths and misconceptions, possibilities and pitfalls.

PubMed

Tridico, S R; Houck, M M; Kirkbride, K Paul; Smith, M E; Yates, B C

2014-05-01

The examination of hair collected from crime scenes is an important and highly informative discipline relevant to many forensic investigations. However, the forensic identification of animal (non-human) hairs requires different skill sets and competencies to those required for human hair comparisons. The aim of this is paper is not only to highlight the intrinsic differences between forensic human hair comparison and forensic animal hair identification, but also discuss the utility and reliability of the two in the context of possibilities and pitfalls. It also addresses and dispels some of the more popular myths and misconceptions surrounding the microscopical examination of animal hairs. Furthermore, future directions of this discipline are explored through the proposal of recommendations for minimum standards for the morphological identification of animal hairs and the significance of the newly developed guidelines by SWGWILD is discussed. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

43 CFR 5451.1 - Minimum performance bond requirements; types.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 43 Public Lands: Interior 2 2011-10-01 2011-10-01 false Minimum performance bond requirements... § 5451.1 Minimum performance bond requirements; types. (a) A minimum performance bond of not less than 20... minimum bond as provided in § 5451.2 of this title. A minimum performance bond of not less than $500 will...

How appropriate are the English language test requirements for non-UK-trained nurses? A qualitative study of spoken communication in UK hospitals.

PubMed

Sedgwick, Carole; Garner, Mark

2017-06-01

Non-native speakers of English who hold nursing qualifications from outside the UK are required to provide evidence of English language competence by achieving a minimum overall score of Band 7 on the International English Language Testing System (IELTS) academic test. To describe the English language required to deal with the daily demands of nursing in the UK. To compare these abilities with the stipulated levels on the language test. A tracking study was conducted with 4 nurses, and focus groups with 11 further nurses. The transcripts of the interviews and focus groups were analysed thematically for recurrent themes. These findings were then compared with the requirements of the IELTS spoken test. The study was conducted outside the participants' working shifts in busy London hospitals. The participants in the tracking study were selected opportunistically;all were trained in non-English speaking countries. Snowball sampling was used for the focus groups, of whom 4 were non-native and 7 native speakers of English. In the tracking study, each of the 4 nurses was interviewed on four occasions, outside the workplace, and as close to the end of a shift as possible. They were asked to recount their spoken interactions during the course of their shift. The participants in the focus groups were asked to describe their typical interactions with patients, family members, doctors, and nursing colleagues. They were prompted to recall specific instances of frequently-occurring communication problems. All interactions were audio-recorded, with the participants' permission,and transcribed. Nurses are at the centre of communication for patient care. They have to use appropriate registers to communicate with a range of health professionals, patients and their families. They must elicit information, calm and reassure, instruct, check procedures, ask for and give opinions,agree and disagree. Politeness strategies are needed to avoid threats to face. They participate in medical team discussions, and provide information. They have to be able to translate between everyday and medical registers. This requires socio-pragmatic competence, much of which is not tested by IELTS. In addition to linguistic knowledge and fluency, nursing requires considerable cultural and pragmatic knowledge and competence. Our findings support arguments for including socio-pragmatic competence in language tests specifically designed for nurses. They also indicate a need for further research to find or design more appropriate assessment, and greater awareness amongst policy makers of the principles of language test design and use. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

A Perspective on the Effect of the 80-Hour Work Week: Has It Changed the Graduating Orthopaedic Resident?

PubMed

Pellegrini, Vincent D

2017-06-01

Orthopaedic residency education has changed substantially in recent decades because of the imposition of the 80-hour work week, a decrease in quality and quantity of general surgical education, regulations mandating closer trainee supervision, and an expansion of orthopaedic subspecialty rotations. These factors pose a challenge in efforts to prepare competent, confident, cautious, caring, and communicative orthopaedic residents within the traditional 5-year program. Evidence suggests that contemporary graduates are more intelligent, better balanced in life and work, and more in touch with humanistic aspects of medicine than were earlier graduates. Yet insufficient competence and confidence in surgical skills after residency and a lack of "ownership" of patient care have become an increasing concern of educators and trainees. The concept of 10,000 hours of deliberate practice to achieve mastery of a technical skill applies to orthopaedic residency education. A different approach to graduate medical education must address the critical minimum training time required to achieve the necessary skills to support independent medical and surgical practice.

The European Federation of Organisations for Medical Physics. Policy Statement No. 7.1: The roles, responsibilities and status of the medical physicist including the criteria for the staffing levels in a Medical Physics Department approved by EFOMP Council on 5th February 2016.

PubMed

Evans, Stephen; Christofides, Stelios; Brambilla, Marco

2016-04-01

This EFOMP Policy Statement is an amalgamation and an update of the EFOMP Policy Statements No. 2, 4 and 7. It presents guidelines for the roles, responsibilities and status of the medical physicist together with recommended minimum staffing levels. These recommendations take into account the ever-increasing demands for competence, patient safety, specialisation and cost effectiveness of modern healthcare services, the requirements of the European Union Council Directive 2013/59/Euratom laying down the basic safety standards for protection against the dangers arising from exposure to ionising radiation, the European Commission's Radiation Protection Report No. 174: "Guidelines on medical physics expert", as well as the relevant publications of the International Atomic Energy Agency. The provided recommendations on minimum staffing levels are in very good agreement with those provided by both the European Commission and the International Atomic Energy Agency. Copyright © 2016. Published by Elsevier Ltd.

Balancing building and maintenance costs in growing transport networks

NASA Astrophysics Data System (ADS)

Bottinelli, Arianna; Louf, Rémi; Gherardi, Marco

2017-09-01

The costs associated to the length of links impose unavoidable constraints to the growth of natural and artificial transport networks. When future network developments cannot be predicted, the costs of building and maintaining connections cannot be minimized simultaneously, requiring competing optimization mechanisms. Here, we study a one-parameter nonequilibrium model driven by an optimization functional, defined as the convex combination of building cost and maintenance cost. By varying the coefficient of the combination, the model interpolates between global and local length minimization, i.e., between minimum spanning trees and a local version known as dynamical minimum spanning trees. We show that cost balance within this ensemble of dynamical networks is a sufficient ingredient for the emergence of tradeoffs between the network's total length and transport efficiency, and of optimal strategies of construction. At the transition between two qualitatively different regimes, the dynamics builds up power-law distributed waiting times between global rearrangements, indicating a point of nonoptimality. Finally, we use our model as a framework to analyze empirical ant trail networks, showing its relevance as a null model for cost-constrained network formation.

Estimation of Nasal Tip Support Using Computer-Aided Design and 3-Dimensional Printed Models

PubMed Central

Gray, Eric; Maducdoc, Marlon; Manuel, Cyrus; Wong, Brian J. F.

2016-01-01

IMPORTANCE Palpation of the nasal tip is an essential component of the preoperative rhinoplasty examination. Measuring tip support is challenging, and the forces that correspond to ideal tip support are unknown. OBJECTIVE To identify the integrated reaction force and the minimum and ideal mechanical properties associated with nasal tip support. DESIGN, SETTING, AND PARTICIPANTS Three-dimensional (3-D) printed anatomic silicone nasal models were created using a computed tomographic scan and computer-aided design software. From this model, 3-D printing and casting methods were used to create 5 anatomically correct nasal models of varying constitutive Young moduli (0.042, 0.086, 0.098, 0.252, and 0.302 MPa) from silicone. Thirty rhinoplasty surgeons who attended a regional rhinoplasty course evaluated the reaction force (nasal tip recoil) of each model by palpation and selected the model that satisfied their requirements for minimum and ideal tip support. Data were collected from May 3 to 4, 2014. RESULTS Of the 30 respondents, 4 surgeons had been in practice for 1 to 5 years; 9 surgeons, 6 to 15 years; 7 surgeons, 16 to 25 years; and 10 surgeons, 26 or more years. Seventeen surgeons considered themselves in the advanced to expert skill competency levels. Logistic regression estimated the minimum threshold for the Young moduli for adequate and ideal tip support to be 0.096 and 0.154 MPa, respectively. Logistic regression estimated the thresholds for the reaction force associated with the absolute minimum and ideal requirements for good tip recoil to be 0.26 to 4.74 N and 0.37 to 7.19 N during 1- to 8-mm displacement, respectively. CONCLUSIONS AND RELEVANCE This study presents a method to estimate clinically relevant nasal tip reaction forces, which serve as a proxy for nasal tip support. This information will become increasingly important in computational modeling of nasal tip mechanics and ultimately will enhance surgical planning for rhinoplasty. LEVEL OF EVIDENCE NA. PMID:27124818

12 CFR 3.10 - Minimum capital requirements.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 12 Banks and Banking 1 2014-01-01 2014-01-01 false Minimum capital requirements. 3.10 Section 3.10 Banks and Banking COMPTROLLER OF THE CURRENCY, DEPARTMENT OF THE TREASURY CAPITAL ADEQUACY STANDARDS Capital Ratio Requirements and Buffers § 3.10 Minimum capital requirements. (a) Minimum capital...

[Evaluation of practical skills in echocardiography for intensivists].

PubMed

Giraud, Raphael; Siegenthaler, Nils; Tagan, Damien; Bendjelid, Karim

2009-12-09

In 2009, the Critical Care NetWork of the American College of Chest Physicians (ACCP) in partnership with La Société de réanimation de langue française (SRLF) selected a panel of experts to characterize competence in critical care ultrasonography (CCUS) and suggest a consensus statement on competence in CCUS. CCUS may be divided into general CCUS (thoracic, abdominal, and vascular), and echocardiography (basic and advanced). For each component, the experts defined the specific skills that the intensivist should acquire to be competent in that aspect of CCUS. They, also, defined a reasonable minimum standard statement to serve as a guide for the intensivist in achieving proficiency in the field. The present article focuses on the consensus statement concerning the evaluation of the competences (basic level) in critical care echocardiography.

The requirements of a specialist Breast Centre.

PubMed

Wilson, A R M; Marotti, L; Bianchi, S; Biganzoli, L; Claassen, S; Decker, T; Frigerio, A; Goldhirsch, A; Gustafsson, E G; Mansel, R E; Orecchia, R; Ponti, A; Poortmans, P; Regitnig, P; Rosselli Del Turco, M; Rutgers, E J Th; van Asperen, C; Wells, C A; Wengström, Y; Cataliotti, L

2013-11-01

In recognition of the advances and evidence based changes in clinical practice that have occurred in recent years and taking into account the knowledge and experience accumulated through the voluntary breast unit certification programme, Eusoma has produced this up-dated and revised guidelines on the requirements of a Specialist Breast Centre (BC). The content of these guidelines is based on evidence from the recent relevant peer reviewed literature and the consensus of a multidisciplinary team of European experts. The guidelines define the requirements for each breast service and for the specialists who work in specialist Breast Centres. The guidelines identify the minimum requirements needed to set up a BC, these being an integrated Breast Centre, dealing with a sufficient number of cases to allow effective working and continuing expertise, dedicated specialists working with a multidisciplinary approach, providing all services throughout the patients pathway and data collection and audit. It is essential that the BC also guarantees the continuity of care for patients with advanced (metastatic) disease offering treatments according to multidisciplinary competencies and a high quality palliative care service. The BC must ensure that comprehensive support and expertise may be needed, not only through the core BC team, but also ensure that all other medical and paramedical expertise that may be necessary depending on the individual case are freely available, referring the patient to the specific care provider depending on the problem. Applying minimum requirements and quality indicators is essential to improve organisation, performance and outcome in breast care. Efficacy and compliance have to be constantly monitored to evaluate the quality of patient care and to allow appropriate corrective actions leading to improvements in patient care. Copyright © 2013 Elsevier Ltd. All rights reserved.

49 CFR Table 1 of Subpart B to... - Minimum Coefficient of Retroreflection (RA) (in Candela/Lux/Meter2) Requirement for...

Code of Federal Regulations, 2010 CFR

2010-10-01

... 49 Transportation 4 2010-10-01 2010-10-01 false Minimum Coefficient of Retroreflection (RA) (in Candela/Lux/Meter2) Requirement for Retroreflective Sheeting (Minimum Photometric Performance Requirements... Retroreflection (RA) (in Candela/Lux/Meter2) Requirement for Retroreflective Sheeting (Minimum Photometric...

Identifying context-specific competencies required by community Australian Football sports trainers.

PubMed

Donaldson, Alex; Finch, Caroline F

2012-08-01

First-aid is a recommended injury prevention and risk management strategy in community sport; however, little is known about the sport-specific competencies required by first-aid providers. To achieve expert consensus on the competencies required by community Australian Football (community-AF) sports trainers. A three-round online Delphi process. Community-AF. 16 Australian sports first-aid and community-AF experts. Rating of competencies as either 'essential', 'expected', 'ideal' or 'not required'. Results After Round 3, 47 of the 77 (61%) competencies were endorsed as 'essential' or 'expected' for a sports trainer to effectively perform the activities required to the standards expected at a community-AF club by ≥75% of experts. These competencies covered: the role of the sports trainer; the responsibilities of the sports trainer; emergency management; injury and illness assessment and immediate management; taping; and injury prevention and risk management. Four competencies (5%) were endorsed as 'ideal' or 'not required' by ≥85% of experts and were excluded from further consideration. The 26 competencies where consensus was not reached were retained as second-tier, optional competencies. Sports trainers are important members of on-field first-aid teams, providing support to both injured players and other sports medicine professionals. The competencies identified in this study provide the basis of a proposed two-tiered community-AF-specific sports trainer education structure that can be implemented by the peak sports body. This includes six mandatory modules, relating to the 'required' competencies, and a further six optional modules covering competencies on which consensus was not reached.

29 CFR 783.26 - The section 6(b)(2) minimum wage requirement.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 29 Labor 3 2010-07-01 2010-07-01 false The section 6(b)(2) minimum wage requirement. 783.26... The section 6(b)(2) minimum wage requirement. Section 6(b), with paragraph (2) thereof, requires the... prescribed by” paragraph (1) of the subsection is the minimum wage rate applicable according to the schedule...

Nutrition Education for Pediatric Gastroenterology, Hepatology and Nutrition Fellows: A Survey of NASPGHAN Fellowship Training Programs

PubMed Central

Martinez, J. Andres; Koyama, Tatsuki; Acra, Sari; Mascarenhas, Maria R.; Shulman, Robert J.

2012-01-01

Objectives The aim of the study was to assess the methodology and content of nutrition education during gastroenterology fellowship training and the variability among the different programs. Methods A survey questionnaire was completed by 43 fellowship training directors of 62 active programs affiliated to NASPGHAN, including sites in the United States, Canada and Mexico. The data were examined for patterns in teaching methodology and coverage of specific nutrition topics based on Level 1 training in nutrition, which is the minimum requirement according to published NASPGHAN fellowship training guidelines. Results The majority of the teaching was conducted by MD degree faculty (61%), and most of the education was provided through clinical care experiences. Only 31% of Level 1 nutrition topics were consistently covered by more than 80% of programs, and coverage did not correlate with the size of the programs. Competency in nutrition training was primarily assessed through questions to individuals or groups of fellows (77 and 65%, respectively). Program directors cited a lack of faculty interested in nutrition and a high workload as common obstacles for teaching. Conclusions The methodology of nutrition education during gastroenterology fellowship training is for the most part unstructured and inconsistent among the different programs. The minimum Level 1 requirements are not consistently covered. The development of core curriculums and learning modules may be beneficial in improving nutrition education. PMID:22343911

Masonry Program Guide.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Vocational Education.

This masonry program guide presents the standard curriculum for technical institutes in Georgia. The curriculum addresses the minimum competencies for a masonry program. The general information section contains the following: purpose and objectives; program description, including admissions, typical job titles, and accreditation and certification;…

SAGES's advanced GI/MIS fellowship curriculum pilot project.

PubMed

Weis, Joshua J; Goldblatt, Matthew; Pryor, Aurora; Dunkin, Brian J; Brunt, L Michael; Jones, Daniel B; Scott, Daniel J

2018-06-01

The American health care system faces deficits in quality and quantity of surgeons. SAGES is a major stakeholder in surgical fellowship training and is responsible for defining the curriculum for the Advanced GI/MIS fellowship. SAGES leadership is actively adapting this curriculum. The process of reform began in 2014 through a series of iterative meetings and discussions. A working group within the Resident and Fellow Training Committee reviewed case log data from 2012 to 2015. These data were used to propose new criteria designed to provide adequate exposure to core content. The working group also proposed using video assessment of an MIS case to provide objective assessment of competency. Case log data were available for 326 fellows with a total of 85,154 cases logged (median 227 per fellow). The working group proposed new criteria starting with minimum case volumes for five defined categories including foregut (20), bariatrics (25), inguinal hernia (10), ventral hernia (10), and solid organ/colon/thoracic (10). Fellows are expected to perform an additional 75 complex MIS cases of any category for a total of 150 required cases overall. The proposal also included a minimum volume of flexible endoscopy (50) and submission of an MIS foregut case for video assessment. The new criteria more clearly defined which surgeon roles count for major credit within individual categories. Fourteen fellowships volunteered to pilot these new criteria for the 2017-2018 academic year. The new SAGES Advanced GI/MIS fellowship has been crafted to better define the core content that should be contained in these fellowships, while still allowing sufficient heterogeneity so that individual learners can tailor their training to specific areas of interest. The criteria also introduce innovative, evidence-based methods for assessing competency. Pending the results of the pilot program, SAGES will consider broad implementation of the new fellowship criteria.

Respiratory Therapy Technology Program Guide.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Vocational Education.

This guide presents the standard curriculum for technical institutes in Georgia. The curriculum addresses the minimum competencies for a respiratory therapy technology program. The guide contains four sections. The General Information section contains an introduction giving an overview and defining the purpose and objectives, a program…

Nurses' competencies in disaster nursing: implications for curriculum development and public health.

PubMed

Loke, Alice Yuen; Fung, Olivia Wai Man

2014-03-20

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

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

PubMed Central

Loke, Alice Yuen; Fung, Olivia Wai Man

2014-01-01

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

Glass Forming Ability in Systems with Competing Orderings

NASA Astrophysics Data System (ADS)

Russo, John; Romano, Flavio; Tanaka, Hajime

2018-04-01

Some liquids, if cooled rapidly enough to avoid crystallization, can be frozen into a nonergodic glassy state. The tendency for a material to form a glass when quenched is called "glass-forming ability," and it is of key significance both fundamentally and for materials science applications. Here, we consider liquids with competing orderings, where an increase in the glass-forming ability is signaled by a depression of the melting temperature towards its minimum at triple or eutectic points. With simulations of two model systems where glass-forming ability can be tuned by an external parameter, we are able to interpolate between crystal-forming and glass-forming behavior. We find that the enhancement of the glass-forming ability is caused by an increase in the structural difference between liquid and crystal: stronger competition in orderings towards the melting point minimum makes a liquid structure more disordered (more complex). This increase in the liquid-crystal structure difference can be described by a single adimensional parameter, i.e., the interface energy cost scaled by the thermal energy, which we call the "thermodynamic interface penalty." Our finding may provide a general physical principle for not only controlling the glass-forming ability but also the emergence of glassy behavior of various systems with competing orderings, including orderings of structural, magnetic, electronic, charge, and dipolar origin.

Owens-Illinois liquid solar collector materials assessment

NASA Technical Reports Server (NTRS)

Nichols, R. L.

1978-01-01

From the beginning, it was noted that the baseline drawings for the liquid solar collector exhibited a distinct weakness concerning materials specification where elastomers, plastics, and foam insulation materials were utilized. A relatively small effort by a competent design organization would alleviate this deficiency. Based on results obtained from boilout and stagnation tests on the solar simulator, it was concluded that proof testing of the collector tubes prior to use helps to predict their performance for limited service life. Fracture mechanics data are desirable for predicting extended service life and establishing a minimum proof pressure level requirement. The temperature capability of this collector system was increased as the design matured and the coating efficiency improved. This higher temperature demands the use of higher temperature materials at critical locations in the collector.

Water Availability--The Connection Between Water Use and Quality

USGS Publications Warehouse

Hirsch, Robert M.; Hamilton, Pixie A.; Miller, Timothy L.; Myers, Donna N.

2008-01-01

Water availability has become a high priority in the United States, in large part because competition for water is becoming more intense across the Nation. Population growth in many areas competes with demands for water to support irrigation and power production. Cities, farms, and power plants compete for water needed by aquatic ecosystems to support their minimum flow requirements. At the same time, naturally occurring and human-related contaminants from chemical use, land use, and wastewater and industrial discharge are introduced into our waters and diminish its quality. The fact that degraded quality limits the availability and suitability of water for critical uses is a well-known reality in many communities. What may be less understood, but equally true, is that our everyday use of water can significantly affect water quality, and thus its availability. Landscape features (such as geology, soils, and vegetation) along with water-use practices (such as ground-water withdrawals and irrigation) govern water availability because, together, they affect the movement of chemical compounds over the land and in the subsurface. Understanding the interactions of human activities with natural sources and the landscape is critical to effectively managing water and sustaining water availability in the future.

Who is an expert? Competency evaluations in mental retardation and borderline intelligence.

PubMed

Siegert, Mark; Weiss, Kenneth J

2007-01-01

Evaluations of competency to stand trial (CST) in defendants with mental retardation or borderline intellectual functioning can be difficult when deficits are masked by the type of adaptations seen in many with developmental disabilities. Accordingly, many evaluators have used validated test instruments, such as the CAST*MR (Competence Assessment to Stand Trial for Defendants with Mental Retardation) and tests measuring receptive and expressive language, to augment the clinical interview. The authors present a New Jersey case illustrating the need for clinicians to have adequate experience and training in some of the less known psychometric tests before presenting evidence in court. At the CST hearing, the judge disregarded the testimony of several psychologists while accepting that of a less experienced state's expert, we believe, to find the defendant competent. The finding was reversed on appeal. We encourage forensic professionals to be aware of the various instruments and minimum standards when employing specialized testing.

Public health financial management competencies.

PubMed

Honoré, Peggy A; Costich, Julia F

2009-01-01

The absence of appropriate financial management competencies has impeded progress in advancing the field of public health finance. It also inhibits the ability to professionalize this sector of the workforce. Financial managers should play a critical role by providing information relevant to decision making. The lack of fundamental financial management knowledge and skills is a barrier to fulfilling this role. A national expert committee was convened to examine this issue. The committee reviewed standards related to financial and business management practices within public health and closely related areas. Alignments were made with national standards such as those established for government chief financial officers. On the basis of this analysis, a comprehensive set of public health financial management competencies was identified and examined further by a review panel. At a minimum, the competencies can be used to define job descriptions, assess job performance, identify critical gaps in financial analysis, create career paths, and design educational programs.

Telerobotic Excavator Designed to Compete in NASA's Lunabotics Mining Competition

NASA Technical Reports Server (NTRS)

Nash, Rodney; Santin, Cara; Yousef, Ahmed; Nguyen, Thien; Helferty, John; Pillapakkam, Shriram

2011-01-01

The second annual NASA Lunabotics Mining competition is to be held in May 23-28, 2011. The goal of the competition is for teams of university level students to design, build, test and compete with a fully integrated lunar excavator on a simulated lunar surface. Our team, named Lunar Solutions I, will be representing Temple University's College of Engineering in the competition. The team's main goal was to build a robot which is able to compete with other teams, and ultimately win the competition. The main challenge of the competition was to build a wireless robot that can excavate and collect a minimum of 10 kilograms of the regolith material within 15 minutes. The robot must also be designed to operate in conditions similar to those found on the lunar surface. The design of the lunar excavator is constrained by a set of requirements determined by NASA and detailed in the competition's rulebook. The excavator must have the ability to communicate with the "main base" wirelessly, and over a Wi-Fi network. Human operators are located at a remote site approximately 60 meters away from the simulated lunar surface upon which the robot must excavate the lunar regolith surface. During the competition, the robot will operate in a separate area from the control room in an area referred to as the "Lunarena." From the control room, the operators will have to control the robot using visual feedback from cameras placed both within the arena and on the robot. Using this visual feedback the human operators control the robots movement using both keyboard and joystick commands. In order to place in the competition, a minimum of 10 kg of regolith material has to be excavated, collected, and dumped into a specific location. For that reason, the robot must be provided with an effective and powerful excavation system. Our excavator uses tracks for the drive system. After performing extensive research and trade studies, we concluded that tracks would be the most effective method for transporting the excavator. When designing the excavation system, we analyzed several design options from the previous year's competition. We decided to use a front loader to collect the material, rather than a conveyer belt system or auger. Many of the designs from last year's competition used a conveyer belt mechanism to mine regolith and dump it into a temporary storage bin place on the robot. Using the front end loader approach allowed us to combine the scooping system and storage unit, which meant that the excavation system required less space.

[Competency requirements for executives in healthcare and social services organizations: Results of a Delphi study].

PubMed

Pielach, Martin; Schubert, Hans-Joachim

2018-02-07

Leadership in social services and healthcare organizations is marked by high levels of complexity and contradiction, which cannot be fully explained by politically, economically, and socially induced changes. Rather, it is the particularities of service provision in healthcare and social services that confront executives with specific demands. This study aimed to capture and prioritize required leadership competencies in healthcare and social services organizations. A three-step Delphi study was conducted with executives and managerial staff, who are job holders and thus experts on their occupation. For the first step, an explorative qualitative approach was chosen to record general opinion without prior assumptions. The following two steps weighted and selected the competency requirements in step one using rating- and ranking procedures. Results of the Delphi inquiry imply high relevance of social and personal competencies. Approximately 66 % of the competencies assessed in round three were social and personal competencies. 12 out of the 15 highest rated competencies in Delphi step three can be assigned to these two competency categories. In contrast, the importance of professional as well as methodical competencies was rated as less important. Only two methodical competencies and one professional competency were rated as very important by the panel. Nevertheless, the importance of executive professional and methodical competencies in healthcare and social services organizations is emphasized by high ratings of the competencies "Sector-specific expertise" and "Analytical skills". The methodical competency "Analytical skills" was identified by the Delphi respondents as the most important competency requirement. Social and personal requirements are of primary importance for leadership in healthcare and social services organizations. These results mostly correspond to leadership requirements posited in the literature on leadership skills. Emphasis should be on the specific relevance of professionalism, which can be traced back to the high proportion of professional activities in everyday working practices, the self-conception of executive staff based on professional qualifications and profession as well as the organizational form as expert organization. Healthcare and social services organizations are expert organizations with a strong emphasis on professional expertise. Professional knowledge is the most important means of production of expert organizations and imperative to leadership in healthcare and social services organization, given the high integration of executives into the professional system. Despite the dominance of social and personal competency requirements, the most important competency requirement is "Analytical skills", which can be described as the basis of every action. Copyright © 2018. Published by Elsevier GmbH.

Teaching Labor Market Survey Methodology in Rehabilitation Counseling

ERIC Educational Resources Information Center

Barros-Bailey, Mary

2012-01-01

Labor Market Survey (LMS) and labor market analysis knowledge and methodologies are minimum competencies expected of rehabilitation counselors through credentialing and accreditation boards. However, LMS knowledge and methodology is an example of a contemporary oral tradition that is universally recognized in rehabilitation and disability services…

Printing/Graphic Arts Technology Program Guide.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Vocational Education.

This guide presents the standard curriculum for technical institutes in Georgia. The curriculum addresses the minimum competencies for a printing/graphics technology program. It includes specializations in art and copy preparation, prepress/image assembly, and lithographic press operations. The guide contains four major sections. The General…

Fine Sediment Residency in Streambeds in Southeastern Australia.

NASA Astrophysics Data System (ADS)

Croke, J. C.; Thompson, C. J.; Rhodes, E.

2007-12-01

A detailed understanding of channel forming and maintenance processes in streams requires some measurement and/or prediction of bed load transport and sediment mobility. Traditional field based measurements of such processes are often problematic due to the high discharge characteristics of upland streams. In part to compensate for such difficulties, empirical flow competence equations have also been developed to predict armour or bedform stabilising grain mobility. These equations have been applied to individual reaches to predict the entrainment of a threshold grain size and the vertical extent of flushing. In cobble- and boulder-bed channels the threshold grain size relates to the size of the bedform stabilising grains (eg. D84, D90). This then allows some prediction of when transport of the matrix material occurs. The application of Optically Stimulated Luminescence (OSL) dating is considered here as an alternative and innovative way to determine fine sediment residency times in stream beds. Age estimates derived from the technique are used to assist in calibrating sediment entrainment models to specific channel types and hydrological regimes. The results from a one-dimensional HEC-RAS model indicate that recurrence interval floods exceeding bankfull up to 13 years are competent to mobilise the maximum overlying surface grain sizes at the sites. OSL minimum age model results of well bleached quartz in the fine matrix particles are in general agreement with selected competence equation predictions. The apparent long (100-1400y) burial age of most of the mineral quartz suggests that competent flows are not able to flush all subsurface fine-bed material. Maximum bed load exchange (flushing) depth was limited to twice the depth of the overlying D90 grain size. Application of OSL in this study provides important insight into the nature of matrix material storage and flushing in mountain streams.

Improving the quality of emergency medicine care by developing a quality requirement framework: a study from The Netherlands

PubMed Central

2012-01-01

Background In The Netherlands, mainly inexperienced physicians work in the ED on all shifts, including the evening and night shifts, when no direct supervision is available. In 2004 a report of the Dutch Health Care Inspectorate revealed that quality of care at Emergency Departments (EDs) was highly variable. Based on this report and international studies showing significant potential for quality improvement, stakeholders felt the need to improve the quality of EM care. Based on the literature, a baseline measurement and a panel of experts, The Netherlands recently developed a nationwide quality requirement framework (QRF) for EM. This article describes the content of and path to this QRF. Methods To conduct a baseline measurement, the panel needed to identify measurable entities related to EM care at EDs. This was done by formulating both qualitative and partly quantitative questions related to the following competence areas: triage system, training of personnel (physicians and nurses), facilities and supervision of physicians. 27 out of 104 Dutch EDs were sampled via a cross-sectional study design, using an online survey and standardized follow-up interview in which the answers of the survey were reviewed. Results In the QRF, EM care is divided into a basic level of EM care and six competence certification areas (CCAs): (acute) abdominal aortic aneurysm, acute coronary syndrome, acute psychiatric behavioral disorder, cerebral vascular accident, pediatric critical care and infants with low birth weight. For the basic level of EM care and for every CCA minimum prerequisites for medical devices and training of personnel are established. The factors selected for the QRF can be regarded as minimum quality standards for EM care. A major finding of this study was that in The Netherlands, none of the 27 sampled EDs demonstrated compliance with these factors. Conclusion Our study shows that Dutch EDs fall short of what the expert consensus panelists considered minimum prerequisites for adequate EM care. The process of systematic enquiry allowed this information to come to light for the first time, which resulted in the implementation of a QRF for Dutch ED personnel, that is intended improve quality of EM care over time. This is an important development for the worldwide EM community as the QRF shows a way to generate interim standards to improve the chances of appropriate delivery of EM care when the gold standard of providing fully qualified EPs is not initially achievable. PMID:22621681

Moving National Breastfeeding Policies into Practice: A Plea to Integrate Lactation Education and Training into Nutrition and Dietetics Programs in the United States.

PubMed

Theurich, Melissa Ann; McCool, Megan Elizabeth

2016-08-01

In 2011, the Surgeon General's Call to Action to Support Breastfeeding called on all health professional organizations, medical schools, and credentialing boards to establish and incorporate minimum lactation education and training requirements into their credentialing, licensing, and certification processes and to include breastfeeding education in undergraduate and graduate education and training programs. Given the commonalities between the fields of nutrition and breastfeeding, it has been proposed that nutrition professionals are an underutilized resource in the field of lactation management. Considering the lack of breastfeeding knowledge and skills among health professionals, nutrition professionals should be afforded opportunities to learn lactation management during their studies. The United States Breastfeeding Committee published Core Competencies in Breastfeeding Care and Services for All Health Professionals in 2010. However, professional nutrition and lactation credentialing boards should cooperate to integrate mandatory minimum standards of lactation education for nutrition professionals. Undergraduate and graduate programs in nutrition and dietetics should incorporate lactation content into their core curricula to comply with such standards. In addition, dietetics programs should offer optional clinical lactation experiences for students who aspire to become an International Board Certified Lactation Consultant. © The Author(s) 2016.

Constructing a competency-based bariatric surgery fellowship training curriculum.

PubMed

McBride, Corrigan L; Rosenthal, Raul J; Brethauer, Stacy; DeMaria, Eric; Kelly, John J; Morton, John M; Lo Menzo, Emanuele; Moore, Rachel; Pomp, Alfons; Nguyen, Ninh T

2017-03-01

Bariatric fellowship training after general surgery has historically been time based and competence was determined at completion based on a minimum number of cases during the fellowship. Graduate medical education is moving toward competency-based medical education where learners are evaluated during the course of their training and competence assessment occurs throughout. The Executive Council of the American Society of Metabolic and Bariatric Surgery (ASMBS) at the direction of the American Board of Surgery wanted to transition the bariatric surgery fellowship curriculum from its traditional format to a competency-based curriculum using competency-based medical education principles. The ASMBS Education and Training Committee established a task force of 9 members to create a new curriculum and all of the necessary evaluation tools to support the curriculum, and initiate a pilot program. A competency-based curriculum consisting of 6 modules with cognitive and technical milestones, and the innovative evaluation tools needed to evaluate the learners, was created. A pilot program consisting of 10 programs and 19 fellows has been undertaken for the 2016-2017 academic year. The Education Committee of the ASMBS is leading the charge in curriculum development for competency-based medical education for bariatric fellowship. Copyright © 2017 American Society for Bariatric Surgery. Published by Elsevier Inc. All rights reserved.

Conductors for commercial MRI magnets beyond NbTi: requirements and challenges.

PubMed

Parizh, Michael; Lvovsky, Yuri; Sumption, Michael

2017-01-01

Magnetic Resonance Imaging (MRI), a powerful medical diagnostic tool, is the largest commercial application of superconductivity. The superconducting magnet is the largest and most expensive component of an MRI system. The magnet configuration is determined by competing requirements including optimized functional performance, patient comfort, ease of siting in a hospital environment, minimum acquisition and lifecycle cost including service. In this paper, we analyze conductor requirements for commercial MRI magnets beyond traditional NbTi conductors, while avoiding links to a particular magnet configuration or design decisions. Potential conductor candidates include MgB 2 , ReBCO and BSCCO options. The analysis shows that no MRI-ready non-NbTi conductor is commercially available at the moment. For some conductors, MRI specifications will be difficult to achieve in principle. For others, cost is a key barrier. In some cases, the prospects for developing an MRI-ready conductor are more favorable, but significant developments are still needed. The key needs include the development of, or significant improvements in: (a) conductors specifically designed for MRI applications, with form-fit-and-function readily integratable into the present MRI magnet technology with minimum modifications. Preferably, similar conductors should be available from multiple vendors; (b) conductors with improved quench characteristics, i.e. the ability to carry significant current without damage while in the resistive state; (c) insulation which is compatible with manufacturing and refrigeration technologies; (d) dramatic increases in production and long-length quality control, including large-volume conductor manufacturing technology. In-situ MgB 2 is, perhaps, the closest to meeting commercial and technical requirements to become suitable for commercial MRI. Conductor technology is an important, but not the only, issue in introduction of HTS / MgB 2 conductor into commercial MRI magnets. These new conductors, even when they meet the above requirements, will likely require numerous modifications and developments in the associated magnet technology.

Conductors for commercial MRI magnets beyond NbTi: requirements and challenges

NASA Astrophysics Data System (ADS)

Parizh, Michael; Lvovsky, Yuri; Sumption, Michael

2017-01-01

Magnetic resonance imaging (MRI), a powerful medical diagnostic tool, is the largest commercial application of superconductivity. The superconducting magnet is the largest and most expensive component of an MRI system. The magnet configuration is determined by competing requirements including optimized functional performance, patient comfort, ease of siting in a hospital environment, minimum acquisition and lifecycle cost including service. In this paper, we analyze conductor requirements for commercial MRI magnets beyond traditional NbTi conductors, while avoiding links to a particular magnet configuration or design decisions. Potential conductor candidates include MgB2, ReBCO and BSCCO options. The analysis shows that no MRI-ready non-NbTi conductor is commercially available at the moment. For some conductors, MRI specifications will be difficult to achieve in principle. For others, cost is a key barrier. In some cases, the prospects for developing an MRI-ready conductor are more favorable, but significant developments are still needed. The key needs include the development of, or significant improvements in: (a) conductors specifically designed for MRI applications, with form-fit-and-function readily integratable into the present MRI magnet technology with minimum modifications. Preferably, similar conductors should be available from multiple vendors; (b) conductors with improved quench characteristics, i.e. the ability to carry significant current without damage while in the resistive state; (c) insulation which is compatible with manufacturing and refrigeration technologies; (d) dramatic increases in production and long-length quality control, including large-volume conductor manufacturing technology. In-situ MgB2 is, perhaps, the closest to meeting commercial and technical requirements to become suitable for commercial MRI. Conductor technology is an important, but not the only, issue in introduction of HTS/MgB2 conductor into commercial MRI magnets. These new conductors, even when they meet the above requirements, will likely require numerous modifications and developments in the associated magnet technology.

Conductors for commercial MRI magnets beyond NbTi: requirements and challenges

PubMed Central

Parizh, Michael; Lvovsky, Yuri; Sumption, Michael

2016-01-01

Magnetic Resonance Imaging (MRI), a powerful medical diagnostic tool, is the largest commercial application of superconductivity. The superconducting magnet is the largest and most expensive component of an MRI system. The magnet configuration is determined by competing requirements including optimized functional performance, patient comfort, ease of siting in a hospital environment, minimum acquisition and lifecycle cost including service. In this paper, we analyze conductor requirements for commercial MRI magnets beyond traditional NbTi conductors, while avoiding links to a particular magnet configuration or design decisions. Potential conductor candidates include MgB2, ReBCO and BSCCO options. The analysis shows that no MRI-ready non-NbTi conductor is commercially available at the moment. For some conductors, MRI specifications will be difficult to achieve in principle. For others, cost is a key barrier. In some cases, the prospects for developing an MRI-ready conductor are more favorable, but significant developments are still needed. The key needs include the development of, or significant improvements in: (a) conductors specifically designed for MRI applications, with form-fit-and-function readily integratable into the present MRI magnet technology with minimum modifications. Preferably, similar conductors should be available from multiple vendors; (b) conductors with improved quench characteristics, i.e. the ability to carry significant current without damage while in the resistive state; (c) insulation which is compatible with manufacturing and refrigeration technologies; (d) dramatic increases in production and long-length quality control, including large-volume conductor manufacturing technology. In-situ MgB2 is, perhaps, the closest to meeting commercial and technical requirements to become suitable for commercial MRI. Conductor technology is an important, but not the only, issue in introduction of HTS / MgB2 conductor into commercial MRI magnets. These new conductors, even when they meet the above requirements, will likely require numerous modifications and developments in the associated magnet technology. PMID:28626340

12 CFR 932.8 - Minimum liquidity requirements.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 12 Banks and Banking 7 2011-01-01 2011-01-01 false Minimum liquidity requirements. 932.8 Section 932.8 Banks and Banking FEDERAL HOUSING FINANCE BOARD FEDERAL HOME LOAN BANK RISK MANAGEMENT AND CAPITAL STANDARDS FEDERAL HOME LOAN BANK CAPITAL REQUIREMENTS § 932.8 Minimum liquidity requirements. In...

7 CFR 932.150 - Modified minimum quality requirements for canned green ripe olives.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 8 2010-01-01 2010-01-01 false Modified minimum quality requirements for canned green... (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements and Orders; Fruits, Vegetables, Nuts... requirements for canned green ripe olives. The minimum quality requirements prescribed in § 932.52 (a)(1) of...

7 CFR 932.150 - Modified minimum quality requirements for canned green ripe olives.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 8 2011-01-01 2011-01-01 false Modified minimum quality requirements for canned green... (Continued) AGRICULTURAL MARKETING SERVICE (Marketing Agreements and Orders; Fruits, Vegetables, Nuts... requirements for canned green ripe olives. The minimum quality requirements prescribed in § 932.52 (a)(1) of...

12 CFR 932.8 - Minimum liquidity requirements.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 12 Banks and Banking 7 2010-01-01 2010-01-01 false Minimum liquidity requirements. 932.8 Section 932.8 Banks and Banking FEDERAL HOUSING FINANCE BOARD FEDERAL HOME LOAN BANK RISK MANAGEMENT AND CAPITAL STANDARDS FEDERAL HOME LOAN BANK CAPITAL REQUIREMENTS § 932.8 Minimum liquidity requirements. In...

Development and validation of a child health workforce competence framework.

PubMed

Smith, Lynda; Hawkins, Jean; McCrum, Anita

2011-05-01

Providing high quality, effective services is fundamental to the delivery of key health outcomes for children and young people. This requires a competent workforce. This paper reports on the development of a validated competence framework tool for the children and young people's health workforce. The framework brings together policy, strategic agendas and existing workforce competences. The framework will contribute to the improvement of children's physical and mental wellbeing by identifying competences required to provide proactive services that respond to children and young people with acute, continuing and complex needs. It details five core competences for the workforce, the functions that underpin them and levels of competence required to deliver a particular service. The framework will be of value to commissioners to inform contracting, to providers to ensure services are delivered by a workforce with relevant competences to meet identified needs, and to the workforce to assess existing capabilities and identify gaps in competence.

47 CFR 22.951 - Minimum coverage requirement.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 47 Telecommunication 2 2010-10-01 2010-10-01 false Minimum coverage requirement. 22.951 Section 22.951 Telecommunication FEDERAL COMMUNICATIONS COMMISSION (CONTINUED) COMMON CARRIER SERVICES PUBLIC MOBILE SERVICES Cellular Radiotelephone Service § 22.951 Minimum coverage requirement. Applications for...

Methods of Genomic Competency Integration in Practice

PubMed Central

Jenkins, Jean; Calzone, Kathleen A.; Caskey, Sarah; Culp, Stacey; Weiner, Marsha; Badzek, Laurie

2015-01-01

Purpose Genomics is increasingly relevant to health care, necessitating support for nurses to incorporate genomic competencies into practice. The primary aim of this project was to develop, implement, and evaluate a year-long genomic education intervention that trained, supported, and supervised institutional administrator and educator champion dyads to increase nursing capacity to integrate genomics through assessments of program satisfaction and institutional achieved outcomes. Design Longitudinal study of 23 Magnet Recognition Program® Hospitals (21 intervention, 2 controls) participating in a 1-year new competency integration effort aimed at increasing genomic nursing competency and overcoming barriers to genomics integration in practice. Methods Champion dyads underwent genomic training consisting of one in-person kick-off training meeting followed by monthly education webinars. Champion dyads designed institution-specific action plans detailing objectives, methods or strategies used to engage and educate nursing staff, timeline for implementation, and outcomes achieved. Action plans focused on a minimum of seven genomic priority areas: champion dyad personal development; practice assessment; policy content assessment; staff knowledge needs assessment; staff development; plans for integration; and anticipated obstacles and challenges. Action plans were updated quarterly, outlining progress made as well as inclusion of new methods or strategies. Progress was validated through virtual site visits with the champion dyads and chief nursing officers. Descriptive data were collected on all strategies or methods utilized, and timeline for achievement. Descriptive data were analyzed using content analysis. Findings The complexity of the competency content and the uniqueness of social systems and infrastructure resulted in a significant variation of champion dyad interventions. Conclusions Nursing champions can facilitate change in genomic nursing capacity through varied strategies but require substantial training in order to design and implement interventions. Clinical Relevance Genomics is critical to the practice of all nurses. There is a great opportunity and interest to address genomic knowledge deficits in the practicing nurse workforce as a strategy to improve patient outcomes. Exemplars of champion dyad interventions designed to increase nursing capacity focus on improving education, policy, and healthcare services. PMID:25808828

14 CFR 294.84 - Air competency requirements.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 14 Aeronautics and Space 4 2014-01-01 2014-01-01 false Air competency requirements. 294.84 Section... PROCEEDINGS) ECONOMIC REGULATIONS CANADIAN CHARTER AIR TAXI OPERATORS Terms, Conditions, and Limitations of This Part § 294.84 Air competency requirements. Registrants shall conform to the airworthiness and...

14 CFR 294.84 - Air competency requirements.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 14 Aeronautics and Space 4 2013-01-01 2013-01-01 false Air competency requirements. 294.84 Section... PROCEEDINGS) ECONOMIC REGULATIONS CANADIAN CHARTER AIR TAXI OPERATORS Terms, Conditions, and Limitations of This Part § 294.84 Air competency requirements. Registrants shall conform to the airworthiness and...

14 CFR 294.84 - Air competency requirements.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 14 Aeronautics and Space 4 2012-01-01 2012-01-01 false Air competency requirements. 294.84 Section... PROCEEDINGS) ECONOMIC REGULATIONS CANADIAN CHARTER AIR TAXI OPERATORS Terms, Conditions, and Limitations of This Part § 294.84 Air competency requirements. Registrants shall conform to the airworthiness and...

14 CFR 294.84 - Air competency requirements.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 14 Aeronautics and Space 4 2011-01-01 2011-01-01 false Air competency requirements. 294.84 Section... PROCEEDINGS) ECONOMIC REGULATIONS CANADIAN CHARTER AIR TAXI OPERATORS Terms, Conditions, and Limitations of This Part § 294.84 Air competency requirements. Registrants shall conform to the airworthiness and...

14 CFR 294.84 - Air competency requirements.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 14 Aeronautics and Space 4 2010-01-01 2010-01-01 false Air competency requirements. 294.84 Section... PROCEEDINGS) ECONOMIC REGULATIONS CANADIAN CHARTER AIR TAXI OPERATORS Terms, Conditions, and Limitations of This Part § 294.84 Air competency requirements. Registrants shall conform to the airworthiness and...

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.

Detecting Hardware-assisted Hypervisor Rootkits within Nested Virtualized Environments

DTIC Science & Technology

2012-06-14

least the minimum required for the guest OS and click “Next”. For 64-bit Windows 7 the minimum required is 2048 MB (Figure 66). Figure 66. Memory...prompted for Memory, allocate at least the minimum required for the guest OS, for 64-bit Windows 7 the minimum required is 2048 MB (Figure 79...130 21. Within the virtual disk creation wizard, select VDI for the file type (Figure 81). Figure 81. Select File Type 22. Select Dynamically

Biology II Curriculum Guide. Bulletin 1820.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Academic Programs.

In 1986, the Louisiana State Board of Elementary and Secondary Education requested that an advanced course in Biology II be developed. The resulting curriculum guide contains grade appropriate goals, skills, and competencies; suggested activities; suggested materials of instruction; and minimum time allotments for instruction. Biology II is a…

Surgical Technology Program Guide.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Vocational Education.

This surgical technology program guide presents the standard curriculum for technical institutes in Georgia. The curriculum addresses the minimum competencies for a surgical technology program. The program guide is designed to relate primarily to the development of those skills needed by individuals in the field to provide services in the…

75 FR 14539 - Furnishing Identifying Number of Tax Return Preparer

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-26

..., certified public accountants, enrolled agents, as well as tax return preparers who pass a minimum competency... obtain a PTIN, an individual must be an attorney, certified public accountant, enrolled agent, or..., certified public accountant, enrolled agent, or registered tax return preparer authorized to practice before...

Considerations in Selecting Instructional Programs. Professional Paper 30.

ERIC Educational Resources Information Center

Niedermeyer, Fred C.; Moncrief, Michael H.

Effective instruction on a national scale is dependent on supplying competent teachers with comprehensive instructional materials and procedures that meet some kind of minimum criteria for accountability. Considerations included in a complete instructional system are: (1) outcomes; (2) assessment; (3) user experience data; (4) materials; (5)…

An Organization's Extended (Soft) Competencies Model

NASA Astrophysics Data System (ADS)

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

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

78 FR 28602 - Merchant Marine Personnel Advisory Committee: Intercessional Meeting

Federal Register 2010, 2011, 2012, 2013, 2014

2013-05-15

... Committee (MERPAC) will meet to work on Task Statement 83, entitled ``Development of competency requirements... the June 11, 2013, working group meeting is as follows: (1) Develop competency requirements to meet... committee to consider with regards to Task Statement 83, entitled ``Development of competency requirements...

Minimum Stocking Requirements for Retailers in the Special Supplemental Nutrition Program for Women, Infants, and Children: Disparities Across US States.

PubMed

Pelletier, Jennifer E; Schreiber, Liana R N; Laska, Melissa N

2017-07-01

To examine state variation in minimum stocking requirements for Special Supplemental Nutrition Program for Women, Infants, and Children (WIC)-authorized small food retailers. We obtained minimum stocking requirements for 50 states and the District of Columbia in 2017 from WIC Web pages or e-mail from the state WIC agency. We developed a coding protocol to compare minimum quantities and varieties required for 12 food and beverage categories. We calculated the median, range, and interquartile range for each measure. Nearly all states set minimum varieties and quantities of fruits and vegetables, 100% juice, whole grain-rich foods, breakfast cereal, milk, cheese, eggs, legumes, and peanut butter. Fewer states set requirements for canned fish, yogurt, and tofu. Most measures had a large range in minimum requirements (e.g., $8-$100 of fruits and vegetables, 60-144 oz of breakfast cereal). WIC-participating retailers must adhere to very different minimum stocking requirements across states, which may result in disparities in food and beverage products available to WIC recipients. Public Health Implications. The results provide benchmarks that can inform new local, state, and federal program and policy efforts to increase healthy food availability in retail settings.

29 CFR 520.200 - What is the legal authority for payment of wages lower than the minimum wage required by section...

Code of Federal Regulations, 2010 CFR

2010-07-01

... the minimum wage required by section 6(a) of the Fair Labor Standards Act? 520.200 Section 520.200... lower than the minimum wage required by section 6(a) of the Fair Labor Standards Act? Section 14(a) of..., for the payment of special minimum wage rates to workers employed as messengers, learners (including...

29 CFR 516.11 - Employees exempt from both minimum wage and overtime pay requirements under section 13(a) (2), (3...

Code of Federal Regulations, 2010 CFR

2010-07-01

... 29 Labor 3 2010-07-01 2010-07-01 false Employees exempt from both minimum wage and overtime pay... Exemptions Under the Act; Other Special Requirements § 516.11 Employees exempt from both minimum wage and.... With respect to each and every employee exempt from both the minimum wage and overtime pay requirements...

Expected Ethical Competencies of Public Health Professionals and Graduate Curricula in Accredited Schools of Public Health in North America

PubMed Central

Wright, Brandy; Semaan, Salaam

2013-01-01

Objectives. We assessed expected ethics competencies of public health professionals in codes and competencies, reviewed ethics instruction at schools of public health, and recommended ways to bridge the gap between them. Methods. We reviewed the code of ethics and 3 sets of competencies, separating ethics-related competencies into 3 domains: professional, research, and public health. We reviewed ethics course requirements in 2010–2011 on the Internet sites of 46 graduate schools of public health and categorized courses as required, not required, or undetermined. Results. Half of schools (n = 23) required an ethics course for graduation (master’s or doctoral level), 21 did not, and 2 had no information. Sixteen of 23 required courses were 3-credit courses. Course content varied from 1 ethics topic to many topics addressing multiple ethics domains. Conclusions. Consistent ethics education and competency evaluation can be accomplished through a combination of a required course addressing the 3 domains, integration of ethics topics in other courses, and “booster” trainings. Enhancing ethics competence of public health professionals is important to address the ethical questions that arise in public health research, surveillance, practice, and policy. PMID:22994177

78 FR 21060 - Appeal Proceedings Before the Commission

Federal Register 2010, 2011, 2012, 2013, 2014

2013-04-09

... adoption of alternate standards from those required by the Commission's minimum internal control standards... adoption of alternate standards from those required by the Commission's minimum internal control standards... TGRAs' adoption of alternate standards from those required by the Commission's minimum internal control...

Nutrition education for pediatric gastroenterology, hepatology, and nutrition fellows: survey of NASPGHAN fellowship training programs.

PubMed

Martinez, J Andres; Koyama, Tatsuki; Acra, Sari; Mascarenhas, Maria R; Shulman, Robert J

2012-08-01

The aim of the study was to assess the methodology and content of nutrition education during gastroenterology fellowship training and the variability among the different programs. A survey questionnaire was completed by 43 fellowship training directors of 62 active programs affiliated to the North American Society for Pediatric Gastroenterology, Hepatology, and Nutrition, including sites in the United States, Canada, and Mexico. The data were examined for patterns in teaching methodology and coverage of specific nutrition topics based on level 1 training in nutrition, which is the minimum requirement according to the published North American Society for Pediatric Gastroenterology, Hepatology, and Nutrition fellowship training guidelines. The majority of the teaching was conducted by MD-degree faculty (61%), and most of the education was provided through clinical care experiences. Only 31% of the level 1 nutrition topics were consistently covered by >80% of programs, and coverage did not correlate with the size of the programs. Competency in nutrition training was primarily assessed through questions to individuals or groups of fellows (77% and 65%, respectively). Program directors cited a lack of faculty interested in nutrition and a high workload as common obstacles for teaching. The methodology of nutrition education during gastroenterology fellowship training is, for the most part, unstructured and inconsistent among the different programs. The minimum level 1 requirements are not consistently covered. The development of core curriculums and learning modules may be beneficial in improving nutrition education.

42 CFR 84.197 - Respirator containers; minimum requirements.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false Respirator containers; minimum requirements. 84.197... Cartridge Respirators § 84.197 Respirator containers; minimum requirements. Respirators shall be equipped with a substantial, durable container bearing markings which show the applicant's name, the type and...

9 CFR 2.130 - Minimum age requirements.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 9 Animals and Animal Products 1 2012-01-01 2012-01-01 false Minimum age requirements. 2.130... AGRICULTURE ANIMAL WELFARE REGULATIONS Miscellaneous § 2.130 Minimum age requirements. No dog or cat shall be... least eight (8) weeks of age and has been weaned. ...

9 CFR 2.130 - Minimum age requirements.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 9 Animals and Animal Products 1 2014-01-01 2014-01-01 false Minimum age requirements. 2.130... AGRICULTURE ANIMAL WELFARE REGULATIONS Miscellaneous § 2.130 Minimum age requirements. No dog or cat shall be... least eight (8) weeks of age and has been weaned. ...

9 CFR 2.130 - Minimum age requirements.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 9 Animals and Animal Products 1 2013-01-01 2013-01-01 false Minimum age requirements. 2.130... AGRICULTURE ANIMAL WELFARE REGULATIONS Miscellaneous § 2.130 Minimum age requirements. No dog or cat shall be... least eight (8) weeks of age and has been weaned. ...

9 CFR 2.130 - Minimum age requirements.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 9 Animals and Animal Products 1 2011-01-01 2011-01-01 false Minimum age requirements. 2.130... AGRICULTURE ANIMAL WELFARE REGULATIONS Miscellaneous § 2.130 Minimum age requirements. No dog or cat shall be... least eight (8) weeks of age and has been weaned. ...

International Space Station Human Behavior and Performance Competency Model: Volume II

NASA Technical Reports Server (NTRS)

Schmidt, Lacey

2008-01-01

This document further defines the behavioral markers identified in the document "Human Behavior and Performance Competency Model" Vol. I. The Human Behavior and Performance (HBP) competencies were recommended as requirements to participate in international long duration missions, and form the basis for determining the HBP training curriculum for long duration crewmembers. This document provides details, examples, knowledge areas, and affective skills to support the use of the HBP competencies in training and evaluation. This document lists examples and details specific to HBP competencies required of astronauts/cosmonauts who participate in ISS expedition and other international long-duration missions. Please note that this model does not encompass all competencies required. While technical competencies are critical for crewmembers, they are beyond the scope of this document. Additionally, the competencies in this model (and subsequent objectives) are not intended to limit the internal activities or training programs of any international partner.

A Beginning: Building Global Competence.

ERIC Educational Resources Information Center

Hayden, Rose L.

1983-01-01

There seems to be little argument that the United States should have an education system that produces at least a minimum number of experts about other peoples, cultures, and languages, as well as professionals in business and government who can transact negotiations across national borders. Citizens should have the knowledge to comprehend and…

Principles of Technology Curriculum Guide. Curriculum Development. Bulletin 1812.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

This document describes minimum competencies and suggested student activities for a seven-unit course called Principles of Technology. The instructional units are called Force, Work, Rate, Resistance, Energy, Power, and Force Transformers. The first section of the document contains information on how to use the guide, goals for industrial…

Money and Motivation

ERIC Educational Resources Information Center

Bishop, John H.

2004-01-01

Nations other than the U.S. elicit better performance from their students through the use of high-stakes graduation exams. Along these same lines, Michigan now links college scholarships to high school test results. Michigan has rejected the use of minimum-competency exams, largely because it wanted the state's high-school test to reflect more…

Remediation of Content/Skill Deficiencies in Middle Level Students.

ERIC Educational Resources Information Center

Price, John L.; And Others

A remediation approach developed by the Vilonia public schools (Arkansas) to remediate content/skill deficiencies in middle level students resulted from three conditions: state laws and regulations regarding minimum competency testing; more awareness of problems with at-risk students; and recognition of the need to reach students academically…

Medical Assisting Program Guide.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Dept. of Vocational Education.

This guide presents the standard curriculum for technical institutes in Georgia. The curriculum addresses the minimum competencies for a medical assisting program. The program guide is designed to relate primarily to the development of those skills needed by individuals in the medical assisting field, such as medical law and ethics, typing,…

Achievement Testing--A Look at Trends.

ERIC Educational Resources Information Center

Bligh, Harold F.

The strengths and weakness of standardized tests, and trends in achievement testing in the last 15 years are examined. The discussion of achievement tests includes survey, instructional, diagnostic, and basic skills tests, as well as tests used for formative and summative evaluation. Minimum competency tests are not examined in detail. Advantages…

Competency assessment tools: An exploration of the pedagogical issues facing competency assessment for nurses in the clinical environment.

PubMed

Franklin, Natasha; Melville, Paula

2015-01-01

Competency assessment is a paradigm that is common in the healthcare environment and this being particularly true within the nursing profession. Demonstration of competence is necessary to meet the requirements of healthcare organisations and is a mandated requirement of nurses by the Nursing and Midwifery Board of Australia. Within the nursing education sector, one approach to determine competence, is through the use of competency assessment tools. Despite widespread use of competency assessment tools there remains ongoing concerns relating to the efficacy of competency assessment tools as a mean to demonstrate 'competency' amongst enrolled and registered nurses in the clinical environment. The authors of this paper ascertain that competency assessment tools run a serious risk of being nothing more than a 'quick-fix' means of assessment to demonstrate 'nursing competence' required for key performance indicators and clinical governance and that will provide evidence for accreditation standards. Based on this premise, the authors, provide an alternative approach to the use of competency assessment tools that moves away from a 'tick-box' approach to a 'patient-centred' competency model. This approach increases the reliability and validity of competency assessments, allows for the recognition of the knowledge, skills and experience of individual nurses, offers a more satisfying and rewarding approach to demonstrating 'competency' for nurses and finally, demonstrates 'real-life' competency.

7 CFR 51.311 - Marking requirements.

Code of Federal Regulations, 2012 CFR

2012-01-01

... STANDARDS) United States Standards for Grades of Apples Marking Requirements § 51.311 Marking requirements... minimum diameter of apples packed in a closed container shall be indicated on the container. For apple... varieties, the minimum diameter and minimum weight of apples packed in a closed container shall be indicated...

7 CFR 51.311 - Marking requirements.

Code of Federal Regulations, 2010 CFR

2010-01-01

... STANDARDS) United States Standards for Grades of Apples Marking Requirements § 51.311 Marking requirements... minimum diameter of apples packed in a closed container shall be indicated on the container. For apple... varieties, the minimum diameter and minimum weight of apples packed in a closed container shall be indicated...

7 CFR 51.311 - Marking requirements.

Code of Federal Regulations, 2011 CFR

2011-01-01

... STANDARDS) United States Standards for Grades of Apples Marking Requirements § 51.311 Marking requirements... minimum diameter of apples packed in a closed container shall be indicated on the container. For apple... varieties, the minimum diameter and minimum weight of apples packed in a closed container shall be indicated...

42 CFR 84.134 - Respirator containers; minimum requirements.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false Respirator containers; minimum requirements. 84.134... Respirators § 84.134 Respirator containers; minimum requirements. Supplied-air respirators shall be equipped with a substantial, durable container bearing markings which show the applicant's name, the type and...

42 CFR 84.125 - Particulate tests; canisters containing particulate filters; minimum requirements.

Code of Federal Regulations, 2013 CFR

2013-10-01

... filters; minimum requirements. 84.125 Section 84.125 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF... RESPIRATORY PROTECTIVE DEVICES Gas Masks § 84.125 Particulate tests; canisters containing particulate filters; minimum requirements. Gas mask canisters containing filters for protection against particulates (e.g...

42 CFR 84.125 - Particulate tests; canisters containing particulate filters; minimum requirements.

Code of Federal Regulations, 2012 CFR

2012-10-01

... filters; minimum requirements. 84.125 Section 84.125 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF... RESPIRATORY PROTECTIVE DEVICES Gas Masks § 84.125 Particulate tests; canisters containing particulate filters; minimum requirements. Gas mask canisters containing filters for protection against particulates (e.g...

42 CFR 84.125 - Particulate tests; canisters containing particulate filters; minimum requirements.

Code of Federal Regulations, 2014 CFR

2014-10-01

... filters; minimum requirements. 84.125 Section 84.125 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF... RESPIRATORY PROTECTIVE DEVICES Gas Masks § 84.125 Particulate tests; canisters containing particulate filters; minimum requirements. Gas mask canisters containing filters for protection against particulates (e.g...

42 CFR 84.125 - Particulate tests; canisters containing particulate filters; minimum requirements.

Code of Federal Regulations, 2010 CFR

2010-10-01

... filters; minimum requirements. 84.125 Section 84.125 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF... RESPIRATORY PROTECTIVE DEVICES Gas Masks § 84.125 Particulate tests; canisters containing particulate filters; minimum requirements. Gas mask canisters containing filters for protection against particulates (e.g...

42 CFR 84.125 - Particulate tests; canisters containing particulate filters; minimum requirements.

Code of Federal Regulations, 2011 CFR

2011-10-01

... filters; minimum requirements. 84.125 Section 84.125 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF... RESPIRATORY PROTECTIVE DEVICES Gas Masks § 84.125 Particulate tests; canisters containing particulate filters; minimum requirements. Gas mask canisters containing filters for protection against particulates (e.g...

47 CFR 22.951 - Minimum coverage requirement.

Code of Federal Regulations, 2011 CFR

2011-10-01

... MOBILE SERVICES Cellular Radiotelephone Service § 22.951 Minimum coverage requirement. Applications for authority to operate a new cellular system in an unserved area, other than those filed by the licensee of an... toward the minimum coverage requirement. Applications for authority to operate a new cellular system in...

42 CFR 84.74 - Apparatus containers; minimum requirements.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 1 2011-10-01 2011-10-01 false Apparatus containers; minimum requirements. 84.74...-Contained Breathing Apparatus § 84.74 Apparatus containers; minimum requirements. (a) Apparatus may be...) Containers supplied by the applicant for carrying or storing self-contained breathing apparatus will be...

42 CFR 84.74 - Apparatus containers; minimum requirements.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false Apparatus containers; minimum requirements. 84.74...-Contained Breathing Apparatus § 84.74 Apparatus containers; minimum requirements. (a) Apparatus may be...) Containers supplied by the applicant for carrying or storing self-contained breathing apparatus will be...

Cognition and competency restoration: using the RBANS to predict length of stay for patients deemed incompetent to stand trial.

PubMed

Toofanian Ross, Parnian; Padula, Claudia B; Nitch, Stephen R; Kinney, Dominique I

2015-01-01

Intact cognition is a foundational component of one's ability to be competent to stand trial. Given the cost of assessing and treating incompetence, it is recommended that clinicians develop efficient methods to identify individuals who are most likely to require intensive competence-related treatment interventions. This study sought to ascertain whether a brief cognitive screening instrument, the Repeatable Battery for the Assessment of Neuropsychological Status (RBANS), could predict the length of stay required to restore trial competency among 288 forensic psychiatric inpatients undergoing competency restoration treatment. Results indicated that incompetent defendants who were older or demonstrated poorer overall RBANS performance required longer hospitalizations to be deemed restored to trial competence. Interestingly, incompetent defendants scoring in the 51-60 range on the RBANS Total Scale Index were almost three times more likely to require hospitalization beyond the average length of stay. Findings support the use of the RBANS to identify individuals early in the treatment process who may require and benefit from intensive restoration treatment.

An Exploration of the Professional Competencies Required in Engineering Asset Management

ERIC Educational Resources Information Center

Bish, Adelle J.; Newton, Cameron J.; Browning, Vicky; O'Connor, Peter; Anibaldi, Renata

2014-01-01

Engineering asset management (EAM) is a rapidly growing and developing field. However, efforts to select and develop engineers in this area are complicated by our lack of understanding of the full range of competencies required to perform. This exploratory study sought to clarify and categorise the professional competencies required of individuals…

Management mechanisms for development of personnel professional competencies at a loading and haulage company

NASA Astrophysics Data System (ADS)

Shishkina, S. V.; Pristupa, Yu D.; Pavlova, L. D.; Fryanov, V. N.

2018-05-01

The necessity for development a management mechanism for development of personnel professional competencies at a loading and haulage company in order to ensuring the compliance of competencies with labor functions, regulated by the current professional standards, is substantiated. A functional diagram of the organizational and technical system of the loading and haulage company was developed, that includes the interaction mechanism between the personnel and the objects of the main production. The problem of algorithm development to assess the correspondence of communicative competencies and labor functions of loading and haulage companies, ensuring the achievement of the management goal with a minimum risk of an emergency situation or an accident, was set and solved. The idea of management problem solving consists in the operational development and implementation of anticipatory measures at each deviation in personnel actions from normative or target indicators. The dependence of the risk of imbalance of communicative competences and labor functions in a given period of time is established. The effectiveness of the developed and implemented mechanism is confirmed by the positive dynamics of the test results.

30 CFR 77.506-1 - Electric equipment and circuits; overload and short circuit protection; minimum requirements.

Code of Federal Regulations, 2010 CFR

2010-07-01

... short circuit protection; minimum requirements. 77.506-1 Section 77.506-1 Mineral Resources MINE SAFETY...-1 Electric equipment and circuits; overload and short circuit protection; minimum requirements. Devices providing either short circuit protection or protection against overload shall conform to the...

13 CFR 107.210 - Minimum capital requirements for Licensees.

Code of Federal Regulations, 2010 CFR

2010-01-01

... except the minimum capital requirement, as determined solely by SBA; (ii) Has a viable business plan... 13 Business Credit and Assistance 1 2010-01-01 2010-01-01 false Minimum capital requirements for Licensees. 107.210 Section 107.210 Business Credit and Assistance SMALL BUSINESS ADMINISTRATION SMALL...

12 CFR 217.10 - Minimum capital requirements.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 12 Banks and Banking 2 2014-01-01 2014-01-01 false Minimum capital requirements. 217.10 Section 217.10 Banks and Banking FEDERAL RESERVE SYSTEM BOARD OF GOVERNORS OF THE FEDERAL RESERVE SYSTEM CAPITAL ADEQUACY OF BOARD-REGULATED INSTITUTIONS Capital Ratio Requirements and Buffers § 217.10 Minimum...

42 CFR 84.87 - Compressed gas filters; minimum requirements.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false Compressed gas filters; minimum requirements. 84.87...-Contained Breathing Apparatus § 84.87 Compressed gas filters; minimum requirements. All self-contained breathing apparatus using compressed gas shall have a filter downstream of the gas source to effectively...

42 CFR 84.87 - Compressed gas filters; minimum requirements.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 42 Public Health 1 2013-10-01 2013-10-01 false Compressed gas filters; minimum requirements. 84.87...-Contained Breathing Apparatus § 84.87 Compressed gas filters; minimum requirements. All self-contained breathing apparatus using compressed gas shall have a filter downstream of the gas source to effectively...

42 CFR 84.87 - Compressed gas filters; minimum requirements.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 1 2011-10-01 2011-10-01 false Compressed gas filters; minimum requirements. 84.87...-Contained Breathing Apparatus § 84.87 Compressed gas filters; minimum requirements. All self-contained breathing apparatus using compressed gas shall have a filter downstream of the gas source to effectively...

42 CFR 84.87 - Compressed gas filters; minimum requirements.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 42 Public Health 1 2012-10-01 2012-10-01 false Compressed gas filters; minimum requirements. 84.87...-Contained Breathing Apparatus § 84.87 Compressed gas filters; minimum requirements. All self-contained breathing apparatus using compressed gas shall have a filter downstream of the gas source to effectively...

42 CFR 84.87 - Compressed gas filters; minimum requirements.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 42 Public Health 1 2014-10-01 2014-10-01 false Compressed gas filters; minimum requirements. 84.87...-Contained Breathing Apparatus § 84.87 Compressed gas filters; minimum requirements. All self-contained breathing apparatus using compressed gas shall have a filter downstream of the gas source to effectively...

9 CFR 2.130 - Minimum age requirements.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 9 Animals and Animal Products 1 2010-01-01 2010-01-01 false Minimum age requirements. 2.130 Section 2.130 Animals and Animal Products ANIMAL AND PLANT HEALTH INSPECTION SERVICE, DEPARTMENT OF AGRICULTURE ANIMAL WELFARE REGULATIONS Miscellaneous § 2.130 Minimum age requirements. No dog or cat shall be...

32 CFR 552.73 - Minimum requirements for automobile insurance policies.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 32 National Defense 3 2010-07-01 2010-07-01 true Minimum requirements for automobile insurance policies. 552.73 Section 552.73 National Defense Department of Defense (Continued) DEPARTMENT OF THE ARMY... Military Reservations § 552.73 Minimum requirements for automobile insurance policies. Policies sold on...

32 CFR 552.73 - Minimum requirements for automobile insurance policies.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 32 National Defense 3 2014-07-01 2014-07-01 false Minimum requirements for automobile insurance policies. 552.73 Section 552.73 National Defense Department of Defense (Continued) DEPARTMENT OF THE ARMY... Military Reservations § 552.73 Minimum requirements for automobile insurance policies. Policies sold on...

32 CFR 552.73 - Minimum requirements for automobile insurance policies.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 32 National Defense 3 2012-07-01 2009-07-01 true Minimum requirements for automobile insurance policies. 552.73 Section 552.73 National Defense Department of Defense (Continued) DEPARTMENT OF THE ARMY... Military Reservations § 552.73 Minimum requirements for automobile insurance policies. Policies sold on...

32 CFR 552.73 - Minimum requirements for automobile insurance policies.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 32 National Defense 3 2013-07-01 2013-07-01 false Minimum requirements for automobile insurance policies. 552.73 Section 552.73 National Defense Department of Defense (Continued) DEPARTMENT OF THE ARMY... Military Reservations § 552.73 Minimum requirements for automobile insurance policies. Policies sold on...

32 CFR 552.73 - Minimum requirements for automobile insurance policies.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 32 National Defense 3 2011-07-01 2009-07-01 true Minimum requirements for automobile insurance policies. 552.73 Section 552.73 National Defense Department of Defense (Continued) DEPARTMENT OF THE ARMY... Military Reservations § 552.73 Minimum requirements for automobile insurance policies. Policies sold on...

48 CFR 852.219-9 - VA Small business subcontracting plan minimum requirements.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 5 2010-10-01 2010-10-01 false VA Small business... Provisions and Clauses 852.219-9 VA Small business subcontracting plan minimum requirements. As prescribed in subpart 819.709, insert the following clause: VA Small Business Subcontracting Plan Minimum Requirements...

77 FR 14321 - Modifications to Minimum Present Value Requirements for Partial Annuity Distribution Options...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-03-09

... DEPARTMENT OF THE TREASURY Internal Revenue Service 26 CFR Part 1 [REG-110980-10] RIN 1545-BJ55 Modifications to Minimum Present Value Requirements for Partial Annuity Distribution Options Under Defined... FR 5454), providing guidance relating to the minimum present value requirements applicable to certain...

30 CFR 77.1706 - First aid training program; minimum requirements.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 30 Mineral Resources 1 2010-07-01 2010-07-01 false First aid training program; minimum... OF UNDERGROUND COAL MINES Miscellaneous § 77.1706 First aid training program; minimum requirements. (a) All first aid training programs required under the provisions of §§ 77.1703 and 77.1704 shall...

48 CFR 852.219-9 - VA Small business subcontracting plan minimum requirements.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 48 Federal Acquisition Regulations System 5 2013-10-01 2013-10-01 false VA Small business... Provisions and Clauses 852.219-9 VA Small business subcontracting plan minimum requirements. As prescribed in subpart 819.709, insert the following clause: VA Small Business Subcontracting Plan Minimum Requirements...

48 CFR 852.219-9 - VA Small business subcontracting plan minimum requirements.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 48 Federal Acquisition Regulations System 5 2011-10-01 2011-10-01 false VA Small business... Provisions and Clauses 852.219-9 VA Small business subcontracting plan minimum requirements. As prescribed in subpart 819.709, insert the following clause: VA Small Business Subcontracting Plan Minimum Requirements...

48 CFR 852.219-9 - VA Small business subcontracting plan minimum requirements.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 48 Federal Acquisition Regulations System 5 2012-10-01 2012-10-01 false VA Small business... Provisions and Clauses 852.219-9 VA Small business subcontracting plan minimum requirements. As prescribed in subpart 819.709, insert the following clause: VA Small Business Subcontracting Plan Minimum Requirements...

48 CFR 852.219-9 - VA Small business subcontracting plan minimum requirements.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 48 Federal Acquisition Regulations System 5 2014-10-01 2014-10-01 false VA Small business... Provisions and Clauses 852.219-9 VA Small business subcontracting plan minimum requirements. As prescribed in subpart 819.709, insert the following clause: VA Small Business Subcontracting Plan Minimum Requirements...

26 CFR 1.6664-4 - Reasonable cause and good faith exception to section 6662 penalties.

Code of Federal Regulations, 2011 CFR

2011-04-01

... claimed. Example 3. E, an individual, worked for Company X doing odd jobs and filling in for other... legal justification. (3) Minimum requirements not dispositive. Satisfaction of the minimum requirements... example, depending on the circumstances, satisfaction of the minimum requirements may not be dispositive...

42 CFR 84.83 - Timers; elapsed time indicators; remaining service life indicators; minimum requirements.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 1 2011-10-01 2011-10-01 false Timers; elapsed time indicators; remaining service life indicators; minimum requirements. 84.83 Section 84.83 Public Health PUBLIC HEALTH SERVICE... indicators; remaining service life indicators; minimum requirements. (a) Elapsed time indicators shall be...

42 CFR 84.83 - Timers; elapsed time indicators; remaining service life indicators; minimum requirements.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false Timers; elapsed time indicators; remaining service life indicators; minimum requirements. 84.83 Section 84.83 Public Health PUBLIC HEALTH SERVICE... indicators; remaining service life indicators; minimum requirements. (a) Elapsed time indicators shall be...

12 CFR 325.6 - Issuance of directives.

Code of Federal Regulations, 2010 CFR

2010-01-01

... is a final order issued to a bank that fails to maintain capital at or above the minimum leverage... operating with less than the minimum leverage capital requirement established by this regulation, the Board... directive requiring the bank to restore its capital to the minimum leverage capital requirement within a...

49 CFR 236.0 - Applicability, minimum requirements, and penalties.

Code of Federal Regulations, 2013 CFR

2013-10-01

... persons, or has caused death or injury, a penalty not to exceed $105,000 per violation may be assessed... 49 Transportation 4 2013-10-01 2013-10-01 false Applicability, minimum requirements, and penalties... § 236.0 Applicability, minimum requirements, and penalties. (a) Except as provided in paragraph (b) of...

49 CFR 236.0 - Applicability, minimum requirements, and penalties.

Code of Federal Regulations, 2014 CFR

2014-10-01

... persons, or has caused death or injury, a penalty not to exceed $105,000 per violation may be assessed... 49 Transportation 4 2014-10-01 2014-10-01 false Applicability, minimum requirements, and penalties... § 236.0 Applicability, minimum requirements, and penalties. (a) Except as provided in paragraph (b) of...

49 CFR 236.0 - Applicability, minimum requirements, and penalties.

Code of Federal Regulations, 2011 CFR

2011-10-01

... persons, or has caused death or injury, a penalty not to exceed $100,000 per violation may be assessed... 49 Transportation 4 2011-10-01 2011-10-01 false Applicability, minimum requirements, and penalties... § 236.0 Applicability, minimum requirements, and penalties. (a) Except as provided in paragraph (b) of...

49 CFR 236.0 - Applicability, minimum requirements, and penalties.

Code of Federal Regulations, 2012 CFR

2012-10-01

... persons, or has caused death or injury, a penalty not to exceed $105,000 per violation may be assessed... 49 Transportation 4 2012-10-01 2012-10-01 false Applicability, minimum requirements, and penalties... § 236.0 Applicability, minimum requirements, and penalties. (a) Except as provided in paragraph (b) of...

49 CFR 236.0 - Applicability, minimum requirements, and penalties.

Code of Federal Regulations, 2010 CFR

2010-10-01

... persons, or has caused death or injury, a penalty not to exceed $100,000 per violation may be assessed... 49 Transportation 4 2010-10-01 2010-10-01 false Applicability, minimum requirements, and penalties... § 236.0 Applicability, minimum requirements, and penalties. (a) Except as provided in paragraph (b) of...

The Competencies Required for Effective Performance in a University e-Learning Environment

ERIC Educational Resources Information Center

Parkes, Mitchell; Reading, Christine; Stein, Sarah

2013-01-01

The aim of this study was to identify and rate the importance of the competencies required by students for effective performance in a university e-learning environment mediated by a learning management system. Two expert panels identified 58 e-learning competencies considered to be essential for e-learning. Of these competencies, 22 were related…

42 CFR 483.152 - Requirements for approval of a nurse aide training and competency evaluation program.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 5 2010-10-01 2010-10-01 false Requirements for approval of a nurse aide training... Agencies: Nurse Aide Training and Competency Evaluation, and Paid Feeding Assistants § 483.152 Requirements for approval of a nurse aide training and competency evaluation program. (a) For a nurse aide training...

30 CFR 75.518-1 - Electric equipment and circuits; overload and short circuit protection; minimum requirements.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 30 Mineral Resources 1 2010-07-01 2010-07-01 false Electric equipment and circuits; overload and short circuit protection; minimum requirements. 75.518-1 Section 75.518-1 Mineral Resources MINE SAFETY... short circuit protection; minimum requirements. A device to provide either short circuit protection or...

5 CFR 532.205 - The use of Federal, State, and local minimum wage requirements in determining prevailing rates.

Code of Federal Regulations, 2010 CFR

2010-01-01

... minimum wage requirements in determining prevailing rates. 532.205 Section 532.205 Administrative Personnel OFFICE OF PERSONNEL MANAGEMENT CIVIL SERVICE REGULATIONS PREVAILING RATE SYSTEMS Prevailing Rate Determinations § 532.205 The use of Federal, State, and local minimum wage requirements in determining prevailing...

26 CFR 1.410(b)-1 - Minimum coverage requirements (before 1994).

Code of Federal Regulations, 2011 CFR

2011-04-01

... (CONTINUED) INCOME TAX (CONTINUED) INCOME TAXES (CONTINUED) Pension, Profit-Sharing, Stock Bonus Plans, Etc... the minimum age and service requirements (if any) prescribed by the plan, as of the date coverage is... employees (including employees who do not satisfy the minimum age or service requirements of the plan) are...

46 CFR 52.05-30 - Minimum requirements for attachment welds (modifies PW-16).

Code of Federal Regulations, 2010 CFR

2010-10-01

... 46 Shipping 2 2010-10-01 2010-10-01 false Minimum requirements for attachment welds (modifies PW-16). 52.05-30 Section 52.05-30 Shipping COAST GUARD, DEPARTMENT OF HOMELAND SECURITY (CONTINUED) MARINE ENGINEERING POWER BOILERS Requirements for Boilers Fabricated by Welding § 52.05-30 Minimum...

42 CFR 84.156 - Airflow resistance test; Type C supplied-air respirator, demand class; minimum requirements.

Code of Federal Regulations, 2010 CFR

2010-10-01

... C supplied-air respirator, demand class; minimum requirements. (a) Inhalation resistance shall not... 42 Public Health 1 2010-10-01 2010-10-01 false Airflow resistance test; Type C supplied-air respirator, demand class; minimum requirements. 84.156 Section 84.156 Public Health PUBLIC HEALTH SERVICE...

17 CFR 5.7 - Minimum financial requirements for retail foreign exchange dealers and futures commission...

Code of Federal Regulations, 2011 CFR

2011-04-01

... 17 Commodity and Securities Exchanges 1 2011-04-01 2011-04-01 false Minimum financial requirements... forex transactions. 5.7 Section 5.7 Commodity and Securities Exchanges COMMODITY FUTURES TRADING COMMISSION OFF-EXCHANGE FOREIGN CURRENCY TRANSACTIONS § 5.7 Minimum financial requirements for retail foreign...

40 CFR 131.6 - Minimum requirements for water quality standards submission.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 40 Protection of Environment 21 2010-07-01 2010-07-01 false Minimum requirements for water quality standards submission. 131.6 Section 131.6 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) WATER PROGRAMS WATER QUALITY STANDARDS General Provisions § 131.6 Minimum requirements for water quality standards submission. The...

40 CFR 131.6 - Minimum requirements for water quality standards submission.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 40 Protection of Environment 22 2011-07-01 2011-07-01 false Minimum requirements for water quality standards submission. 131.6 Section 131.6 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) WATER PROGRAMS WATER QUALITY STANDARDS General Provisions § 131.6 Minimum requirements for water quality standards submission. The...

46 CFR 52.05-30 - Minimum requirements for attachment welds (modifies PW-16).

Code of Federal Regulations, 2011 CFR

2011-10-01

... 46 Shipping 2 2011-10-01 2011-10-01 false Minimum requirements for attachment welds (modifies PW-16). 52.05-30 Section 52.05-30 Shipping COAST GUARD, DEPARTMENT OF HOMELAND SECURITY (CONTINUED) MARINE ENGINEERING POWER BOILERS Requirements for Boilers Fabricated by Welding § 52.05-30 Minimum...

46 CFR 52.05-30 - Minimum requirements for attachment welds (modifies PW-16).

Code of Federal Regulations, 2012 CFR

2012-10-01

... 46 Shipping 2 2012-10-01 2012-10-01 false Minimum requirements for attachment welds (modifies PW-16). 52.05-30 Section 52.05-30 Shipping COAST GUARD, DEPARTMENT OF HOMELAND SECURITY (CONTINUED) MARINE ENGINEERING POWER BOILERS Requirements for Boilers Fabricated by Welding § 52.05-30 Minimum...

46 CFR 52.05-30 - Minimum requirements for attachment welds (modifies PW-16).

Code of Federal Regulations, 2013 CFR

2013-10-01

... 46 Shipping 2 2013-10-01 2013-10-01 false Minimum requirements for attachment welds (modifies PW-16). 52.05-30 Section 52.05-30 Shipping COAST GUARD, DEPARTMENT OF HOMELAND SECURITY (CONTINUED) MARINE ENGINEERING POWER BOILERS Requirements for Boilers Fabricated by Welding § 52.05-30 Minimum...

46 CFR 52.05-30 - Minimum requirements for attachment welds (modifies PW-16).

Code of Federal Regulations, 2014 CFR

2014-10-01

... 46 Shipping 2 2014-10-01 2014-10-01 false Minimum requirements for attachment welds (modifies PW-16). 52.05-30 Section 52.05-30 Shipping COAST GUARD, DEPARTMENT OF HOMELAND SECURITY (CONTINUED) MARINE ENGINEERING POWER BOILERS Requirements for Boilers Fabricated by Welding § 52.05-30 Minimum...

Wisconsin Driver and Traffic Safety Education: Teacher Preparation Guide. Bulletin Number 7221.

ERIC Educational Resources Information Center

Wisconsin Univ., Whitewater.

This guide identifies the minimum competencies necessary to teach and administer a high school driver and traffic safety education (DTSE) program and provides curricular suggestions for the University of Wisconsin System teacher preparation program. Course descriptions are listed for the following areas: general safety, traffic safety education,…

Five Steps for Improving Evaluation Reports by Using Different Data Analysis Methods.

ERIC Educational Resources Information Center

Thompson, Bruce

Although methodological integrity is not the sole determinant of the value of a program evaluation, decision-makers do have a right, at a minimum, to be able to expect competent work from evaluators. This paper explores five areas where evaluators might improve methodological practices. First, evaluation reports should reflect the limited…

A Technological and Historical Consideration of Equity Issues Associated with Proposals to Change the Nation's Testing Policy.

ERIC Educational Resources Information Center

Madaus, George F.

1994-01-01

Historically, such testing programs as intelligence tests and Chapter I minimum competency testing have inadvertently perpetuated inequalities. An equitable national testing program must look beyond the mystique of testing technologies, clearly define purposes of assessment, recruit minorities into the testing field, and establish an independent…

The History of Interest Inventories and Career Assessments in Career Counseling

ERIC Educational Resources Information Center

Harrington, Thomas; Long, Jennifer

2013-01-01

Interest inventories and career assessments continue to be used to support practitioners as they work to uncover client interests, abilities, skills, motivations, values, and other personal factors that help individuals self-define and construct their career. The skilled use of career inventories and assessments remains a minimum competency of…

Family Living and Parenthood. Performance Objectives and Criterion-Referenced Test Items.

ERIC Educational Resources Information Center

Missouri Univ., Columbia. Instructional Materials Lab.

This guide was developed to assist home economics teachers in implementing the Missouri Vocational Instructional Management System into the home economics curriculum at the local level through a family living and parenthood semester course. The course contains a minimum of two performance objectives for each competency developed and validated by…

10 CFR 905.16 - What are the requirements for the minimum investment report alternative?

Code of Federal Regulations, 2010 CFR

2010-01-01

... number, email and Website if applicable, and contact person; (2) Authority or requirement to undertake a..., in writing, a minimum investment report every 5 years. (h) Maintaining minimum investment reports. (1...

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

ERIC Educational Resources Information Center

Wamala, Robert

2016-01-01

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

Multidisciplinary tailoring of hot composite structures

NASA Technical Reports Server (NTRS)

Singhal, Surendra N.; Chamis, Christos C.

1993-01-01

A computational simulation procedure is described for multidisciplinary analysis and tailoring of layered multi-material hot composite engine structural components subjected to simultaneous multiple discipline-specific thermal, structural, vibration, and acoustic loads. The effect of aggressive environments is also simulated. The simulation is based on a three-dimensional finite element analysis technique in conjunction with structural mechanics codes, thermal/acoustic analysis methods, and tailoring procedures. The integrated multidisciplinary simulation procedure is general-purpose including the coupled effects of nonlinearities in structure geometry, material, loading, and environmental complexities. The composite material behavior is assessed at all composite scales, i.e., laminate/ply/constituents (fiber/matrix), via a nonlinear material characterization hygro-thermo-mechanical model. Sample tailoring cases exhibiting nonlinear material/loading/environmental behavior of aircraft engine fan blades, are presented. The various multidisciplinary loads lead to different tailored designs, even those competing with each other, as in the case of minimum material cost versus minimum structure weight and in the case of minimum vibration frequency versus minimum acoustic noise.

Job requirements compared to medical school education: differences between graduates from problem-based learning and conventional curricula

PubMed Central

2010-01-01

Background Problem-based Learning (PBL) has been suggested as a key educational method of knowledge acquisition to improve medical education. We sought to evaluate the differences in medical school education between graduates from PBL-based and conventional curricula and to what extent these curricula fit job requirements. Methods Graduates from all German medical schools who graduated between 1996 and 2002 were eligible for this study. Graduates self-assessed nine competencies as required at their day-to-day work and as taught in medical school on a 6-point Likert scale. Results were compared between graduates from a PBL-based curriculum (University Witten/Herdecke) and conventional curricula. Results Three schools were excluded because of low response rates. Baseline demographics between graduates of the PBL-based curriculum (n = 101, 49% female) and the conventional curricula (n = 4720, 49% female) were similar. No major differences were observed regarding job requirements with priorities for "Independent learning/working" and "Practical medical skills". All competencies were rated to be better taught in PBL-based curriculum compared to the conventional curricula (all p < 0.001), except for "Medical knowledge" and "Research competence". Comparing competencies required at work and taught in medical school, PBL was associated with benefits in "Interdisciplinary thinking" (Δ + 0.88), "Independent learning/working" (Δ + 0.57), "Psycho-social competence" (Δ + 0.56), "Teamwork" (Δ + 0.39) and "Problem-solving skills" (Δ + 0.36), whereas "Research competence" (Δ - 1.23) and "Business competence" (Δ - 1.44) in the PBL-based curriculum needed improvement. Conclusion Among medical graduates in Germany, PBL demonstrated benefits with regard to competencies which were highly required in the job of physicians. Research and business competence deserve closer attention in future curricular development. PMID:20074350

Job requirements compared to medical school education: differences between graduates from problem-based learning and conventional curricula.

PubMed

Schlett, Christopher L; Doll, Hinnerk; Dahmen, Janosch; Polacsek, Ole; Federkeil, Gero; Fischer, Martin R; Bamberg, Fabian; Butzlaff, Martin

2010-01-14

Problem-based Learning (PBL) has been suggested as a key educational method of knowledge acquisition to improve medical education. We sought to evaluate the differences in medical school education between graduates from PBL-based and conventional curricula and to what extent these curricula fit job requirements. Graduates from all German medical schools who graduated between 1996 and 2002 were eligible for this study. Graduates self-assessed nine competencies as required at their day-to-day work and as taught in medical school on a 6-point Likert scale. Results were compared between graduates from a PBL-based curriculum (University Witten/Herdecke) and conventional curricula. Three schools were excluded because of low response rates. Baseline demographics between graduates of the PBL-based curriculum (n = 101, 49% female) and the conventional curricula (n = 4720, 49% female) were similar. No major differences were observed regarding job requirements with priorities for "Independent learning/working" and "Practical medical skills". All competencies were rated to be better taught in PBL-based curriculum compared to the conventional curricula (all p < 0.001), except for "Medical knowledge" and "Research competence". Comparing competencies required at work and taught in medical school, PBL was associated with benefits in "Interdisciplinary thinking" (Delta + 0.88), "Independent learning/working" (Delta + 0.57), "Psycho-social competence" (Delta + 0.56), "Teamwork" (Delta + 0.39) and "Problem-solving skills" (Delta + 0.36), whereas "Research competence" (Delta--1.23) and "Business competence" (Delta--1.44) in the PBL-based curriculum needed improvement. Among medical graduates in Germany, PBL demonstrated benefits with regard to competencies which were highly required in the job of physicians. Research and business competence deserve closer attention in future curricular development.

[Needs assessment of a core curriculum for residency training].

PubMed

Kwon, Hyo-Jin; Lee, Young-Mee; Chang, Hyung-Joo; Kim, Ae-Ri

2015-09-01

The core curriculum in graduate medical education (GME) is an educational program that covers the minimum body of knowledge and skills that is required of all residents, regardless of their specialty. This study examined the opinions of stakeholders in GME regarding the core curriculum. A questionnaire was administered at three tertiary hospitals that were affiliated with one university; 192 residents and 61 faculty members and attending physicians participated in the survey. The questionnaire comprised six items on physician competency and the needs for a core curriculum. Questions on subjects or topics and adequate training years for each topics were asked only to residents. Most residents (78.6%) and faculty members (86.9%) chose "medical expertise" as the "doctor's role in the 21st century." In contrast, communicator, manager, and collaborator were recognized by less than 30% of all participants. Most residents (74.1%) responded that a core curriculum is "necessary but not feasible," whereas 68.3% of faculty members answered that it is "absolutely needed." Regarding subjects that should be included in the core curriculum, residents and faculty members had disparate preferences- residents preferred more "management of a private clinic" and "financial management," whereas faculty members desired "medical ethics" and "communication skills." Residents and faculty members agree that residents should develop a wide range of competencies in their training. However, the perception of the feasibility and opinions on the contents of the core curriculum differed between groups. Further studies with larger samples should be conducted to define the roles and professional competencies of physicians and the needs for a core curriculum in GME.

30 CFR 250.908 - What are the minimum structural fatigue design requirements?

Code of Federal Regulations, 2010 CFR

2010-07-01

... 30 Mineral Resources 2 2010-07-01 2010-07-01 false What are the minimum structural fatigue design... Platform Approval Program § 250.908 What are the minimum structural fatigue design requirements? (a) API RP... (incorporated by reference as specified in 30 CFR 250.198), requires that the design fatigue life of each joint...

13 CFR 120.473 - Procedures for determining individual minimum capital requirement.

Code of Federal Regulations, 2011 CFR

2011-01-01

...) Decision. After the close of the SBLC's response period, the AA/CA will decide, based on a review of SBA... requirement by the specified date, either the SBLC or the AA/CA may propose to the other a change in the... determining individual minimum capital requirement. (a) Notice. When SBA determines that an individual minimum...

26 CFR 1.412(c)(1)-3 - Applying the minimum funding requirements to restored plans.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 26 Internal Revenue 5 2013-04-01 2013-04-01 false Applying the minimum funding requirements to..., Stock Bonus Plans, Etc. § 1.412(c)(1)-3 Applying the minimum funding requirements to restored plans. (a) In general—(1) Restoration method. The restoration method is a funding method that adapts the...

Competencies required for nursing telehealth activities: A Delphi-study.

PubMed

van Houwelingen, Cornelis T M; Moerman, Anna H; Ettema, Roelof G A; Kort, Helianthe S M; Ten Cate, Olle

2016-04-01

Telehealth is viewed as a major strategy to address the increasing demand for care and a shrinking care professional population. However, most nurses are not trained or are insufficiently trained to use these technologies effectively. Therefore, the potential of telehealth fails to reach full utilization. A better understanding of nursing telehealth entrustable professional activities (NT-EPAs) and the required competencies can contribute to the development of nursing telehealth education. In a four-round Delphi-study, a panel of experts discussed which NT-EPAs are relevant for nurses and which competencies nurses need to possess to execute these activities effectively. The 51 experts, including nurses, nursing faculty, clients and technicians all familiar with telehealth, were asked to select items from a list of 52 competencies based on the literature and on a previous study. Additionally, the panelists could add competencies based on their experience in practice. The threshold used for consensus was set at 80%. Consensus was achieved on the importance of fourteen NT-EPAs, requiring one or more of the following core competencies; coaching skills, the ability to combine clinical experience with telehealth, communication skills, clinical knowledge, ethical awareness, and a supportive attitude. Each NT-EPA requires a specific set of competencies (at least ten). In total, 52 competencies were identified as essential in telehealth. Many competencies for telehealth, including clinical knowledge and communication skills, are not novel competencies. They are fundamental to nursing care as a whole and therefore are also indispensable for telehealth. Additionally, the fourteen NT-EPAs appeared to require additional subject specific competencies, such as the ability to put patients at ease when they feel insecure about using technology. The NT-EPAs and related competencies presented in this study can be used by nursing schools that are considering including or expanding telehealth education in their curriculum. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.

Perspective: Toward a competency framework for faculty.

PubMed

Milner, Robert J; Gusic, Maryellen E; Thorndyke, Luanne E

2011-10-01

Today, faculty in academic medicine face challenges in all three mission areas--research, education, and patient care--and require a broad set of competencies to survive in this changing environment. To support faculty and to design assessments that match new expectations, the authors argue that it is essential to capture the full scope of skills, knowledge, and behaviors necessary for a successful faculty member. Thus, it is timely to explore and define competencies for faculty in academic medicine. The authors describe three approaches to identifying faculty competencies. Each reveals diverse but overlapping sets of competency domains, reflecting the breadth of activities expected of today's faculty. To organize these competencies into a coherent framework, the authors propose a model based on a typology of competency. A key feature of the model is the division between occupational competencies, which are largely role-specific, and personal competencies, which are necessary for all faculty. A competency framework also must be developmental, to reflect the growth in skills, knowledge, and behaviors from trainee to expert and to allow for an individual's changing roles over a career. Such a competency framework will inform professional development activities and require assessment of competence. The generation of competencies also will reveal areas of faculty practice that are poorly measured, requiring new tools to be incorporated into existing processes of faculty evaluation. The authors provide general principles to guide the identification of a competency framework for faculty and invite the academic medicine community to engage in further discussion.

Competencies for disaster mental health.

PubMed

King, Richard V; Burkle, Frederick M; Walsh, Lauren E; North, Carol S

2015-03-01

Competencies for disaster mental health are essential to domestic and international disaster response capabilities. Numerous consensus-based competency sets for disaster health workers exist, but no prior study identifies and discusses competency sets pertaining specifically to disaster mental health. Relevant competency sets were identified via MEDLINE, PsycINFO, EBSCO, and Google Scholar searches. Sixteen competency sets are discussed, some providing core competencies for all disaster responders and others for specific responder groups within particular professions or specialties. Competency sets specifically for disaster mental health professionals are lacking, with the exception of one set that focused only on cultural competence. The identified competency sets provide guidance for educators in developing disaster mental health curricula and for disaster health workers seeking education and training in disaster mental health. Valid, criterion-based competencies are required to guide selection and training of mental health professionals for the disaster mental health workforce. In developing these competencies, consideration should be given to the requirements of both domestic and international disaster response efforts.

46 CFR 11.903 - Licenses requiring examinations.

Code of Federal Regulations, 2010 CFR

2010-10-01

... OFFICER ENDORSEMENTS Subjects of Examinations and Practical Demonstrations of Competence § 11.903 Licenses... STCW regulations and standards of competence and those in part A of the STCW Code (incorporated by... section, who meets the requirements of the appropriate regulations and standards of competence in STCW and...

Job requirements compared to dental school education: impact of a case-based learning curriculum.

PubMed

Keeve, Philip L; Gerhards, Ute; Arnold, Wolfgang A; Zimmer, Stefan; Zöllner, Axel

2012-01-01

Case-based learning (CBL) is suggested as a key educational method of knowledge acquisition to improve dental education. The purpose of this study was to assess graduates from a patient-oriented, case-based learning (CBL)-based curriculum as regards to key competencies required at their professional activity. 407 graduates from a patient-oriented, case-based learning (CBL) dental curriculum who graduated between 1990 and 2006 were eligible for this study. 404 graduates were contacted between 2007 and 2008 to self-assess nine competencies as required at their day-to-day work and as taught in dental school on a 6-point Likert scale. Baseline demographics and clinical characteristics were presented as mean ± standard deviation (SD) for continuous variables. To determine whether dental education sufficiently covers the job requirements of physicians, we calculated the mean difference ∆ between the ratings of competencies as required in day-to-day work and as taught in medical school by subtracting those from each other (negative mean difference ∆ indicates deficit; positive mean difference ∆ indicates surplus). Spearman's rank correlation coefficient was calculated to reveal statistical significance (statistical significance p<0.05). 41.6% recipients of the questionnaire responded (n=168 graduates). A homogeneous distribution quantity of the graduate groups concerning gender, graduation date, professional experience and average examination grade was achieved.Comparing competencies required at work and taught in medical school, CBL was associated with benefits in "Research competence" (∆+0.6) "Interdisciplinary thinking" (∆+0.47), "Dental medical knowledge" (∆+0.43), "Practical dental skills" (∆+0.21), "Team work" (∆+0.16) and "Independent learning/working" (∆+0.08), whereas "Problem-solving skills" (∆-0.07), "Psycho-social competence" (∆-0.66) and "Business competence" (∆-2.86) needed improvement in the CBL-based curriculum. CBL demonstrated benefits with regard to competencies which were highly required in the job of dentists. Psycho-social and business competence deserve closer attention in future curricular development.

The role of the Sheffield model on the minimum unit pricing of alcohol debate: the importance of a rhetorical perspective.

PubMed

Katikireddi, Srinivasa Vittal; Hilton, Shona; Bond, Lyndal

2016-11-01

The minimum unit pricing (MUP) alcohol policy debate has been informed by the Sheffield model, a study which predicts impacts of different alcohol pricing policies. This paper explores the Sheffield model's influences on the policy debate by drawing on 36 semi-structured interviews with policy actors who were involved in the policy debate. Although commissioned by policy makers, the model's influence has been far broader than suggested by views of 'rational' policy making. While findings from the Sheffield model have been used in instrumental ways, they have arguably been more important in helping debate competing values underpinning policy goals.

26 CFR 1.412(c)(1)-3T - Applying the minimum funding requirements to restored plans (temporary).

Code of Federal Regulations, 2013 CFR

2013-04-01

... 26 Internal Revenue 5 2013-04-01 2013-04-01 false Applying the minimum funding requirements to...-Sharing, Stock Bonus Plans, Etc. § 1.412(c)(1)-3T Applying the minimum funding requirements to restored plans (temporary). (a) In general—(1) Restoration method. The restoration method is a funding method...

26 CFR 1.401(a)(9)-6 - Required minimum distributions for defined benefit plans and annuity contracts.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 26 Internal Revenue 5 2010-04-01 2010-04-01 false Required minimum distributions for defined...-Sharing, Stock Bonus Plans, Etc. § 1.401(a)(9)-6 Required minimum distributions for defined benefit plans and annuity contracts. Q-1. How must distributions under a defined benefit plan be paid in order to...

Scaling-up the minimum requirements analysis for big wilderness issues

Treesearch

David N. Cole

2007-01-01

The concept of applying a "minimum requirements" analysis to decisions about administrative actions in wilderness in the United States has been around for a long time. It comes from Section 4(c) of the Wilderness Act of 1964, which states that "except as necessary to meet minimum requirements for the administration of the area for the purposes of this...

Competencies required for occupational health nurses

PubMed Central

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

2017-01-01

Objectives: For occupational health (OH) nurses to perform activities effectively, not only skills and knowledge but also competencies proposed by Dr. McClelland are indispensable. This study aimed to identify competencies required for OH nurses and to show their structure diagram. Methods: Qualitative descriptive research was conducted from October 2010 to August 2011. Eight high-performing OH nurses participated, and data were collected from semi-structured interviews held for each nurse. Data were qualitatively and inductively analyzed using the KJ method. Results: Seven competencies were identified: "self-growth competency," "OH nursing essence perpetuation competency," "strategic planning and duty fulfillment competency," "coordination competency," "client growth support competency," "team empowerment competency," and "creative competency." A structure diagram of the seven competencies was clarified. As the definitions of the competencies were different, the findings of competencies for OH nursing in the United States of America (USA) could not simply be compared with the findings of our study; however, all seven competencies were compatible with those in AAOHN model 1 and AAOHN model 2 in the USA. Conclusion: Our seven competencies are essential for OH nurses to perform activities that meet the expectations of employees and the employer. PMID:28993570

Development of minimum state requirements for local growth management policies : phase 1.

DOT National Transportation Integrated Search

2015-01-01

This research entailed the development of minimum requirements for local growth management policies for use in Louisiana. The purpose of developing minimum statewide standards is to try to alleviate some of the stress placed on state and local govern...

Development of minimum state requirements for local growth management policies -- phase 1.

DOT National Transportation Integrated Search

2015-11-01

This research entailed the development of minimum requirements for local growth management policies for use : in Louisiana. The purpose of developing minimum statewide standards is to try to alleviate some of the stress : placed on state and local go...

Rapid Prototyping in Instructional Design: Creating Competencies

ERIC Educational Resources Information Center

Fulton, Carolyn D.

2010-01-01

Instructional designers working in rapid prototyping environments currently do not have a list of competencies that help to identify the knowledge, skills, and attitudes (KSAs) required in these workplaces. This qualitative case study used multiple cases in an attempt to identify rapid prototyping competencies required in a rapid prototyping…

Industry-Oriented Competency Requirements for Mechatronics Technology in Taiwan

ERIC Educational Resources Information Center

Shyr, Wen-Jye

2012-01-01

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

Competency Tests and Graduation Requirements. Second Edition.

ERIC Educational Resources Information Center

Keefe, James W.

Interest in applied performance testing and concern about the quality of the high school diploma are finding a common ground: graduation requirements. A competency is a complex capability applicable in real life situations, and can be used as program objectives in a competency-based, criterion-referenced program. In such a program, applied…

What makes a hospital manager competent at the middle and senior levels?

PubMed

Liang, Zhanming; Leggat, Sandra G; Howard, Peter F; Koh, Lee

2013-11-01

The purpose of this paper is to confirm the core competencies required for middle to senior level managers in Victorian public hospitals in both metropolitan and regional/rural areas. This exploratory mixed-methods study used a three-step approach which included position description content analysis, focus group discussions and online competency verification and identification survey. The study validated a number of key tasks required for senior and middle level hospital managers (levels II, III and IV) and identified and confirmed the essential competencies for completing these key tasks effectively. As a result, six core competencies have been confirmed as common to the II, III and IV management levels in both the Melbourne metropolitan and regional/rural areas. Six core competencies are required for middle to senior level managers in public hospitals which provide guidance to the further development of the competency-based educational approach for training the current management workforce and preparing future health service managers. With the detailed descriptions of the six core competencies, healthcare organisations and training institutions will be able to assess the competency gaps and managerial training needs of current health service managers and develop training programs accordingly.

Resident away rotations allow adaptive neurosurgical training.

PubMed

Gephart, Melanie Hayden; Derstine, Pamela; Oyesiku, Nelson M; Grady, M Sean; Burchiel, Kim; Batjer, H Hunt; Popp, A John; Barbaro, Nicholas M

2015-04-01

Subspecialization of physicians and regional centers concentrate the volume of certain rare cases into fewer hospitals. Consequently, the primary institution of a neurological surgery training program may not have sufficient case volume to meet the current Residency Review Committee case minimum requirements in some areas. To ensure the competency of graduating residents through a comprehensive neurosurgical education, programs may need for residents to travel to outside institutions for exposure to cases that are either less common or more regionally focused. We sought to evaluate off-site rotations to better understand the changing demographics and needs of resident education. This would also allow prospective monitoring of modifications to the neurosurgery training landscape. We completed a survey of neurosurgery program directors and query of data from the Accreditation Council of Graduate Medical Education to characterize the current use of away rotations in neurosurgical education of residents. We found that 20% of programs have mandatory away rotations, most commonly for exposure to pediatric, functional, peripheral nerve, or trauma cases. Most of these rotations are done during postgraduate year 3 to 6, lasting 1 to 15 months. Twenty-six programs have 2 to 3 participating sites and 41 have 4 to 6 sites distinct from the host program. Programs frequently offset potential financial harm to residents rotating at a distant site by support of housing and transportation costs. As medical systems experience fluctuating treatment paradigms and demographics, over time, more residency programs may adapt to meet the Accreditation Council of Graduate Medical Education case minimum requirements through the implementation of away rotations.

Rich complex behaviour of self-assembled nanoparticles far from equilibrium

PubMed Central

Ilday, Serim; Makey, Ghaith; Akguc, Gursoy B.; Yavuz, Özgün; Tokel, Onur; Pavlov, Ihor; Gülseren, Oguz; Ilday, F. Ömer

2017-01-01

A profoundly fundamental question at the interface between physics and biology remains open: what are the minimum requirements for emergence of complex behaviour from nonliving systems? Here, we address this question and report complex behaviour of tens to thousands of colloidal nanoparticles in a system designed to be as plain as possible: the system is driven far from equilibrium by ultrafast laser pulses that create spatiotemporal temperature gradients, inducing Marangoni flow that drags particles towards aggregation; strong Brownian motion, used as source of fluctuations, opposes aggregation. Nonlinear feedback mechanisms naturally arise between flow, aggregate and Brownian motion, allowing fast external control with minimal intervention. Consequently, complex behaviour, analogous to those seen in living organisms, emerges, whereby aggregates can self-sustain, self-regulate, self-replicate, self-heal and can be transferred from one location to another, all within seconds. Aggregates can comprise only one pattern or bifurcated patterns can coexist, compete, endure or perish. PMID:28443636

Rich complex behaviour of self-assembled nanoparticles far from equilibrium

NASA Astrophysics Data System (ADS)

Ilday, Serim; Makey, Ghaith; Akguc, Gursoy B.; Yavuz, Özgün; Tokel, Onur; Pavlov, Ihor; Gülseren, Oguz; Ilday, F. Ömer

2017-04-01

A profoundly fundamental question at the interface between physics and biology remains open: what are the minimum requirements for emergence of complex behaviour from nonliving systems? Here, we address this question and report complex behaviour of tens to thousands of colloidal nanoparticles in a system designed to be as plain as possible: the system is driven far from equilibrium by ultrafast laser pulses that create spatiotemporal temperature gradients, inducing Marangoni flow that drags particles towards aggregation; strong Brownian motion, used as source of fluctuations, opposes aggregation. Nonlinear feedback mechanisms naturally arise between flow, aggregate and Brownian motion, allowing fast external control with minimal intervention. Consequently, complex behaviour, analogous to those seen in living organisms, emerges, whereby aggregates can self-sustain, self-regulate, self-replicate, self-heal and can be transferred from one location to another, all within seconds. Aggregates can comprise only one pattern or bifurcated patterns can coexist, compete, endure or perish.

Design and Implementation of an Educational Program in Advanced Airway Management for Anesthesiology Residents

PubMed Central

Borovcanin, Zana; Shapiro, Janine R.

2012-01-01

Education and training in advanced airway management as part of an anesthesiology residency program is necessary to help residents attain the status of expert in difficult airway management. The Accreditation Council for Graduate Medical Education (ACGME) emphasizes that residents in anesthesiology must obtain significant experience with a broad spectrum of airway management techniques. However, there is no specific number required as a minimum clinical experience that should be obtained in order to ensure competency. We have developed a curriculum for a new Advanced Airway Techniques rotation. This rotation is supplemented with a hands-on Difficult Airway Workshop. We describe here this comprehensive advanced airway management educational program at our institution. Future studies will focus on determining if education in advanced airway management results in a decrease in airway related morbidity and mortality and overall better patients' outcome during difficult airway management. PMID:22505885

Review of the National Information Assurance Partnership (NIAP)

DTIC Science & Technology

2006-01-01

accreditation is to ensure that laboratories meet the re- quirements of ISO / IEC 17025 :2005, General Requirement for the Competence of Cali- bration and...isoguide2. [ISO1999] ISO / IEC 17025 , General Requirements for the Competence of Testing and Calibration Laboratories, 1999, http://www.iso.ch/ iso ...Protection Profiles and Secu- rity Targets, 2003. [ISO2005] ISO / IEC 17025 , General Requirements for the Competence of Testing and Calibration Laboratories

State Standardized Testing Programs: Their Effects on Teachers and Students

ERIC Educational Resources Information Center

Moon, Tonya R.; Brighton, Catherine M.; Jarvis, Jane M.; Hall, Catherine J.

2007-01-01

A driving force in standards-based educational reform was the 1983 release of "A Nation at Risk: The Imperative for Educational Reform" (National Commission of Excellence in Education [NCEE], 1983). The report called for "an end to the minimum competency testing movement and the beginning of a high-stakes testing movement that would raise the…

Validity, Vaudeville, and Values: A Short History of Social Concerns over Standardized Testing.

ERIC Educational Resources Information Center

Haney, Walt

1981-01-01

Discusses the meaning of intelligence, the social functions that tests serve, the appropriate use of personality tests, controversies regarding IQ measurement, minimum competency testing, test disclosure, test bias, and "truth in testing." Stresses that testing is as much a social and political issue as it is an issue of scientific measurement.…

Teachers' and Students' Perceptions Regarding Technology-Assisted Instruction in 10th-Grade Mathematics Classrooms

ERIC Educational Resources Information Center

Brown, Martha Jean Ware

2012-01-01

Tenth grade students in a high school in the southern United States were not meeting minimum mathematics competencies. Educators, families, and students needed more information on ways to enhance mathematics understanding and performance. The purpose of this qualitative case study was to examine students' and teachers' perceptions…

Voices of people who have received ECT.

PubMed

Rajkumar, A P; Saravanan, B; Jacob, K S

2007-01-01

Electroconvulsive therapy (ECT) is controversial but widely practised in India. We elicited perspectives, using qualitative interviews, from patients who received ECT and their relatives. Ethical issues related to personal autonomy, right to information, competence, informed consent and consent by proxy are discussed. We suggest strategies to ensure a basic minimum standard for obtaining informed consent for ECT in India.

Minimum Competencies for Teaching Undergraduate Sport Philosophy Courses. Guidance Document

ERIC Educational Resources Information Center

National Association for Sport and Physical Education, 2004

2004-01-01

Although sport philosophy is considered to be a sub-discipline with its own unique body of knowledge, sport philosophy is more commonly offered as a single course rather than a degree program. Therefore, these guidelines are offered specifically for the teaching of a single course at the undergraduate level. In order to be effective, the course…

47 CFR 87.89 - Minimum operator requirements.

Code of Federal Regulations, 2011 CFR

2011-10-01

....89 Telecommunication FEDERAL COMMUNICATIONS COMMISSION (CONTINUED) SAFETY AND SPECIAL RADIO SERVICES AVIATION SERVICES Operating Requirements and Procedures Radio Operator Requirements § 87.89 Minimum operator requirements. (a) A station operator must hold a commercial radio operator license or permit...

47 CFR 87.89 - Minimum operator requirements.

Code of Federal Regulations, 2010 CFR

2010-10-01

....89 Telecommunication FEDERAL COMMUNICATIONS COMMISSION (CONTINUED) SAFETY AND SPECIAL RADIO SERVICES AVIATION SERVICES Operating Requirements and Procedures Radio Operator Requirements § 87.89 Minimum operator requirements. (a) A station operator must hold a commercial radio operator license or permit...

47 CFR 87.89 - Minimum operator requirements.

Code of Federal Regulations, 2013 CFR

2013-10-01

....89 Telecommunication FEDERAL COMMUNICATIONS COMMISSION (CONTINUED) SAFETY AND SPECIAL RADIO SERVICES AVIATION SERVICES Operating Requirements and Procedures Radio Operator Requirements § 87.89 Minimum operator requirements. (a) A station operator must hold a commercial radio operator license or permit...

47 CFR 87.89 - Minimum operator requirements.

Code of Federal Regulations, 2014 CFR

2014-10-01

....89 Telecommunication FEDERAL COMMUNICATIONS COMMISSION (CONTINUED) SAFETY AND SPECIAL RADIO SERVICES AVIATION SERVICES Operating Requirements and Procedures Radio Operator Requirements § 87.89 Minimum operator requirements. (a) A station operator must hold a commercial radio operator license or permit...

47 CFR 87.89 - Minimum operator requirements.

Code of Federal Regulations, 2012 CFR

2012-10-01

....89 Telecommunication FEDERAL COMMUNICATIONS COMMISSION (CONTINUED) SAFETY AND SPECIAL RADIO SERVICES AVIATION SERVICES Operating Requirements and Procedures Radio Operator Requirements § 87.89 Minimum operator requirements. (a) A station operator must hold a commercial radio operator license or permit...

42 CFR 84.173 - Harnesses; installation and construction; minimum requirements.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false Harnesses; installation and construction; minimum... SERVICES OCCUPATIONAL SAFETY AND HEALTH RESEARCH AND RELATED ACTIVITIES APPROVAL OF RESPIRATORY PROTECTIVE... construction; minimum requirements. (a) Each respirator shall, where necessary, be equipped with a suitable...

42 CFR 84.133 - Harnesses; installation and construction; minimum requirements.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false Harnesses; installation and construction; minimum... SERVICES OCCUPATIONAL SAFETY AND HEALTH RESEARCH AND RELATED ACTIVITIES APPROVAL OF RESPIRATORY PROTECTIVE DEVICES Supplied-Air Respirators § 84.133 Harnesses; installation and construction; minimum requirements...

The false dichotomy of quality and quantity in the discourse around assessment in competency-based education.

PubMed

Ten Cate, Olle

2015-08-01

Competency-based medical education stresses the attainment of competencies rather than the completion of fixed time in rotations. This sometimes leads to the interpretation that quantitative features of a program are of less importance, such as procedures practiced and weeks or months spent in clinical practice. An educational philosophy like "We don't require numbers of procedures completed but focus on competencies" suggests a dichotomy of either competency-based or time and procedures based education. The author argues that this dichotomy is not useful, and may even compromise education, as long as valid assessment of all relevant competencies is not possible or feasible. Requiring quantities of experiences of learners is not in contrast with competency-based education.

Competences in demand within the Spanish agricultural engineering sector

NASA Astrophysics Data System (ADS)

Perdigones, Alicia; Valera, Diego Luis; Moreda, Guillermo Pedro; García, Jose Luis

2014-09-01

The Rural Engineering Department (Technical University of Madrid) ran three competence surveys during the 2006-2007 and 2007-2008 academic years and evaluated: (1) the competences gained by agricultural engineer's degree and agricultural technical engineer's degree students (360 respondents); (2) the competences demanded by agricultural employers (50 farming sector employers); (3) competences required by farming sector professionals and former students (70 professionals). The surveys show significant differences between what competences agricultural employers require of graduates and the competences they acquire during their agricultural engineering degree courses. Recruiters are looking for generic competences such as the ability to coordinate groups and place less importance on knowledge of engineering, biology, applied economics and legislation. Of the computer-related competences, those most in demand by sector professionals were related to the use of Microsoft Office/Excel (used by 79% of professionals). Surveys were used to redesign some subjects of the degrees.

Standardisation of delivery and assessment of research training for specialty trainees based on curriculum requirements: recommendations based on a scoping review.

PubMed

Rangan, Amar; Pitchford, James; Williams, Penny; Wood, Brian; Robson, Stephen

2017-02-06

(1) To conduct a scoping review of postgraduate specialty training (ST) curricula for doctors within Health Education England in order to identify common themes and variations in requirements for training and assessment of research competencies. (2) To make recommendations on standardisation of training for clinical research across ST programmes. Health Education England North East and National Institute for Health Research Clinical Research Network (CRN)-North East and North Cumbria. Annual Review of Competence Progression (ARCP); Certificate of Completion of Training (CCT) checklists and curricula for ST were obtained from Health Education England North East and reviewed between June and September 2015. Research competence requirements based on knowledge, skills or behaviour-based domains were identified and entered onto a spreadsheet for analysis. Common themes with levels of competence required were identified. This information was used to construct and propose a model for delivery of training in clinical research across ST programmes. Sixty-two ST curricula were reviewed and seven common themes for research training were found in up to 97% of the curricula. Requirement for good clinical practice (GCP) in research training was included in 15% of curricula. One of the common themes involved knowledge-based competency, and three each of the remaining seven involved skills or behaviour-based competencies. There was less clarity and larger variation between specialties in how research competencies were assessed; and what evidence was required for ARCP and CCT to assure competence. 63% (19/30) of curricula from medical specialties had no mention of research requirements within their ARCP guidelines. Given that the majority of specialty curricula contain consistent themes around core research knowledge, consideration should be given to standardising the delivery and assessment of generic research competencies within ST. Our recommendations from this review could form the basis for developing structured research training for specialty trainees involving: (1) a taught course for knowledge-based competencies; (2) clinical placements with CRN teams for practical workplace-based experience and (3) developing research tutors to help support placements and assessment of these competencies. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Competence for older people nursing in care and nursing homes: An integrative review.

PubMed

Kiljunen, Outi; Välimäki, Tarja; Kankkunen, Päivi; Partanen, Pirjo

2017-09-01

People living in care and nursing homes are vulnerable individuals with complex needs; therefore, a wide array of nursing competence is needed to ensure their well-being. When developing the quality of care in these units, it is essential to know what type of competence is required for older people nursing. The aim of this integrative review was to identify the competence needed for older people nursing in licensed practical nurses' and registered nurses' work in care and nursing homes. Integrative literature review. We performed an integrative review using Whittemore and Knafl's method. The CINAHL, MEDLINE, PsycINFO, SocINDEX and Scopus databases were searched for studies published from 2006 to April 2016. We assessed the quality of the studies using Joanna Briggs Institute critical appraisal tools and analysed the data by applying qualitative content analysis. Ten articles were included in the review. Most of the studies focused on registered nurses' work. We identified five competence areas that are needed for older people nursing in registered nurses' work in care and nursing homes: attitudinal and ethical, interactional, evidence-based care, pedagogical, and leadership and development competence. Empirical evidence of competence requirements related to licensed practical nurses' work in these facilities was scarce. The competence required for registered nurses and licensed practical nurses should be clearly identified to support competence management in the care and nursing home context. Well-educated nursing staff are needed in care and nursing homes to provide high-quality care because comprehensive and advanced nurse competence is required to meet the needs of older people. © 2016 John Wiley & Sons Ltd.

The Core Competencies for General Orthopaedic Surgeons.

PubMed

Kellam, James F; Archibald, Douglas; Barber, James W; Christian, Eugene P; D'Ascoli, Richard J; Haynes, Richard J; Hecht, Suzanne S; Hurwitz, Shepard R; Kellam, James F; McLaren, Alexander C; Peabody, Terrance D; Southworth, Stephen R; Strauss, Robert W; Wadey, Veronica M R

2017-01-18

With the changing delivery of orthopaedic surgical care, there is a need to define the knowledge and competencies that are expected of an orthopaedist providing general and/or acute orthopaedic care. This article provides a proposal for the knowledge and competencies needed for an orthopaedist to practice general and/or acute care orthopaedic surgery. Using the modified Delphi method, the General Orthopaedic Competency Task Force consisting of stakeholders associated with general orthopaedic practice has proposed the core knowledge and competencies that should be maintained by orthopaedists who practice emergency and general orthopaedic surgery. For relevancy to clinical practice, 2 basic sets of competencies were established. The assessment competencies pertain to the general knowledge needed to evaluate, investigate, and determine an overall management plan. The management competencies are generally procedural in nature and are divided into 2 groups. For the Management 1 group, the orthopaedist should be competent to provide definitive care including assessment, investigation, initial or emergency care, operative or nonoperative care, and follow-up. For the Management 2 group, the orthopaedist should be competent to assess, investigate, and commence timely non-emergency or emergency care and then either transfer the patient to the appropriate subspecialist's care or provide definitive care based on the urgency of care, exceptional practice circumstance, or individual's higher training. This may include some higher-level procedures usually performed by a subspecialist, but are consistent with one's practice based on experience, practice environment, and/or specialty interest. These competencies are the first step in defining the practice of general orthopaedic surgery including acute orthopaedic care. Further validation and discussion among educators, general orthopaedic surgeons, and subspecialists will ensure that these are relevant to clinical practice. These competencies provide many stakeholders, including orthopaedic educators and orthopaedists, with what may be the minimum knowledge and competencies necessary to deliver acute and general orthopaedic care. This document is the first step in defining a practice-based standard for training programs and certification groups.

40 CFR 600.010-08 - Vehicle test requirements and minimum data requirements.

Code of Federal Regulations, 2010 CFR

2010-07-01

... data requirements. 600.010-08 Section 600.010-08 Protection of Environment ENVIRONMENTAL PROTECTION... requirements and minimum data requirements. (a) Unless otherwise exempted from specific emission compliance... applicable): (1) The manufacturer shall generate FTP fuel economy data by testing according to the applicable...

"PowerUp"!: A Tool for Calculating Minimum Detectable Effect Sizes and Minimum Required Sample Sizes for Experimental and Quasi-Experimental Design Studies

ERIC Educational Resources Information Center

Dong, Nianbo; Maynard, Rebecca

2013-01-01

This paper and the accompanying tool are intended to complement existing supports for conducting power analysis tools by offering a tool based on the framework of Minimum Detectable Effect Sizes (MDES) formulae that can be used in determining sample size requirements and in estimating minimum detectable effect sizes for a range of individual- and…

An Australian Study of Generic Competencies Required by Engineers

ERIC Educational Resources Information Center

Male, S. A.; Bush, M. B.; Chapman, E. S.

2011-01-01

Engineering curricula have expanded in recent decades. In addition to science and technical engineering, they now include several non-technical competencies. This is a trend reinforced by programme accreditation. The authors take the viewpoint that it is important to ensure that graduates have the competencies they will require for their work. The…

Investigation and Development of Competency Standards and Certification Requirements for Secondary-Level Vocational Foodservice Programs. Final Report.

ERIC Educational Resources Information Center

Usiewicz, Ronald A.

An investigation ascertained, analyzed, and documented competency standards and certification requirements for secondary-level vocational food service programs. A literature review produced no instruments used in past studies to measure the attitudes of food service professionals toward task competencies. Six occupations were selected for the…

Communicative Competence in Audio Classrooms: A Position Paper for the CADE 1991 Conference.

ERIC Educational Resources Information Center

Burge, Liz

Classroom practitioners need to move their attention away from the technological and logistical competencies required for audio conferencing (AC) to the required communicative competencies in order to advance their skills in handling the psychodynamics of audio virtual classrooms which include audio alone and audio with graphics. While the…

The Costs of Legislated Minimal Competency Requirements. A background paper prepared for the Minimal Cometency Workshops sponsored by the Education Commission of the States and the National Institute of Education.

ERIC Educational Resources Information Center

Anderson, Barry D.

Little is known about the costs of setting up and implementing legislated minimal competency testing (MCT). To estimate the financial obstacles which lie between the idea and its implementation, MCT requirements are viewed from two perspectives. The first, government regulation, views legislated minimal competency requirements as an attempt by the…

Evaluating medico-legal decisional competency criteria.

PubMed

Whiting, Demian

2015-06-01

In this paper I get clearer on the considerations that ought to inform the evaluation and development of medico-legal competency criteria-where this is taken to be a question regarding the abilities that ought to be needed for a patient to be found competent in medico-legal contexts. In the "Decisional Competency in Medico-Legal Contexts" section I explore how the question regarding the abilities that ought to be needed for decisional competence is to be interpreted. I begin by considering an interpretation that takes the question to be asking about the abilities needed to satisfy an idealized view of competent decision-making, according to which decisional competency is a matter of possessing those abilities or attributes that are needed to engage in good or effective or, perhaps, substantially autonomous or rational decision-making. The view has some plausibility-it accords with the way decisional competency is understood in a number of everyday contexts-but fails as an interpretation of the question regarding the abilities that should be needed for decisional competence in medico-legal contexts. Nevertheless, consideration of why it is mistaken suggests a more accurate interpretation and points the way in which the question regarding the evaluation of medico-legal competency criteria is to be answered. Building on other scholarly work in the area, I outline in the "Primary and Secondary Requirements" section several requirements that decisional competence criteria ought to satisfy. Then, in the "Applying the Framework" section, I say something about the extent to which medico-legal competency criteria, as well as some models of decisional competency proposed in the academic literature, fulfil those requirements.

40 CFR 600.010-08 - Vehicle test requirements and minimum data requirements.

Code of Federal Regulations, 2011 CFR

2011-07-01

..., US06, SC03 and Cold temperature FTP data from each subconfiguration included within the model type. (2... data requirements. 600.010-08 Section 600.010-08 Protection of Environment ENVIRONMENTAL PROTECTION... Provisions § 600.010-08 Vehicle test requirements and minimum data requirements. (a) Unless otherwise...

40 CFR 600.010-86 - Vehicle test requirements and minimum data requirements.

Code of Federal Regulations, 2010 CFR

2010-07-01

... additional model types established under § 600.207(a)(2), data from each subconfiguration included within the... data requirements. 600.010-86 Section 600.010-86 Protection of Environment ENVIRONMENTAL PROTECTION... requirements and minimum data requirements. (a) For each certification vehicle defined in this part, and for...

29 CFR 4043.25 - Failure to make required minimum funding payment.

Code of Federal Regulations, 2013 CFR

2013-07-01

... TERMINATIONS REPORTABLE EVENTS AND CERTAIN OTHER NOTIFICATION REQUIREMENTS Post-Event Notice of Reportable Events § 4043.25 Failure to make required minimum funding payment. (a) Reportable event. A reportable event occurs when a required installment or a payment required under section 302 of ERISA or section 412...

29 CFR 4043.25 - Failure to make required minimum funding payment.

Code of Federal Regulations, 2010 CFR

2010-07-01

... TERMINATIONS REPORTABLE EVENTS AND CERTAIN OTHER NOTIFICATION REQUIREMENTS Post-Event Notice of Reportable Events § 4043.25 Failure to make required minimum funding payment. (a) Reportable event. A reportable event occurs when a required installment or a payment required under section 302 of ERISA or section 412...

29 CFR 4043.25 - Failure to make required minimum funding payment.

Code of Federal Regulations, 2012 CFR

2012-07-01

... TERMINATIONS REPORTABLE EVENTS AND CERTAIN OTHER NOTIFICATION REQUIREMENTS Post-Event Notice of Reportable Events § 4043.25 Failure to make required minimum funding payment. (a) Reportable event. A reportable event occurs when a required installment or a payment required under section 302 of ERISA or section 412...

29 CFR 4043.25 - Failure to make required minimum funding payment.

Code of Federal Regulations, 2011 CFR

2011-07-01

... TERMINATIONS REPORTABLE EVENTS AND CERTAIN OTHER NOTIFICATION REQUIREMENTS Post-Event Notice of Reportable Events § 4043.25 Failure to make required minimum funding payment. (a) Reportable event. A reportable event occurs when a required installment or a payment required under section 302 of ERISA or section 412...

30 CFR 77.804 - High-voltage trailing cables; minimum design requirements.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 30 Mineral Resources 1 2010-07-01 2010-07-01 false High-voltage trailing cables; minimum design... OF UNDERGROUND COAL MINES Surface High-Voltage Distribution § 77.804 High-voltage trailing cables; minimum design requirements. (a) High-voltage trailing cables used in resistance grounded systems shall be...

30 CFR 75.1107-9 - Dry chemical devices; capacity; minimum requirements.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 30 Mineral Resources 1 2011-07-01 2011-07-01 false Dry chemical devices; capacity; minimum... Dry chemical devices; capacity; minimum requirements. (a) Dry chemical fire extinguishing systems used...; (3) Hose and pipe shall be as short as possible; the distance between the chemical container and...

30 CFR 75.1107-9 - Dry chemical devices; capacity; minimum requirements.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 30 Mineral Resources 1 2010-07-01 2010-07-01 false Dry chemical devices; capacity; minimum... Dry chemical devices; capacity; minimum requirements. (a) Dry chemical fire extinguishing systems used...; (3) Hose and pipe shall be as short as possible; the distance between the chemical container and...

27 CFR 19.184 - Scale tank minimum graduations.

Code of Federal Regulations, 2012 CFR

2012-04-01

... graduations. 19.184 Section 19.184 Alcohol, Tobacco Products and Firearms ALCOHOL AND TOBACCO TAX AND TRADE... Requirements Tank Requirements § 19.184 Scale tank minimum graduations. (a) The beams or dials on scale tanks used for tax determination must have minimum graduations not greater than the following: Quantity to be...

27 CFR 19.184 - Scale tank minimum graduations.

Code of Federal Regulations, 2013 CFR

2013-04-01

... graduations. 19.184 Section 19.184 Alcohol, Tobacco Products and Firearms ALCOHOL AND TOBACCO TAX AND TRADE... Requirements Tank Requirements § 19.184 Scale tank minimum graduations. (a) The beams or dials on scale tanks used for tax determination must have minimum graduations not greater than the following: Quantity to be...

27 CFR 19.184 - Scale tank minimum graduations.

Code of Federal Regulations, 2011 CFR

2011-04-01

... graduations. 19.184 Section 19.184 Alcohol, Tobacco Products and Firearms ALCOHOL AND TOBACCO TAX AND TRADE... Requirements Tank Requirements § 19.184 Scale tank minimum graduations. (a) The beams or dials on scale tanks used for tax determination must have minimum graduations not greater than the following: Quantity to be...

27 CFR 19.184 - Scale tank minimum graduations.

Code of Federal Regulations, 2014 CFR

2014-04-01

... graduations. 19.184 Section 19.184 Alcohol, Tobacco Products and Firearms ALCOHOL AND TOBACCO TAX AND TRADE... Requirements Tank Requirements § 19.184 Scale tank minimum graduations. (a) The beams or dials on scale tanks used for tax determination must have minimum graduations not greater than the following: Quantity to be...

30 CFR 77.804 - High-voltage trailing cables; minimum design requirements.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 30 Mineral Resources 1 2013-07-01 2013-07-01 false High-voltage trailing cables; minimum design... OF UNDERGROUND COAL MINES Surface High-Voltage Distribution § 77.804 High-voltage trailing cables; minimum design requirements. (a) High-voltage trailing cables used in resistance grounded systems shall be...

30 CFR 77.804 - High-voltage trailing cables; minimum design requirements.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 30 Mineral Resources 1 2014-07-01 2014-07-01 false High-voltage trailing cables; minimum design... OF UNDERGROUND COAL MINES Surface High-Voltage Distribution § 77.804 High-voltage trailing cables; minimum design requirements. (a) High-voltage trailing cables used in resistance grounded systems shall be...

30 CFR 77.804 - High-voltage trailing cables; minimum design requirements.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 30 Mineral Resources 1 2012-07-01 2012-07-01 false High-voltage trailing cables; minimum design... OF UNDERGROUND COAL MINES Surface High-Voltage Distribution § 77.804 High-voltage trailing cables; minimum design requirements. (a) High-voltage trailing cables used in resistance grounded systems shall be...

30 CFR 75.1107-9 - Dry chemical devices; capacity; minimum requirements.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 30 Mineral Resources 1 2013-07-01 2013-07-01 false Dry chemical devices; capacity; minimum... Dry chemical devices; capacity; minimum requirements. (a) Dry chemical fire extinguishing systems used...; (3) Hose and pipe shall be as short as possible; the distance between the chemical container and...

30 CFR 75.1107-9 - Dry chemical devices; capacity; minimum requirements.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 30 Mineral Resources 1 2012-07-01 2012-07-01 false Dry chemical devices; capacity; minimum... Dry chemical devices; capacity; minimum requirements. (a) Dry chemical fire extinguishing systems used...; (3) Hose and pipe shall be as short as possible; the distance between the chemical container and...

17 CFR 1.52 - Self-regulatory organization adoption and surveillance of minimum financial requirements.

Code of Federal Regulations, 2013 CFR

2013-04-01

... 17 Commodity and Securities Exchanges 1 2013-04-01 2013-04-01 false Self-regulatory organization... Miscellaneous § 1.52 Self-regulatory organization adoption and surveillance of minimum financial requirements. (a) Each self-regulatory organization must adopt rules prescribing minimum financial and related...

30 CFR 77.1707 - First aid equipment; location; minimum requirements.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 30 Mineral Resources 1 2010-07-01 2010-07-01 false First aid equipment; location; minimum... OF UNDERGROUND COAL MINES Miscellaneous § 77.1707 First aid equipment; location; minimum requirements. (a) Each operator of a surface coal mine shall maintain a supply of the first aid equipment set forth...

10 CFR 440.16 - Minimum program requirements.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 10 Energy 3 2014-01-01 2014-01-01 false Minimum program requirements. 440.16 Section 440.16 Energy DEPARTMENT OF ENERGY ENERGY CONSERVATION WEATHERIZATION ASSISTANCE FOR LOW-INCOME PERSONS § 440.16 Minimum...) Families with children; (4) High residential energy users; and (5) Households with a high energy burden. (c...

10 CFR 440.16 - Minimum program requirements.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 10 Energy 3 2012-01-01 2012-01-01 false Minimum program requirements. 440.16 Section 440.16 Energy DEPARTMENT OF ENERGY ENERGY CONSERVATION WEATHERIZATION ASSISTANCE FOR LOW-INCOME PERSONS § 440.16 Minimum...) Families with children; (4) High residential energy users; and (5) Households with a high energy burden. (c...

10 CFR 440.16 - Minimum program requirements.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 10 Energy 3 2013-01-01 2013-01-01 false Minimum program requirements. 440.16 Section 440.16 Energy DEPARTMENT OF ENERGY ENERGY CONSERVATION WEATHERIZATION ASSISTANCE FOR LOW-INCOME PERSONS § 440.16 Minimum...) Families with children; (4) High residential energy users; and (5) Households with a high energy burden. (c...

An exploration of the professional competencies required in engineering asset management

NASA Astrophysics Data System (ADS)

Bish, Adelle J.; Newton, Cameron J.; Browning, Vicky; O'Connor, Peter; Anibaldi, Renata

2014-07-01

Engineering asset management (EAM) is a rapidly growing and developing field. However, efforts to select and develop engineers in this area are complicated by our lack of understanding of the full range of competencies required to perform. This exploratory study sought to clarify and categorise the professional competencies required of individuals at different hierarchical levels within EAM. Data from 14 field interviews, 61 online surveys, and 10 expert panel interviews were used to develop an initial professional competency framework. Overall, nine competency clusters were identified. These clusters indicate that engineers working in this field need to be able to collaborate and influence others, complete objectives within organisational guidelines, and be able to manage themselves effectively. Limitations and potential uses of this framework in engineering education and research are discussed.

Understanding vs. Competency: The Case of Accuracy Checking Dispensed Medicines in Pharmacy

ERIC Educational Resources Information Center

James, K. Lynette; Davies, J. Graham; Kinchin, Ian; Patel, Jignesh P.; Whittlesea, Cate

2010-01-01

Ensuring the competence of healthcare professionals' is core to undergraduate and post-graduate education. Undergraduate pharmacy students and pre-registration graduates are required to demonstrate competence at dispensing and accuracy checking medicines. However, competence differs from understanding. This study determined the competence and…

Process-Based Development of Competence Models to Computer Science Education

ERIC Educational Resources Information Center

Zendler, Andreas; Seitz, Cornelia; Klaudt, Dieter

2016-01-01

A process model ("cpm.4.CSE") is introduced that allows the development of competence models in computer science education related to curricular requirements. It includes eight subprocesses: (a) determine competence concept, (b) determine competence areas, (c) identify computer science concepts, (d) assign competence dimensions to…

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.

A Leadership and Managerial Competency Framework for Public Hospital Managers in Vietnam

PubMed Central

Van Tuong, Phan; Duc Thanh, Nguyen

2017-01-01

Objective The aim of this paper was to develop a leadership and managerial competency framework for public hospital managers in Vietnam. Methods This mixed-method study used a four-step approach. The first step was a position description content analysis to identify the tasks hospital managers are required to carry out. The resulting data were used to identify the leadership and managerial competency factors and items in the second step. In the third step, a workshop was organized to reach consensus about the validity of these competency factors and items. Finally, a quantitative survey was conducted across a sample of 891 hospital managers who are working in the selected hospitals in seven geographical regions in Vietnam to validate the competency scales using exploratory factor analysis (EFA) and Cronbach's alpha. Results The study identified a number of tasks required for public hospital managers and confirmed the competencies for implementing these tasks effectively. Four dimensions with 14 components and 81 items of leadership and managerial competencies were identified. These components exhibited 83.8% of variance and Cronbach's alpha were at good level of 0.9. Conclusions These competencies are required for public hospital managers which provide guidance to the further development of the competency-based training for the current management taskforce and preparing future hospital managers. PMID:29546227

A Leadership and Managerial Competency Framework for Public Hospital Managers in Vietnam.

PubMed

Van Tuong, Phan; Duc Thanh, Nguyen

2017-01-01

The aim of this paper was to develop a leadership and managerial competency framework for public hospital managers in Vietnam. This mixed-method study used a four-step approach. The first step was a position description content analysis to identify the tasks hospital managers are required to carry out. The resulting data were used to identify the leadership and managerial competency factors and items in the second step. In the third step, a workshop was organized to reach consensus about the validity of these competency factors and items. Finally, a quantitative survey was conducted across a sample of 891 hospital managers who are working in the selected hospitals in seven geographical regions in Vietnam to validate the competency scales using exploratory factor analysis (EFA) and Cronbach's alpha. The study identified a number of tasks required for public hospital managers and confirmed the competencies for implementing these tasks effectively. Four dimensions with 14 components and 81 items of leadership and managerial competencies were identified. These components exhibited 83.8% of variance and Cronbach's alpha were at good level of 0.9. These competencies are required for public hospital managers which provide guidance to the further development of the competency-based training for the current management taskforce and preparing future hospital managers.

33 CFR 67.05-20 - Minimum lighting requirements.

Code of Federal Regulations, 2013 CFR

2013-07-01

... for Lights § 67.05-20 Minimum lighting requirements. The obstruction lighting requirements prescribed... application for authorization to establish more lights, or lights of greater intensity than required to be visible at the distances prescribed: Provided, That the prescribed characteristics of color and flash...

33 CFR 67.05-20 - Minimum lighting requirements.

Code of Federal Regulations, 2011 CFR

2011-07-01

... for Lights § 67.05-20 Minimum lighting requirements. The obstruction lighting requirements prescribed... application for authorization to establish more lights, or lights of greater intensity than required to be visible at the distances prescribed: Provided, That the prescribed characteristics of color and flash...

33 CFR 67.05-20 - Minimum lighting requirements.

Code of Federal Regulations, 2010 CFR

2010-07-01

... for Lights § 67.05-20 Minimum lighting requirements. The obstruction lighting requirements prescribed... application for authorization to establish more lights, or lights of greater intensity than required to be visible at the distances prescribed: Provided, That the prescribed characteristics of color and flash...

33 CFR 67.05-20 - Minimum lighting requirements.

Code of Federal Regulations, 2012 CFR

2012-07-01

... for Lights § 67.05-20 Minimum lighting requirements. The obstruction lighting requirements prescribed... application for authorization to establish more lights, or lights of greater intensity than required to be visible at the distances prescribed: Provided, That the prescribed characteristics of color and flash...

33 CFR 67.05-20 - Minimum lighting requirements.

Code of Federal Regulations, 2014 CFR

2014-07-01

... for Lights § 67.05-20 Minimum lighting requirements. The obstruction lighting requirements prescribed... application for authorization to establish more lights, or lights of greater intensity than required to be visible at the distances prescribed: Provided, That the prescribed characteristics of color and flash...

[How to promote health competence at work].

PubMed

Eickholt, Clarissa; Hamacher, W; Lenartz, N

2015-09-01

Health competence is a key concept in occupational health and safety and workplace health promotion for maintaining and enhancing health resources. The effects of governmental or occupational measures to protect or improve health fall short of what is required with regard to the challenges of a changing workplace, e.g., due to the delimitation of work. To secure employability it is becoming more and more important to encourage the personal responsibility of employees. To offer new conclusions on how employers and employees can promote health competence, a survey is required of the research within the fields of health competence and competence development, and of the status quo in enterprises. In this context, a Delphi Study provides an important contribution, with a focus on small and medium-sized enterprises. The development of an extensive understanding of health competence is essential in a work-related context. Beyond knowledge-based health literacy, an action-oriented concept of competence implies the ability and willingness to act in a reasonable and creative manner in complex situations. The development of health competence requires learning embedded in working processes, which challenges competent behaviour. Enabling informal learning is a promising innovative approach and therefore coordinated operational activities are necessary. Ultimately, this is a matter of suitable organisational measures being implemented to meet the health competence needs of an enterprise. Even though the each individual employee bears his or her own health competence, the development potential lies largely within the prevailing working conditions.

Strengths and Weaknesses: The Impediments of Formalism

ERIC Educational Resources Information Center

Rozycki, Edward G.

2005-01-01

We tend to overlook the fact that we judge performances in context. That is why people who are generally competent outside the classroom can appear so inept inside it. "Can you read this text?" is not merely a demand to make some sense of it, but often, in school, to identify plot, character, author intent, or at a minimum, to be ready to recast…

Redesigning Systems of School Accountability: A Multiple Measures Approach to Accountability and Support

ERIC Educational Resources Information Center

Bae, Soung

2018-01-01

The challenges facing our children in the 21st century are rapidly changing. As a result, schools bear a greater responsibility to prepare students for college, career, and life and must be held accountable for more than just testing and reporting on a narrow set of outcomes aimed at minimum levels of competency. Thus, scholars, educators, and…

Let's Build on the Strengths of Our Comprehensive Public School System: A Recommendation to Educational Policy Makers.

ERIC Educational Resources Information Center

Farr, Roger

There has been specific, measurable progress made in education, but there are threatening trends that could wipe it out. These trends--the back to basics movement, minimum competency testing, vouchering, and the tax revolt--all support each other, and can cause detrimental effects on education if they should succeed. Ways that the federal…

Education in a Multicultural Environment: Equity Issues in Teaching and Learning in the School System in England

ERIC Educational Resources Information Center

Boyle, Bill; Charles, Marie

2011-01-01

The paper focuses on the auditing and accountancy paradigm that has dominated educational measurement of pupil performance for the last 20 years in England. The advocates of this minimum competency paradigm do not take account of the results of its dominance. These results include ignoring the heterogeneous complexity of groups within societies…

Using Norm-Referenced Data to Set Standards for a Minimum Competency Program in the State of South Carolina.

ERIC Educational Resources Information Center

Garcia-Quintana, Roan A.; Mappus, M. Lynne

1980-01-01

Norm referenced data were utilized for determining the mastery cutoff score on a criterion referenced test. Once a cutoff score on the norm referenced measure is selected, the cutoff score on the criterion referenced measure becomes that score which maximizes proportion of consistent classifications and proportion of improvement beyond change. (CP)

The assessment of surgical skills as a complement to the training method. Revision.

PubMed

Sánchez-Fernández, J; Bachiller-Burgos, J; Serrano-Pascual, Á; Cózar-Olmo, J M; Díaz-Güemes Martín-Portugués, I; Pérez-Duarte, F J; Hernández-Hurtado, L; Álvarez-Ossorio, J L; Sánchez-Margallo, F M

2016-01-01

The acquisition and improvement of surgical skills constitute a fundamental element in the training of any practitioner. At present, however, the assessment of these skills is a scarcely developed area of research. The aim of this study was to analyse the peculiarities of the various assessment systems and establish the minimum criteria that a skills and knowledge assessment system should meet as a method for assessing surgical skills in urological surgery. Scientific literature review aimed at the various currently available assessment systems for skills and competencies (technical and nontechnical), with a special focus on the systematic reviews and prospective studies. After conducting the review, we found that the various assessment systems for surgical competence have, in our opinion, a number of shortcomings. There is a certain degree of subjectivity in the assessment of surgeons by the evaluators. The assessment of nontechnical competencies is not formally recorded. There is no description of a follow-up assessment or any basic parameters associated with healthcare quality. There is no registration of associated competencies associated with the various surgical techniques. There is also no ranking of these competencies and the specific peculiarities for their application. We believe that the development of a new assessment system for surgical competencies (technical and nontechnical) aimed at assessing urologists in the various surgical techniques is necessary. To this end, our team has worked on developing the Evaluation System for Surgical Competencies on Laparoscopy, which is based on the definition, ranking and assessment of competencies demonstrated by surgeons. Copyright © 2015 AEU. Publicado por Elsevier España, S.L.U. All rights reserved.

40 CFR 600.010-86 - Vehicle test requirements and minimum data requirements.

Code of Federal Regulations, 2011 CFR

2011-07-01

... base level, and (iii) For additional model types established under § 600.207(a)(2), data from each... data requirements. 600.010-86 Section 600.010-86 Protection of Environment ENVIRONMENTAL PROTECTION... Provisions § 600.010-86 Vehicle test requirements and minimum data requirements. (a) For each certification...

17 CFR 31.7 - Maintenance of minimum financial, cover and segregation requirements by leverage transaction...

Code of Federal Regulations, 2010 CFR

2010-04-01

... financial, cover and segregation requirements by leverage transaction merchants. 31.7 Section 31.7 Commodity... of minimum financial, cover and segregation requirements by leverage transaction merchants. (a) Each... required by § 31.8, or that the amount of leverage customer funds in segregation is less than is required...

17 CFR 31.7 - Maintenance of minimum financial, cover and segregation requirements by leverage transaction...

Code of Federal Regulations, 2011 CFR

2011-04-01

... financial, cover and segregation requirements by leverage transaction merchants. 31.7 Section 31.7 Commodity... of minimum financial, cover and segregation requirements by leverage transaction merchants. (a) Each... required by § 31.8, or that the amount of leverage customer funds in segregation is less than is required...

The role of the Sheffield model on the minimum unit pricing of alcohol debate: the importance of a rhetorical perspective

PubMed Central

Katikireddi, Srinivasa Vittal; Hilton, Shona; Bond, Lyndal

2017-01-01

The minimum unit pricing (MUP) alcohol policy debate has been informed by the Sheffield model, a study which predicts impacts of different alcohol pricing policies. This paper explores the Sheffield model’s influences on the policy debate by drawing on 36 semi-structured interviews with policy actors who were involved in the policy debate. Although commissioned by policy makers, the model’s influence has been far broader than suggested by views of ‘rational’ policy making. While findings from the Sheffield model have been used in instrumental ways, they have arguably been more important in helping debate competing values underpinning policy goals. PMID:28111593

25 CFR 1000.396 - Does a Tribe/Consortium have additional ongoing requirements to maintain minimum standards for...

Code of Federal Regulations, 2010 CFR

2010-04-01

... requirements to maintain minimum standards for Tribe/Consortium management systems? 1000.396 Section 1000.396... AGREEMENTS UNDER THE TRIBAL SELF-GOVERNMENT ACT AMENDMENTS TO THE INDIAN SELF-DETERMINATION AND EDUCATION ACT... minimum standards for Tribe/Consortium management systems? Yes, the Tribe/Consortium must maintain...

25 CFR 36.100 - Are there minimum requirements for student attendance checks?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false Are there minimum requirements for student attendance checks? 36.100 Section 36.100 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR DORMITORY...

30 CFR 77.805 - Cable couplers and connection boxes; minimum design requirements.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 30 Mineral Resources 1 2010-07-01 2010-07-01 false Cable couplers and connection boxes; minimum... connection boxes; minimum design requirements. (a)(1) Couplers that are used in medium- or high-voltage power... materials other than metal. (2) Cable couplers shall be adequate for the intended current and voltage. (3...

30 CFR 77.805 - Cable couplers and connection boxes; minimum design requirements.

Code of Federal Regulations, 2011 CFR

2011-07-01

... 30 Mineral Resources 1 2011-07-01 2011-07-01 false Cable couplers and connection boxes; minimum... connection boxes; minimum design requirements. (a)(1) Couplers that are used in medium- or high-voltage power... materials other than metal. (2) Cable couplers shall be adequate for the intended current and voltage. (3...

30 CFR 77.805 - Cable couplers and connection boxes; minimum design requirements.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 30 Mineral Resources 1 2013-07-01 2013-07-01 false Cable couplers and connection boxes; minimum... WORK AREAS OF UNDERGROUND COAL MINES Surface High-Voltage Distribution § 77.805 Cable couplers and connection boxes; minimum design requirements. (a)(1) Couplers that are used in medium- or high-voltage power...

30 CFR 77.805 - Cable couplers and connection boxes; minimum design requirements.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 30 Mineral Resources 1 2014-07-01 2014-07-01 false Cable couplers and connection boxes; minimum... WORK AREAS OF UNDERGROUND COAL MINES Surface High-Voltage Distribution § 77.805 Cable couplers and connection boxes; minimum design requirements. (a)(1) Couplers that are used in medium- or high-voltage power...

30 CFR 77.805 - Cable couplers and connection boxes; minimum design requirements.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 30 Mineral Resources 1 2012-07-01 2012-07-01 false Cable couplers and connection boxes; minimum... WORK AREAS OF UNDERGROUND COAL MINES Surface High-Voltage Distribution § 77.805 Cable couplers and connection boxes; minimum design requirements. (a)(1) Couplers that are used in medium- or high-voltage power...

25 CFR 36.100 - Are there minimum requirements for student attendance checks?

Code of Federal Regulations, 2012 CFR

2012-04-01

... 25 Indians 1 2012-04-01 2011-04-01 true Are there minimum requirements for student attendance checks? 36.100 Section 36.100 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR DORMITORY...

25 CFR 36.100 - Are there minimum requirements for student attendance checks?

Code of Federal Regulations, 2011 CFR

2011-04-01

... 25 Indians 1 2011-04-01 2011-04-01 false Are there minimum requirements for student attendance checks? 36.100 Section 36.100 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR DORMITORY...

25 CFR 36.100 - Are there minimum requirements for student attendance checks?

Code of Federal Regulations, 2013 CFR

2013-04-01

... 25 Indians 1 2013-04-01 2013-04-01 false Are there minimum requirements for student attendance checks? 36.100 Section 36.100 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR DORMITORY...

25 CFR 36.100 - Are there minimum requirements for student attendance checks?

Code of Federal Regulations, 2014 CFR

2014-04-01

... 25 Indians 1 2014-04-01 2014-04-01 false Are there minimum requirements for student attendance checks? 36.100 Section 36.100 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR EDUCATION MINIMUM ACADEMIC STANDARDS FOR THE BASIC EDUCATION OF INDIAN CHILDREN AND NATIONAL CRITERIA FOR DORMITORY...

75 FR 62345 - Minimum Balance Requirement and Automatic Replenishment Option for Deposit Account Holders

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-08

... LIBRARY OF CONGRESS Copyright Office 37 CFR Part 201 [Docket No. RM 2009-4] Minimum Balance... transactions per year; require deposit account holders to maintain a minimum balance in that account; mandate... against the balance instead of sending separate payments with applications and other requests for services...

30 CFR 75.1713-7 - First-aid equipment; location; minimum requirements.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 30 Mineral Resources 1 2010-07-01 2010-07-01 false First-aid equipment; location; minimum... § 75.1713-7 First-aid equipment; location; minimum requirements. (a) Each operator of an underground coal mine shall maintain a supply of the first-aid equipment set forth in paragraph (b) of this § 75...

30 CFR 75.1713-6 - First-aid training program; minimum requirements.

Code of Federal Regulations, 2010 CFR

2010-07-01

... 30 Mineral Resources 1 2010-07-01 2010-07-01 false First-aid training program; minimum... § 75.1713-6 First-aid training program; minimum requirements. (a) All first-aid training programs... course of instruction similar to that outlined in “First Aid, A Bureau of Mines Instruction Manual.” (b...

29 CFR 780.313 - Piece rate basis.

Code of Federal Regulations, 2010 CFR

2010-07-01

... That Is Exempted From the Minimum Wage and Overtime Pay Requirements Under Section 13(a)(6) Statutory... to the minimum wage provisions of the Act does not meet all the requirements set forth in this section he must be paid at least the minimum wage for each hour worked in a particular workweek...

42 CFR 84.157 - Airflow resistance test; Type C supplied-air respirator, pressure-demand class; minimum...

Code of Federal Regulations, 2012 CFR

2012-10-01

... test; Type C supplied-air respirator, pressure-demand class; minimum requirements. (a) The static... 42 Public Health 1 2012-10-01 2012-10-01 false Airflow resistance test; Type C supplied-air respirator, pressure-demand class; minimum requirements. 84.157 Section 84.157 Public Health PUBLIC HEALTH...

42 CFR 84.157 - Airflow resistance test; Type C supplied-air respirator, pressure-demand class; minimum...

Code of Federal Regulations, 2013 CFR

2013-10-01

... test; Type C supplied-air respirator, pressure-demand class; minimum requirements. (a) The static... 42 Public Health 1 2013-10-01 2013-10-01 false Airflow resistance test; Type C supplied-air respirator, pressure-demand class; minimum requirements. 84.157 Section 84.157 Public Health PUBLIC HEALTH...

42 CFR 84.157 - Airflow resistance test; Type C supplied-air respirator, pressure-demand class; minimum...

Code of Federal Regulations, 2014 CFR

2014-10-01

... test; Type C supplied-air respirator, pressure-demand class; minimum requirements. (a) The static... 42 Public Health 1 2014-10-01 2014-10-01 false Airflow resistance test; Type C supplied-air respirator, pressure-demand class; minimum requirements. 84.157 Section 84.157 Public Health PUBLIC HEALTH...

42 CFR 84.157 - Airflow resistance test; Type C supplied-air respirator, pressure-demand class; minimum...

Code of Federal Regulations, 2010 CFR

2010-10-01

... respirator, pressure-demand class; minimum requirements. 84.157 Section 84.157 Public Health PUBLIC HEALTH... test; Type C supplied-air respirator, pressure-demand class; minimum requirements. (a) The static... the facepiece shall not fall below atmospheric at inhalation airflows less than 115 liters (4 cubic...

42 CFR 84.157 - Airflow resistance test; Type C supplied-air respirator, pressure-demand class; minimum...

Code of Federal Regulations, 2011 CFR

2011-10-01

... respirator, pressure-demand class; minimum requirements. 84.157 Section 84.157 Public Health PUBLIC HEALTH... test; Type C supplied-air respirator, pressure-demand class; minimum requirements. (a) The static... the facepiece shall not fall below atmospheric at inhalation airflows less than 115 liters (4 cubic...

14 CFR 171.257 - Minimum requirements for approval.

Code of Federal Regulations, 2010 CFR

2010-01-01

... System (ISMLS) § 171.257 Minimum requirements for approval. (a) The following are the minimum... operate and maintain the ISMLS facility in accordance with § 171.273. (4) The owner must agree to furnish periodic reports as set forth in § 171.275 and agree to allow the FAA to inspect the facility and its...

40 CFR 600.010 - Vehicle test requirements and minimum data requirements.

Code of Federal Regulations, 2012 CFR

2012-07-01

... 40 Protection of Environment 31 2012-07-01 2012-07-01 false Vehicle test requirements and minimum data requirements. 600.010 Section 600.010 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) ENERGY POLICY FUEL ECONOMY AND GREENHOUSE GAS EXHAUST EMISSIONS OF MOTOR VEHICLES General...

40 CFR 600.010 - Vehicle test requirements and minimum data requirements.

Code of Federal Regulations, 2013 CFR

2013-07-01

... 40 Protection of Environment 31 2013-07-01 2013-07-01 false Vehicle test requirements and minimum data requirements. 600.010 Section 600.010 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) ENERGY POLICY FUEL ECONOMY AND GREENHOUSE GAS EXHAUST EMISSIONS OF MOTOR VEHICLES General...

40 CFR 600.010 - Vehicle test requirements and minimum data requirements.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 40 Protection of Environment 30 2014-07-01 2014-07-01 false Vehicle test requirements and minimum data requirements. 600.010 Section 600.010 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) ENERGY POLICY FUEL ECONOMY AND GREENHOUSE GAS EXHAUST EMISSIONS OF MOTOR VEHICLES General...

Competency-based education and training in internal medicine.

PubMed

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

2010-12-07

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

78 FR 2868 - Draft Environmental Assessment for Rulemaking To Establish Minimum Sound Requirements for Hybrid...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-01-14

... require hybrid and electric passenger cars, light trucks, medium and heavy duty trucks and buses, low... Sound Requirements for Hybrid and Electric Vehicles AGENCY: National Highway Traffic Safety... minimum sound requirements for hybrid and electric vehicles. DATES: Comments must be received on or before...

Framework for Assessing the ICT Competency in Teachers up to the Requirements of "Teacher" Occupational Standard

ERIC Educational Resources Information Center

Avdeeva, Svetlana; Zaichkina, Olga; Nikulicheva, Nataliya; Khapaeva, Svetlana

2016-01-01

The paper deals with problems of working out a test framework for the assessment of teachers' ICT competency in line with the requirements of "Teacher" occupational standard. The authors have analyzed the known approaches to assessing teachers' ICT competency--ISTE Standards and UNESCO ICT CFT and have suggested their own approach to…

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…

An Analysis of Minimum System Requirements to Support Computerized Adaptive Testing.

DTIC Science & Technology

1986-09-01

adaptive test ( CAT ); adaptive test ing A;4SRAC:’ (Continue on reverie of necessary and ident4f by block number) % This pape-r discusses the minimum system...requirements needed to develop a computerized adaptive test ( CAT ). It lists some of the benefits of adaptive testing, establishes a set of...discusses the minimum system requirements needed to develop a computerized adaptive test ( CAT ). It lists some of the benefits of adaptive testing

Estimation of minimum ventilation requirement of dairy cattle barns for different outdoor temperature and its affects on indoor temperature: Bursa case.

PubMed

Yaslioglu, Erkan; Simsek, Ercan; Kilic, Ilker

2007-04-15

In the study, 10 different dairy cattle barns with natural ventilation system were investigated in terms of structural aspects. VENTGRAPH software package was used to estimate minimum ventilation requirements for three different outdoor design temperatures (-3, 0 and 1.7 degrees C). Variation in indoor temperatures was also determined according to the above-mentioned conditions. In the investigated dairy cattle barns, on condition that minimum ventilation requirement to be achieved for -3, 0 and 1.7 degrees C outdoor design temperature and 70, 80% Indoor Relative Humidity (IRH), estimated indoor temperature were ranged from 2.2 to 12.2 degrees C for 70% IRH, 4.3 to 15.0 degrees C for 80% IRH. Barn type, outdoor design temperature and indoor relative humidity significantly (p < 0.01) affect the indoor temperature. The highest ventilation requirement was calculated for straw yard (13879 m3 h(-1)) while the lowest was estimated for tie-stall (6169.20 m3 h(-1)). Estimated minimum ventilation requirements per animal were significantly (p < 0.01) different according to the barn types. Effect of outdoor esign temperatures on minimum ventilation requirements and minimum ventilation requirements per animal was found to be significant (p < 0.05, p < 0.01). Estimated indoor temperatures were in thermoneutral zone (-2 to 20 degrees C). Therefore, one can be said that use of naturally ventilated cold dairy barns in the region will not lead to problems associated with animal comfort in winter.

Commentary: legal minimum tread depth for passenger car tires in the U.S.A.--a survey.

PubMed

Blythe, William; Seguin, Debra E

2006-06-01

Available tire traction is a significant highway safety issue, particularly on wet roads. Tire-roadway friction on dry, clean roads is essentially independent of tread depth, and depends primarily on roadway surface texture. However, tire-wet-roadway friction, both for longitudinal braking and lateral cornering forces, depends on several variables, most importantly on water depth, speed and tire tread depth, and the roadway surface texture. The car owner-operator has control over speed and tire condition, but not on water depth or road surface texture. Minimum tire tread depth is legislated throughout most of the United States and Europe. Speed reduction for wet road conditions is not.A survey of state requirements for legal minimum tread depth for passenger vehicle tires in the United States is presented. Most states require a minimum of 2/32 of an inch (approximately 1.6 mm) of tread, but two require less, some have no requirements, and some defer to the federal criterion for commercial vehicle safety inspections. The requirement of 2/32 of an inch is consistent with the height of the tread-wear bars built in to passenger car tires sold in the United States, but the rationale for that requirement, or other existing requirements, is not clear. Recent research indicates that a minimum tread depth of 2/32 of an inch does not prevent significant loss of friction at highway speeds, even for minimally wet roadways. The research suggests that tires with less than 4/32 of an inch tread depth may lose approximately 50 percent of available friction in those circumstances, even before hydroplaning occurs. It is concluded that the present requirements for minimum passenger car tire tread depth are not based upon rational safety considerations, and that an increase in the minimum tread depth requirements would have a beneficial effect on highway safety.

77 FR 33607 - Horse Protection Act; Requiring Horse Industry Organizations To Assess and Enforce Minimum...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-07

... context of the proposed rule's minimum penalty requirements. Two commenters stated that the law is clear... appeal process without being able to appeal the decisions to the Secretary or a court of law. As... court of law, which is why, the commenters stated, the USDA has proposed the minimum penalties to be...

75 FR 18256 - Petition for Exemption; Summary of Petition Received

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-09

... an exemption from the specific dimensions of the passenger entry door of the Hawker Beechcraft Model 390-2. The door has basic dimensions greater than the minimum required by Sec. 23.783(f)(1). The total... than the minimum area required by Sec. 23.783(f)(1); however, the minimum width dimension cannot be met...

30 CFR 75.1103-3 - Automatic fire sensor and warning device systems; minimum requirements; general.

Code of Federal Regulations, 2014 CFR

2014-07-01

... 30 Mineral Resources 1 2014-07-01 2014-07-01 false Automatic fire sensor and warning device systems; minimum requirements; general. 75.1103-3 Section 75.1103-3 Mineral Resources MINE SAFETY AND...-UNDERGROUND COAL MINES Fire Protection § 75.1103-3 Automatic fire sensor and warning device systems; minimum...

34 CFR 99.22 - What minimum requirements exist for the conduct of a hearing?

Code of Federal Regulations, 2010 CFR

2010-07-01

... 34 Education 1 2010-07-01 2010-07-01 false What minimum requirements exist for the conduct of a hearing? 99.22 Section 99.22 Education Office of the Secretary, Department of Education FAMILY EDUCATIONAL RIGHTS AND PRIVACY What Are the Procedures for Amending Education Records? § 99.22 What minimum...

42 CFR 52b.12 - What are the minimum requirements of construction and equipment?

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 1 2011-10-01 2011-10-01 false What are the minimum requirements of construction and equipment? 52b.12 Section 52b.12 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES GRANTS NATIONAL INSTITUTES OF HEALTH CONSTRUCTION GRANTS § 52b.12 What are the minimum...

Youtube for millennial nursing students; using internet technology to support student engagement with bioscience.

PubMed

Johnston, Amy Nb; Barton, Matthew J; Williams-Pritchard, Grant A; Todorovic, Michael

2018-06-09

Undergraduate nursing programs typically include students with limited 'on-campus' time who need learning resources that are flexible, technologically appropriate, remotely-accessible (mobile smart devices), and above all, engaging. This has presented academics with challenges surrounding institutional security firewalls, password-access requirements, intellectual property/ownership and staff/student privacy. To overcome these challenges a collection of evidence-based YouTube videos, posted on the Biological Sciences YouTube Channel, supported by the Biosciences in Nurse Education, and underpinned by Benner's pedagogical framework, were developed with the intention of moving students from novice to competent clinical bioscience users. The videos are highly successful; with over 310,000 views, 1.5 million minutes of viewing and more than 5000 subscribers since its inception (<20 months). Spontaneous comments as well as evidence from students identified their usefulness, suggesting the videos enrich student experience and performance with perceivably difficult biosciences content. Student confidence and subsequent access of the YouTube videos was enhanced by their familiarity with the presenter and the breadth of information available in small portions, creating a solid basis for the development of bioscience-competent nursing graduates. Moreover, these open source videos provide a free resource for continual revision and professional development informed by an international minimum bioscience standard for nurses post registration. Crown Copyright © 2018. Published by Elsevier Ltd. All rights reserved.

Student diversity and implications for clinical competency development amongst domestic and international speech-language pathology students.

PubMed

Attrill, Stacie; Lincoln, Michelle; McAllister, Sue

2012-06-01

International students graduating from speech-language pathology university courses must achieve the same minimum competency standards as domestic students. This study aimed to collect descriptive information about the number, origin, and placement performance of international students as well as perceptions of the performance of international students on placement. University Clinical Education Coordinators (CECs), who manage clinical placements in eight undergraduate and six graduate entry programs across the 10 participating universities in Australia and New Zealand completed a survey about 3455 international and domestic speech-language pathology students. Survey responses were analysed quantitatively and qualitatively with non-parametric statistics and thematic analysis. Results indicated that international students came from a variety of countries, but with a regional focus on the countries of Central and Southern Asia. Although domestic students were noted to experience significantly less placement failure, fewer supplementary placements, and reduced additional placement support than international students, the effect size of these relationships was consistently small and therefore weak. CECs rated international students as more frequently experiencing difficulties with communication competencies on placement. However, CECs qualitative comments revealed that culturally and linguistically diverse (CALD) students may experience more difficulties with speech-language pathology competency development than international students. Students' CALD status should be included in future investigations of factors influencing speech-language pathology competency development.

Pathology Competencies for Medical Education and Educational Cases.

PubMed

Knollmann-Ritschel, Barbara E C; Regula, Donald P; Borowitz, Michael J; Conran, Richard; Prystowsky, Michael B

2017-01-01

Current medical school curricula predominantly facilitate early integration of basic science principles into clinical practice to strengthen diagnostic skills and the ability to make treatment decisions. In addition, they promote life-long learning and understanding of the principles of medical practice. The Pathology Competencies for Medical Education (PCME) were developed in response to a call to action by pathology course directors nationwide to teach medical students pathology principles necessary for the practice of medicine. The PCME are divided into three competencies: 1) Disease Mechanisms and Processes, 2) Organ System Pathology, and 3) Diagnostic Medicine and Therapeutic Pathology. Each of these competencies is broad and contains multiple learning goals with more specific learning objectives. The original competencies were designed to be a living document, meaning that they will be revised and updated periodically, and have undergone their first revision with this publication. The development of teaching cases, which have a classic case-based design, for the learning objectives is the next step in providing educational content that is peer-reviewed and readily accessible for pathology course directors, medical educators, and medical students. Application of the PCME and cases promotes a minimum standard of exposure of the undifferentiated medical student to pathophysiologic principles. The publication of the PCME and the educational cases will create a current educational resource and repository published through Academic Pathology .

42 CFR 84.174 - Respirator containers; minimum requirements.

Code of Federal Regulations, 2010 CFR

2010-10-01

... Air-Purifying Particulate Respirators § 84.174 Respirator containers; minimum requirements. (a) Except... contamination of respirators which are not removed, and to prevent damage to respirators during transit. ...

46 CFR 15.701 - Officers Competency Certificates Convention, 1936.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 46 Shipping 1 2010-10-01 2010-10-01 false Officers Competency Certificates Convention, 1936. 15... SEAMEN MANNING REQUIREMENTS Limitations and Qualifying Factors § 15.701 Officers Competency Certificates Convention, 1936. (a) This section implements the Officers Competency Certificates Convention, 1936, and...

48 CFR 37.108 - Small business Certificate of Competency.

Code of Federal Regulations, 2010 CFR

2010-10-01

... of Competency. 37.108 Section 37.108 Federal Acquisition Regulations System FEDERAL ACQUISITION... business Certificate of Competency. In those service contracts for which the Government requires the highest competence obtainable, as evidenced in a solicitation by a request for a technical/management...

Language Learners' Acculturation Attitudes

ERIC Educational Resources Information Center

Rafieyan, Vahid; Orang, Maryam; Bijami, Maryam; Nejad, Maryam Sharafi; Eng, Lin Siew

2014-01-01

Learning a language involves knowledge of both linguistic competence and cultural competence. Optimal development of linguistic competence and cultural competence, however, requires a high level of acculturation attitude toward the target language culture. To this end, the present study explored the acculturation attitudes of 70 Iranian…

German National Galileo Public Regulated Service (PRS) Testing Activities

NASA Astrophysics Data System (ADS)

Habrich, Heinz; Söhne, Wolfgang

2013-04-01

The European Global Navigation System (GNSS) Galileo is going to be established in the near future. Currently, four satellites are in place forming the In-Orbit-Testing (IOT) phase. Within the next years, the constellation will be filled. Full Operational Capability (FOC) will be reached 2019. Beside the Open Service (OS) which is comparable to other OS of existing GNSS, e.g., GPS C/A, there is a so-called Public Regulated Service (PRS) included in the IOT satellites already. The PRS will have improved robustness, i.e. robust signals which will be resistant against involuntary interferences, jamming and spoofing. The PRS signal is encrypted and there will be a restricted access to authorized users, e.g. safety and emergency services, authorities with security task, critical infrastructure organizations etc. The access to the PRS which will be controlled through a special key management will be managed and supervised within the European Union (EU) Member States (MS) by national authorities, the Competent PRS Authority (CPA). But a set of Common Minimum Standards (CMS) will define the minimum requirements applicable to each PRS participant. Nevertheless, each MS is responsible for its national key management. This presentation will inform about the testing activities for Galileo PRS in Germany. The coarse concept for the testing is explained, the schedule is outlined. Finally, the paper will formulate some expectations to the Galileo PRS, e.g. for international cooperation.

Shock wave induced vaporization of porous solids

NASA Astrophysics Data System (ADS)

Shen, Andy H.; Ahrens, Thomas J.; O'Keefe, John D.

2003-05-01

Strong shock waves generated by hypervelocity impact can induce vaporization in solid materials. To pursue knowledge of the chemical species in the shock-induced vapors, one needs to design experiments that will drive the system to such thermodynamic states that sufficient vapor can be generated for investigation. It is common to use porous media to reach high entropy, vaporized states in impact experiments. We extended calculations by Ahrens [J. Appl. Phys. 43, 2443 (1972)] and Ahrens and O'Keefe [The Moon 4, 214 (1972)] to higher distentions (up to five) and improved their method with a different impedance match calculation scheme and augmented their model with recent thermodynamic and Hugoniot data of metals, minerals, and polymers. Although we reconfirmed the competing effects reported in the previous studies: (1) increase of entropy production and (2) decrease of impedance match, when impacting materials with increasing distentions, our calculations did not exhibit optimal entropy-generating distention. For different materials, very different impact velocities are needed to initiate vaporization. For aluminum at distention (m)<2.2, a minimum impact velocity of 2.7 km/s is required using tungsten projectile. For ionic solids such as NaCl at distention <2.2, 2.5 km/s is needed. For carbonate and sulfate minerals, the minimum impact velocities are much lower, ranging from less than 1 to 1.5 km/s.

Computational multiobjective topology optimization of silicon anode structures for lithium-ion batteries

NASA Astrophysics Data System (ADS)

Mitchell, Sarah L.; Ortiz, Michael

2016-09-01

This study utilizes computational topology optimization methods for the systematic design of optimal multifunctional silicon anode structures for lithium-ion batteries. In order to develop next generation high performance lithium-ion batteries, key design challenges relating to the silicon anode structure must be addressed, namely the lithiation-induced mechanical degradation and the low intrinsic electrical conductivity of silicon. As such this work considers two design objectives, the first being minimum compliance under design dependent volume expansion, and the second maximum electrical conduction through the structure, both of which are subject to a constraint on material volume. Density-based topology optimization methods are employed in conjunction with regularization techniques, a continuation scheme, and mathematical programming methods. The objectives are first considered individually, during which the influence of the minimum structural feature size and prescribed volume fraction are investigated. The methodology is subsequently extended to a bi-objective formulation to simultaneously address both the structural and conduction design criteria. The weighted sum method is used to derive the Pareto fronts, which demonstrate a clear trade-off between the competing design objectives. A rigid frame structure was found to be an excellent compromise between the structural and conduction design criteria, providing both the required structural rigidity and direct conduction pathways. The developments and results presented in this work provide a foundation for the informed design and development of silicon anode structures for high performance lithium-ion batteries.

Policies and practices on competing interests of academic staff in Australian universities.

PubMed

Chapman, Simon; Morrell, Bronwen; Forsyth, Rowena; Kerridge, Ian; Stewart, Cameron

2012-04-16

To document the existence and provisions of Australian universities' policies on the competing interests of academic staff and university practices in recording, updating and making these declarations publicly accessible. A 14-item survey was sent to the vice-chancellors of 39 Australian universities and university websites were searched for relevant policies. Twelve universities declined to provide any information. Of the 27 that did, all had policies on staff competing interests. Fifteen did not require regular declarations from staff and only four required annual declarations. Eight universities maintained a centralised register of COIs of all staff and six had a mechanism in place that allowed members of the public to access information on COIs. None reported that they required that staff place their COI declarations on their website profiles and none had policies that indicated that staff should declare COIs when making a public comment. Australian universities vary significantly in their approaches to the declaration and management of competing interests. While two-thirds of Australian universities require staff to declare competing interests, this information is mostly inaccessible to the public. Australian universities should adopt a standard approach to the declaration and management of competing interests and commit to meaningful transparency and public accountability. This could include frequently updated declarations on website profiles of all staff. In addition, dialogue about what is needed to effectively deal with competing interests should be encouraged.

International Space Station Human Behavior and Performance Competency Model: Volume I

NASA Technical Reports Server (NTRS)

Schmidt, Lacey

2008-01-01

This document defines Human Behavior and Performance (HBP) competencies that are recommended to be included as requirements to participate in international long duration missions. They were developed in response to the Multilateral Crew Operations Panel (MMOP) request to develop HBP training requirements for the International Space Station (ISS). The competency model presented here was developed by the ITCB HBPT WG and forms the basis for determining the HBP training curriculum for long duration crewmembers. This document lists specific HBP competencies and behaviors required of astronauts/cosmonauts who participate in ISS expedition and other international longduration missions. Please note that this model does not encompass all competencies required. For example, outside the scope of this document are cognitive skills and abilities, including but not limited to concentration, memorization, perception, imagination, and thinking. It is assumed that these skills, which are crucial in terms of human behavior and performance, are considered during selection phase since such professionally significant qualities of the operator should be taken into consideration in order to ensure sufficient baseline levels that can be further improved during general astronaut training. Also, technical competencies, even though critical for crewmembers, are beyond the scope of this document. It should also be noted that the competencies in this model (and subsequent objectives) are not intended to limit the internal activities or training programs of any international partner.

Media influence on risk competence in self-medication and self-treatment

PubMed Central

Schweim, Harald; Ullmann, Marcela

2015-01-01

Media play an important role in the reception of health risks; thus, media competence is important for enhancing the risk competence of patients and consumers. In addition to life-long health education, risk competence particularly requires careful handling of health information because, at present, the key problem is not the lack of sufficient information on health topics but the quality of such information. Patients and consumers of health procedures and health products also require information which relates to their daily life and matches their life style. PMID:26195923

Media influence on risk competence in self-medication and self-treatment.

PubMed

Schweim, Harald; Ullmann, Marcela

2015-01-01

Media play an important role in the reception of health risks; thus, media competence is important for enhancing the risk competence of patients and consumers. In addition to life-long health education, risk competence particularly requires careful handling of health information because, at present, the key problem is not the lack of sufficient information on health topics but the quality of such information. Patients and consumers of health procedures and health products also require information which relates to their daily life and matches their life style.

30 CFR 933.784 - Underground mining permit applications-minimum requirements for reclamation and operation plan.

Code of Federal Regulations, 2010 CFR

2010-07-01

... requirements for reclamation and operation plan. 933.784 Section 933.784 Mineral Resources OFFICE OF SURFACE... requirements for reclamation and operation plan. Part 784 of this chapter, Underground Mining Permit Applications—Minimum Requirements for Reclamation and Operation Plan, shall apply to any person who makes...

30 CFR 939.784 - Underground mining permit applications-minimum requirements for reclamation and operation plan.

Code of Federal Regulations, 2010 CFR

2010-07-01

... requirements for reclamation and operation plan. 939.784 Section 939.784 Mineral Resources OFFICE OF SURFACE... requirements for reclamation and operation plan. Part 784 of this chapter, Underground Mining Permit Applications—Minimum Requirements for Reclamation and Operation Plan, shall apply to any person who makes...

30 CFR 941.784 - Underground mining permit applications-minimum requirements for reclamation and operation plan.

Code of Federal Regulations, 2010 CFR

2010-07-01

... requirements for reclamation and operation plan. 941.784 Section 941.784 Mineral Resources OFFICE OF SURFACE... requirements for reclamation and operation plan. Part 784 of this chapter, Underground Mining Permit Applications—Minimum Requirements for Reclamation and Operation Plan, shall apply to any person who makes...

30 CFR 921.784 - Underground mining permit applications-minimum requirements for reclamation and operation plan.

Code of Federal Regulations, 2010 CFR

2010-07-01

... requirements for reclamation and operation plan. 921.784 Section 921.784 Mineral Resources OFFICE OF SURFACE... requirements for reclamation and operation plan. Part 784 of this chapter, Underground Mining Permit Applications—Minimum Requirements for Reclamation and Operation Plan, shall apply to any person who makes...

Influence of Firm Size on the Competencies Required to Management Engineers in the Jordanian Telecommunications Sector

ERIC Educational Resources Information Center

Conchado Peiró, Andrea; Bas Cerdá, María del Carmen; Gharaibeh, Khaled M.; Kaylani, Hazem

2017-01-01

The objective of this study is to identify the competencies required to achieve success in the transition from higher education to the labour market based on the perceptions of employers. This paper analyses the assessments made by a group of engineering company employers. An item-battery of 20 competencies was grouped into 3 dimensions by using…

Required competencies of occupational physicians: a Delphi survey of UK customers.

PubMed

Reetoo, K N; Harrington, J M; Macdonald, E B

2005-06-01

Occupational physicians can contribute to good management in healthy enterprises. The requirement to take into account the needs of the customers when planning occupational health services is well established. To establish the priorities of UK employers, employees, and their representatives regarding the competencies they require from occupational physicians; to explore the reasons for variations of the priorities in different groups; and to make recommendations for occupational medicine training curricula in consideration of these findings. This study involved a Delphi survey of employers and employees from public and private organisations of varying business sizes, and health and safety specialists as well as trade union representatives throughout the UK. It was conducted in two rounds by a combination of computer assisted telephone interview (CATI) and postal survey techniques, using a questionnaire based on the list of competencies described by UK and European medical training bodies. There was broad consensus about the required competencies of occupational physicians among the respondent subgroups. All the competencies in which occupational physicians are trained were considered important by the customers. In the order of decreasing importance, the competencies were: Law and Ethics, Occupational Hazards, Disability and Fitness for Work, Communication, Environmental Exposures, Research Methods, Health Promotion, and Management. The priorities of customers differed from previously published occupational physicians' priorities. Existing training programmes for occupational physicians should be regularly reviewed and where necessary, modified to ensure that the emphasis of training meets customer requirements.

Applying the food safety objective and related standards to thermal inactivation of Salmonella in poultry meat.

PubMed

Membré, Jeanne-Marie; Bassett, John; Gorris, Leon G M

2007-09-01

The objective of this study was to investigate the practicality of designing a heat treatment process in a food manufacturing operation for a product governed by a Food Safety Objective (FSO). Salmonella in cooked poultry meat was taken as the working example. Although there is no FSO for this product in current legislation, this may change in the (near) future. Four different process design calculations were explored by means of deterministic and probabilistic approaches to mathematical data handling and modeling. It was found that the probabilistic approach was a more objective, transparent, and quantifiable approach to establish the stringency of food safety management systems. It also allowed the introduction of specific prevalence rates. The key input analyzed in this study was the minimum time required for the heat treatment at a fixed temperature to produce a product that complied with the criterion for product safety, i.e., the FSO. By means of the four alternative process design calculations, the minimum time requirement at 70 degrees C was established and ranged from 0.26 to 0.43 min. This is comparable to the U.S. regulation recommendations and significantly less than that of 2 min at 70 degrees C used, for instance, in the United Kingdom regulation concerning vegetative microorganisms in ready-to-eat foods. However, the objective of this study was not to challenge existing regulations but to provide an illustration of how an FSO established by a competent authority can guide decisions on safe product and process designs in practical operation; it hopefully contributes to the collaborative work between regulators, academia, and industries that need to continue learning and gaining experience from each other in order to translate risk-based concepts such as the FSO into everyday operational practice.

New Directions in Resources for Special Needs Hearing Impaired Students: Outreach '88. Proceedings of the Annual Southeast Regional Summer Conference (8th, Cave Spring, Georgia, June 14-17, 1988).

ERIC Educational Resources Information Center

Kemp, Faye, Ed.; And Others

The proceedings include, after the keynote address by E.M. Childers and the conference agenda, the following papers: "An Additional Handicap: Visual Perceptual Learning Disabilities of Deaf Children" (Vivienne Ratner); "Minimum Competency Testing" (Carl Williams); "Transitional Planning for Hearing Impaired Students in the Mainstream" (Helen…

Graduate teaching assistants' perceptions of teaching competencies required for work in undergraduate science labs

NASA Astrophysics Data System (ADS)

Deacon, Christopher; Hajek, Allyson; Schulz, Henry

2017-11-01

Many post-secondary institutions provide training and resources to help GTAs fulfil their teaching roles. However, few programmes focus specifically on the teaching competencies required by GTAs who work with undergraduate students in laboratory settings where learning tends to be more active and inquiry based than in classroom settings. From a review of 8 GTA manuals, we identified 20 competencies and then surveyed faculty and lab coordinators (FIS) and GTAs from a Faculty of Science at a comprehensive Canadian university to identify which of those competencies are required of GTAs who work in undergraduate science labs. GTAs and FIS did not significantly differ in the competencies they view as required for GTAs to work effectively in undergraduate labs. But, when comparing the responses of GTAs and FIS to TA manuals, 'Clearly and effectively communicates ideas and information with students' was the only competency for which there was agreement on the level of requirement. We also examined GTAs' self-efficacy for each of the identified competencies and found no overall relationship between self-efficacy and demographic characteristics, including experience and training. Our results can be used to inform the design of training programmes specifically for GTAs who work in undergraduate science labs, for example, programmes should provide strategies for GTAs to obtain feedback which they can use to enhance their teaching skills. The goal of this study is to improve undergraduate lab instruction in faculties of science and to enhance the teaching experience of GTAs by better preparing them for their role.

7 CFR 1788.11 - Minimum insurance requirements for contractors, engineers, and architects.

Code of Federal Regulations, 2014 CFR

2014-01-01

... REQUIREMENTS FOR ELECTRIC AND TELECOMMUNICATIONS BORROWERS Insurance for Contractors, Engineers, and Architects, Electric Borrowers § 1788.11 Minimum insurance requirements for contractors, engineers, and architects. (a..., engineers, and architects. 1788.11 Section 1788.11 Agriculture Regulations of the Department of Agriculture...

7 CFR 1788.11 - Minimum insurance requirements for contractors, engineers, and architects.

Code of Federal Regulations, 2010 CFR

2010-01-01

... REQUIREMENTS FOR ELECTRIC AND TELECOMMUNICATIONS BORROWERS Insurance for Contractors, Engineers, and Architects, Electric Borrowers § 1788.11 Minimum insurance requirements for contractors, engineers, and architects. (a..., engineers, and architects. 1788.11 Section 1788.11 Agriculture Regulations of the Department of Agriculture...

7 CFR 1788.11 - Minimum insurance requirements for contractors, engineers, and architects.

Code of Federal Regulations, 2012 CFR

2012-01-01

... REQUIREMENTS FOR ELECTRIC AND TELECOMMUNICATIONS BORROWERS Insurance for Contractors, Engineers, and Architects, Electric Borrowers § 1788.11 Minimum insurance requirements for contractors, engineers, and architects. (a..., engineers, and architects. 1788.11 Section 1788.11 Agriculture Regulations of the Department of Agriculture...

7 CFR 1788.11 - Minimum insurance requirements for contractors, engineers, and architects.

Code of Federal Regulations, 2013 CFR

2013-01-01

... REQUIREMENTS FOR ELECTRIC AND TELECOMMUNICATIONS BORROWERS Insurance for Contractors, Engineers, and Architects, Electric Borrowers § 1788.11 Minimum insurance requirements for contractors, engineers, and architects. (a..., engineers, and architects. 1788.11 Section 1788.11 Agriculture Regulations of the Department of Agriculture...

7 CFR 1788.11 - Minimum insurance requirements for contractors, engineers, and architects.

Code of Federal Regulations, 2011 CFR

2011-01-01

... REQUIREMENTS FOR ELECTRIC AND TELECOMMUNICATIONS BORROWERS Insurance for Contractors, Engineers, and Architects, Electric Borrowers § 1788.11 Minimum insurance requirements for contractors, engineers, and architects. (a..., engineers, and architects. 1788.11 Section 1788.11 Agriculture Regulations of the Department of Agriculture...

The East Anglian specialist registrar assessment tool

PubMed Central

Robinson, Susan; Boursicot, Katharine; Hayhurst, Catherine

2007-01-01

Background In our region, it was acknowledged that the process of assessment needed to be improved, but before developing a system for this, there was a need to define the “competent or satisfactory trainee”. Objective To outline the process by which a consensus was achieved on this standard, and how a system for formally assessing competency across a wide range of knowledge skills and attitudes was subsequently agreed on, thus enabling increased opportunities for training and feedback and improving the accuracy of assessment in the region. Methods The opinions of trainees and trainers from across the region were collated, and a consensus was achieved with regard to the minimum acceptable standard for a trainee in emergency medicine, thus defining a competent trainee. The group that set the standard then focused on identifying the assessment methods most appropriate for the evaluation of the knowledge, skills and attitudes required of an emergency medicine trainee. The tool was subsequently trialled for a period of 6 months, and opinion evaluated by use of a questionnaire. Results The use of the tool was reviewed from both the trainers' and trainees' perspectives. 42% (n = 11) of trainers and 31% (n = 8) trainees responded to the questionnaire. In the region, there were 26 trainers and 26 trainees. Five trainees and nine trainers had used the tool. 93% (14/15) of respondents thought that the descriptors used to describe the satisfactory trainee were acceptable; 89% (8/9) of trainers thought that it helped them assess trainees more accurately. 60% (3/5) of trainees thought that, as a result, they had a better understanding of their weak areas. Conclusion We believe that we achieved a consensus across our region as to what defined a satisfactory trainee and set the standard against which all our trainees would subsequently be evaluated. The use of this tool to assess trainees during the pilot period was disappointing; however, we were encouraged that most of those using the tool thought that it allowed an objective assessment of trainees and feedback on areas requiring further work. Those who used the tool identified important reasons that may have hindered widespread use of the assessment tool. PMID:17351222

14 CFR 25.149 - Minimum control speed.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 14 Aeronautics and Space 1 2011-01-01 2011-01-01 false Minimum control speed. 25.149 Section 25... Minimum control speed. (a) In establishing the minimum control speeds required by this section, the method... prevent a heading change of more than 20 degrees. (e) VMCG, the minimum control speed on the ground, is...

14 CFR 25.149 - Minimum control speed.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 14 Aeronautics and Space 1 2010-01-01 2010-01-01 false Minimum control speed. 25.149 Section 25... Minimum control speed. (a) In establishing the minimum control speeds required by this section, the method... prevent a heading change of more than 20 degrees. (e) VMCG, the minimum control speed on the ground, is...

Development of a Quality and Safety Competency Curriculum for Radiation Oncology Residency: An International Delphi Study.

PubMed

Adleman, Jenna; Gillan, Caitlin; Caissie, Amanda; Davis, Carol-Anne; Liszewski, Brian; McNiven, Andrea; Giuliani, Meredith

2017-06-01

To develop an entry-to-practice quality and safety competency profile for radiation oncology residency. A comprehensive list of potential quality and safety competency items was generated from public and professional resources and interprofessional focus groups. Redundant or out-of-scope items were eliminated through investigator consensus. Remaining items were subjected to an international 2-round modified Delphi process involving experts in radiation oncology, radiation therapy, and medical physics. During Round 1, each item was scored independently on a 9-point Likert scale indicating appropriateness for inclusion in the competency profile. Items indistinctly ranked for inclusion or exclusion were re-evaluated through web conference discussion and reranked in Round 2. An initial 1211 items were compiled from 32 international sources and distilled to 105 unique potential quality and safety competency items. Fifteen of the 50 invited experts participated in round 1: 10 radiation oncologists, 4 radiation therapists, and 1 medical physicist from 13 centers in 5 countries. Round 1 rankings resulted in 80 items included, 1 item excluded, and 24 items indeterminate. Two areas emerged more prominently within the latter group: change management and human factors. Web conference with 5 participants resulted in 9 of these 24 items edited for content or clarity. In Round 2, 12 participants rescored all indeterminate items resulting in 10 items ranked for inclusion. The final 90 enabling competency items were organized into thematic groups consisting of 18 key competencies under headings adapted from Deming's System of Profound Knowledge. This quality and safety competency profile may inform minimum training standards for radiation oncology residency programs. Copyright © 2017 Elsevier Inc. All rights reserved.

Development of a Quality and Safety Competency Curriculum for Radiation Oncology Residency: An International Delphi Study

DOE Office of Scientific and Technical Information (OSTI.GOV)

Adleman, Jenna; Gillan, Caitlin; Radiation Medicine Program, Princess Margaret Cancer Centre, Toronto, Ontario

Purpose: To develop an entry-to-practice quality and safety competency profile for radiation oncology residency. Methods and Materials: A comprehensive list of potential quality and safety competency items was generated from public and professional resources and interprofessional focus groups. Redundant or out-of-scope items were eliminated through investigator consensus. Remaining items were subjected to an international 2-round modified Delphi process involving experts in radiation oncology, radiation therapy, and medical physics. During Round 1, each item was scored independently on a 9-point Likert scale indicating appropriateness for inclusion in the competency profile. Items indistinctly ranked for inclusion or exclusion were re-evaluated through webmore » conference discussion and reranked in Round 2. Results: An initial 1211 items were compiled from 32 international sources and distilled to 105 unique potential quality and safety competency items. Fifteen of the 50 invited experts participated in round 1: 10 radiation oncologists, 4 radiation therapists, and 1 medical physicist from 13 centers in 5 countries. Round 1 rankings resulted in 80 items included, 1 item excluded, and 24 items indeterminate. Two areas emerged more prominently within the latter group: change management and human factors. Web conference with 5 participants resulted in 9 of these 24 items edited for content or clarity. In Round 2, 12 participants rescored all indeterminate items resulting in 10 items ranked for inclusion. The final 90 enabling competency items were organized into thematic groups consisting of 18 key competencies under headings adapted from Deming's System of Profound Knowledge. Conclusions: This quality and safety competency profile may inform minimum training standards for radiation oncology residency programs.« less

Generic Engineering Competencies: A Review and Modelling Approach

ERIC Educational Resources Information Center

Male, Sally A.

2010-01-01

This paper puts forward the view that engineering educators have a responsibility to prepare graduates for engineering work and careers. The current literature reveals gaps between the competencies required for engineering work and those developed in engineering education. Generic competencies feature in these competency gaps. Literature suggests…

Promoting Intercultural Competence of Thai University Students through Role-Play

ERIC Educational Resources Information Center

Worawong, Kanoknate; Charttrakul, Kanjana; Damnet, Anamai

2017-01-01

The current situation of international communication in globalization context requires intercultural competence (IC) to achieve successful communication (Crystal, 2003). Concerning this intercultural competence, non-verbal communication (NVC) plays a key role to indicate the success of having intercultural competence. On the other hand, Thai…

A Hierarchy of Management Training Requirements: The Competency Domain Model.

ERIC Educational Resources Information Center

Sandwith, Paul

1993-01-01

The Competency Domain Model has five domains of management competencies: conceptual/creative, leadership, interpersonal, administrative, and technical. Specific competencies and training plans can be identified in each domain for different levels--first line supervisor, field office manager, assistant manager, area manager, director of operations.…

Health Technologies State Tech Prep Competency Profile.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center on Education and Training for Employment.

This "tech prep" state competency profile contains all the competencies required and recommended for entry-level employees in occupations in the health technologies cluster. Introductory materials include the following: descriptions of the different types of competencies (essential ones that must be included in all new tech prep programs…

Featuring: It Works! Competency Based Instruction.

ERIC Educational Resources Information Center

Elston, Teri

1979-01-01

Describes a competency based curriculum approach for ornamental horticulture. A horticulture cluster core consisting of 18 tasks was developed with competency sheets for each task. The competency sheet contains six columns: skills to be attained, task list, materials required, student activities, evaluation methods, and a recommended time period.…

12 CFR 324.10 - Minimum capital requirements.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 12 Banks and Banking 5 2014-01-01 2014-01-01 false Minimum capital requirements. 324.10 Section 324.10 Banks and Banking FEDERAL DEPOSIT INSURANCE CORPORATION REGULATIONS AND STATEMENTS OF GENERAL POLICY CAPITAL ADEQUACY OF FDIC-SUPERVISED INSTITUTIONS Capital Ratio Requirements and Buffers § 324.10...

7 CFR 35.11 - Minimum requirements.

Code of Federal Regulations, 2011 CFR

2011-01-01

... species table grapes unless such grapes meet the following quality and container marking requirements..., Europe, Greenland, Canada, or Mexico, shall meet each applicable minimum requirement of the U.S. No. 1... 5 pounds or less in master containers, to any destination other than in Canada or Mexico shall be...

47 CFR 101.143 - Minimum path length requirements.

Code of Federal Regulations, 2011 CFR

2011-10-01

... SERVICES FIXED MICROWAVE SERVICES Technical Standards § 101.143 Minimum path length requirements. (a) The... carrier fixed point-to-point microwave services must equal or exceed the value set forth in the table...

47 CFR 101.143 - Minimum path length requirements.

Code of Federal Regulations, 2012 CFR

2012-10-01

... SERVICES FIXED MICROWAVE SERVICES Technical Standards § 101.143 Minimum path length requirements. (a) The... carrier fixed point-to-point microwave services must equal or exceed the value set forth in the table...

47 CFR 101.143 - Minimum path length requirements.

Code of Federal Regulations, 2014 CFR

2014-10-01

... SERVICES FIXED MICROWAVE SERVICES Technical Standards § 101.143 Minimum path length requirements. (a) The... carrier fixed point-to-point microwave services must equal or exceed the value set forth in the table...

47 CFR 101.143 - Minimum path length requirements.

Code of Federal Regulations, 2010 CFR

2010-10-01

... SERVICES FIXED MICROWAVE SERVICES Technical Standards § 101.143 Minimum path length requirements. (a) The... carrier fixed point-to-point microwave services must equal or exceed the value set forth in the table...

47 CFR 101.143 - Minimum path length requirements.

Code of Federal Regulations, 2013 CFR

2013-10-01

... SERVICES FIXED MICROWAVE SERVICES Technical Standards § 101.143 Minimum path length requirements. (a) The... carrier fixed point-to-point microwave services must equal or exceed the value set forth in the table...

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

PubMed

Schlesinger, T; Studer, F; Nagel, S

2016-01-01

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

The Acceptable Face of Competence.

ERIC Educational Resources Information Center

Johnston, Rita; Sampson, Mark

1993-01-01

Reviews the debate over the compatibility of education for academic degrees the competency-based approach required by Britain's National Vocational Qualifications. Considers problems in the definition of competence and the methods of assessment. (SK)

Robotics/Automated Systems Task Analysis and Description of Required Job Competencies Report. Task Analysis and Description of Required Job Competencies of Robotics/Automated Systems Technicians.

ERIC Educational Resources Information Center

Hull, Daniel M.; Lovett, James E.

This task analysis report for the Robotics/Automated Systems Technician (RAST) curriculum project first provides a RAST job description. It then discusses the task analysis, including the identification of tasks, the grouping of tasks according to major areas of specialty, and the comparison of the competencies to existing or new courses to…

Communication scheme based on evolutionary spatial 2×2 games

NASA Astrophysics Data System (ADS)

Ziaukas, Pranas; Ragulskis, Tautvydas; Ragulskis, Minvydas

2014-06-01

A visual communication scheme based on evolutionary spatial 2×2 games is proposed in this paper. Self-organizing patterns induced by complex interactions between competing individuals are exploited for hiding and transmitting secret visual information. Properties of the proposed communication scheme are discussed in details. It is shown that the hiding capacity of the system (the minimum size of the detectable primitives and the minimum distance between two primitives) is sufficient for the effective transmission of digital dichotomous images. Also, it is demonstrated that the proposed communication scheme is resilient to time backwards, plain image attacks and is highly sensitive to perturbations of private and public keys. Several computational experiments are used to demonstrate the effectiveness of the proposed communication scheme.

Determining an Imaging Literacy Curriculum for Radiation Oncologists: An International Delphi Study

DOE Office of Scientific and Technical Information (OSTI.GOV)

Giuliani, Meredith E., E-mail: Meredith.Giuliani@rmp.uhn.on.ca; Department of Radiation Oncology, University of Toronto, Toronto, Ontario; Gillan, Caitlin

2014-03-15

Purpose: Rapid evolution of imaging technologies and their integration into radiation therapy practice demands that radiation oncology (RO) training curricula be updated. The purpose of this study was to develop an entry-to-practice image literacy competency profile. Methods and Materials: A list of 263 potential imaging competency items were assembled from international objectives of training. Expert panel eliminated redundant or irrelevant items to create a list of 97 unique potential competency items. An international 2-round Delphi process was conducted with experts in RO. In round 1, all experts scored, on a 9-point Likert scale, the degree to which they agreed anmore » item should be included in the competency profile. Items with a mean score ≥7 were included, those 4 to 6 were reviewed in round 2, and items scored <4 were excluded. In round 2, items were discussed and subsequently ranked for inclusion or exclusion in the competency profile. Items with >75% voting for inclusion were included in the final competency profile. Results: Forty-nine radiation oncologists were invited to participate in round 1, and 32 (65%) did so. Participants represented 24 centers in 6 countries. Of the 97 items ranked in round 1, 80 had a mean score ≥7, 1 item had a score <4, and 16 items with a mean score of 4 to 6 were reviewed and rescored in round 2. In round 2, 4 items had >75% of participants voting for inclusion and were included; the remaining 12 were excluded. The final list of 84 items formed the final competency profile. The 84 enabling competency items were aggregated into the following 4 thematic groups of key competencies: (1) imaging fundamentals (42 items); (2) clinical application (27 items); (3) clinical management (5 items); and (4) professional practice (10 items). Conclusions: We present an imaging literacy competency profile which could constitute the minimum training standards in radiation oncology residency programs.« less

77 FR 76979 - Pesticides; Revisions to Minimum Risk Exemption

Federal Register 2010, 2011, 2012, 2013, 2014

2012-12-31

...EPA is proposing to more clearly describe the active and inert ingredients permitted in products eligible for the exemption from regulation for minimum risk pesticides. EPA is proposing to reorganize these lists with a focus on clarity and transparency by adding specific chemical identifiers. The identifiers would make it clearer to manufacturers; the public; and Federal, state, and tribal inspectors which ingredients are permitted in minimum risk pesticide products. EPA is also proposing to modify the label requirements in the exemption to require the use of specific common chemical names in lists of ingredients on minimum risk pesticide product labels, and to require producer contact information on the label. Once final, these proposed changes would maintain the availability of minimum risk pesticide products while providing more consistent information for consumers, clearer regulations for producers, and easier identification by states, tribes and EPA as to whether a product is in compliance with the exemption.

Competence in advanced older people nursing: development of 'nursing older people--competence evaluation tool'.

PubMed

Bing-Jonsson, Pia Cecilie; Bjørk, Ida Torunn; Hofoss, Dag; Kirkevold, Marit; Foss, Christina

2015-03-01

Community care is characterised by a move from institutionalised to home-based care, a large patient population with comorbidities including cognitive failure, and nurses who struggle to keep up with their many competence demands. No study has examined the competence of nurses based on present demands, and an instrument for this purpose is lacking. We conducted a Delphi study based in Norway to develop the substantial content of a new competence measurement instrument. We sought to reach consensus regarding which nursing staff competence is most relevant to meet the current needs of older patients. A total of 42 experts participated in three consecutive panel investigations. Snowball sampling was used. The experts were clinicians, leaders, teachers, researchers and relatives of older people who required nursing. In Round 1, all experts were interviewed individually. These data were analysed using meaning coding and categorisation. In Rounds 2 and 3, the data were collected using electronic questionnaires and analysed quantitatively with SPSS. The experts agreed that health promotion as well as disease prevention, treatment, palliative care, ethics and regulation, assessment and taking action, covering basic needs, communication and documentation, responsibility and activeness, cooperation, and attitudes towards older people were the most relevant categories of competence. The experts showed clear consensus regarding the most relevant and current competence for nurses of older people. Assuming that older people in need of health care have the same requirements across cultures, this study's findings could be used as a basis for international studies. Those who nurse older people require competence that is complex and comprehensive. One way to evaluate nursing competence is through evaluation tools such as the Nursing Older People--Competence Evaluation tool. © 2014 John Wiley & Sons Ltd.

Towards a typology of business process management professionals: identifying patterns of competences through latent semantic analysis

NASA Astrophysics Data System (ADS)

Müller, Oliver; Schmiedel, Theresa; Gorbacheva, Elena; vom Brocke, Jan

2016-01-01

While researchers have analysed the organisational competences that are required for successful Business Process Management (BPM) initiatives, individual BPM competences have not yet been studied in detail. In this study, latent semantic analysis is used to examine a collection of 1507 BPM-related job advertisements in order to develop a typology of BPM professionals. This empirical analysis reveals distinct ideal types and profiles of BPM professionals on several levels of abstraction. A closer look at these ideal types and profiles confirms that BPM is a boundary-spanning field that requires interdisciplinary sets of competence that range from technical competences to business and systems competences. Based on the study's findings, it is posited that individual and organisational alignment with the identified ideal types and profiles is likely to result in high employability and organisational BPM success.

Competency to consent to research: a psychiatric overview.

PubMed

Appelbaum, P S; Roth, L H

1982-08-01

The requirement that a subject be competent as a condition of valid consent to participate in research has been accepted by most students of legal and ethical problems of human experimentation. "Competency," however, has lacked a clear and generally agreed on standard. There are four commonly used standards for competency: evidencing a choice in regard to research participation, factual understanding of the issues, rational manipulation of information, and appreciation of the nature of the situation. These standards can be arranged hierarchically such that each represents a stricter test of competency. The decision as to how rigorous a standard for competency is desirable cannot be made on psychiatric grounds. It requires consideration of the policy goals on hopes to attain. Empirical research helps demonstrate the consequences of choosing a particular standard but cannot replace the need for achieving consensus on policy goals.

Competency-Based Education: A Framework for Measuring Quality Courses

ERIC Educational Resources Information Center

Krause, Jackie; Dias, Laura Portolese; Schedler, Chris

2015-01-01

The growth of competency-based education in an online environment requires the development and measurement of quality competency-based courses. While quality measures for online courses have been developed and standardized, they do not directly align with emerging best practices and principles in the design of quality competency-based online…

42 CFR 483.154 - Nurse aide competency evaluation.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 5 2010-10-01 2010-10-01 false Nurse aide competency evaluation. 483.154 Section... Requirements That Must Be Met by States and State Agencies: Nurse Aide Training and Competency Evaluation, and Paid Feeding Assistants § 483.154 Nurse aide competency evaluation. (a) Notification to Individual. The...

Generic Competency Frameworks: A Brief Historical Overview

ERIC Educational Resources Information Center

Young, Jolee; Chapman, Elaine

2010-01-01

Significant efforts have now been made to identify the generic competencies required to succeed across different workplace contexts. The aims of this paper were to: (i) outline factors that contributed to the increased demand for generic competencies seen over the last three decades; and (ii) review the early generic competency frameworks…

42 CFR 483.154 - Nurse aide competency evaluation.

Code of Federal Regulations, 2013 CFR

2013-10-01

... Requirements That Must Be Met by States and State Agencies: Nurse Aide Training and Competency Evaluation, and Paid Feeding Assistants § 483.154 Nurse aide competency evaluation. (a) Notification to Individual. The... 42 Public Health 5 2013-10-01 2013-10-01 false Nurse aide competency evaluation. 483.154 Section...

42 CFR 483.154 - Nurse aide competency evaluation.

Code of Federal Regulations, 2011 CFR

2011-10-01

... Requirements That Must Be Met by States and State Agencies: Nurse Aide Training and Competency Evaluation, and Paid Feeding Assistants § 483.154 Nurse aide competency evaluation. (a) Notification to Individual. The... 42 Public Health 5 2011-10-01 2011-10-01 false Nurse aide competency evaluation. 483.154 Section...

42 CFR 483.154 - Nurse aide competency evaluation.

Code of Federal Regulations, 2012 CFR

2012-10-01

... Requirements That Must Be Met by States and State Agencies: Nurse Aide Training and Competency Evaluation, and Paid Feeding Assistants § 483.154 Nurse aide competency evaluation. (a) Notification to Individual. The... 42 Public Health 5 2012-10-01 2012-10-01 false Nurse aide competency evaluation. 483.154 Section...

42 CFR 483.154 - Nurse aide competency evaluation.

Code of Federal Regulations, 2014 CFR

2014-10-01

... Requirements That Must Be Met by States and State Agencies: Nurse Aide Training and Competency Evaluation, and Paid Feeding Assistants § 483.154 Nurse aide competency evaluation. (a) Notification to Individual. The... 42 Public Health 5 2014-10-01 2014-10-01 false Nurse aide competency evaluation. 483.154 Section...

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…

Understanding Competence. A Development Paper.

ERIC Educational Resources Information Center

National Inst. of Adult Continuing Education, Leicester (England). Unit for the Development of Adult Continuing Education.

Competence is one of the outcomes of learning. Competence embraces both specific task skills and the understanding, knowledge, attitude, and personal skills required to carry out that task effectively. An education and training system built on a broad definition of competence would give greater control to the users of the system (the individuals…

Examining Multimedia Competencies for Educational Technologists in Higher Education

ERIC Educational Resources Information Center

Iqdami, Muhammad Nazil; Branch, Robert Maribe

2016-01-01

The authors investigated educational technology multimedia competencies for professionals who work in higher education institutions. Similar studies have been proposed, but none of them have focused on competencies required in the context of higher education. An online survey adapting sixteen competency factors from a study conducted by Rizhaupt…

Core competencies in clinical neuropsychology training across the world.

PubMed

Hessen, Erik; Hokkanen, Laura; Ponsford, Jennie; van Zandvoort, Martine; Watts, Ann; Evans, Jonathan; Haaland, Kathleen Y

2018-05-01

This work aimed to review main competency requirements from training models in countries with well-established specialties in clinical neuropsychology and to extract core competencies that likely will apply to clinical neuropsychologists regardless of regional and cultural context. We reviewed standards for post-graduate training in clinical neuropsychology from countries in Europe, Australia, and North America based on existing literature, presentations at international conferences, and from description of the training models from national psychological or neuropsychological associations. Despite differences, the reviewed models share similar core competencies considered necessary for a specialty in clinical neuropsychology: (1) In-depth knowledge of general psychology including clinical psychology (post-graduate level), ethical, and legal standards. (2) Expert knowledge about clinically relevant brain-behavioral relationships. (3) Comprehensive knowledge about, and skills in, related clinical disciplines. (4) In-depth knowledge about and skills in neuropsychological assessment, including decision-making and diagnostic competency according to current classification of diseases. (5) Competencies in the area of diversity and culture in relation to clinical neuropsychology. (6) Communication competency of neuropsychological findings and test results to relevant and diverse audiences. (7) Knowledge about and skills in psychological and neuropsychological intervention, including treatment and rehabilitation. All the models have undergone years of development in accordance with requirements of national health care systems in different parts of the world. Despite differences, the common core competency requirements across different regions of the world suggest generalizability of these competencies. We hope this summary can be useful as countries with less established neuropsychology training programs develop their models.

Optimal Design of Functionally Graded Metallic Foam Insulations

NASA Technical Reports Server (NTRS)

Haftka, Raphael T.; Sankar, Bhavani; Venkataraman, Satchi; Zhu, Huadong

2002-01-01

The focus of our work has been on developing an insight into the physics that govern the optimum design of thermal insulation for use in thermal protection systems of launch vehicle. Of particular interest was to obtain optimality criteria for designing foam insulations that have density (or porosity) distributions through the thickness for optimum thermal performance. We investigate the optimum design of functionally graded thermal insulation for steady state heat transfer through the foam. We showed that the heat transfer in the foam has competing modes, of radiation and conduction. The problem assumed a fixed inside temperature of 400 K and varied the aerodynamic surface heating on the outside surface from 0.2 to 1.0 MW/sq m. The thermal insulation develops a high temperature gradient through the thickness. Investigation of the model developed for heat conduction in foams showed that at high temperatures (as on outside wall) intracellular radiation dominates the heat transfer in the foam. Minimizing radiation requires reducing the pore size, which increases the density of the foam. At low temperatures (as on the inside wall), intracellular conduction (of the metal and air) dominates the heat transfer. Minimizing conduction requires increasing the pore size. This indicated that for every temperature there was an optimum value of density that minimized the heat transfer coefficient. Two optimization studies were performed. One was to minimize the heat transmitted though a fixed thickness insulation by varying density profiles. The second was to obtain the minimum mass insulation for specified thickness. Analytical optimality criteria were derived for the cases considered. The optimality condition for minimum heat transfer required that at each temperature we find the density that minimizes the heat transfer coefficient. Once a relationship between the optimum heat transfer coefficient and the temperature was found, the design problem reduced to the solution of a simple nonlinear differential equation. Preliminary results of this work were presented at the American Society of Composites meeting, and the final version was submitted for publication in the AIAA Journal. In addition to minimizing the transmitted heat, we investigated the optimum design for minimum weight given an acceptable level of heat transmission through the insulation. The optimality criterion developed was different from that obtained for minimizing beat transfer coefficient. For minimum mass design, we had to find for a given temperature the optimum density, which minimized the logarithmic derivative of the insulation thermal conductivity with respect to its density. The logarithmic derivative is defined as the ratio of relative change in the dependent response (thermal conductivity) to the relative change in the independent variable (density). The results have been documented as a conference paper that will be presented at the upcoming AIAA.

Italian chapter of the International Society of cardiovascular ultrasound expert consensus document on training requirements for noncardiologists using hand-carried ultrasound devices.

PubMed

Pelliccia, Francesco; Palmiero, Pasquale; Maiello, Maria; Losi, Maria-Angela

2012-07-01

Hand-carried ultrasound devices (HCDs), also named personal use echo, are pocket-size, compact, and battery-equipped echocardiographic systems. They have limited technical capabilities but offer some advantages compared with standard echocardiographic devices due to their simplicity of use, immediate availability at the patient's bedside, transportability, and relatively low cost. Current HCDs are considered as screening tools and are used to complement the physical examination by cardiologists. Many noncardiologic subspecialists, however, have adopted this technologic advancement rapidly raising the concern of an inappropriate use of HCD by health professionals who do not have any specific training. In keeping with the mission of the International Society of Cardiovascular Ultrasound to advance the science and art of cardiovascular ultrasound and encourage the knowledge of this subject, the purpose of this Expert Consensus document is to focus on the training for all health care professionals considering the use of HCD. Accordingly, this paper summarizes general aspects of HCD, such as technical characteristics and clinical indications, and then details the specific training requirements for noncardiologists (i.e., training program, minimum case load, duration, and certification of competence). © 2012, Wiley Periodicals, Inc.

Medical education today: globalising with quality.

PubMed

Shahabudin, S H

2005-08-01

With globalization education has become a tradable service governed by the rules and regulations of GATS and worth trillions of dollars. International standards are rapidly being developed to facilitate cross border supply of services. In medical education, the WFME has produced International Guidelines on Quality in Medical Education which has a regional equivalent in the WHO Western Pacific Region, and the IIME has defined the minimum essential requirements of standards in medical education in seven core competences. Malaysia, having an explicit policy of making education a sector for revenue generation, has put in place regulatory frameworks and incentives to make the country a centre of educational excellence. Within the ambit of this national aspiration, medical education has grown phenomenally in the last decade. Standards and procedures for accreditation of medical schools in line with the world standards have been developed and implemented and policies are enforced to facilitate compliance to the standards. The ultimate goal is for medical schools to be self-accredited. In striving towards self-accreditation medical schools should be innovative in making changes in the three requirements of medical education. These are the intellectual and social imperatives and strategies for effective implementation.

77 FR 8896 - Notice of Proposed Information Collection for 1029-0036

Federal Register 2010, 2011, 2012, 2013, 2014

2012-02-15

... request for Surface Mining Permit Applications--Minimum Requirements for Reclamation and Operation Plan... Permit Applications-- Minimum Requirements for Reclamation and Operation Plan. OSM is requesting a 3-year... Requirements for Reclamation and Operation Plan. OMB Control Number: 1029-0036. SUMMARY: Sections 507(b), 508(a...

29 CFR 780.300 - Statutory exemptions in section 13(a)(6).

Code of Federal Regulations, 2010 CFR

2010-07-01

... Employment in Agriculture That Is Exempted From the Minimum Wage and Overtime Pay Requirements Under Section... the Act exempts from the minimum wage requirements of section 6 and from the overtime pay requirements... 780.300 Labor Regulations Relating to Labor (Continued) WAGE AND HOUR DIVISION, DEPARTMENT OF LABOR...

Measuring competence in endoscopic sinus surgery.

PubMed

Syme-Grant, J; White, P S; McAleer, J P G

2008-02-01

Competence based education is currently being introduced into higher surgical training in the UK. Valid and reliable performance assessment tools are essential to ensure competencies are achieved. No such tools have yet been reported in the UK literature. We sought to develop and pilot test an Endoscopic Sinus Surgery Competence Assessment Tool (ESSCAT). The ESSCAT was designed for in-theatre assessment of higher surgical trainees in the UK. The ESSCAT rating matrix was developed through task analysis of ESS procedures. All otolaryngology consultants and specialist registrars in Scotland were given the opportunity to contribute to its refinement. Two cycles of in-theatre testing were used to ensure utility and gather quantitative data on validity and reliability. Videos of trainees performing surgery were used in establishing inter-rater reliability. National consultation, the consensus derived minimum standard of performance, Cronbach's alpha = 0.89 and demonstration of trainee learning (p = 0.027) during the in vivo application of the ESSCAT suggest a high level of validity. Inter-rater reliability was moderate for competence decisions (Cohen's Kappa = 0.5) and good for total scores (Intra-Class Correlation Co-efficient = 0.63). Intra-rater reliability was good for both competence decisions (Kappa = 0.67) and total scores (Kendall's Tau-b = 0.73). The ESSCAT generates a valid and reliable assessment of trainees' in-theatre performance of endoscopic sinus surgery. In conjunction with ongoing evaluation of the instrument we recommend the use of the ESSCAT in higher specialist training in otolaryngology in the UK.

Emotional Intelligence Competencies and the Army Leadership Requirements Model

DTIC Science & Technology

2015-06-12

comprised of five dimensions : knowing one’s emotions , managing emotions , motivation, recognizing emotions in others, and handling relationships. Emotional ...... EMOTIONAL INTELLIGENCE COMPETENCIES AND THE ARMY LEADERSHIP REQUIREMENTS MODEL A thesis presented to the Faculty of the U.S

42 CFR 84.143 - Terminal fittings or chambers; Type B supplied-air respirators; minimum requirements.

Code of Federal Regulations, 2011 CFR

2011-10-01

... HEALTH AND HUMAN SERVICES OCCUPATIONAL SAFETY AND HEALTH RESEARCH AND RELATED ACTIVITIES APPROVAL OF... supplied-air respirators; minimum requirements. (a) Blowers or connections to air supplies providing...

Researcher perspectives on competencies of return-to-work coordinators.

PubMed

Gardner, Bethany T; Pransky, Glenn; Shaw, William S; Hong, Qua Nha; Loisel, Patrick

2010-01-01

Return-to-work (RTW) coordination programs are successful in reducing long-term work disability, but research reports have not adequately described the role and competencies of the RTW coordinator. This study was conducted to clarify the impact of RTW coordinators, and competencies (knowledge, skills, and attitudes) required to achieve optimal RTW outcomes in injured workers. Studies involving RTW coordination for injured workers were identified through literature review. Semi-structured interviews were conducted with 12 principal investigators to obtain detailed information about the RTW coordinator role and competencies not included in published articles. Interview results were synthesized into principal conceptual groups by affinity mapping. All investigators strongly endorsed the role of RTW coordinator as key to the program's success. Affinity mapping identified 10 groups of essential competencies: (1) individual traits/qualities, (2) relevant knowledge base, (3) RTW focus and attitude, (4) organizational/administrative skills, (5) assessment skills, (6) communication skills, (7) interpersonal relationship skills, (8) conflict resolution skills, (9) problem-solving skills, and (10) RTW facilitation skills. Specific consensus competencies were identified within each affinity group. Most investigators endorsed similar competencies, although there was some variation by setting or scope of RTW intervention. RTW coordinators are essential contributors in RTW facilitation programs. This study identified specific competencies required to achieve success. More emphasis on mentorship and observation will be required to develop and evaluate necessary skills in this area.

Do educational outcomes correspond with the requirements of nursing practice: educators' and managers' assessments of novice nurses' professional competence

PubMed Central

Numminen, Olivia; Laine, Tuija; Isoaho, Hannu; Hupli, Maija; Leino-Kilpi, Helena; Meretoja, Riitta

2014-01-01

Objective This study evaluated weather educational outcomes of nurse education meet the requirements of nursing practice by exploring the correspondence between nurse educators' and nurse managers' assessments of novice nurses' professional competence. The purpose was to find competence areas contributing to the acknowledged practice–theory gap. Design A cross-sectional, comparative design using the Nurse Competence Scale was applied. Subjects The sample comprised nurse educators (n = 86) and nurse managers (n = 141). Methods Descriptive and inferential statistics were used in the data analysis. Main outcome measures Educators assessed novice nurses' competence to a significantly higher level than managers in all competence areas (p < 0.001). The biggest correspondence between educators' and mangers' assessments were in competencies related to immediate patient care, commitment to ethical values, maintaining professional skills and nurses' care of the self. The biggest differences were in competencies related to developmental and evaluation tasks, coaching activities, use of evidence-based knowledge and in activities which required mastering a comprehensive view of care situations. However, differences between educators' and managers' assessments were strongly associated with their age and work experience. Active and improved collaboration should be focused on areas in which the differences between educators' and managers' assessments greatly differ in ensuring novice nurses′ fitness for practice. PMID:24512685

CPD Aligned to Competency Standards to Support Quality Practice

PubMed Central

Nash, Rose; Thompson, Wendy; Stupans, Ieva; Lau, Esther T. L.; Santos, Jose Manuel Serrano; Brown, Natalie; Nissen, Lisa M.; Chalmers, Leanne

2017-01-01

As medication experts, pharmacists are key members of the patient’s healthcare team. Pharmacists must maintain their competence to practice to remain responsive to the increasingly complex healthcare sector. This paper seeks to determine how competence training for pharmacists may enhance quality in their professional development. Results of two separately administered surveys (2012 and 2013) were compared to examine the reported continued professional development (CPD) practices of Australian pharmacists. Examination of results from both studies enabled a focus on how the competency standards inform CPD practice. In the survey administered in 2012, 91% (n = 253/278) pharmacists reported that they knew their current registration requirements. However, in the survey administered in 2013, only 43% (n = 46/107) reported utilization of the National Competency Standards Framework for Pharmacists in Australia (NCS) to self-asses their practice as part of their annual re-registration requirements. Fewer, 23% (n = 25/107), used the NCS to plan their CPD. This may be symptomatic of poor familiarity with the NCS, uncertainty around undertaking self-directed learning as part of a structured learning plan and/or misunderstandings around what CPD should include. This is supported by thematic analysis of pharmacists’ social media comments. Initial and ongoing competence training to support meaningful CPD requires urgent attention in Australia. The competence (knowledge, skills and attributes) required to engage in meaningful CPD practice should be introduced and developed prior to entry into practice; other countries may find they are in a similar position. PMID:28970424

CPD Aligned to Competency Standards to Support Quality Practice.

PubMed

Nash, Rose; Thompson, Wendy; Stupans, Ieva; Lau, Esther T L; Santos, Jose Manuel Serrano; Brown, Natalie; Nissen, Lisa M; Chalmers, Leanne

2017-02-25

As medication experts, pharmacists are key members of the patient's healthcare team. Pharmacists must maintain their competence to practice to remain responsive to the increasingly complex healthcare sector. This paper seeks to determine how competence training for pharmacists may enhance quality in their professional development. Results of two separately administered surveys (2012 and 2013) were compared to examine the reported continued professional development (CPD) practices of Australian pharmacists. Examination of results from both studies enabled a focus on how the competency standards inform CPD practice.In the survey administered in 2012, 91% ( n = 253/278) pharmacists reported that they knew their current registration requirements. However, in the survey administered in 2013, only 43% ( n = 46/107) reported utilization of the National Competency Standards Framework for Pharmacists in Australia (NCS) to self-asses their practice as part of their annual re-registration requirements. Fewer, 23% ( n = 25/107), used the NCS to plan their CPD. This may be symptomatic of poor familiarity with the NCS, uncertainty around undertaking self-directed learning as part of a structured learning plan and/or misunderstandings around what CPD should include. This is supported by thematic analysis of pharmacists' social media comments. Initial and ongoing competence training to support meaningful CPD requires urgent attention in Australia. The competence (knowledge, skills and attributes) required to engage in meaningful CPD practice should be introduced and developed prior to entry into practice; other countries may find they are in a similar position.

Minimum essential coverage and other rules regarding the shared responsibility payment for individuals. Final regulations.

PubMed

2014-11-26

This document contains final regulations relating to the requirement to maintain minimum essential coverage enacted by the Patient Protection and Affordable Care Act and the Health Care and Education Reconciliation Act of 2010, as amended by the TRICARE Affirmation Act and Public Law 111-173 (collectively, the Affordable Care Act). These final regulations provide individual taxpayers with guidance under section 5000A of the Internal Revenue Code on the requirement to maintain minimum essential coverage and rules governing certain types of exemptions from that requirement.

37 CFR 11.101 - Competence.

Code of Federal Regulations, 2013 CFR

2013-07-01

... competent representation to a client. Competent representation requires the legal, scientific, and technical knowledge, skill, thoroughness and preparation reasonably necessary for the representation. ... COMMERCE REPRESENTATION OF OTHERS BEFORE THE UNITED STATES PATENT AND TRADEMARK OFFICE USPTO Rules of...

37 CFR 11.101 - Competence.

Code of Federal Regulations, 2014 CFR

2014-07-01

... competent representation to a client. Competent representation requires the legal, scientific, and technical knowledge, skill, thoroughness and preparation reasonably necessary for the representation. ... COMMERCE REPRESENTATION OF OTHERS BEFORE THE UNITED STATES PATENT AND TRADEMARK OFFICE USPTO Rules of...

MSEBAG: a dynamic classifier ensemble generation based on `minimum-sufficient ensemble' and bagging

NASA Astrophysics Data System (ADS)

Chen, Lei; Kamel, Mohamed S.

2016-01-01

In this paper, we propose a dynamic classifier system, MSEBAG, which is characterised by searching for the 'minimum-sufficient ensemble' and bagging at the ensemble level. It adopts an 'over-generation and selection' strategy and aims to achieve a good bias-variance trade-off. In the training phase, MSEBAG first searches for the 'minimum-sufficient ensemble', which maximises the in-sample fitness with the minimal number of base classifiers. Then, starting from the 'minimum-sufficient ensemble', a backward stepwise algorithm is employed to generate a collection of ensembles. The objective is to create a collection of ensembles with a descending fitness on the data, as well as a descending complexity in the structure. MSEBAG dynamically selects the ensembles from the collection for the decision aggregation. The extended adaptive aggregation (EAA) approach, a bagging-style algorithm performed at the ensemble level, is employed for this task. EAA searches for the competent ensembles using a score function, which takes into consideration both the in-sample fitness and the confidence of the statistical inference, and averages the decisions of the selected ensembles to label the test pattern. The experimental results show that the proposed MSEBAG outperforms the benchmarks on average.

Cutting for a Career; a Discussion of the Domains of Surgical Competence Using Expert Bespoke Tailoring as a Metaphor for Surgical Practice

ERIC Educational Resources Information Center

Rees-Lee, Jacqueline; Kneebone, Roger

2015-01-01

Competency based surgical training uses proficiency of technical skills to quantify surgical competency. We believe this is an over simplification of what is required to be a competent surgeon. This work aims to illuminate the attributes of a mature, competent, thinking surgeon. A bespoke (or custom) tailor is highly trained craftsman who produces…

What Is College and Career Readiness? State Requirements for High School Graduation and State Public University Admissions. Bulletin, Issue 23

ERIC Educational Resources Information Center

Conforti, Peter A.

2013-01-01

This paper compares the minimum requirements for high school graduation in each state with admission requirements for the state's main (or "flagship") university campus. In 80% of the states, the high school graduation requirements do not meet the minimum standards necessary for admission to their own state universities.

Minimum Competency Testing: An Analysis of Student Outcomes for Those Not Mastering Mandated Testing Standards.

ERIC Educational Resources Information Center

Jonas, Edward D., Jr.; Hayes-Wallace, Lamarian

The effects of failing to pass a high school exit exam were examined for the Georgia Basic Skills Test (GBST). Data were collected on a random sample of students who were tenth graders in 1983 and in 1984. The following issues were studied: (1) impact of failure on self esteem, as measured by the Piers-Harris Children's Self-Concept Scale (P-H);…

What Studying Problems Are Faced by the Adolescent Grade Repeaters in Macao: Uncovering Underlying Mechanisms Based on Evidences from the PISA 2012 Study

ERIC Educational Resources Information Center

Sit, Pou-seong; Cheung, Kwok-cheung; Cheong, Wai-cheong; Mak, Soi-kei; Soh, Kay-cheng; Ieong, Man-kai

2015-01-01

Most schools in Macao are private schools, and there is a variety of grade repetition policy practiced in the 45 secondary schools. The policies are translated into school-based accountability of some kind of minimum competency standards. The objective of this study is to uncover the mediation mechanisms accounting for the influences of grade…

Minimum visual requirements in different occupations in Finland.

PubMed

Aine, E

1984-01-01

In Finland the employers can individually fix the minimum visual requirements for their personnel in almost every occupation. In transportation, in police and national defence proper eyesight is regarded so important that strict visual requirements for these have been fixed by the Government. The regulations are often more close when accepting the person to the occupation than later on when working. The minimum requirements are mostly stated for visual acuity, colour perception and visual fields. In some occupations the regulations concern also the refractive error of the eyes and possible eye diseases. In aviation the regulations have been stated by the International Civil Aviation Organization ( ICAO ). The minimum visual requirements for a driving license in highway traffic are classed according to the types of motor vehicles. In railways , maritime commerce and national defence the task of the worker determines the specified regulations. The policeman must have a distant visual acuity of 0.5 without eyeglasses in both eyes and nearly normal colour perception when starting the training course.

National Differences in Requirements for Ethical and Competent Authority Approval for a Multinational Vaccine Trial under the EU Directive 2001/20/EC

PubMed Central

van Doorn, Eva; Hak, Eelko; Wilffert, Bob

2015-01-01

Obtaining approval for a multinational vaccine trial from an ethics committee and the national competent authority of different Member States of the European Union (EU) is challenging under clinical trial Directive 2001/20/EC because of the differences in the implementation of the directive in national laws of Member States. In this review the national differences in requirements for ethical and competent authority approval are illustrated. The national ethical and competent authority review procedures in Finland, Hungary, The Netherlands, Norway and Slovenia are described under the EU trial directive after discussing the provisions of the trial directive related to both review procedures. The review illustrates the differences between the countries in the documents that have to be submitted for the review procedures, the submission procedures and the language requirements of the documents, the organization of the ethics committees and the role of the competent authority in the approval procedure. PMID:26343188

National Differences in Requirements for Ethical and Competent Authority Approval for a Multinational Vaccine Trial under the EU Directive 2001/20/EC.

PubMed

van Doorn, Eva; Hak, Eelko; Wilffert, Bob

2015-04-14

Obtaining approval for a multinational vaccine trial from an ethics committee and the national competent authority of different Member States of the European Union (EU) is challenging under clinical trial Directive 2001/20/EC because of the differences in the implementation of the directive in national laws of Member States. In this review the national differences in requirements for ethical and competent authority approval are illustrated. The national ethical and competent authority review procedures in Finland, Hungary, The Netherlands, Norway and Slovenia are described under the EU trial directive after discussing the provisions of the trial directive related to both review procedures. The review illustrates the differences between the countries in the documents that have to be submitted for the review procedures, the submission procedures and the language requirements of the documents, the organization of the ethics committees and the role of the competent authority in the approval procedure.

Adult educators' core competences

NASA Astrophysics Data System (ADS)

Wahlgren, Bjarne

2016-06-01

Which competences do professional adult educators need? This research note discusses the topic from a comparative perspective, finding that adult educators' required competences are wide-ranging, heterogeneous and complex. They are subject to context in terms of national and cultural environment as well as the kind of adult education concerned (e.g. basic education, work-related education etc.). However, it seems that it is possible to identify certain competence requirements which transcend national, cultural and functional boundaries. This research note summarises these common or "core" requirements, organising them into four thematic subcategories: (1) communicating subject knowledge; (2) taking students' prior learning into account; (3) supporting a learning environment; and (4) the adult educator's reflection on his or her own performance. At the end of his analysis of different competence profiles, the author notes that adult educators' ability to train adult learners in a way which then enables them to apply and use what they have learned in practice (thus performing knowledge transfer) still seems to be overlooked.