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…

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…

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…

Application of Competency Testing Mandates to Handicapped Children.

ERIC Educational Resources Information Center

McCarthy, Martha M.

1983-01-01

The author considers the legality of minimum competency testing diploma requirements applied to the handicapped in light of (1) their constitutional and statutory rights to nondiscriminatory treatment, (2) their statutory right to an appropriate education, and (3) their constitutional right to substantive and procedural due process. (Author/SSH)

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…

Objective Testing To Assess Teacher Competency: Emerging Legal Issues.

ERIC Educational Resources Information Center

Beckham, Joseph C.

Use of nationally standardized tests to determine teacher competency continues to be a subject for review in state and federal courts. School district policies have promoted minimum score requirements as a basis for employment decisions concerning certification, hiring, renewal, promotion, and merit pay. Legal challenges to these policies focus…

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…

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.

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…

Establishing Proficiency Standards for High School Graduation.

ERIC Educational Resources Information Center

Herron, Marshall D.

The Oregon State Board of Education has rejected the use of cut-off scores on a proficiency test to establish minimum performance standards for high school graduation. Instead, each school district is required to specify--by local board adoption--minimum competencies in reading, writing, listening, speaking, analyzing, and computing. These…

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…

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…

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.

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.…

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…

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.

High-Stakes, Minimum-Competency Exams: How Competent Are They for Evaluating Teacher Competence?

ERIC Educational Resources Information Center

Goodman, Gay; Arbona, Consuelo; Dominguez de Rameriz, Romilia

2008-01-01

Increasingly, teacher educators recommend authentic, performance-related measures for evaluating teacher candidates. Nevertheless, more states are requiring teachers to pass high-stakes, minimum-competency exams. This study examined the relation between teacher candidate scores on authentic measures and their scores on certification exams required…

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…

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.

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…

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.

76 FR 17287 - Protocol Gas Verification Program and Minimum Competency Requirements for Air Emission Testing

Federal Register 2010, 2011, 2012, 2013, 2014

2011-03-28

...EPA is finalizing rule revisions that modify existing requirements for sources affected by the federally administered emission trading programs including the NOX Budget Trading Program, the Acid Rain Program, and the Clean Air Interstate Rule. EPA is amending 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 amending 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 two incorporation by references that were inadvertently left out of the January 24, 2008 final rule, adding two new definitions, revising certain compliance dates, and clarifying the language and applicability of certain provisions.

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…

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.

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);…

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...

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…

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…

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

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…

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…

Preparing for the data revolution: identifying minimum health information competencies among the health workforce.

PubMed

Whittaker, Maxine; Hodge, Nicola; Mares, Renata E; Rodney, Anna

2015-04-01

Health information is required for a variety of purposes at all levels of a health system, and a workforce skilled in collecting, analysing, presenting, and disseminating such information is essential to fulfil these demands. While it is established that low- and middle-income countries (LMICs) are facing shortages in human resources for health (HRH), there has been little systematic attention focussed on non-clinical competencies. In response, we developed a framework that defines the minimum health information competencies required by health workers at various levels of a health system. Using the Delphi method, we consulted with leading global health information system (HIS) experts. An initial list of competencies and draft framework were developed based on results of a systematic literature review. During the second half of 2012, we sampled 38 experts with broad-based HIS knowledge and extensive development experience. Two rounds of consultation were carried out with the same group to establish validity of the framework and gain feedback on the draft competencies. Responses from consultations were analysed using Qualtrics® software and content analysis. In round one, 17 experts agreed to participate in the consultation and 11 (65%) completed the survey. In the second round, 11 experts agreed to participate and eight (73%) completed the survey. Overall, respondents agreed that there is a need for all health workers to have basic HIS competencies and that the concept of a minimum HIS competency framework is valid. Consensus was reached around the inclusion of 68 competencies across four levels of a health system. This consultation is one of the first to identify the HIS competencies required among general health workers, as opposed to specialist HIS roles. It is also one of the first attempts to develop a framework on minimum HIS competencies needed in LMICs, highlighting the skills needed at each level of the system, and identifying potential gaps in current training to allow a more systematic approach to HIS capacity-building.

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...

Success Stories: Minimum Competencies for Early Adolescents. Family & Consumer Education: Home Economics in the Middle School.

ERIC Educational Resources Information Center

Smith, Frances M.; And Others

This guide, which is intended to help middle-level home economics teachers satisfy the Iowa Vocational Education Standards and Requirements, consists of descriptions of 51 successful learning activities developed by Iowa teachers for helping middle school students master 17 minimum competencies in the following major content areas: personal and…

Minimum Requirements for Core Competency in Pediatric Pharmacy Practice.

PubMed

Boucher, Elizabeth A; Burke, Margaret M; Johnson, Peter N; Klein, Kristin C; Miller, Jamie L

2015-01-01

Colleges of pharmacy provide varying amounts of didactic and clinical hours in pediatrics resulting in variability in the knowledge, skills, and perceptions of new graduates toward pediatric pharmaceutical care. The Pediatric Pharmacy Advocacy Group (PPAG) endorses the application of a minimum set of core competencies for all pharmacists involved in the care of hospitalized children.

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…

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…

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)

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…

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.

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.…

Minimum competency: a comparison of reactions of southern black high school students, their parents and black teachers.

PubMed

Schab, F

1984-01-01

A questionnaire was administered to 300 black high school students, 77 parents and 79 black teachers to determine their reactions to minimum competency requirements being suggested for high school graduation. Black parents were strongest in their approval of such requirements, followed by black teachers and to a lesser degree by the students. In some areas all were essentially in agreement. Being able to communicate, handle money matters, stay healthy, recognize dishonest merchandising and make simple home repairs were agreed upon as necessary for survival as adults in our society. Minimal and necessary competencies were thus equated.

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...

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.

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.

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.

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

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…

International WIL Placements: Their Influence on Student Professional Development, Personal Growth and Cultural Competence

ERIC Educational Resources Information Center

Gribble, Nigel; Dender, Alma; Lawrence, Emma; Manning, Kirrily; Falkmer, Torbjorn

2014-01-01

In the increasingly global world, skills in cultural competence now form part of the minimum standards of practice required for allied health professionals. During an international work-integrated learning (WIL) placement, allied health students' cultural competence is expected to be enhanced. The present study scrutinized reflective journals of…

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.

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)

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,…

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…

Just-in-Time Training for High-Risk Low-Volume Therapies: An Approach to Ensure Patient Safety.

PubMed

Helman, Stephanie; Lisanti, Amy Jo; Adams, Ann; Field, Cynthia; Davis, Katherine Finn

2016-01-01

High-risk low-volume therapies are those therapies that are practiced infrequently and yet carry an increased risk to patients because of their complexity. Staff nurses are required to competently manage these therapies to treat patients' unique needs and optimize outcomes; however, maintaining competence is challenging. This article describes implementation of Just-in-Time Training, which requires validation of minimum competency of bedside nurses managing high-risk low-volume therapies through direct observation of a return-demonstration competency checklist.

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.

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…

State Competencies for Writing: Grades K-6. Technical Note.

ERIC Educational Resources Information Center

Lawlor, Joseph

This paper contains descriptions of mandated minimum competency documents from seven states: Florida, Georgia, Louisiana, Michigan, Oklahoma, Tennessee, and Texas. Each description provides a picture of the general nature of the state requirements and a discussion of the specific writing skills requirements. The procedures used to compile a…

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…

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…

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.

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…

10 CFR 1049.8 - Training of SPR Protective Force Officers and qualification to carry firearms.

Code of Federal Regulations, 2010 CFR

2010-01-01

... sufficient to maintain at least the minimum level of competency required for the successful performance of... competence to perform tasks associated with their responsibilities. The basic course shall include the...) Operating in such a manner as to preserve SPR sites and facilities; (9) Communications, including methods...

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…

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.

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.

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'…

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...

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…

2013 Review and Update of the Genetic Counseling Practice Based Competencies by a Task Force of the Accreditation Council for Genetic Counseling.

PubMed

Doyle, Debra Lochner; Awwad, Rawan I; Austin, Jehannine C; Baty, Bonnie J; Bergner, Amanda L; Brewster, Stephanie J; Erby, Lori A H; Franklin, Cathi Rubin; Greb, Anne E; Grubs, Robin E; Hooker, Gillian W; Noblin, Sarah Jane; Ormond, Kelly E; Palmer, Christina G; Petty, Elizabeth M; Singletary, Claire N; Thomas, Matthew J; Toriello, Helga; Walton, Carol S; Uhlmann, Wendy R

2016-10-01

The first practice based competencies (PBCs) for the field of genetic counseling were adopted by the American Board of Genetic Counseling (ABGC), 1996. Since that time, there has been significant growth in established and new work settings (clinical and non-clinical) and changes in service delivery models and the roles of genetic counselors. These changes prompted the ABGC to appoint a PBC Task Force in 2011 to review the PBCs with respect to their current relevance and to revise and update them as necessary. There are four domains in the revised PBCs: (I) Genetics Expertise and Analysis (II) Interpersonal, Psychosocial and Counseling Skills (III) Education and (IV) Professional Development and Practice. There are 22 competencies, each clarified with learning objectives or samples of activities and skills; a glossary is included. New competencies were added that address genomics, genetic testing and genetic counselors' roles in risk assessment, education, supervision, conducting research and presenting research options to patients. With PBCs serving as the pre-defined abilities or outcomes of training, graduating genetic counselors will be well prepared to enter the field with a minimum level of skills and abilities. A description of the Task Force's work, key changes and the 2013 PBCs are presented herein.

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.

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.

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

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…

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.

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.

Expanding undergraduate dietetic education through a health promotion internship program.

PubMed

Rye, J A; Weston, C

1987-05-01

The Lifestyle Assistant Program is a health promotion internship offered by the University of Wisconsin-Stevens Point Health Service. Students majoring in health-related disciplines (e.g., dietetics) gain skills in promoting the six dimensions of wellness: social, occupational, spiritual, physical, intellectual, and emotional. Thirteen competencies provide the basis for training Lifestyle Assistants, who develop, market, present, and evaluate wellness sessions for the university and residential communities. Assistants earn academic credit or a wage. Of particular benefit to assistants majoring in dietetics are studying and operating a self-testing physical assessment unit, which approximates body composition, cardiovascular endurance, muscular strength, and flexibility; using a health hazard appraisal; assisting the University's Nutrition Task Force with its education campaign in the campus cafeterias; and presenting programs on popular nutrition topics (e.g., the athlete's diet). Program evaluation reveals that 84% of participants in programs conducted by assistants gained information of personal benefit. The Lifestyle Assistant competencies support The American Dietetic Association Plan IV minimum competencies in such areas as communication and education. The Lifestyle Assistant experience is in accordance with The American Dietetic Association's Dietetic Manpower Study recommendations: to provide student learning experiences in wellness programs and fitness settings.

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.

2011 NASA Lunabotics Mining Competition for Universities: Results and Lessons Learned

NASA Technical Reports Server (NTRS)

Mueller, Robert P.; Murphy, Gloria A.

2011-01-01

Overview: Design, build & compete remote controlled robot (Lunabot). Excavate Black Point 1 (BP-1) Lunar Simulant. Deposit minimum of 10 kg of BP-1 within 15 minutes $5000, $2500, $1000 Scholarships for most BP-1 excavated. May 23-28, 2011. Kennedy Space Center, FL. International Teams Allowed for the First Time. What is a Lunabot? a) Robot Controlled Remotely or Autonomously. b) Visual and Auditory Isolation from Operator. c) Excavates Black Point 1 (BP-l) Simulant. d) Weight Limit - 80 kg. e)Dimension Limits -1.5m width x .75m length x 2m height. f) Designed, Built and Tested by University Student Teams.

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.

49 CFR 602.15 - Grant requirements.

Code of Federal Regulations, 2014 CFR

2014-10-01

... either State or locally adopted building codes or standards, the higher of the competing minimums would... title 49, United States Code, as well as cross-cutting requirements, including but not limited to those...

49 CFR 602.15 - Grant requirements.

Code of Federal Regulations, 2013 CFR

2013-10-01

... either State or locally adopted building codes or standards, the higher of the competing minimums would... title 49, United States Code, as well as cross-cutting requirements, including but not limited to those...

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.

[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.

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.

Job/Task Analysis: Enhancing the Commercial Building Workforce Through the Development of Foundational Materials; Preprint

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

Studer, D.; Kemkar, S.

2012-09-01

For many commercial building operation job categories, industry consensus has not been reached on the knowledge, skills, and abilities that practitioners should possess. The goal of this guidance is to help streamline the minimum competencies taught or tested by organizations catering to building operations and maintenance personnel while providing a basis for developing and comparing new and existing training programs in the commercial building sector. The developed JTAs will help individuals identify opportunities to enhance their professional skills, enable industry to identify an appropriately skilled workforce, and allow training providers to ensure that they are providing the highest quality productmore » possible.« less

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.

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,…

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;…

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…

Portfolios for determining initial licensure competency.

PubMed

Chambers, David W

2004-02-01

Because attempts to improve initial licensure examinations have not been grounded in measurement theory, partial and inadequate remedies have led to a cycle of refutations, defenses and political polarization. The author reviewed the psychometric literature, focusing on high-stakes professional decisions. Editorials in the dental literature and position papers of involved organizations often use words from this literature without incorporating its fundamental concepts. The reliability of one-shot initial licensure examinations is estimated to be approximately r = .40, which is a value well under the standard for such tests in other professions. Validity has not been investigated rigorously, but the one-shot format and proposals to remove live patients certainly would reduce validity. The use of portfolios--a small number of evaluations in several realistic task domains--is a viable means of achieving psychometric standards for initial licensure decisions. Boards are charged with making valid and reliable licensure decisions, not with conducting examinations. At a minimum, they must define the competencies of beginning practitioners and establish the psychometric criteria for their decisions (neither of which are done currently). Gathering data then can be delegated to whoever is best qualified to meet these standards.

Factors That Affect Academic Performance Among Pharmacy Students

PubMed Central

Sansgiry, Sujit S.; Bhosle, Monali; Sail, Kavita

2006-01-01

Objective The objective of this study was to examine factors such as academic competence, test competence, time management, strategic studying, and test anxiety, and identify whether these factors could distinguish differences among students, based on academic performance and enrollment in the experiential program. Methods A cross-sectional study design utilizing questionnaires measuring previously validated constructs was used to evaluate the effect of these factors on students with low and high cumulative grade point averages (GPAs). Pharmacy students (N = 198) enrolled at the University of Houston participated in the study. Results Academic performance was significantly associated with factors such as academic competence and test competence. Students with a cumulative GPA of 3.0 or greater significantly differed in their level of test competence than those with a GPA of less than 3.0. Students enrolled in their experiential year differed from students enrolled in their second year of curriculum on factors such as test anxiety, academic competence, test competence, and time management skills. Conclusion Test competence was an important factor to distinguish students with low vs. high academic performance. Factors such as academic competence, test competence, test anxiety and time management improve as students' progress in their experiential year. PMID:17149433

Factors that affect academic performance among pharmacy students.

PubMed

Sansgiry, Sujit S; Bhosle, Monali; Sail, Kavita

2006-10-15

The objective of this study was to examine factors such as academic competence, test competence, time management, strategic studying, and test anxiety, and identify whether these factors could distinguish differences among students, based on academic performance and enrollment in the experiential program. A cross-sectional study design utilizing questionnaires measuring previously validated constructs was used to evaluate the effect of these factors on students with low and high cumulative grade point averages (GPAs). Pharmacy students (N = 198) enrolled at the University of Houston participated in the study. Academic performance was significantly associated with factors such as academic competence and test competence. Students with a cumulative GPA of 3.0 or greater significantly differed in their level of test competence than those with a GPA of less than 3.0. Students enrolled in their experiential year differed from students enrolled in their second year of curriculum on factors such as test anxiety, academic competence, test competence, and time management skills. Test competence was an important factor to distinguish students with low vs. high academic performance. Factors such as academic competence, test competence, test anxiety and time management improve as students' progress in their experiential year.

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,…

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…

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…

[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.

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.

Towards an Operational Definition of Clinical Competency in Pharmacy

PubMed Central

2015-01-01

Objective. To estimate the inter-rater reliability and accuracy of ratings of competence in student pharmacist/patient clinical interactions as depicted in videotaped simulations and to compare expert panelist and typical preceptor ratings of those interactions. Methods. This study used a multifactorial experimental design to estimate inter-rater reliability and accuracy of preceptors’ assessment of student performance in clinical simulations. The study protocol used nine 5-10 minute video vignettes portraying different levels of competency in student performance in simulated clinical interactions. Intra-Class Correlation (ICC) was used to calculate inter-rater reliability and Fisher exact test was used to compare differences in distribution of scores between expert and nonexpert assessments. Results. Preceptors (n=42) across 5 states assessed the simulated performances. Intra-Class Correlation estimates were higher for 3 nonrandomized video simulations compared to the 6 randomized simulations. Preceptors more readily identified high and low student performances compared to satisfactory performances. In nearly two-thirds of the rating opportunities, a higher proportion of expert panelists than preceptors rated the student performance correctly (18 of 27 scenarios). Conclusion. Valid and reliable assessments are critically important because they affect student grades and formative student feedback. Study results indicate the need for pharmacy preceptor training in performance assessment. The process demonstrated in this study can be used to establish minimum preceptor benchmarks for future national training programs. PMID:26089563

Criterion-Referenced Test Items for Auto Body.

ERIC Educational Resources Information Center

Tannehill, Dana, Ed.

This test item bank on auto body repair contains criterion-referenced test questions based upon competencies found in the Missouri Auto Body Competency Profile. Some test items are keyed for multiple competencies. The tests cover the following 26 competency areas in the auto body curriculum: auto body careers; measuring and mixing; tools and…

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.

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…

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:…

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...

Competency Testing. An Annotated Bibliography.

ERIC Educational Resources Information Center

Jackson, Michael; Battiste, Barbara

Competency testing for either graduation from high school, or as a method for assessing whether a student should advance to a higher grade level, is the focus of this annotated bibliography. Included are annotations that relate to accountability, competency testing, program descriptions where competency testing is utilized, general testing…

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.

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)…

State of the Art Report on Statewide Student Competency Testing in Vocational and Technical Education, 1993-94.

ERIC Educational Resources Information Center

Love-Wilkes, Rebecca; Cummings, Ronda

This report on competency testing in vocational and technical education is a follow-up to previous reports published in 1988 and 1990. Section 1 summarizes the data. It describes competency testing in the 13 states that currently mandate competency testing and identifies the 11 states in which voluntary testing is occurring, the 9 states either…

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…

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…

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,…

Nurse competence scale: development and psychometric testing.

PubMed

Meretoja, Riitta; Isoaho, Hannu; Leino-Kilpi, Helena

2004-07-01

Self-assessment assists nurses to maintain and improve their practice by identifying their strengths and areas that may need to be further developed. Professional competence profiles encourage them to take an active part in the learning process of continuing education. Although competence recognition offers a way to motivate practising nurses to produce quality care, few measuring tools are available for this purpose. This paper describes the development and testing of the Nurse Competence Scale, an instrument with which the level of nurse competence can be assessed in different hospital work environments. The categories of the Nurse Competence Scale were derived from Benner's From Novice to Expert competency framework. A seven-step approach, including literature review and six expert groups, was used to identify and validate the indicators of nurse competence. After a pilot test, psychometric testing of the Nurse Competence Scale (content, construct and concurrent validity, and internal consistency) was undertaken with 498 nurses. The 73-item scale consists of seven categories, with responses on a visual analogy scale format. The frequency of using competencies was additionally tested with a four-point scale. Self-assessed overall scores indicated a high level of competence across categories. The Nurse Competence Scale data were normally distributed. The higher the frequency of using competencies, the higher was the self-assessed level of competence. Age and length of work experience had a positive but not very strong correlation with level of competence. According to the item analysis, the categories of the Nurse Competence Scale showed good internal consistency. The results provide strong evidence of the reliability and validity of the Nurse Competence Scale.

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.

Measuring the Impact of Cultural Competence Training for Dental Hygiene Students.

PubMed

Daugherty, Heather N; Kearney, Rachel C

2017-10-01

Purpose: The purpose of this study was to measure the change in levels of knowledge of providing culturally competent care and self-assessed cultural competence of senior level dental hygiene students after the implementation of an online cultural competence training module. Methods: Twenty-eight members of the senior class of 31 dental hygiene students (N=28) volunteered to participate in this IRB approved study at the Ohio State University School of Dentistry. The students took the online Inventory for Assessing the Process of Cultural Competence- Student Version (IAPCC-SV), to assess their self-perceived cultural competence. Upon completion of the pre-test, students then completed the United States Department of Health and Human Services (HHS) Office of Minority Health (OMH) Cultural Competency Program for Oral Health Professionals; a three-module online training program designed to measure increased knowledge of cultural competence. Three weeks following the initial pre-test and upon completion of the Cultural Competency Program for Oral Health Professionals online learning modules, students re-took the IAPCC-SV. Results: Twenty-eight senior dental hygiene students completed the IAPCC-SV pre-test, the OMH e-learning modules and the IAPCC-SV post-test. The average score on the pre-test was 55.14±7.54 and the average score on the post-test was 61.33±7.86. There was a significant difference in pre-test and post-test scores (p<0.001). There were also significant differences in the constructs of knowledge of cultural competence (p<0.001) and skill (p<0.001). Conclusion: The HHS OMH Cultural Competency Program for Oral Health Professionals was effective for increasing dental hygiene students' levels of knowledge of cultural competence. Copyright © 2017 The American Dental Hygienists’ Association.

More active pre-school children have better motor competence at school starting age: an observational cohort study.

PubMed

Barnett, Lisa M; Salmon, Jo; Hesketh, Kylie D

2016-10-10

Almost half of young children do not achieve minimum recommendations of 60 daily minutes in physical activity. Physical activity is potentially an important determinant of the development of motor competence in children. This study is one of very few longitudinal studies in this area and the first to investigate early childhood physical activity as a predictor of subsequent motor skill competence. Children were assessed as part of the Melbourne InFANT Program longitudinal cohort study at 19 months, 3.5 years and 5 years. Moderate-to-vigorous physical activity (MVPA) (accelerometry) was assessed at each time point. At age 5, children were also assessed in actual (Test of Gross Motor Development-2) and perceived motor competence (Pictorial Scale of Perceived Movement Skill Competence). General linear models were performed with all 12 skills (six object control and six locomotor skills), both actual and perceived, at age 5 as the respective outcome variables. Predictor variables alternated between MVPA at 19 months, 3.5 years and 5 years. Based on standardized TGMD-2 scores most children were average or below in their skill level at age 5. MVPA at 19 months was not a predictor of actual or perceived skill at age 5. MVPA at 3.5 years was associated with actual locomotor skill (B = 0.073, p = 0.033) and perceived total skill at 5 years of age (B = 0.059, p = 0.044). MVPA was not a predictor of actual or perceived object control skill at any age. Parents and preschool staff should be informed that more time in MVPA as a preschool child contributes to locomotor skill and to perceptions of skill ability in a child of school starting age. Understanding this relationship will assist in intervention development.

Reinforcements in avian wing bones: Experiments, analysis, and modeling.

PubMed

Novitskaya, E; Ruestes, C J; Porter, M M; Lubarda, V A; Meyers, M A; McKittrick, J

2017-12-01

Almost all species of modern birds are capable of flight; the mechanical competency of their wings and the rigidity of their skeletal system evolved to enable this outstanding feat. One of the most interesting examples of structural adaptation in birds is the internal structure of their wing bones. In flying birds, bones need to be sufficiently strong and stiff to withstand forces during takeoff, flight, and landing, with a minimum of weight. The cross-sectional morphology and presence of reinforcing structures (struts and ridges) found within bird wing bones vary from species to species, depending on how the wings are utilized. It is shown that both morphology and internal features increases the resistance to flexure and torsion with a minimum weight penalty. Prototypes of reinforcing struts fabricated by 3D printing were tested in diametral compression and torsion to validate the concept. In compression, the ovalization decreased through the insertion of struts, while they had no effect on torsional resistance. An elastic model of a circular ring reinforced by horizontal and vertical struts is developed to explain the compressive stiffening response of the ring caused by differently oriented struts. Copyright © 2017 Elsevier Ltd. All rights reserved.

Criterion-Referenced Test Items for Welding.

ERIC Educational Resources Information Center

Davis, Diane, Ed.

This test item bank on welding contains test questions based upon competencies found in the Missouri Welding Competency Profile. Some test items are keyed for multiple competencies. These criterion-referenced test items are designed to work with the Vocational Instructional Management System. Questions have been statistically sampled and validated…

Development of a competency-based formative progress test with student-generated MCQs: Results from a multi-centre pilot study.

PubMed

Wagener, Stefan; Möltner, Andreas; Tımbıl, Sevgi; Gornostayeva, Maryna; Schultz, Jobst-Hendrik; Brüstle, Peter; Mohr, Daniela; Vander Beken, Anna; Better, Julian; Fries, Martin; Gottschalk, Marc; Günther, Janine; Herrmann, Laura; Kreisel, Christian; Moczko, Tobias; Illg, Claudius; Jassowicz, Adam; Müller, Andreas; Niesert, Moritz; Strübing, Felix; Jünger, Jana

2015-01-01

Progress tests provide students feedback on their level of proficiency over the course of their medical studies. Peer-assisted learning and competency-based education have become increasingly important in medical education. Although progress tests have been proven to be useful as a longitudinal feedback instrument, there are currently no progress tests that have been created in cooperation with students or that focus on competency in medical education. In this study, we investigated the extent to which students can be included in the development of a progress test and demonstrated that aspects of knowledge related to competency can be represented on a competency-based progress test. A two-dimensional blueprint for 144 multiple-choice questions (MCQs) covering groups of medical subjects and groups of competency areas was generated by three expert groups for developing the competency-based progress test. A total of 31 students from seven medical schools in Germany actively participated in this exercise. After completing an intensive and comprehensive training programme, the students generated and reviewed the test questions for the competency-based progress test using a separate platform of the ItemManagementSystem (IMS). This test was administered as a formative test to 469 students in a pilot study in November 2013 at eight medical schools in Germany. The scores were analysed for the overall test and differentiated according to the subject groups and competency areas. A pool of more than 200 MCQs was compiled by the students for pilot use, of which 118 student-generated MCQs were used in the progress test. University instructors supplemented this pool with 26 MCQs, which primarily addressed the area of scientific skills. The post-review showed that student-generated MCQs were of high quality with regard to test statistic criteria and content. Overall, the progress test displayed a very high reliability. When the academic years were compared, the progress test mapped out over the course of study not only by the overall test but also in terms of the subject groups and competency areas. Further development in cooperation with students will be continued. Focus will be on compiling additional questions and test formats that can represent competency at a higher skill level, such as key feature questions, situational judgement test questions and OSCE. In addition, the feedback formats will be successively expanded. The intention is also to offer the formative competency-based progress test online.

Enhancing Medical Student Education by Implementing a Competency-Based Ophthalmology Curriculum.

PubMed

Succar, Tony; McCluskey, Peter; Grigg, John

2017-01-01

To evaluate innovative educational strategies that help optimize ophthalmology teaching in a crowded medical curriculum. The knowledge acquisition and perceptions of medical students undertaking the revised competency-based curriculum were compared with the prior content-based curriculum within the Sydney Medical Program. A mixed-methods research design was employed to include both quantitative and qualitative dimensions in evaluating the revised curriculum with medical students (n = 328) undergoing their ophthalmology rotation. Quantitative evaluation was performed with a 20-item multiple choice pre- and post-test of ophthalmic knowledge. A 12-month follow-up test was readministered to compare the long-term retention rate of graduates. Qualitative evaluation was measured with student satisfaction questionnaires. In the original curriculum there was an improvement of 19.9% from pre- to post-test scores [2.15; 95% confidence interval (CI), 1.35-2.94; P < 0.001] and a greater improvement of 31.6% from pre- to post-test (3.50; 95% CI, 3.03-3.97; P < 0.001) in the revised curriculum. When assessing retained knowledge at 12 months, students from the revised curriculum scored 11.5% higher than students from the original curriculum (1.56; 95% CI, 0.42-2.71; P = 0.008). In addition, qualitative feedback also improved, with the rotation being highly valued. The revised ophthalmic curriculum resulted in an increase in academic performance and a higher degree of student satisfaction. Given the gradual decline of ophthalmic education in the standard medical school curriculum, our results are timely in providing guidance for minimum ophthalmic curriculum exposure and strategies to improve ophthalmic education in medical schools. Copyright© 2017 Asia-Pacific Academy of Ophthalmology.

Development of a State-Wide Competency Test for Marketing Education. Final Report.

ERIC Educational Resources Information Center

Smith, Clifton L.

A project was conducted to develop a valid, competency-referenced test on the core competencies identified for the Missouri Fundamentals of Marketing curriculum. During the project: (1) multiple-choice test items based on the core competencies in the Fundamentals of Marketing curriculum were developed; (2) instructions for onsite administration of…

Objective evaluation of surgical competency for minimally invasive surgery with a collection of simple tests

PubMed Central

Gonzalez-Neira, Eliana Maria; Jimenez-Mendoza, Claudia Patricia; Rugeles-Quintero, Saul

2016-01-01

Objective: This study aims at determining if a collection of 16 motor tests on a physical simulator can objectively discriminate and evaluate practitioners' competency level, i.e. novice, resident, and expert. Methods: An experimental design with three study groups (novice, resident, and expert) was developed to test the evaluation power of each of the 16 simple tests. An ANOVA and a Student Newman-Keuls (SNK) test were used to analyze results of each test to determine which of them can discriminate participants' competency level. Results: Four of the 16 tests used discriminated all of the three competency levels and 15 discriminated at least two of the three groups (α= 0.05). Moreover, other two tests differentiate beginners' level from intermediate, and other seven tests differentiate intermediate level from expert. Conclusion: The competency level of a practitioner of minimally invasive surgery can be evaluated by a specific collection of basic tests in a physical surgical simulator. Reduction of the number of tests needed to discriminate the competency level of surgeons can be the aim of future research. PMID:27226664

Objective evaluation of surgical competency for minimally invasive surgery with a collection of simple tests.

PubMed

Gonzalez-Neira, Eliana Maria; Jimenez-Mendoza, Claudia Patricia; Suarez, Daniel R; Rugeles-Quintero, Saul

2016-03-30

This study aims at determining if a collection of 16 motor tests on a physical simulator can objectively discriminate and evaluate practitioners' competency level, i.e. novice, resident, and expert. An experimental design with three study groups (novice, resident, and expert) was developed to test the evaluation power of each of the 16 simple tests. An ANOVA and a Student Newman-Keuls (SNK) test were used to analyze results of each test to determine which of them can discriminate participants' competency level. Four of the 16 tests used discriminated all of the three competency levels and 15 discriminated at least two of the three groups (α= 0.05). Moreover, other two tests differentiate beginners' level from intermediate, and other seven tests differentiate intermediate level from expert. The competency level of a practitioner of minimally invasive surgery can be evaluated by a specific collection of basic tests in a physical surgical simulator. Reduction of the number of tests needed to discriminate the competency level of surgeons can be the aim of future research.

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…

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…

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…

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…

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…

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.

College Influence on Student Intentions toward International Competence. ASHE Annual Meeting Paper.

ERIC Educational Resources Information Center

English, Susan Lewis

This study attempted to test the concept of international competence as a construct and to estimate the extent to which college experience predicts variance on student intentions toward international competence. Relying on Lambert's model of global competence, the study tested five components of international competence for validity and…

A Reconsideration of Testing for Competence Rather than for Intelligence.

ERIC Educational Resources Information Center

Barrett, Gerald V.; Depinet, Robert L.

1991-01-01

Examines five themes in "Testing for Competence Rather than for "Intelligence" (D. C. McClelland, "American Psychologist," 1973), and reviews relevant literature. Despite wide acceptance of McClelland's views, other evidence that does not show that competency testing surpasses cognitive ability testing in predicting…

76 FR 80781 - Alcohol and Drug Testing: Determination of Minimum Random Testing Rates for 2012

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-27

...-11213, Notice No. 15] RIN 2130-AA81 Alcohol and Drug Testing: Determination of Minimum Random Testing.... According to data from FRA's Management Information System, the rail industry's random drug testing [[Page... Administrator (Administrator) has therefore determined that the minimum annual random drug testing rate for the...

77 FR 75896 - Alcohol and Drug Testing: Determination of Minimum Random Testing Rates for 2013

Federal Register 2010, 2011, 2012, 2013, 2014

2012-12-26

...-11213, Notice No. 16] Alcohol and Drug Testing: Determination of Minimum Random Testing Rates for 2013... from FRA's Management Information System, the rail industry's random drug testing positive rate has... therefore determined that the minimum annual random drug testing rate for the period January 1, 2013...

Teacher Testing: I'm O.K., You're O.K., But Somebody's Not!

ERIC Educational Resources Information Center

Martin, Dawn Vincent

Concern about the preparation and competence of teachers has brought about a rapid spread of teacher competency assessment programs. Currently, 36 states test or plan to test teachers prior to certification. Two states, Arkansas and Texas, are already involved with testing teachers in service. Teacher competency testing has become embroiled in…

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.

Development and Evaluation of Vocational Competency Measures. Final Report.

ERIC Educational Resources Information Center

Chalupsky, Albert B.; And Others

A series of occupational competency tests representing all seven vocational education curriculum areas were developed, field tested, and validated. Seventeen occupations were selected for competency test development: agricultural chemicals applications technician, farm equipment mechanic, computer operator, word processing specialist, apparel…

The Regents Competency Testing Program. Setting Standards in the Basic Skills as a Requirement for High School Graduation. Information Brochure.

ERIC Educational Resources Information Center

New York State Education Dept., Albany.

The New York State Regents Competency Testing Program is described. Competency tests have been developed in the basic skills of reading, writing, and mathematics, for two purposes: (1) to identify those students who need remedial help; and (2) to assure that students receiving high school diplomas have acquired adequate competence in these areas.…

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

Is the Relationship between Competence Beliefs and Test Anxiety Influenced by Goal Orientation?

ERIC Educational Resources Information Center

Putwain, David William; Daniels, Rachel Anne

2010-01-01

The study described here aimed to examine the relations between test anxiety, competence beliefs and achievement goals, and in particular if the relations between competence beliefs and test anxiety were moderated by achievement goals. Pupils in their first year of secondary schooling completed self-report questionnaires for test anxiety,…

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…

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…

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...

Motor competence and physical fitness in adolescents.

PubMed

Gísladóttir, Ordís; Haga, Monika; Sigmundsson, Hermundur

2014-01-01

In this study we examined the relationship between physical fitness and motor competence in adolescents aged 15 to 16 years. A sample of 94 adolescents participated in the study. To test motor competence, the Movement Assessment Battery for Children-2 was used. Physical fitness was assessed using the following test items: standing broad jump, 20-m dash, reduced Cooper test, and sit-and-reach test. The results revealed a significant but weak relationship (0.248) between motor competence and physical fitness for the whole sample. More specifically, the correlation between the 2 variables was significant for girls (0.353) but not for boys (0.248). The relatively weak relationship between motor competence and physical fitness suggests that motor competence might not be critical in adolescents to maintain their physical fitness.

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.

General Mechanical Repair. Minor Automotive Maintenance, Small Engine [Repair, and] Welding: Competency Test Package.

ERIC Educational Resources Information Center

Hamlin, Larry

This document contains the competency test package for three sections of a general mechanical repair course: minor automotive maintenance, small engine mechanics, and welding. Following a list of the common essential elements for trade and industrial education, competency tests for the three sections are provided. Each test includes unit name,…

Competency Testing: Assessment or Politics? Draft.

ERIC Educational Resources Information Center

Carter, David G., Sr.

Competency testing legislation is the result of citizen pressure and lacks the benefit of careful deliberation by professionals. Hastily passed legislation has forced state departments of education and school districts to accept their duty to implement competency testing programs without the appropriate resources. Many of the basic problems of…

[Validity criteria of a short test to assess speech and language competence in 4-year-olds].

PubMed

Euler, H A; Holler-Zittlau, I; Minnen, S; Sick, U; Dux, W; Zaretsky, Y; Neumann, K

2010-11-01

A psychometrically constructed short test as a prerequisite for screening was developed on the basis of a revision of the Marburger Speech Screening to assess speech/language competence among children in Hessen (Germany). A total of 257 children (age 4.0 to 4.5 years) performed the test battery for speech/language competence; 214 children repeated the test 1 year later. Test scores correlated highly with scores of two competing language screenings (SSV, HASE) and with a combined score from four diagnostic tests of individual speech/language competences (Reynell III, patholinguistic diagnostics in impaired language development, PLAKSS, AWST-R). Validity was demonstrated by three comparisons: (1) Children with German family language had higher scores than children with another language. (2) The 3-month-older children achieved higher scores than younger children. (3) The difference between the children with German family language and those with another language was higher for the 3-month-older than for the younger children. The short test assesses the speech/language competence of 4-year-olds quickly, validly, and comprehensively.

Application of cognitive diagnosis models to competency-based situational judgment tests.

PubMed

García, Pablo Eduardo; Olea, Julio; De la Torre, Jimmy

2014-01-01

Profiling of jobs in terms of competency requirements has increasingly been applied in many organizational settings. Testing these competencies through situational judgment tests (SJTs) leads to validity problems because it is not usually clear which constructs SJTs measure. The primary purpose of this paper is to evaluate whether the application of cognitive diagnosis models (CDM) to competency-based SJTs can ascertain the underlying competencies measured by the items, and whether these competencies can be estimated precisely. The generalized deterministic inputs, noisy "and" gate (G-DINA) model was applied to 26 situational judgment items measuring professional competencies based on the great eight model. These items were applied to 485 employees of a Spanish financial company. The fit of the model to the data and the convergent validity between the estimated competencies and personality dimensions were examined. The G-DINA showed a good fit to the data and the estimated competency factors, adapting and coping and interacting and presenting were positively related to emotional stability and extraversion, respectively. This work indicates that CDM can be a useful tool when measuring professional competencies through SJTs. CDM can clarify the competencies being measured and provide precise estimates of these competencies.

Regents Examinations and Competency Tests. School Administrator's Manual, June 1985 Edition.

ERIC Educational Resources Information Center

1985

Intended for use by school administrators, guidance counselors, teachers and proctors, this manual contains general information on the New York State Regents examinations and competency tests, as well as specific regulations and procedures for ordering, administering, and rating these examinations. The competency testing requirements for a local…

Evaluation of a Music Therapy Social Skills Development Program for Youth with Limited Resources.

PubMed

Pasiali, Varvara; Clark, Cherie

2018-05-21

Children living in low-resource communities are at risk for poorer socio-emotional development and academic performance. Emerging evidence supports use of group music therapy experiences to support social development through community afterschool programming. To examine the potential benefit of a music therapy social skills development program to improve social skills and academic performance of school-aged children with limited resources in an afterschool program. We used a single-group pre/post-test design, and recruited 20 students (11 females, 9 males), ages 5 to 11 years, from an afterschool program. The music therapy social skills program consisted of eight 50-minute sessions, and we measured social competence and antisocial behavior using the Home & Community Social Behavioral Scale (HCSBS; Merrell & Caldarella, 2008), and social skills, problem behaviors, and academic competence using the Social Skills Improvement System (SSIS; Gresham & Elliot, 2008a, 2008b). Only students who attended a minimum of six sessions (N = 14) were included in data analysis. Results showed no significant change in individual HBSC subscale scores; however, the total number of low-performance/high-risk skills significantly decreased. SSIS teacher results indicated significant improvement in communication, significant decrease of hyperactivity, autistic behavioral tendencies and overall problem behaviors, and marginal decreases in internalization. Parent ratings mirrored, in part, those of the teacher. Results indicated that music therapy has the potential of being an effective intervention for promoting social competence of school-aged children with limited resources, particularly in the areas of communication and low-performance/high-risk behaviors. Teaching skills through song lyrics and improvisation emerged as salient interventions.

Aptitude, Achievement and Competence in Medicine: A Latent Variable Path Model

ERIC Educational Resources Information Center

Collin, V. Terri; Violato, Claudio; Hecker, Kent

2009-01-01

To develop and test a latent variable path model of general achievement, aptitude for medicine and competence in medicine employing data from the Medical College Admission Test (MCAT), pre-medical undergraduate grade point average (UGPA) and demographic characteristics for competence in pre-clinical and measures of competence (United States…

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

ERIC Educational Resources Information Center

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

2009-01-01

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

Increasing Testing Efficiency through the Development of an IT-Based Adaptive Testing Tool for Competency Measurement

ERIC Educational Resources Information Center

Kleinhans, Janne; Schumann, Matthias

2015-01-01

Purpose: This paper investigates the potential of computerized adaptive testing for CMs to reduce test time. In the context of education and training, competency measurement (CM) is a central challenge in competency management. For complex CMs, a compromise must be addressed between the time available and the quality of the measurements.…

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.

Cognitive Determinants of Academic Performance in Nigerian Pharmacy Schools.

PubMed

Ubaka, Chukwuemeka M; Sansgiry, Sujit S; Ukwe, Chinwe V

2015-09-25

Objective. To evaluate cognitive factors that might influence academic performance of students in Nigerian pharmacy schools. Methods. A cross-sectional, multi-center survey of Nigerian pharmacy students from 7 schools of pharmacy was conducted using 2 validated questionnaires measuring cognitive constructs such as test anxiety, academic competence, test competence, time management, and strategic study habits. Results. Female students and older students scored significantly better on time management skills and study habits, respectively. Test anxiety was negatively associated with academic performance while test competence, academic competence, and time management were positively associated with academic performance. These 4 constructs significantly discriminated between the lower and higher performing students, with the first 2 contributing to the most differences. Conclusion. Test and academic competence, test anxiety, and time management were significant factors associated with low and high academic performance among Nigerian pharmacy students. The study also demonstrated the significant effects of age, gender, and marital status on these constructs.

Cognitive Determinants of Academic Performance in Nigerian Pharmacy Schools

PubMed Central

Sansgiry, Sujit S.; Ukwe, Chinwe V.

2015-01-01

Objective. To evaluate cognitive factors that might influence academic performance of students in Nigerian pharmacy schools. Methods. A cross-sectional, multi-center survey of Nigerian pharmacy students from 7 schools of pharmacy was conducted using 2 validated questionnaires measuring cognitive constructs such as test anxiety, academic competence, test competence, time management, and strategic study habits. Results. Female students and older students scored significantly better on time management skills and study habits, respectively. Test anxiety was negatively associated with academic performance while test competence, academic competence, and time management were positively associated with academic performance. These 4 constructs significantly discriminated between the lower and higher performing students, with the first 2 contributing to the most differences. Conclusion. Test and academic competence, test anxiety, and time management were significant factors associated with low and high academic performance among Nigerian pharmacy students. The study also demonstrated the significant effects of age, gender, and marital status on these constructs. PMID:27168614

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.

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…

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…

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.

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

A Competency Model for Process Dynamics and Control and Its Use for Test Construction at University Level

ERIC Educational Resources Information Center

Taskinen, Päivi H.; Steimel, Jochen; Gräfe, Linda; Engell, Sebastian; Frey, Andreas

2015-01-01

This study examined students' competencies in engineering education at the university level. First, we developed a competency model in one specific field of engineering: process dynamics and control. Then, the theoretical model was used as a frame to construct test items to measure students' competencies comprehensively. In the empirical…

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.

Concerning National Competency Examinations in Education.

ERIC Educational Resources Information Center

Shoemaker, David M.

1979-01-01

Several aspects of national competency tests are discussed: two conceptualizations; arguments pro and con; the federal perspective; a distillation of support and opposition to arguments judged unique to national competency tests; and a hypothetical procedure for implementation. (MH)

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.

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

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

ERIC Educational Resources Information Center

Al-Habashneh, Maher Hussein; Najjar, Nabil Juma

2017-01-01

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

Development of a Digital-Based Instrument to Assess Perceived Motor Competence in Children: Face Validity, Test-Retest Reliability, and Internal Consistency

PubMed Central

Palmer, Kara K.

2017-01-01

Assessing children’s perceptions of their movement abilities (i.e., perceived competence) is traditionally done using picture scales—Pictorial Scale of Perceived Competence and Acceptance for Young Children or Pictorial Scale of Perceived Movement Skill Competence. Pictures fail to capture the temporal components of movement. To address this limitation, we created a digital-based instrument to assess perceived motor competence: the Digital Scale of Perceived Motor Competence. The purpose of this study was to determine the validity, reliability, and internal consistency of the Digital-based Scale of Perceived Motor Skill Competence. The Digital-based Scale of Perceived Motor Skill Competence is based on the twelve fundamental motor skills from the Test of Gross Motor Development-2nd Edition with a similar layout and item structure as the Pictorial Scale of Perceived Movement Skill Competence. Face Validity of the instrument was examined in Phase I (n = 56; Mage = 8.6 ± 0.7 years, 26 girls). Test-retest reliability and internal consistency were assessed in Phase II (n = 54, Mage = 8.7 years ± 0.5 years, 26 girls). Intra-class correlations (ICC) and Cronbach’s alpha were conducted to determine test-retest reliability and internal consistency for all twelve skills along with locomotor and object control subscales. The Digital Scale of Perceived Motor Competence demonstrates excellent test-retest reliability (ICC = 0.83, total; ICC = 0.77, locomotor; ICC = 0.79, object control) and acceptable/good internal consistency (α = 0.62, total; α = 0.57, locomotor; α = 0.49, object control). Findings provide evidence of the reliability of the three level digital-based instrument of perceived motor competence for older children. PMID:29910408

The Perceived Importance of Role-Specific Competencies for Health Care Leaders Establishes the Need to Expand Role Theory.

PubMed

Babinski, Paul J

2016-01-01

This cross-sectional quantitative study was undertaken to determine the extent to which individuals who have differing health care leadership roles perceived the importance of selected leadership competencies in their specific roles based on their experience. A total of 313 participants responded to the health care questionnaire. Principal component analysis identified factor structure and Cronbach α at .96 supported the reliability of the factor analysis. Multivariate analysis of variance tested the 4 health care leadership roles to determine if an effect was present among the competencies. A subsequent analysis of variance test was conducted on the competencies to confirm an effect was present, and a Games-Howell post hoc test followed. These tests indicated that there was a significant difference in rating the perceived importance of specific leadership competencies by the health care leaders in each competency domain. The participants included in this study consisted of the chief executive officer (CEO), director of nursing (DON), operating room director (ORD), and director of radiology (DOR). Based on the Games-Howell post hoc test, a commonality existed between the leaders. The CEOs and DONs often indicated no significant difference in competency perception to one another in relation to the dependent variables, yet indicated a significant difference in competency perception when compared with the ORDs and DORs. Similarly, the ORD and DOR variables often indicated no significant difference in competency perception to one another in relation to the dependent variables, yet indicated a significant difference in competency perception compared with the CEO and DON variables. This study positively indicated that health care leadership's perception of competencies does differ between the various leadership roles.

42 CFR 84.207 - Bench tests; gas and vapor tests; minimum requirements; general.

Code of Federal Regulations, 2013 CFR

2013-10-01

....) Flowrate (l.p.m.) Number of tests Penetration 1 (p.p.m.) Minimum life 2 (min.) Ammonia As received NH3 1000... minimum life shall be one-half that shown for each type of gas or vapor. Where a respirator is designed... at predetermined concentrations and rates of flow, and that has means for determining the test life...

42 CFR 84.207 - Bench tests; gas and vapor tests; minimum requirements; general.

Code of Federal Regulations, 2014 CFR

2014-10-01

....) Flowrate (l.p.m.) Number of tests Penetration 1 (p.p.m.) Minimum life 2 (min.) Ammonia As received NH3 1000... minimum life shall be one-half that shown for each type of gas or vapor. Where a respirator is designed... at predetermined concentrations and rates of flow, and that has means for determining the test life...

42 CFR 84.207 - Bench tests; gas and vapor tests; minimum requirements; general.

Code of Federal Regulations, 2012 CFR

2012-10-01

....) Flowrate (l.p.m.) Number of tests Penetration 1 (p.p.m.) Minimum life 2 (min.) Ammonia As received NH3 1000... minimum life shall be one-half that shown for each type of gas or vapor. Where a respirator is designed... at predetermined concentrations and rates of flow, and that has means for determining the test life...

Manual for Administrators and Teachers. New York State Preliminary Competency Test on Reading: Form C.

ERIC Educational Resources Information Center

New York State Education Dept., Albany.

The Regents Competency Program has two basic purposes: (1) to assure the early identification of students who need help in developing reading, writing, and mathematics skills and (2) to assure that students have acquired adequate competency in these skills before receiving a high school diploma. The New York State Preliminary Competency Test in…

Of Minima and Maxima: The Social Significance of Minimal Competency Testing and the Search for Educational Excellence.

ERIC Educational Resources Information Center

Ericson, David P.

1984-01-01

Explores the many meanings of the minimal competency testing movement and the more recent mobilization for educational excellence in the schools. Argues that increasing the value of the diploma by setting performance standards on minimal competency tests and by elevating academic graduation standards may strongly conflict with policies encouraging…

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.

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 .

Educators' perceptions and attitudes toward school counseling and student personnel services: A cultural perspective

NASA Astrophysics Data System (ADS)

McPhee, Sidney A.

1985-12-01

This study was designed to survey and compare attitudes and perceptions toward school counseling and student personnel programs as held by educators in the Caribbean. The subjects in the study comprised 275 teachers and administrators employed in public and private junior and senior high schools in Nassau, Bahamas. The statistical tests used to analyze the data were the Kruskal-Wallis one-way analysis of variance and the Friedman two-way analysis for repeated measures. The findings indicate that administrators at all levels expressed significantly more favorable attitudes and perceptions toward counseling and student personnel programs in the schools than teachers. Teachers in the study expressed the following: (a) serious concern regarding the competency of practicing counselors in their schools; (b) a need for clarification of their role and function in the guidance process and a clarification of the counselor's role; and (c) minimum acceptable standards should be established for school counseling positions.

A test for mental capacity to request assisted suicide.

PubMed

Stewart, Cameron; Peisah, Carmelle; Draper, Brian

2011-01-01

The mental competence of people requesting aid-in-dying is a key issue for the how the law responds to cases of assisted suicide. A number of cases from around the common law world have highlighted the importance of competence in determining whether assistants should be prosecuted, and what they will be prosecuted for. Nevertheless, the law remains uncertain about how competence should be tested in these cases. This article proposes a test of competence that is based on the existing common law but which is tailored to cases of assisted suicide. The test will help doctors, other health professionals and lawyers determine whether the suicidal person was able to competently request assistance. Such knowledge will help to reduce some of the current uncertainty about criminal liability in cases of assisted suicide.

Measures of Cultural Competence in Nurses: An Integrative Review

PubMed Central

2013-01-01

Background. There is limited literature available identifying and describing the instruments that measure cultural competence in nursing students and nursing professionals. Design. An integrative review was undertaken to identify the characteristics common to these instruments, examine their psychometric properties, and identify the concepts these instruments are designed to measure. Method. There were eleven instruments identified that measure cultural competence in nursing. Of these eleven instruments, four had been thoroughly tested in either initial development or in subsequent testing, with developers providing extensive details of the testing. Results. The current literature identifies that the instruments to assess cultural competence in nurses and nursing students are self-administered and based on individuals' perceptions. The instruments are commonly utilized to test the effectiveness of educational programs designed to increase cultural competence. Conclusions. The reviewed instruments measure nurses' self-perceptions or self-reported level of cultural competence but offer no objective measure of culturally competent care from a patient's perspective which can be problematic. Comparison of instruments reveals that they are based on a variety of conceptual frameworks and that multiple factors should be considered when deciding which instrument to use. PMID:23818818

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...

Assessing Competence in Pediatric Cardiology

ERIC Educational Resources Information Center

Johnson, Apul E.; And Others

1976-01-01

In response to the need to assure physician competence, a rating scale was developed at the University of Minnesota Medical School for use in evaluating clinical competence in pediatric cardiology. It was tested on first- and second-year specialists. Development and testing procedures are described. (JT)

Achievement goals as mediators of the relationship between competence beliefs and test anxiety.

PubMed

Putwain, David W; Symes, Wendy

2012-06-01

Previous work suggests that the expectation of failure is related to higher test anxiety and achievement goals grounded in a fear of failure. To test the hypothesis, based on the work of Elliot and Pekrun (2007), that the relationship between perceived competence and test anxiety is mediated by achievement goal orientations. Self-report data were collected from 275 students in post-compulsory education following courses in A Level Psychology. Competence beliefs were inversely related to the worry and tension components of test anxiety, both directly and indirectly through a performance-avoidance goal orientation. A mastery-avoidance goal orientation offered an indirect route from competence beliefs to worry only. These findings provide partial support for Elliot and Pekrun's (2007) model. Although significant mediating effects were found for mastery-avoidance and performance-avoidance goals, they were small and there may be other mechanisms to account for the relations between competence beliefs and test anxiety. ©2011 The British Psychological Society.

30 CFR 57.22228 - Preshift examination (I-A, I-C, II-A, III, and V-A mines).

Code of Federal Regulations, 2014 CFR

2014-07-01

... the beginning of a shift following an idle shift, a competent person shall test the mine atmosphere... immediately follows another, a competent person shall test the mine atmosphere at each active working face for methane before work is started on that shift. (d) A competent person shall test the mine atmosphere at...

30 CFR 57.22228 - Preshift examination (I-A, I-C, II-A, III, and V-A mines).

Code of Federal Regulations, 2013 CFR

2013-07-01

... the beginning of a shift following an idle shift, a competent person shall test the mine atmosphere... immediately follows another, a competent person shall test the mine atmosphere at each active working face for methane before work is started on that shift. (d) A competent person shall test the mine atmosphere at...

30 CFR 57.22228 - Preshift examination (I-A, I-C, II-A, III, and V-A mines).

Code of Federal Regulations, 2012 CFR

2012-07-01

... the beginning of a shift following an idle shift, a competent person shall test the mine atmosphere... immediately follows another, a competent person shall test the mine atmosphere at each active working face for methane before work is started on that shift. (d) A competent person shall test the mine atmosphere at...

Metacognitive Ability Relationship with Test Result of Senior High School of Biology Teacher Competence in Sijunjung District

NASA Astrophysics Data System (ADS)

Ardi, A.; Fadilah, M.; Ichsani, W.

2018-04-01

This research aimed to reveal how the relationship between metacognitive ability and the test result of biology teacher competence in Sijunjung District. The population of this descriptive research were all high school biology teachers in Sijunjung District, and sample is all teachers who are members of the population, which is 23 biology teachers. The instrument used in this research are a questionnaire of research on teacher's metacognitive ability and document about teacher competence test result. The questionnaire was validated first by two lecturers of biology and one lecturer of English. Data analysis using Pearson Product Moment's. Based on the results of research and discussion that have been described, it can generally be concluded that there is a low relationship between metacognitive ability with competence test results of high school biology teachers in Sijunjung District. Partially, the relationship of metacognitive ability with the test result of professional competence of biology teacher showed significant result, with correlation coefficient 0,46 and t table 1,72 while titung 2,37. The contribution of metacognitive ability to the competence test result of the teacher is 21.6%, while the other 78.4% have not been revealed in this research.

Increase in Testing Efficiency through the Development of an IT-Based Adaptive Testing Tool for Competency Measurement Applied to a Health Worker Training Test Case

ERIC Educational Resources Information Center

Kleinhans, Janne; Schumann, Matthias

2015-01-01

In the context of education and training, competency measurement (CM) is a central challenge in competency management. For complex CMs, a compromise must be addressed between the time available and the number of dimensions to be measured or the quality of the measurements. Increasing the efficiency of existing tests for CMs therefore poses a key…

CAN WE COMPETE?--The Implications of the Proposed Revised New Jersey Statewide Testing Program for Vocational Students.

ERIC Educational Resources Information Center

Merkel-Keller, Claudia

The State of New Jersey has proposed moving its competency test of basic skills from the 9th to the 11th grade, in order to allow for more content learning, more maturity, and more test-taking skills on the part of students. Since vocational students are more likely than other students to score low on the basic skills competency test, having the…

Penetration of diesel exhaust particles through commercially available dust half masks.

PubMed

Penconek, Agata; Drążyk, Paulina; Moskal, Arkadiusz

2013-04-01

Half masks are certified by the competent, national institutions--National Institute for Occupational Safety and Health (NIOSH) in the USA and the respective European national institutions applying common European regulations. However, certification testing is conducted with particles of NaCl, paraffin oil, or dioctyl phthalate (DOP) and at the constant flow rate, whereas particles commonly found in workplaces may differ in size, shape, and morphology from these particles. Therefore, the aim of this study was to investigate filtration efficiency of commercially available filtering facepiece half masks under the condition of exposure to diesel fumes. In this study, we focused on the particulate phase [diesel exhaust particles (DEP)] of three (petroleum diesel, ecodiesel, and biodiesel) diesel fuel combustion types. Two types of European standard-certified half masks, FFP2 and FFP - Filtering Facepiece, and three types of popular diesel fuels were tested. The study showed that the filtration efficiencies for each examined half mask and for each of diesel exhaust fumes were lower than the minimum filtration efficiency required for the standard test aerosols by the European standards. For FFP2 and FFP3 particulate half masks, standard minimum filtration efficiency is 94 and 99%, respectively, whereas 84-89% of mass of DEP from various fuels were filtered by the tested FFP2 and only 75-86% by the FFP3. The study indicated that DEP is more penetrating for these filters than the standard salt or paraffin oil test aerosols. The study also showed that the most penetrating DEP are probably in the 30- to 300-nm size range, regardless of the fuel type and the half-mask model. Finally, the pressure drops across both half masks during the 80-min tests remained below an acceptable maximum of breathing resistance-regardless of the fuel types. The respiratory system, during 40-min test exposures, may be exposed to 12-16mg of DEP if a FFP2 or FFP3 particulate half mask is used. To conclude, commercially available half masks may not ensure a sufficient level of protection of the respiratory tract against diesel exhaust fumes.

Using Minimum Acceptable GRE Scores for Graduate Admissions Suppresses Diversity

NASA Astrophysics Data System (ADS)

Miller, Casey

2014-01-01

I will present data showing that significant performance disparities on the GRE general test exist based on the test taker's race and gender [1]. Because of the belief that high GRE scores qualify one for graduate studies, the diversity issues faced by STEM fields may originate, at least in part, in misuse of the GRE scores by graduate admissions committees. I will quantitatively demonstrate this by showing that the combination of a hard cut-off and the different score distributions leads to the systematic underrepresentation of certain groups. I will present data from USF’s PhD program that shows a lack of correlation between GRE scores and research ability; similar null results are emerging from numerous other programs. I will then discuss how assessing non-cognitive competencies in the selection process may lead to a more enlightened search for the next generation of scientists. [1] C. W. Miller, "Admissions Criteria and Diversity in Graduate School", APS News Vol 22, Issue 2, The Back Page (2013) http://www.aps.org/publications/apsnews/201302/backpage.cfm

[Clinical competence evaluation using the Objective Structured Clinical Examination (OSCE) in medical internship at UNAM].

PubMed

Trejo Mejía, Juan Andrés; Martínez González, Adrián; Méndez Ramírez, Ignacio; Morales López, Sara; Ruiz Pérez, Leobardo C; Sánchez Mendiola, Melchor

2014-01-01

The Objective Structured Clinical Examination (OSCE) is a widely used measurement tool to assess clinical competence in the health sciences. There is little published evidence of its use in Mexican medical schools. To assess clinical competence in medical students with an OSCE, before and after the Medical Internship. Prospective cohort study, pre- post-test research design. The assessed population was medical students at UNAM Faculty of Medicine in Mexico in their Internship year. The instrument was an 18-stations OSCE, three stations per academic area of the Internship curriculum. We assessed the clinical competence of 278 students in a pretest OSCE when starting the Internship year, and tested them 10 months later with an equivalent post-test OSCE. The sample of students was 30.4% of the total Internship population. Test reliability with Cronbach's alpha was 0.62 in the pre-test and 0.64 in the post-test. The global mean score in the pretest OSCE was 55.6 ± 6.6 and in the post-test 63.2 ± 5.7 (p < 0.001), with a Cohen's d of 1.2. The clinical competence of medical students measured with an OSCE is higher after the medical internship year. This difference suggests that the internship can influence the development of clinical competence in medical students.

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

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

PubMed

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

2015-12-01

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

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

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.

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.

A holistic measurement model of movement competency in children.

PubMed

Rudd, J; Butson, M L; Barnett, L; Farrow, D; Berry, J; Borkoles, E; Polman, R

2016-01-01

Different countries have different methods for assessing movement competence in children; however, it is unclear whether the test batteries that are used measure the same aspects of movement competence. The aim of this paper was to (1) investigate whether the Test of Gross Motor Development (TGMD-2) and Körperkoordinations Test für Kinder (KTK) measure the same aspects of children's movement competence and (2) examine the factorial structure of the TGMD-2 and KTK in a sample of Australian children. A total of 158 children participated (M age = 9.5; SD = 2.2). First, confirmatory factor analysis examined the independent factorial structure of the KTK and TGMD-2. Second, it was investigated whether locomotor, object control and body coordination loaded on the latent variable Movement Competency. Confirmatory factor analysis indicated an adequate fit for both the KTK and TGMD-2. An adequate fit was also achieved for the final model. In this model, locomotor (r = .86), object control (r = .71) and body coordination (r = .52) loaded on movement competence. Findings support our hypothesis that the TGMD-2 and KTK measure discrete aspects of movement competence. Future researchers and practitioners should consider using a wider range of test batteries to assess movement competence.

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

The South African English Smartphone Digits-in-Noise Hearing Test: Effect of Age, Hearing Loss, and Speaking Competence.

PubMed

Potgieter, Jenni-Marí; Swanepoel, De Wet; Myburgh, Hermanus Carel; Smits, Cas

2017-11-20

This study determined the effect of hearing loss and English-speaking competency on the South African English digits-in-noise hearing test to evaluate its suitability for use across native (N) and non-native (NN) speakers. A prospective cross-sectional cohort study of N and NN English adults with and without sensorineural hearing loss compared pure-tone air conduction thresholds to the speech reception threshold (SRT) recorded with the smartphone digits-in-noise hearing test. A rating scale was used for NN English listeners' self-reported competence in speaking English. This study consisted of 454 adult listeners (164 male, 290 female; range 16 to 90 years), of whom 337 listeners had a best ear four-frequency pure-tone average (4FPTA; 0.5, 1, 2, and 4 kHz) of ≤25 dB HL. A linear regression model identified three predictors of the digits-in-noise SRT, namely, 4FPTA, age, and self-reported English-speaking competence. The NN group with poor self-reported English-speaking competence (≤5/10) performed significantly (p < 0.01) poorer than the N and NN (≥6/10) groups on the digits-in-noise test. Screening characteristics of the test improved with separate cutoff values depending on English-speaking competence for the N and NN groups (≥6/10) and NN group alone (≤5/10). Logistic regression models, which include age in the analysis, showed a further improvement in sensitivity and specificity for both groups (area under the receiver operating characteristic curve, 0.962 and 0.903, respectively). Self-reported English-speaking competence had a significant influence on the SRT obtained with the smartphone digits-in-noise test. A logistic regression approach considering SRT, self-reported English-speaking competence, and age as predictors of best ear 4FPTA >25 dB HL showed that the test can be used as an accurate hearing screening tool for N and NN English speakers. The smartphone digits-in-noise test, therefore, allows testing in a multilingual population familiar with English digits using dynamic cutoff values that can be chosen according to self-reported English-speaking competence and age.

Valuing Assessment in Teacher Education - Multiple-Choice Competency Testing

ERIC Educational Resources Information Center

Martin, Dona L.; Itter, Diane

2014-01-01

When our focus is on assessment educators should work to value the nature of assessment. This paper presents a new approach to multiple-choice competency testing in mathematics education. The instrument discussed here reflects student competence, encourages self-regulatory learning behaviours and links content with current curriculum documents and…

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…

16 CFR Table 3 to Part 1512 - Minimum Acceptable Values for the Quantity A Defined in the Retroreflective Tire and Rim Test...

Code of Federal Regulations, 2010 CFR

2010-01-01

... 16 Commercial Practices 2 2010-01-01 2010-01-01 false Minimum Acceptable Values for the Quantity A Defined in the Retroreflective Tire and Rim Test Procedure 3 Table 3 to Part 1512 Commercial Practices... Retroreflective Tire and Rim Test Procedure Observation angle (degrees) Entrance angle (degrees) Minimum...

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.

Being Close and Being Social: Peer Ratings of Distinct Aspects of Young Adult Social Competence

PubMed Central

Larson, Justine J.; Whitton, Sarah W.; Hauser, Stuart T.; Allen, Joseph P.

2012-01-01

The present study had three main objectives: (1) to develop and validate scales of young adult social competence in two domains, close relationships and social groups, using peer ratings of California Q-sort (Block, 1974; Kremen & Block, 2002) items; (2) to test the hypothesis that social competence is associated with young adult well-being and ego development; (3) to test the hypothesis that close relationship competence aligns more closely than social group competence with young adult functioning. Psychometric data on peer ratings of social competence are presented. For 133 young adults, peer ratings of social competence were correlated in expected directions with indices of functioning (e.g., self-worth, education, psychological distress, criminal behavior, and ego development). Associations were generally stronger for competence in close relationships than in social groups. PMID:17764391

Moral concerns increase attention and response monitoring during IAT performance: ERP evidence

PubMed Central

Ellemers, Naomi; Derks, Belle; Nieuwenhuis, Sander

2014-01-01

Previous research has revealed that people value morality as a more important person characteristic than competence. In this study, we tested whether people adjust their less explicit behavior more to moral than competence values. Participants performed an Implicit Association Test (IAT) that was either framed as a test of their morality or as a test of their competence. The behavioral results revealed a smaller IAT effect (i.e. a weaker negative implicit bias toward Muslims) in the morality condition than in the competence condition. Moreover, event-related potentials indicated increased social categorization of faces (as indexed by the N1 and P150) and enhanced conflict- and error monitoring (N450 and error-related negativity) in the morality condition compared to the competence condition. These findings indicate that an emphasis on morality can increase attentional and motivational processes that help to improve people’s task performance. PMID:23175679

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,…

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…

Individualised training to improve teaching competence of general practitioner trainers: a randomised controlled trial.

PubMed

Schol, Sandrina; Goedhuys, Jo; Notten, Ton; Betz, Wim

2005-10-01

In Flanders an important part of training to become a general practitioner (GP) is undertaken within a general practice. This requires a GP trainer to know how to facilitate learning processes. This paper reports a study focused on the research question: Does short but individualised training of GP trainers contribute to their teaching competence? A total of 47 GP trainers were randomly divided into 2 groups of a pretest/post-test control group design. After a multiple-station teaching assessment test (MSTAT), the experimental group received a short but individualised training to improve teaching competence while the control group were given no specific programme regarding teaching competence. One year later, all participants were invited to sit the post-test. In all, 61 GP trainers participated in the pretest and 51 in the post-test; 44 GP trainers participated in both tests. Despite the large attrition, the internal validity of the experiment was preserved. Beginners gained a median score of 2.04 (on a scale of 0-5) on the first MSTAT. In the post-test, the experimental group (median = 3.12) scored significantly better on the entire test (Mann-Whitney U = 166.5, P < 0.05) compared with the control group (median = 2.84). However, the GP trainers in the control group also appeared to have made progress. General practitioners who start as GP trainers have insufficient teaching competence to guarantee good coaching of students. A personal programme leads to progress in teaching competence; however, it would seem that more time and support are necessary to allow GP trainers to gain full teaching competence. The fact that the control group made progress as well suggests that the test had an important learning effect.

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...

49 CFR 572.200 - Instrumentation and test conditions.

Code of Federal Regulations, 2013 CFR

2013-10-01

... a minimum mass moment of inertia of 3646 kg-cm2. (b) The test probe for the lateral abdomen impact... and it has a minimum mass moment of inertia of 3646 kg-cm2. (c) The test probe for the pelvis-iliac... impact surface 50.8 × 88.9 mm for a depth of at least 76 mm and a minimum mass moment of inertia of 5000...

49 CFR 572.200 - Instrumentation and test conditions.

Code of Federal Regulations, 2014 CFR

2014-10-01

... a minimum mass moment of inertia of 3646 kg-cm2. (b) The test probe for the lateral abdomen impact... and it has a minimum mass moment of inertia of 3646 kg-cm2. (c) The test probe for the pelvis-iliac... impact surface 50.8 × 88.9 mm for a depth of at least 76 mm and a minimum mass moment of inertia of 5000...

Tests de langues vivantes: tests, tests de savoir, tests de savoir-faire (On Language Testing; Testing, Testing Knowledge, Testing Communicative Competence).

ERIC Educational Resources Information Center

Schwarz, Michel P.M.

1981-01-01

Discusses general principles of language testing, stressing objectivity and reliability as the key terms. However, maintains that it is impossible to obtain a direct measure of linguistic competence and consequently questions the value of standard grading procedures. Instead, proposes an evaluation system based on the achievement of specific…

Criterion-Referenced Test Items for Small Engines.

ERIC Educational Resources Information Center

Herd, Amon

This notebook contains criterion-referenced test items for testing students' knowledge of small engines. The test items are based upon competencies found in the Missouri Small Engine Competency Profile. The test item bank is organized in 18 sections that cover the following duties: shop procedures; tools and equipment; fasteners; servicing fuel…

National Occupational Competency Testing Institute Bulletin of Information for Candidates.

ERIC Educational Resources Information Center

National Occupational Competency Testing Inst., Albany, NY.

This bulletin describes the National Occupational Competency Testing Program, which is designed to give experienced craftsmen objective evidence of their competency in order (1) to obtain academic credit toward a degree, (2) to gain certification as an industrial teacher, or (3) to enroll in an industrial teacher education program. Information is…

The Impact of Peer Mentoring on Pupils' Emotional Literacy Competencies

ERIC Educational Resources Information Center

O'Hara, Donna

2011-01-01

Research suggests that peer mentoring can positively impact on emotional literacy competencies. This study explored the effects of peer mentoring on the emotional literacy competencies of Year 7 peer mentees using a quasi-experimental pre-test and post-test control group design. Results supported the hypothesis that peer mentoring has a positive…

Strategies for Teaching and Testing Communicative Competence in Russian.

ERIC Educational Resources Information Center

Dunatov, Rasio, Ed.

This volume contains six workshop papers, each of which deals with one or more aspects of communicative competence. These papers are primarily reports of certain techniques which have been found successful for teaching and testing the ability to communicate in a foreign language. "Communicative Competence: Safety Tips for Riders on the Latest…

Testing University Learners' Interlanguage Pragmatic Competence in a Chinese EFL Context

ERIC Educational Resources Information Center

Xu, Lan; Wannaruk, Anchalee

2016-01-01

Speech acts are the major concern of interlanguage pragmatists. The present study aimed to 1) examine the reliability and validity of an interlanguage pragmatic (ILP) competence test on speech acts in a Chinese EFL context, and 2) investigate EFL learners' variations of ILP competence by language proficiency. Altogether 390 students participated…

The Development and Test of the Public Speaking Competence Rubric

ERIC Educational Resources Information Center

Schreiber, Lisa M.; Paul, Gregory D.; Shibley, Lisa R.

2012-01-01

In response to the demand for increased accountability within the university classroom, there have been calls for a new generation of rubrics that effectively assess students' competence in several areas, including public speaking. This article describes the development, test, and factor analyses of the Public Speaking Competence Rubric (PSCR), an…

Competence to make treatment decisions in anorexia nervosa: thinking processes and values

PubMed Central

Tan, Dr. Jacinta O. A.; Hope, Professor Tony; Stewart, Dr. Anne; Fitzpatrick, Professor Raymond

2005-01-01

This paper explores the ethical and conceptual implications of the findings from an empirical study of decision-making capacity in anorexia nervosa. In the study, ten female patients aged 13 to 21 years with a diagnosis of anorexia nervosa, and eight sets of parents, took part in semi-structured interviews. The purpose of the interviews was to identify aspects of thinking that might be relevant to the issue of competence to refuse treatment. All the patient participants were also tested using the MacCAT-T test of competence. This is a formalised, structured interviewer-administered test of competence, which is a widely accepted clinical tool for determining capacity. The young women also completed five brief self-administered questionnaires to assess their levels of psychopathology. The issues identified from the interviews are described under two headings: difficulties with thought processing, and changes in values. The results suggest that competence to refuse treatment may be compromised in people with anorexia nervosa in ways that are not captured by traditional legal approaches or current standardised tests of competence. PMID:18066393

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

PubMed

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

2011-01-01

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

Has compliance with CLIA requirements really improved quality in US clinical laboratories?

PubMed

Ehrmeyer, Sharon S; Laessig, Ronald H

2004-08-02

The Clinical Laboratory Improvement Amendments of 1988 (CLIA'88) mandate universal requirements for all U.S. clinical laboratory-testing sites. The intent of CLIA'88 is to ensure quality testing through a combination of minimum quality practices that incorporate total quality management concepts. These regulations do not contain established, objective indicators or measures to assess quality. However, there is an implicit assumption that compliance with traditionally accepted good laboratory practices--following manufacturers' directions, routinely analysing quality control materials, applying quality assurance principles, employing and assessing competent testing personnel, and participating in external quality assessment or proficiency testing (PT)--will result in improved test quality. The CLIA'88 regulations do include PT performance standards, which intentionally or unintentionally, define intra-laboratory performance. Passing PT has become a prime motivation for improving laboratory performance; it can also be used as an objective indicator to assess whether compliance to CLIA has improved intra-laboratory quality. Data from 1994 through 2002 indicate that the percentage of laboratories passing PT has increased. In addition to PT performance, subjective indicators of improved quality--frequency of inspection deficiencies, the number of government sanctions for non-compliance, and customer satisfaction--were evaluated. The results from these subjective indicators are more difficult to interpret but also seem to show improved quality in US clinical laboratories eleven years post-CLIA'88.

Digital Platform for Wafer-Level MEMS Testing and Characterization Using Electrical Response

PubMed Central

Brito, Nuno; Ferreira, Carlos; Alves, Filipe; Cabral, Jorge; Gaspar, João; Monteiro, João; Rocha, Luís

2016-01-01

The uniqueness of microelectromechanical system (MEMS) devices, with their multiphysics characteristics, presents some limitations to the borrowed test methods from traditional integrated circuits (IC) manufacturing. Although some improvements have been performed, this specific area still lags behind when compared to the design and manufacturing competencies developed over the last decades by the IC industry. A complete digital solution for fast testing and characterization of inertial sensors with built-in actuation mechanisms is presented in this paper, with a fast, full-wafer test as a leading ambition. The full electrical approach and flexibility of modern hardware design technologies allow a fast adaptation for other physical domains with minimum effort. The digital system encloses a processor and the tailored signal acquisition, processing, control, and actuation hardware control modules, capable of the structure position and response analysis when subjected to controlled actuation signals in real time. The hardware performance, together with the simplicity of the sequential programming on a processor, results in a flexible and powerful tool to evaluate the newest and fastest control algorithms. The system enables measurement of resonant frequency (Fr), quality factor (Q), and pull-in voltage (Vpi) within 1.5 s with repeatability better than 5 ppt (parts per thousand). A full-wafer with 420 devices under test (DUTs) has been evaluated detecting the faulty devices and providing important design specification feedback to the designers. PMID:27657087

Digital Platform for Wafer-Level MEMS Testing and Characterization Using Electrical Response.

PubMed

Brito, Nuno; Ferreira, Carlos; Alves, Filipe; Cabral, Jorge; Gaspar, João; Monteiro, João; Rocha, Luís

2016-09-21

The uniqueness of microelectromechanical system (MEMS) devices, with their multiphysics characteristics, presents some limitations to the borrowed test methods from traditional integrated circuits (IC) manufacturing. Although some improvements have been performed, this specific area still lags behind when compared to the design and manufacturing competencies developed over the last decades by the IC industry. A complete digital solution for fast testing and characterization of inertial sensors with built-in actuation mechanisms is presented in this paper, with a fast, full-wafer test as a leading ambition. The full electrical approach and flexibility of modern hardware design technologies allow a fast adaptation for other physical domains with minimum effort. The digital system encloses a processor and the tailored signal acquisition, processing, control, and actuation hardware control modules, capable of the structure position and response analysis when subjected to controlled actuation signals in real time. The hardware performance, together with the simplicity of the sequential programming on a processor, results in a flexible and powerful tool to evaluate the newest and fastest control algorithms. The system enables measurement of resonant frequency (Fr), quality factor (Q), and pull-in voltage (Vpi) within 1.5 s with repeatability better than 5 ppt (parts per thousand). A full-wafer with 420 devices under test (DUTs) has been evaluated detecting the faulty devices and providing important design specification feedback to the designers.

How many procedures do UK paediatric trainees perform in their neonatal posts?

PubMed

Ramaiah, Sridhar M; Athiraman, Naveen; Tse, Yincent

2018-05-26

The UK training programme typically takes 8 years full time equivalent to become a paediatric consultant but can be shortened to as little as five years if deemed competent. At minimum trainees complete two six months posts in neonatology, one at level 1 Specialty training (ST 1-3) and another at level 2 training (ST 4-5) during their paediatric training programme. According to the Royal College of Paediatrics and Child Health curriculum (1), by end of ST 5 training year the competent paediatric registrar will 'be able to provide and lead basic and advanced neonatal resuscitation' and 'be able to intubate sick newborn infants without direct supervision. This article is protected by copyright. All rights reserved. This article is protected by copyright. All rights reserved.

Spelling for the Office. Competency Test Package. Office Occupations. Instructor's Guide.

ERIC Educational Resources Information Center

Hines, Donna

This competency test package, one of a series of test packages for office occupations education, contains a list of performance objectives; a pool of objective questions matched with these performance objectives; a sample, 50-point objective test; and several performance test activities. The package also includes complete directions for the…

Basic Skills for Word Processing. Competency Test Package. Office Occupations. Instructor's Guide.

ERIC Educational Resources Information Center

Hines, Donna

This competency test package, one of a series of test packages for office occupations education, contains a list of performance objectives; a pool of objective questions matched with these performance objectives; a sample, 50-point objective test; and several performance test activities. The package also includes complete directions for the…

The relationship between nurses’ clinical competence and burnout in neonatal intensive care units

PubMed Central

Soroush, Fatemehzahra; Zargham-Boroujeni, Ali; Namnabati, Mahboobeh

2016-01-01

Background: Nurses’ clinical competency plays an important role in the care of preterm infants. On the other hand, burnout is one of the most important factors in reducing the nurses’ efficiency. With regard to the importance of the role of nurses, and the vulnerability of the infants, the purpose of this study was to investigate the relationship between nurses’ burnout and clinical competency in NICUs. Materials and Methods: The descriptive cross-sectional study was conducted with the participation of 86 nurses working in the NICUs of hospitals in Isfahan, Iran. Census sampling method was used in the NICUs of educational hospitals in 2014. Data were collected by a questionnaire including demographic characteristics, Patricia clinical competency, and Maslach burnout scales. Data were analyzed by the statistical tests of independent t-test and Pearson correlations test with the significance level of α < 0.05. Results: Six dimensions of clinical competency and three dimensions of nurses’ burnout were assessed at three levels (weak, moderate, and strong levels). Statistical tests showed that clinical competency was at a moderate level in all fields. Of the dimensions of nurses’ burnout, emotional exhaustion was moderate, depersonalization was weak, and personal performance was strong. The results showed that nurses’ burnout and clinical competency in the NICUs were at a moderate level and had a significant negative relationship (r = −0.322, P = 0.003). Conclusions: Results showed that burnout had a negative relationship with competency. Therefore, managers are suggested to improve nurses’ competency and diminish their job burnout through better and more applicable planning. PMID:27563328

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.

Newly graduated nurses' perception of competence and possible predictors: a cross-sectional survey.

PubMed

Wangensteen, Sigrid; Johansson, Inger S; Björkström, Monica E; Nordström, Gun

2012-01-01

The aim of this study was to describe newly graduated nurses' own perception of competence and to identify possible predictors influencing their perceptions. The target population included nurses who graduated from nursing colleges in June 2006. Data collection was carried out from October 2006 until April 2007 using the Nurse Competence Scale (NCS), the California Critical Thinking Disposition Inventory, and the Research Utilization Questionnaire. The response rate was 33% (n = 620). Pearson's chi-square test, Student t test, and regression analyses were used for statistical calculations. The respondents assessed their overall competence level as "good" and assessed themselves most competent in providing ethical and individualized nursing care. They assessed themselves least competent in evaluating outcomes and further development of patient care. Their use of competence explained between 40% (helping) and 10% (managing) of the variance within the NCS competence categories. Critical thinking (CT) was the most prominent predictor for perception of competence in all competence categories and the overall competence, alone explaining between 20% (NCS total score) and 9% (managing) of the variance. The finding that CT was a significant predictor for perception of competence may indicate that developing nursing students' CT abilities is valuable to increase newly graduated nurses' perception of competence. Copyright © 2012 Elsevier Inc. All rights reserved.

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...

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...

Developing a Pragmatics Test for Chinese EFL Learners

ERIC Educational Resources Information Center

Liu, Jianda

2007-01-01

Pragmatic proficiency has been incorporated in the EFL teaching and testing syllabi in China, but the corresponding tests still focus on linguistic competence. The gap between the teaching and testing is mainly due to the lack of generally accepted measures of communicative abilities such as pragmatic competence. This study developed a…

Development and validation of the Perceived Game-Specific Soccer Competence Scale.

PubMed

Forsman, Hannele; Gråstén, Arto; Blomqvist, Minna; Davids, Keith; Liukkonen, Jarmo; Konttinen, Niilo

2016-07-01

The objective of this study was to create a valid, self-reported, game-specific soccer competence scale. A structural model of perceived competence, performance measures and motivation was tested as the basis for the scale. A total of 1321 soccer players (261 females, 1060 males) ranging from 12 to 15 years (13.4 ± 1.0 years) participated in the study. They completed the Perceived Game-Specific Soccer Competence Scale (PGSSCS), self-assessments of tactical skills and motivation, as well as technical and speed and agility tests. Results of factor analyses, tests of internal consistency and correlations between PGSSCS subscales, performance measures and motivation supported the reliability and validity of the PGSSCS. The scale can be considered a suitable instrument to assess perceived game-specific competence among young soccer players.

Learning Activity Packets for Minimal Mathematics Competencies in Vocational Education. Exemplary Project in Vocational Education Conducted under Public Law 90-576, Section 132 of P.L. 94-482. Final Report.

ERIC Educational Resources Information Center

Dorchester Vocational Center, SC.

Project activities were conducted to accomplish three major objectives: (1) to develop a definition of minimum mathematical skills necessary to complete vocational skill training in fifteen areas, (2) to develop learning activity packets relevant to each vocational area, and (3) to make the process and packets available to other vocational…

Effectiveness of Adaptive Contextual Learning Model of Integrated Science by Integrating Digital Age Literacy on Grade VIII Students

NASA Astrophysics Data System (ADS)

Asrizal, A.; Amran, A.; Ananda, A.; Festiyed, F.

2018-04-01

Educational graduates should have good competencies to compete in the 21st century. Integrated learning is a good way to develop competence of students in this century. Besides that, literacy skills are very important for students to get success in their learning and daily life. For this reason, integrated science learning and literacy skills are important in 2013 curriculum. However, integrated science learning and integration of literacy in learning can’t be implemented well. Solution of this problem is to develop adaptive contextual learning model by integrating digital age literacy. The purpose of the research is to determine the effectiveness of adaptive contextual learning model to improve competence of grade VIII students in junior high school. This research is a part of the research and development or R&D. Research design which used in limited field testing was before and after treatment. The research instruments consist of three parts namely test sheet of learning outcome for assessing knowledge competence, observation sheet for assessing attitudes, and performance sheet for assessing skills of students. Data of student’s competence were analyzed by three kinds of analysis, namely descriptive statistics, normality test and homogeneity test, and paired comparison test. From the data analysis result, it can be stated that the implementation of adaptive contextual learning model of integrated science by integrating digital age literacy is effective to improve the knowledge, attitude, and literacy skills competences of grade VIII students in junior high school at 95% confidence level.

Design verification test matrix development for the STME thrust chamber assembly

NASA Technical Reports Server (NTRS)

Dexter, Carol E.; Elam, Sandra K.; Sparks, David L.

1993-01-01

This report presents the results of the test matrix development for design verification at the component level for the National Launch System (NLS) space transportation main engine (STME) thrust chamber assembly (TCA) components including the following: injector, combustion chamber, and nozzle. A systematic approach was used in the development of the minimum recommended TCA matrix resulting in a minimum number of hardware units and a minimum number of hot fire tests.

42 CFR 493.1235 - Standard: Personnel competency assessment policies.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 5 2010-10-01 2010-10-01 false Standard: Personnel competency assessment policies... Nonwaived Testing General Laboratory Systems § 493.1235 Standard: Personnel competency assessment policies... written policies and procedures to assess employee and, if applicable, consultant competency. ...

Development and evaluation of diversity-oriented competence training for the treatment of depressive disorders

PubMed Central

Knipscheer, Jeroen W.; Bekker, Marrie H. J.

2017-01-01

Studies in Europe indicate that some ethnic minorities have higher rates of mental disorders and less favorable treatment outcomes than their counterparts from majority groups. To date, efforts regarding training to reduce disparities have mainly focused on ethnocultural competences of therapists, with less attention paid to other aspects of diversity, such as sex/gender and socioeconomic status. In this study, we aim to determine the effectiveness of a population-specific, diversity-oriented competence training designed to increase therapists’ competencies to integrate aspects of diversity features in clinical assessment, diagnosis, and treatment of depressive disorders in Turkish- and Moroccan-Dutch patients. A group of 40 therapists were location-based assigned to either training or a control condition (no training). Self-reported diversity competence, a knowledge test, and therapists’ satisfaction with training were used to monitor the training and to measure competence levels at baseline, post-training, and three-month follow-up. Attitude-awareness and knowledge components of the self-reported diversity competence and test-measured knowledge increased in the training condition. Most gains remained stable at follow-up except test-measured knowledge after controlling for percentage of ethnic minority patients in caseload. There were no changes regarding therapists’ self-reported skills. Therapists expressed medium–high satisfaction with the training, acknowledging the relevance of diversity competence for their daily practice. Future training must ensure better adjustment to therapists’ pre-existing knowledge and be followed by long-term efforts to maintain competence levels and enhance competence transfer within teams. PMID:28948878

An Update on the Ever Growing Momentum of Teacher Competency Testing.

ERIC Educational Resources Information Center

Flippo, Rona F.

Teacher competency testing for the purpose of screening persons prior to state certification continues to be on the upswing in the United States. Many states have implemented paper-pencil tests, most of which were prepared by Educational Testing Service and National Evaluation Systems. Problem areas to consider when certification tests are used to…

PDE Occupational Competency Assessment Project--1979. Final Report. Occupational Competency Evaluation Monograph, Number 10. Vocational Technical Education Research Report, Volume 17, Number 23.

ERIC Educational Resources Information Center

Funk, Gerald W.

A project continued activity to improve the occupational competency assessment program for evaluating and certifying vocational education teachers. Development of new testing was continued by Temple University, The Pennsylvania State University, and University of Pittsburgh. Workshops for test developers were conducted to ensure standardization of…

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…

Cultural competence and social relationships: a social network analysis.

PubMed

Dauvrin, M; Lorant, V

2017-06-01

This study investigated the role of social relationships in the sharing of cultural competence by testing two hypotheses: cultural competence is a socially shared behaviour; and central healthcare professionals are more culturally competent than non-central healthcare professionals. Sustaining cultural competence in healthcare services relies on the assumption that being culturally competent is a socially shared behaviour among health professionals. This assumption has never been tested. Organizational aspects surrounding cultural competence are poorly considered. This therefore leads to a heterogeneous implementation of cultural competence - especially in continental Europe. We carried out a social network analysis in 24 Belgian inpatient and outpatient health services. All healthcare professionals (ego) were requested to fill in a questionnaire (Survey on social relationships of health care professionals) on their level of cultural competence and to identify their professional relationships (alter). We fitted regression models to assess whether (1) at the dyadic level, ego cultural competence was associated with alter cultural competence, and (2) health professionals of greater centrality had greater cultural competence. At the dyadic level, no significant associations were found between ego cultural competence and alter cultural competence, with the exception of subjective exposure to intercultural situations. No significant associations were found between centrality and cultural competence, except for subjective exposure to intercultural situations. Being culturally competent is not a shared behaviour among health professionals. The most central healthcare professionals are not more culturally competent than less central health professionals. Culturally competent health care is not yet a norm in health services. Health care and training authorities should either make cultural competent health care a licensing criteria or reward culturally competent health care. © 2016 The Authors International Nursing Review published by John Wiley & Sons Ltd on behalf of International Council of Nurses.

The minimum test battery to screen for binocular vision anomalies: report 3 of the BAND study.

PubMed

Hussaindeen, Jameel Rizwana; Rakshit, Archayeeta; Singh, Neeraj Kumar; Swaminathan, Meenakshi; George, Ronnie; Kapur, Suman; Scheiman, Mitchell; Ramani, Krishna Kumar

2018-03-01

This study aims to report the minimum test battery needed to screen non-strabismic binocular vision anomalies (NSBVAs) in a community set-up. When large numbers are to be screened we aim to identify the most useful test battery when there is no opportunity for a more comprehensive and time-consuming clinical examination. The prevalence estimates and normative data for binocular vision parameters were estimated from the Binocular Vision Anomalies and Normative Data (BAND) study, following which cut-off estimates and receiver operating characteristic curves to identify the minimum test battery have been plotted. In the receiver operating characteristic phase of the study, children between nine and 17 years of age were screened in two schools in the rural arm using the minimum test battery, and the prevalence estimates with the minimum test battery were found. Receiver operating characteristic analyses revealed that near point of convergence with penlight and red filter (> 7.5 cm), monocular accommodative facility (< 10 cycles per minute), and the difference between near and distance phoria (> 1.25 prism dioptres) were significant factors with cut-off values for best sensitivity and specificity. This minimum test battery was applied to a cohort of 305 children. The mean (standard deviation) age of the subjects was 12.7 (two) years with 121 males and 184 females. Using the minimum battery of tests obtained through the receiver operating characteristic analyses, the prevalence of NSBVAs was found to be 26 per cent. Near point of convergence with penlight and red filter > 10 cm was found to have the highest sensitivity (80 per cent) and specificity (73 per cent) for the diagnosis of convergence insufficiency. For the diagnosis of accommodative infacility, monocular accommodative facility with a cut-off of less than seven cycles per minute was the best predictor for screening (92 per cent sensitivity and 90 per cent specificity). The minimum test battery of near point of convergence with penlight and red filter, difference between distance and near phoria, and monocular accommodative facility yield good sensitivity and specificity for diagnosis of NSBVAs in a community set-up. © 2017 Optometry Australia.

Interactional Competence in a Paired Speaking Test: Features Salient to Raters

ERIC Educational Resources Information Center

May, Lyn

2011-01-01

Paired speaking tests are now commonly used in both high-stakes testing and classroom assessment contexts. The co-construction of discourse by candidates is regarded as a strength of paired speaking tests, as candidates have the opportunity to display a wider range of interactional competencies, including turn taking, initiating topics, and…

A Criterion-Referenced Examination of Physician Competence.

ERIC Educational Resources Information Center

Norcini, John J.; And Others

1988-01-01

A test of skill in reading electrocardiographs (ECGs) was developed as a physician competence (PC) test. The criterion-referenced test ranked 1,825 persons taking the 1983 Certifying Examination in Cardiovascular Diseases (CECD) as expected on the basis of prior education and examination scores on the CECD. The ECG test modestly correlated with…

An exploration of the perspectives of elite Irish rowers on the role of the sports physiotherapist.

PubMed

Woods, Aidan; Woods, Catherine B

2012-02-01

The purpose of this study was to (i) explore the perceptions of elite Irish rowers on the role of sports physiotherapy during their sports career, (ii) to compare their information to the International Federation of Sports Physiotherapists (IFSP) competencies and standards and (iii) to use the information gathered to highlight issues regarding quality of sports physiotherapy services, and how these services could be enhanced. Participants completed a short open-ended questionnaire that evaluated the service provided by sports physiotherapists. Participant anonymity was protected and they were encouraged to be honest and critical of their experiences. Thirteen Irish rowers preparing for the 2008 world championships or the 2008 Olympic Games, with a minimum of nine years rowing experience and participation in international competitions within the 12 months prior to the study beginning participated in the study. Against the competencies and standards of the IFSP this elite group of athletes had a clear understanding of the role of the sports physiotherapist. They identified nine of the eleven competencies recommended by the IFSP for auditing a sports physiotherapist, and advocated the use of sports physiotherapists in all areas that could improve their performance. Reasons as to why the athletes missed two of the competencies are discussed. Copyright © 2011 Elsevier Ltd. All rights reserved.

Binary Colloidal Alloy Test-5: Compete

NASA Technical Reports Server (NTRS)

Frisken, Barbara J.; Bailey, Arthur E.; Weitz, David A.

2008-01-01

The Binary Colloidal Alloy Test - 5: Compete (BCAT-5-Compete) investigation will photograph andomized colloidal samples onboard the International Space Station (ISS) to determine their resulting structure over time. The use of EarthKAM software and hardware will allow the scientists to capture the kinetics (evolution) of their samples, as well as the final equilibrium state of each sample. BCAT-5-Compete will utilize samples 6 - 8 in the BCAT-5 hardware to study the competition between phase separation and crystallization, which is important in the manufacture of plastics and other materials.

Effect of bright light therapy on delayed sleep/wake cycle and reaction time of athletes participating in the Rio 2016 Olympic Games.

PubMed

Rosa, João Paulo P; Silva, Andressa; Rodrigues, Dayane F; Simim, Mário Antônio; Narciso, Fernanda V; Tufik, Sergio; Bichara, Jorge J; Pereira, Sebastian Rafael D; Da Silva, Sidney C; de Mello, Marco Tulio

2018-04-16

This study investigated the effect of using an artificial bright light on the entrainment of the sleep/wake cycle as well as the reaction times of athletes before the Rio 2016 Olympic Games. A total of 22 athletes from the Brazilian Olympic Swimming Team were evaluated, with the aim of preparing them to compete at a time when they would normally be about to go to bed for the night. During the 8-day acclimatization period, their sleep/wake cycles were assessed by actigraphy, with all the athletes being treated with artificial light therapy for between 30 and 45 min (starting at day 3). In addition, other recommendations to improve sleep hygiene were made to the athletes. In order to assess reaction times, the Psychomotor Vigilance Test was performed before (day 1) and after (day 8) the bright light therapy. As a result of the intervention, the athletes slept later on the third (p = 0.01), seventh (p = 0.01) and eighth (p = 0.01) days after starting bright light therapy. Regarding reaction times, when tested in the morning the athletes showed improved average (p = 0.01) and minimum reaction time (p = 0.03) when comparing day 8 to day 1. When tested in the evening, they showed improved average (p = 0.04), minimum (p = 0.03) and maximum reaction time (p = 0.02) when comparing day 8 to day 1. Light therapy treatment delayed the sleep/wake cycles and improved reaction times of members of the swimming team. The use of bright light therapy was shown to be effective in modulating the sleep/wake cycles of athletes who had to perform in competitions that took place late at night.

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

PubMed

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

2018-06-05

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

78 FR 4855 - Random Drug Testing Rate for Covered Crewmembers

Federal Register 2010, 2011, 2012, 2013, 2014

2013-01-23

... DEPARTMENT OF HOMELAND SECURITY Coast Guard [Docket No. USCG-2009-0973] Random Drug Testing Rate for Covered Crewmembers AGENCY: Coast Guard, DHS. ACTION: Notice of minimum random drug testing rate. SUMMARY: The Coast Guard has set the calendar year 2013 minimum random drug testing rate at 25 percent of...

76 FR 79204 - Random Drug Testing Rate for Covered Crewmembers

Federal Register 2010, 2011, 2012, 2013, 2014

2011-12-21

... DEPARTMENT OF HOMELAND SECURITY Coast Guard [Docket No. USCG-2009-0973] Random Drug Testing Rate for Covered Crewmembers AGENCY: Coast Guard, DHS. ACTION: Notice of minimum random drug testing rate. SUMMARY: The Coast Guard has set the calendar year 2012 minimum random drug testing rate at 50 percent of...

76 FR 1448 - Random Drug Testing Rate for Covered Crewmembers

Federal Register 2010, 2011, 2012, 2013, 2014

2011-01-10

... DEPARTMENT OF HOMELAND SECURITY Coast Guard [Docket No. USCG-2009-0973] Random Drug Testing Rate for Covered Crewmembers AGENCY: Coast Guard, DHS. ACTION: Notice of minimum random drug testing rate. SUMMARY: The Coast Guard has set the calendar year 2011 minimum random drug testing rate at 50 percent of...

46 CFR 164.023-13 - Production tests and inspections.

Code of Federal Regulations, 2011 CFR

2011-10-01

... Constant Rate of Traverse tensile testing machine, capable of initial clamp separation of ten inches and a... the acceptance testing values but not less than the performance minimums. (2) Length/weight values must be within 5 percent of the acceptance testing values but not less than the performance minimums...

Higher Accuracy of the Lactate Minimum Test Compared to Established Threshold Concepts to Determine Maximal Lactate Steady State in Running.

PubMed

Wahl, Patrick; Zwingmann, Lukas; Manunzio, Christian; Wolf, Jacob; Bloch, Wilhelm

2018-05-18

This study evaluated the accuracy of the lactate minimum test, in comparison to a graded-exercise test and established threshold concepts (OBLA and mDmax) to determine running speed at maximal lactate steady state. Eighteen subjects performed a lactate minimum test, a graded-exercise test (2.4 m·s -1 start,+0.4 m·s -1 every 5 min) and 2 or more constant-speed tests of 30 min to determine running speed at maximal lactate steady state. The lactate minimum test consisted of an initial lactate priming segment, followed by a short recovery phase. Afterwards, the initial load of the subsequent incremental segment was individually determined and was increased by 0.1 m·s -1 every 120 s. Lactate minimum was determined by the lowest measured value (LM abs ) and by a third-order polynomial (LM pol ). The mean difference to maximal lactate steady state was+0.01±0.14 m·s -1 (LM abs ), 0.04±0.15 m·s -1 (LM pol ), -0.06±0.31 m·s 1 (OBLA) and -0.08±0.21 m·s 1 (mDmax). The intraclass correlation coefficient (ICC) between running velocity at maximal lactate steady state and LM abs was highest (ICC=0.964), followed by LM pol (ICC=0.956), mDmax (ICC=0.916) and OBLA (ICC=0.885). Due to the higher accuracy of the lactate minimum test to determine maximal lactate steady state compared to OBLA and mDmax, we suggest the lactate minimum test as a valid and meaningful concept to estimate running velocity at maximal lactate steady state in a single session for moderately up to well-trained athletes. © Georg Thieme Verlag KG Stuttgart · New York.

Effects of inter- and intra-observer variability on echocardiographic measurements in awake cats.

PubMed

Chetboul, V; Concordet, D; Pouchelon, J L; Athanassiadis, N; Muller, C; Benigni, L; Munari, A C; Lefebvre, H P

2003-08-01

The objective of this study was to determine intra- and inter-observer variability of echocardiographic measurements in awake cats. Four observers with different levels of experience in echocardiography performed 96 echocardiographic examinations in four cats on four different days over a 3-week period. The examinations were randomized and blinded. The maximum within-day and between-day CV values were 17.4 and 18.5% for inter-ventricular septal thickness in diastole, 18.7 and 22.6% for left ventricular free-wall thickness in diastole, 9.8 and 14.9% for left ventricular end-diastolic diameter, 20.8 and 15.2% for left ventricular end-systolic diameter, and 21.2 and 18.4% for left ventricular shortening fraction. The maximum within-day CV values were most often associated with the least competent observer (i.e. the graduate student) and, the minimum CV values with the most competent observer (i.e. the associate professor in cardiology). A significant interaction between cat and observer was also evidenced. Thus, the most competent observer could not be replaced by any of the other observers.

Building Construction. Competency-Based Education Curriculum.

ERIC Educational Resources Information Center

West Virginia State Vocational Curriculum Lab., Cedar Lakes.

Developed and field-tested over a 2-year period by vocational teachers in West Virginia, this competency-based building construction curriculum contains five units of study: Safety, form carpentry, carpentry, masonry, and plumbing. Each unit is subdivided into several competencies, and for each competency taught the performance objectives,…

Competency Development and Career Success: The Mediating Role of Employability

ERIC Educational Resources Information Center

De Vos, Ans; De Hauw, Sara; Van der Heijden, Beatrice I. J. M.

2011-01-01

The present study aims to unravel the relationship between competency development, employability and career success. To do so, we tested a model wherein associations between employee participation in competency development initiatives, perceived support for competency development, self-perceived employability, and two indicators of subjective…

Competency-based tool for evaluation of community-based training in undergraduate medical education in India - a Delphi approach.

PubMed

Shewade, Hemant Deepak; Jeyashree, Kathiresan; Kalaiselvi, Selvaraj; Palanivel, Chinnakali; Panigrahi, Krishna Chandra

2017-01-01

A community-based training (CBT) program, where teaching and training are carried out in the community outside of the teaching hospital, is a vital part of undergraduate medical education. Worldwide, there is a shift to competency-based training, and CBT is no exception. We attempted to develop a tool that uses a competency-based approach for assessment of CBT. Based on a review on competencies, we prepared a preliminary list of major domains with items under each domain. We used the Delphi technique to arrive at a consensus on this assessment tool. The Delphi panel consisted of eight purposively selected experts from the field of community medicine. The panel rated each item for its relevance, sensitivity, specificity, and understandability on a scale of 0-4. Median ratings were calculated at the end of each round and shared with the panel. Consensus was predefined as when 70% of the experts gave a rating of 3 or above for an item under relevance, sensitivity, and specificity. If an item failed to achieve consensus after being rated in 2 consecutive rounds, it was excluded. Anonymity of responses was maintained. The panel arrived at a consensus at the end of 3 rounds. The final version of the self-assessment tool consisted of 7 domains and 74 items. The domains (number of items) were Public health - epidemiology and research methodology (13), Public health - biostatistics (6), Public health administration at primary health center level (17), Family medicine (24), Cultural competencies (3), Community development and advocacy (2), and Generic competence (9). Each item was given a maximum score of 5 and minimum score of 1. This is the first study worldwide to develop a tool for competency-based evaluation of CBT in undergraduate medical education. The competencies identified in the 74-item questionnaire may provide the base for development of authentic curricula for CBT.

The Interactive Media Package for Assessment of Communication and Critical Thinking (IMPACCT[c]): Testing a Programmatic Online Communication Competence Assessment System

ERIC Educational Resources Information Center

Spitzberg, Brian H.

2011-01-01

IMPACCT is an online survey covering over 40 self-report types of student communication competency, as well as a test of critical thinking based on cognitive problem-solving. The student nominates two peers who rate the student's interpersonal, computer-mediated, group and leadership, and public speaking communication competence. The student takes…

A Computer Test as a Means to Assess Formation of the Teacher's Metasubject Competences

ERIC Educational Resources Information Center

Ansimova, Nina P.; Zolotariova, Angelina V.; Lekomtseva, Elena N.; Razumova, Anzhelika B.

2017-01-01

In the article here is up-to-dated the problem of creation and implementation of the complex system on measurement and assessment of the teachers' competences. Here are presented approaches and approbations of the computer test as a means to assess formation of the teacher's metasubject competences on the example of researching of the group of…

Mathematical Reasoning Requirements in Swedish National Physics Tests

ERIC Educational Resources Information Center

Johansson, Helena

2016-01-01

This paper focuses on one aspect of mathematical competence, namely mathematical reasoning, and how this competency influences students' knowing of physics. This influence was studied by analysing the mathematical reasoning requirements upper secondary students meet when solving tasks in national physics tests. National tests are constructed to…

Regents Examinations, Regents Competency Tests, & Proficiency Examinations: School Administrator's Manual. 1989 Edition.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Elementary and Secondary Testing Programs.

This manual contains the general information on Regents Examinations, Regents Competency tests, occupational education proficiency examinations, and second language proficiency examinations, as well as the regulations and procedures for ordering, administering, and rating these examinations. The Regents Examinations are achievement tests based on…

Matthew Arnold and Minimal Competency Testing.

ERIC Educational Resources Information Center

Tuman, Myron C.

1979-01-01

Presents arguments by Robert Lowe and Matthew Arnold on the 19th century British "Payment by Results" Plan, whereby schools received funds for students who passed minimal competency tests. Emphasizes that the Victorian experience produced acrimonious teachers with low morale and encourages contemporary minimal testing advocates not to…

75 FR 16813 - Current List of Laboratories Which Meet Minimum Standards To Engage in Urine Drug Testing for...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-04-02

... Current List of Laboratories Which Meet Minimum Standards To Engage in Urine Drug Testing for Federal... Drug Testing Programs (Mandatory Guidelines). The Mandatory Guidelines were first published in the... of [[Page 16814

Examining Factors Predicting Students' Digital Competence

ERIC Educational Resources Information Center

Hatlevik, Ove Edvard; Guðmundsdóttir, Gréta Björk; Loi, Massimo

2015-01-01

The purpose of this study was to examine factors predicting lower secondary school students' digital competence and to explore differences between students when it comes to digital competence. Results from a digital competence test and survey in lower secondary school will be presented. It is important to learn more about and investigate what…

Trainees' Perceptions of a Final Oral Competency Examination

ERIC Educational Resources Information Center

Goldberg, Robert W.; Young, Kevin R.

2016-01-01

Objective(s): The focus on competency attainment by professional psychology trainees obligates training programs to assess these competencies prior to completion of an internship. However, little is known about how trainees may perceive such testing. This study examines relationships between performance on an Oral Final Competency Examination of a…

Co-Constructing Turns as Interactional Competence: Collaborative Turn Sequences in L1 and L2 Spanish

ERIC Educational Resources Information Center

Baxter, Robert Patrick

2017-01-01

"Interactional competence" is a theoretical construct that has only recently been tested empirically. Speakers contribute to an interaction with their individual resources; however, interactional competence is co-constructed by all participants. Interactional competence can be observed in spoken interaction as speakers' combined ability…

The Role of Intelligence and Feedback in Children's Strategy Competence

ERIC Educational Resources Information Center

Luwel, Koen; Foustana, Ageliki; Papadatos, Yiannis.; Verschaffel, Lieven

2011-01-01

A test-intervention-test study was conducted investigating the role of intelligence on four parameters of strategy competence in the context of a numerosity judgment task. Moreover, the effectiveness of two feedback types on these four parameters was tested. In the two test sessions, the choice/no-choice method was used to assess the strategy…

High School Competency Tests and ESL Students: Some Limited Data, Some Larger Questions and a Few Suggestions.

ERIC Educational Resources Information Center

McGroarty, Mary

Graduation competency test results of 27 Spanish-speaking high school students in grades 10-12 indicate that overall oral English proficiency is moderately to strongly correlated with test passage in all three areas tested: mathematics, reading, and writing. These results agree with previous research. However, despite the intuitive appeal of…

Achievement Goals as Mediators of the Relationship between Competence Beliefs and Test Anxiety

ERIC Educational Resources Information Center

Putwain, David W.; Symes, Wendy

2012-01-01

Background: Previous work suggests that the expectation of failure is related to higher test anxiety and achievement goals grounded in a fear of failure. Aim: To test the hypothesis, based on the work of Elliot and Pekrun (2007), that the relationship between perceived competence and test anxiety is mediated by achievement goal orientations.…

Linking Competencies in Educational Settings and Measuring Growth. Research Report. ETS RR-06-12

ERIC Educational Resources Information Center

von Davier, Alina A.; Carstensen, Claus H.; von Davier, Matthias

2006-01-01

Measuring and linking competencies require special instruments, special data collection designs, and special statistical models. The measurement instruments are tests or tests forms, which can be used in the following situations: The same test can be given repeatedly; two or more parallel tests forms (i.e., forms intended to be similar in…

Testing can counteract proactive interference by integrating competing information.

PubMed

Wahlheim, Christopher N

2015-01-01

Testing initially learned information before presenting new information has been shown to counteract the deleterious effects of proactive interference by segregating competing sources of information. The present experiments were conducted to demonstrate that testing can also have its effects in part by integrating competing information. Variations of classic A-B, A-D paired-associate learning paradigms were employed that included two lists of word pairs and a cued-recall test. Repeated pairs appeared in both lists (A-B, A-B), control pairs appeared in List 2 only (A-B, C-D), and changed pairs appeared with the same cue in both lists but with different responses (A-B, A-D). The critical manipulation was whether pairs were tested or restudied in an interpolated phase that occurred between Lists 1 and 2. On a final cued-recall test, participants recalled List 2 responses and then indicated when they recollected that responses had earlier changed between lists. The change recollection measure indexed the extent to which competing responses were integrated during List 2. Change was recollected more often for tested than for restudied pairs. Proactive facilitation was obtained in cued recall when change was recollected, whereas proactive interference was obtained when change was not recollected. These results provide evidence that testing counteracted proactive interference in part by making List 1 responses more accessible during List 2, thus promoting integration and increasing later recollection of change. These results have theoretical implications because they show that testing can counteract proactive interference by integrating or segregating competing information.

Performing well in an evaluative situation: the roles of perceived competence and task-irrelevant interfering thoughts.

PubMed

Van Yperen, Nico W

2007-12-01

This research expands on previous research by arguing and demonstrating that high perceived competence buffers the detrimental effects of an evaluative situation. In Study 1 (n=75, 38.7% male), the situation (evaluative vs. non-evaluative) and perceived competence (high vs. low) were manipulated, whereas in Study 2 (n=42, 33.3% male), perceived competence relied on naturally occurring differences in perceived competence. The results of Study 1 indicate that people may underachieve in an evaluative situation. More importantly, in Study 2 it was demonstrated that such an evaluative situation had only a negative effect on test performance among individuals low in perceived competence. The occurrence of task-irrelevant interfering thoughts during task completion accounted for this inimical effect of an evaluative situation on test performance among these individuals.

Emotional competencies in geriatric nursing: empirical evidence from a computer based large scale assessment calibration study.

PubMed

Kaspar, Roman; Hartig, Johannes

2016-03-01

The care of older people was described as involving substantial emotion-related affordances. Scholars in vocational training and nursing disagree whether emotion-related skills could be conceptualized and assessed as a professional competence. Studies on emotion work and empathy regularly neglect the multidimensionality of these phenomena and their relation to the care process, and are rarely conclusive with respect to nursing behavior in practice. To test the status of emotion-related skills as a facet of client-directed geriatric nursing competence, 402 final-year nursing students from 24 German schools responded to a 62-item computer-based test. 14 items were developed to represent emotion-related affordances. Multi-dimensional IRT modeling was employed to assess a potential subdomain structure. Emotion-related test items did not form a separate subdomain, and were found to be discriminating across the whole competence continuum. Tasks concerning emotion work and empathy are reliable indicators for various levels of client-directed nursing competence. Claims for a distinct emotion-related competence in geriatric nursing, however, appear excessive with a process-oriented perspective.

Competency Verification in the Health Professions Via Limited Focus Measurement

ERIC Educational Resources Information Center

Popham, W. James

1978-01-01

Norm-referenced tests are inappropriate for evaluating health care practitioners; criterion referenced tests better describe what is not being measured. Reliable assessment of competency should focus on the valid testing of reasonable numbers of important skills. Available from: Sage Publications, Inc., 275 South Beverly Drive, Beverly Hills,…

On an Approach to Testing and Modeling Competence

ERIC Educational Resources Information Center

Shavelson, Richard J.

2013-01-01

E. L. Thorndike contributed significantly to the field of educational and psychological testing as well as more broadly to psychological studies in education. This article follows in his testing legacy. I address the escalating demand, across societal sectors, to measure individual and group competencies. In formulating an approach to measuring…

Mathematics Competency Test: User's Manual.

ERIC Educational Resources Information Center

Vernon, P. E.; And Others

The Mathematics Competency Test is a 46-question written test assessing mathematics achievement for groups or individuals aged 11 to adult. It is suitable for use with groups or individuals in school, college and workplace contexts. The questions are open-ended and require constructed responses rather than recognition of a correct answer in a…

Using Eighth Grade Georgia Criterion-Referenced Competency Tests to Predict Student Achievement on the Georgia End of Course Tests

ERIC Educational Resources Information Center

Darnell, Janice Marie

2012-01-01

The purpose of this correlational study was to examine Georgia's Criterion-Referenced Competency Test (CRCT) scores of 8th grade students and End of Course Test (EOCT) scores of the same students as 9th graders in the areas of language arts and mathematics to test the theory that a relationship exists between the two tests. The study also examined…

75 FR 75485 - Current List of Laboratories Which Meet Minimum Standards To Engage in Urine Drug Testing for...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-12-03

... Current List of Laboratories Which Meet Minimum Standards To Engage in Urine Drug Testing for Federal... Guidelines for Federal Workplace Drug Testing Programs (Mandatory Guidelines). The Mandatory Guidelines were... Laboratories and Instrumented Initial Testing Facilities (IITF) must meet in order to conduct drug and specimen...

75 FR 39023 - Current List of Laboratories Which Meet Minimum Standards To Engage in Urine Drug Testing for...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-07-07

... Current List of Laboratories Which Meet Minimum Standards To Engage in Urine Drug Testing for Federal... Drug Testing Programs (Mandatory Guidelines). The Mandatory Guidelines were first published in the... of Laboratories Engaged in Urine Drug Testing for Federal Agencies,'' sets strict standards that...

75 FR 27348 - Current List of Laboratories Which Meet Minimum Standards To Engage in Urine Drug Testing for...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-05-14

... Current List of Laboratories Which Meet Minimum Standards To Engage in Urine Drug Testing for Federal... Drug Testing Programs (Mandatory Guidelines). The Mandatory Guidelines were first published in the... of Laboratories Engaged in Urine Drug Testing for Federal Agencies,'' sets strict standards that...

75 FR 62842 - Current List of Laboratories Which Meet Minimum Standards To Engage in Urine Drug Testing for...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-13

... Current List of Laboratories Which Meet Minimum Standards To Engage in Urine Drug Testing for Federal... Guidelines for Federal Workplace Drug Testing Programs (Mandatory Guidelines). The Mandatory Guidelines were... and Instrumented Initial Testing Facilities (IITF) must meet in order to conduct drug and specimen...

75 FR 9229 - Current List of Laboratories Which Meet Minimum Standards To Engage in Urine Drug Testing for...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-03-01

... Current List of Laboratories Which Meet Minimum Standards To Engage in Urine Drug Testing for Federal... Drug Testing Programs (Mandatory Guidelines). The Mandatory Guidelines were first published in the... of Laboratories Engaged in Urine Drug Testing for Federal Agencies,'' sets strict standards that...

75 FR 5088 - Current List of Laboratories Which Meet Minimum Standards To Engage in Urine Drug Testing for...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-02-01

... Current List of Laboratories Which Meet Minimum Standards To Engage in Urine Drug Testing for Federal... Drug Testing Programs (Mandatory Guidelines). The Mandatory Guidelines were first published in the... of Laboratories Engaged in Urine Drug Testing for Federal Agencies,'' sets strict standards that...

75 FR 154 - Current List of Laboratories Which Meet Minimum Standards To Engage in Urine Drug Testing for...

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2010-01-04

... Current List of Laboratories Which Meet Minimum Standards To Engage in Urine Drug Testing for Federal... Drug Testing Programs (Mandatory Guidelines). The Mandatory Guidelines were first published in the... of Laboratories Engaged in Urine Drug Testing for Federal Agencies,'' sets strict standards that...

75 FR 45128 - Current List of Laboratories Which Meet Minimum Standards To Engage in Urine Drug Testing for...

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2010-08-02

... Current List of Laboratories Which Meet Minimum Standards To Engage in Urine Drug Testing for Federal... Drug Testing Programs (Mandatory Guidelines). The Mandatory Guidelines were first published in the..., ``Certification of Laboratories Engaged in Urine Drug Testing for Federal Agencies,'' sets strict standards that...

75 FR 32950 - Current List of Laboratories Which Meet Minimum Standards To Engage in Urine Drug Testing for...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-06-10

... Current List of Laboratories Which Meet Minimum Standards To Engage in Urine Drug Testing for Federal... Drug Testing Programs (Mandatory Guidelines). The Mandatory Guidelines were first published in the... of Laboratories Engaged in Urine Drug Testing for Federal Agencies,'' sets strict standards that...

75 FR 55795 - Current List of Laboratories Which Meet Minimum Standards To Engage in Urine Drug Testing for...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-09-14

... Current List of Laboratories Which Meet Minimum Standards To Engage in Urine Drug Testing for Federal... Drug Testing Programs (Mandatory Guidelines). The Mandatory Guidelines were first published in the... of Laboratories Engaged in Urine Drug Testing for Federal Agencies,'' sets strict standards that...

Markov Chain Monte Carlo Bayesian Learning for Neural Networks

NASA Technical Reports Server (NTRS)

Goodrich, Michael S.

2011-01-01

Conventional training methods for neural networks involve starting al a random location in the solution space of the network weights, navigating an error hyper surface to reach a minimum, and sometime stochastic based techniques (e.g., genetic algorithms) to avoid entrapment in a local minimum. It is further typically necessary to preprocess the data (e.g., normalization) to keep the training algorithm on course. Conversely, Bayesian based learning is an epistemological approach concerned with formally updating the plausibility of competing candidate hypotheses thereby obtaining a posterior distribution for the network weights conditioned on the available data and a prior distribution. In this paper, we developed a powerful methodology for estimating the full residual uncertainty in network weights and therefore network predictions by using a modified Jeffery's prior combined with a Metropolis Markov Chain Monte Carlo method.

SB certification handout material requirements, test methods, responsibilities, and minimum classification levels for mixture-based specification for flexible base.

DOT National Transportation Integrated Search

2012-10-01

A handout with tables representing the material requirements, test methods, responsibilities, and minimum classification levels mixture-based specification for flexible base and details on aggregate and test methods employed, along with agency and co...

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

Testing clinical competencies in undergraduate nursing education using Objective Structured Clinical Examination (OSCE) – a literature review of international practice

PubMed

Beyer, Angelika; Dreier, Adina; Kirschner, Stefanie; Hoffmann, Wolfgang

2016-07-01

Background: In response to demographic trends in Germany nursing competencies are currently reevaluated. Since these have to be taught and trained in nursing education programs, efficient verification of the success is necessary. OSCEs are internationally well-recognized as a comprehensive tool for that. Aim: In this analysis we identified competencies worldwide, which are tested by OSCEs in undergraduate nursing education programs. Method: An international literature research was conducted. The selection criterion for an article was the specification of at least one verifiable competency. Afterwards the competencies were categorized into knowledge, skills and attitudes according to the German “Fachqualifikationsrahmen Pflege für die hochschulische Bildung”. Results: A total of 36 publications fulfilled all inclusion criteria. Relevant studies were predominantly initiated in the UK, Canada and Australia. Within all categories a total of n = 166 different competencies are mentioned. OSCEs are developed and performed in a broad range of methods. Most frequently skills were verified. The most common topic was sure handling of medication. Other important themes were communicative competencies in relation to patients and the ability of self-evaluation. Discussion/Conclusions: A variation in examination methods is appropriate as different competencies are acquired in preparation of the test. Evaluation took place on an individual or institutional level. Further research is needed.

Development and Initial Validation of Perceived Competence and Satisfaction Measures for Racquet Sports.

ERIC Educational Resources Information Center

Aguilar, Teresita E.; Petrakis, Elizabeth

1989-01-01

The development and initial validation of the Racquet Sports Competence-Satisfaction Scale for measuring perceived competence and satisfaction in badminton, racquetball, and tennis is described. Results of a review panel and two field tests (with 168 and 208 university students) support the validity of the competence and satisfaction measures.…

Applying a Web and Simulation-Based System for Adaptive Competence Assessment of Spinal Anaesthesia

NASA Astrophysics Data System (ADS)

Hockemeyer, Cord; Nussbaumer, Alexander; Lövquist, Erik; Aboulafia, Annette; Breen, Dorothy; Shorten, George; Albert, Dietrich

The authors present an approach for implementing a system for the assessment of medical competences using a haptic simulation device. Based on Competence based Knowledge Space Theory (CbKST), information on the learners’ competences is gathered from different sources (test questions, data from the simulator, and supervising experts’ assessments).

Identification and Validation of ESP Teacher Competencies: A Research Design

ERIC Educational Resources Information Center

Venkatraman, G.; Prema, P.

2013-01-01

The paper presents the research design used for identifying and validating a set of competencies required of ESP (English for Specific Purposes) teachers. The identification of the competencies and the three-stage validation process are also discussed. The observation of classes of ESP teachers for field-testing the validated competencies and…

[Developing Perceived Competence Scale (PCS) for Adolescents].

PubMed

Özer, Arif; Gençtanirim Kurt, Dilek; Kizildağ, Seval; Demırtaş Zorbaz, Selen; Arici Şahın, Fatma; Acar, Tülin; Ergene, Tuncay

2016-01-01

In this study, Perceived Competence Scale was developed to measure high school students' perceived competence. Scale development process was verified on three different samples. Participants of the research are some high school students in 2011-2012 academic terms from Ankara. Participants' numbers are incorporated in exploratory factor analysis, confirmatory factor analysis and test-retest reliability respectively, as follows: 372, 668 and 75. Internal consistency coefficients (Cronbach's and stratified α) are calculated separately for each group. For data analysis Factor 8.02 and LISREL 8.70 package programs were used. According to results of the analyses, internal consistency coefficients (α) are .90 - .93 for academic competence, .82 - .86 for social competence in the samples that exploratory and confirmatory factor analysis performed. For the whole scale internal consistency coefficient (stratified α) is calculated as .91. As a result of test-retest reliability, adjusted correlation coefficients (r) are .94 for social competence and .90 for academic competence. In addition, to fit indexes and regression weights obtained from factor analysis, findings related convergent and discriminant validity, indicating that competence can be addressed in two dimensions which are academic (16 items) and social (14 items).

42 CFR 84.206 - Particulate tests; respirators with filters; minimum requirements; general.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 42 Public Health 1 2013-10-01 2013-10-01 false Particulate tests; respirators with filters... filters; minimum requirements; general. (a) Three respirators with cartridges containing, or having attached to them, filters for protection against particulates will be tested in accordance with the...

42 CFR 84.206 - Particulate tests; respirators with filters; minimum requirements; general.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 1 2011-10-01 2011-10-01 false Particulate tests; respirators with filters... filters; minimum requirements; general. (a) Three respirators with cartridges containing, or having attached to them, filters for protection against particulates will be tested in accordance with the...

42 CFR 84.206 - Particulate tests; respirators with filters; minimum requirements; general.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 42 Public Health 1 2012-10-01 2012-10-01 false Particulate tests; respirators with filters... filters; minimum requirements; general. (a) Three respirators with cartridges containing, or having attached to them, filters for protection against particulates will be tested in accordance with the...

42 CFR 84.206 - Particulate tests; respirators with filters; minimum requirements; general.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 42 Public Health 1 2014-10-01 2014-10-01 false Particulate tests; respirators with filters... filters; minimum requirements; general. (a) Three respirators with cartridges containing, or having attached to them, filters for protection against particulates will be tested in accordance with the...

42 CFR 84.206 - Particulate tests; respirators with filters; minimum requirements; general.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false Particulate tests; respirators with filters... filters; minimum requirements; general. (a) Three respirators with cartridges containing, or having attached to them, filters for protection against particulates will be tested in accordance with the...

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.

Industrial Internship and Entrepreneurship Competencies on Vocational High School Students

NASA Astrophysics Data System (ADS)

Wendi, H. F.; Kusumah, I. H.

2018-02-01

The purpose of the research is to explore the influence of internship and vocational skill to student’s entrepreneurship competencies. The research used ex post facto approach. Population in this research is all students of Vocational High School in Bandung, Indonesia. The sample of 40 respondents was determined by proportional random sampling technique. The data were collected by instrument questionnaire and test. Data analysis used descriptive statistics and multiple linear regression. The results show that almost half students have a low the competencies of an entrepreneur. The hypothesis testing shows many the influence of factory teaching has a positive and significant effect on the competencies of an entrepreneur. Similarly, vocational skills have positive influence and significant on the competencies of an entrepreneur. Respectively, the influence of factory teaching and vocational skills expertise collectively have the effect on the competencies of an entrepreneur. Therefore, the influence of factory teaching and vocational skills are effective to student’s entrepreneurship cap competencies.

Development and Testing of the Nurse Manager EBP Competency Scale.

PubMed

Shuman, Clayton J; Ploutz-Snyder, Robert J; Titler, Marita G

2018-02-01

The purpose of this study was to develop and evaluate the validity and reliability of an instrument to measure nurse manager competencies regarding evidence-based practice (EBP). The Nurse Manager EBP Competency Scale consists of 16 items for respondents to indicate their perceived level of competency on a 0 to 3 Likert-type scale. Content validity was demonstrated through expert panel review and pilot testing. Principal axis factoring and Cronbach's alpha evaluated construct validity and internal consistency reliability, respectively. Eighty-three nurse managers completed the scale. Exploratory factor analysis resulted in a 16-item scale with two subscales, EBP Knowledge ( n = 6 items, α = .90) and EBP Activity ( n = 10 items, α = .94). Cronbach's alpha for the entire scale was .95. The Nurse Manager EBP Competency Scale is a brief measure of nurse manager EBP competency with evidence of validity and reliability. The scale can enhance our understanding in future studies regarding how nurse manager EBP competency affects implementation.

Factors Associated with the Competencies of Public Health Workers in Township Hospitals: A Cross-Sectional Survey in Chongqing Municipality, China

PubMed Central

He, Zhifei; Cheng, Zhaohui; Fu, Hang; Tang, Shangfeng; Fu, Qian; Fang, Haiqing; Xian, Yue; Ming, Hui; Feng, Zhanchun

2015-01-01

Purpose: This study aimed to explore the competencies of public health workers (PHWs) of township hospitals in Chongqing Municipality (China), and determine the related impact factors of the competencies of PHWs; Methods: A cross-sectional research was conducted on 314 PHWs from 27 township hospitals in three districts in Chongqing Municipality (China), from June to August 2014. A self-assessment questionnaire was established on the basis of literature reviews and a competency dictionary. The differences in competencies among the three districts were determined by adopting the chi-square test, t-test, analysis of variance (ANOVA) method, and the impact factors of the competencies of PHWs were determined by adopting stepwise regression analysis. Results: (1) Results of the demographic characteristics of PHWs in three sample districts of Chongqing Municipality showed that a significant difference in age of PHWs (p = 0.021 < 0.05) and the majors of PHWs (p = 0.045 < 0.05); (2) In terms of the self-evaluation competency results of PHWs in township hospitals, seven among the 11 aspects were found to have significant differences in the three districts by the ANOVA test; (3) By adopting the t-test and ANOVA method, results of the relationship between the characteristics of PHWs and their competency scores showed that significant differences were found in the economic level (p = 0.000 < 0.05), age (p = 0.000 < 0.05), years of working (p = 0.000 < 0.05) and title of PHWs (p = 0.000 < 0.05); (4) Stepwise regression analysis was used to determine the impact factors of the competencies of PHWs in township hospitals, including the economic level (p = 0.000 < 0.001), years of working (p = 0.000 < 0.001), title (p = 0.001 < 0.005), and public health major (p = 0.007 < 0.01). Conclusions: The competencies of the township hospital staff in Chongqing Municipality (China), are generally insufficient, therefore, regulating the medical education and training skills of PHWs is crucial to improve the competencies of PHWs in the township hospitals of Chongqing Municipality. The results of this study can be mirrored in other areas of China. PMID:26569273

Factors Associated with the Competencies of Public Health Workers in Township Hospitals: A Cross-Sectional Survey in Chongqing Municipality, China.

PubMed

He, Zhifei; Cheng, Zhaohui; Fu, Hang; Tang, Shangfeng; Fu, Qian; Fang, Haiqing; Xian, Yue; Ming, Hui; Feng, Zhanchun

2015-11-09

This study aimed to explore the competencies of public health workers (PHWs) of township hospitals in Chongqing Municipality (China), and determine the related impact factors of the competencies of PHWs; A cross-sectional research was conducted on 314 PHWs from 27 township hospitals in three districts in Chongqing Municipality (China), from June to August 2014. A self-assessment questionnaire was established on the basis of literature reviews and a competency dictionary. The differences in competencies among the three districts were determined by adopting the chi-square test, t-test, analysis of variance (ANOVA) method, and the impact factors of the competencies of PHWs were determined by adopting stepwise regression analysis. (1) RESULTS of the demographic characteristics of PHWs in three sample districts of Chongqing Municipality showed that a significant difference in age of PHWs (p = 0.021 < 0.05) and the majors of PHWs (p = 0.045 < 0.05); (2) In terms of the self-evaluation competency results of PHWs in township hospitals, seven among the 11 aspects were found to have significant differences in the three districts by the ANOVA test; (3) By adopting the t-test and ANOVA method, results of the relationship between the characteristics of PHWs and their competency scores showed that significant differences were found in the economic level (p = 0.000 < 0.05), age (p = 0.000 < 0.05), years of working (p = 0.000 < 0.05) and title of PHWs (p = 0.000 < 0.05); (4) Stepwise regression analysis was used to determine the impact factors of the competencies of PHWs in township hospitals, including the economic level (p = 0.000 < 0.001), years of working (p = 0.000 < 0.001), title (p = 0.001 < 0.005), and public health major (p = 0.007 < 0.01). The competencies of the township hospital staff in Chongqing Municipality (China), are generally insufficient, therefore, regulating the medical education and training skills of PHWs is crucial to improve the competencies of PHWs in the township hospitals of Chongqing Municipality. The results of this study can be mirrored in other areas of China.

Neuropsychologic predictors of competency in Alzheimer's disease using a rational reasons legal standard.

PubMed

Marson, D C; Cody, H A; Ingram, K K; Harrell, L E

1995-10-01

To identify neuropsychologic predictors of competency performance and status in Alzheimer's disease (AD) using a specific legal standard (LS). This study is a follow-up to the competency assessment research reported in this issue of the archives. Univariate and multivariate analyses of independent neuropsychologic test measures with a dependent measure of competency to consent to treatment. University medical center. Fifteen normal older control subjects and 29 patients with probable AD. Subjects were administered a battery of neuropsychologic measures theoretically linked to competency function, as well as two clinical vignettes testing their capacity to consent to medical treatment under five different LSs. The present study focused on one specific LS: the capacity to provide "rational reasons" for a treatment choice (LS4). Neuropsychologic test scores were correlated with scores on LS4 for the normal control group and the AD group. The resulting univariate predictors were then analyzed using stepwise regression and discriminant function to identify the key multivariate predictors of competency performance and status under LS4. Measures of word fluency predicted the LS4 scores of controls (R2 = .33) and the AD group (R2 = .36). A word fluency measure also emerged as the best single predictor of competency status for the full subject sample (n = 44), correctly classifying 82% of cases. Dementia severity (Mini-Mental State Examination score) did not emerge as a multivariate predictor of competency performance or status. Interestingly, measures of verbal reasoning and memory were not strongly associated with LS4. Word fluency measures predicted the normative performance and intact competency status of older control subjects and the declining performance and compromised competency status of patients with AD on a "rational reasons" standard of competency to consent to treatment. Cognitive capacities related to frontal lobe function appear to underlie the capacity to formulate rational reasons for a treatment choice. Neuropsychologic studies of competency function have important theoretical and clinical value.

Item Specifications, Science Grade 8. Blue Prints for Testing Minimum Performance Test.

ERIC Educational Resources Information Center

Arkansas State Dept. of Education, Little Rock.

These item specifications were developed as a part of the Arkansas "Minimum Performance Testing Program" (MPT). There is one item specification for each instructional objective included in the MPT. The purpose of an item specification is to provide an overview of the general content and format of test items used to measure an…

Item Specifications, Science Grade 6. Blue Prints for Testing Minimum Performance Test.

ERIC Educational Resources Information Center

Arkansas State Dept. of Education, Little Rock.

These item specifications were developed as a part of the Arkansas "Minimum Performance Testing Program" (MPT). There is one item specification for each instructional objective included in the MPT. The purpose of an item specification is to provide an overview of the general content and format of test items used to measure an…

Evaluer la competence de communication (Evaluating Communicative Competence).

ERIC Educational Resources Information Center

Hediard, Marie

1988-01-01

The structure of a course designed to teach oral communicative competence is outlined, and the approach to evaluation is discussed. Evaluation includes both a criterion test and a specific oral task that students must accomplish. (MSE)

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.

Improving Schools through Inservice Test Construction: The Rossville Model.

ERIC Educational Resources Information Center

Gilman, David Alan

A method for improving curriculum and schools through the local development of competency tests in basic skills--the Competency-Rossville Model (CRM)--is outlined. The method was originated in the school system of Rossville (Illinois) and has been tested in five other midwestern school systems. The approach leads the faculty of the school, with…

Testing Intercultural Competence in (International) English: Some Basic Questions and Suggested Answers

ERIC Educational Resources Information Center

Camerer, Rudi

2014-01-01

The testing of intercultural competence has long been regarded as the field of psychometric test procedures, which claim to analyse an individual's personality by specifying and quantifying personality traits with the help of self-answer questionnaires and the statistical evaluation of these. The underlying assumption is that what is analysed and…

Estimation and comparison of cumulative incidences of biliary self-expandable metallic stent dysfunction accounting for competing risks.

PubMed

Hamada, Tsuyoshi; Nakai, Yousuke; Isayama, Hiroyuki; Togawa, Osamu; Kogure, Hirofumi; Kawakubo, Kazumichi; Tsujino, Takeshi; Sasahira, Naoki; Hirano, Kenji; Yamamoto, Natsuyo; Ito, Yukiko; Sasaki, Takashi; Mizuno, Suguru; Toda, Nobuo; Tada, Minoru; Koike, Kazuhiko

2014-03-01

Self-expandable metallic stent (SEMS) placement is widely carried out for distal malignant biliary obstruction, and survival analysis is used to evaluate the cumulative incidences of SEMS dysfunction (e.g. the Kaplan-Meier [KM] method and the log-rank test). However, these statistical methods might be inappropriate in the presence of 'competing risks' (here, death without SEMS dysfunction), which affects the probability of experiencing the event of interest (SEMS dysfunction); that is, SEMS dysfunction can no longer be observed after death. A competing risk analysis has rarely been done in studies on SEMS. We introduced the concept of a competing risk analysis and illustrated its impact on the evaluation of SEMS outcomes using hypothetical and actual data. Our illustrative study included 476 consecutive patients who underwent SEMS placement for unresectable distal malignant biliary obstruction. A significant difference between cumulative incidences of SEMS dysfunction in male and female patients via theKM method (P = 0.044 by the log-rank test) disappeared after applying a competing risk analysis (P = 0.115 by Gray's test). In contrast, although cumulative incidences of SEMS dysfunction via the KM method were similar with and without chemotherapy (P = 0.647 by the log-rank test), cumulative incidence of SEMS dysfunction in the non-chemotherapy group was shown to be significantly lower (P = 0.031 by Gray's test) in a competing risk analysis. Death as a competing risk event needs to be appropriately considered in estimating a cumulative incidence of SEMS dysfunction, otherwise analytical results may be biased. © 2013 The Authors. Digestive Endoscopy © 2013 Japan Gastroenterological Endoscopy Society.

Leisure education reduces stress among older adults.

PubMed

Chang, Liang-Chih

2014-01-01

The objectives of this study were to examine whether a leisure education program could facilitate leisure competence among older adults and whether it could also reduce their stress. A pre-test-post-test randomized experimental design was conducted. Subjects were randomly assigned to either an experimental group (n = 30) or a control group (n = 30). A leisure education program was used to serve as the intervention. A day before this experiment was carried out, pre-test data were collected using leisure competence and stress scales. Thirty minutes after this experiment ended, post-test data were collected using the same scales. These data were analyzed using an analysis of covariance. The results indicated that the average post-test scores of leisure competence in the experimental group were significantly higher than those in the control group and that the average post-test scores of stress in the experimental group were significantly lower than those in the control group. Healthcare practitioners should adopt the provision of leisure education as a priority to facilitate leisure competence and reduce stress among older adults.

Self-assessed efficacy of a clinical musculoskeletal anatomy workshop: A preliminary survey.

PubMed

Saavedra, Miguel Ángel; Navarro-Zarza, José E; Alvarez-Nemegyei, José; Canoso, Juan J; Kalish, Robert A; Villaseñor-Ovies, Pablo; Hernández-Díaz, Cristina

2015-01-01

To survey the efficacy of a practical workshop on clinical musculoskeletal anatomy held in five American countries. A self-assessment competence questionnaire sent to participants 1-3 months after the workshop. Results were compared to the results of a practical, instructor-assessed, pre-workshop test. The response rate of participants was 76.4%. The overall, self-assessed competence score for anatomical items that had been included in the pre-test was 76.9 (scale 0-100) as compared to an overall score of 48.1 in the practical, pre-workshop test (p<0.001). For items that were addressed in the workshop, but not included in the pre-test, self-assessed competence was rated at 62.9. Differences in anatomical knowledge between individuals from different countries and professional groups noted in the practical pre-test were no longer present in the post-test self-assessment. From this preliminary data and supporting evidence from the literature we believe that our anatomy workshop provides an effective didactic tool for increasing competence in musculoskeletal anatomy. Copyright © 2014 Elsevier España, S.L.U. All rights reserved.

A Comparison of African American Students' Self-Perceptions of School Competence with Their Performance on State-Mandated Achievement Tests and Normed Tests of Oral and Written Language and Reading

ERIC Educational Resources Information Center

Gordon Pershey, Monica

2011-01-01

This study measured self-perceptions of school competence among 263 4th- and 6th-grade African American students who attended an academically challenged school district. Self-perceptions of school competence are defined as self-perceptions of ability, confidence, and school satisfaction. Results indicated that 4th-grade students had lesser…

Developmental pathways of change in fitness and motor competence are related to overweight and obesity status at the end of primary school.

PubMed

Rodrigues, Luis P; Stodden, David F; Lopes, Vítor P

2016-01-01

To test how different developmental pathways of health-related physical fitness and motor competence tests relate to weight status (overweight and obesity) at the end of primary school. Longitudinal study on growth, health-related physical fitness, and motor competence of 472 primary school children assessed yearly throughout 1st to 4th grade, with an average age of 6.3±0.7 years of age at 1st grade. Children's pathways of change on each of the fitness and motor competence tests were determined along the four years of the study. Participants were divided into three groups according to their rate of change in each test over time: Low Rate of Change, Average Rate of Change, and High Rate of Change. A logistic regression was used to predict the odds ratio of becoming overweight or obese, depending on the developmental pathway of change in fitness and motor competence across childhood. Children with a low or average rate of change in their developmental pathways of fitness and motor competence were several times more prone to become overweight or obese at the end of primary school (OR 2.0 to 6.3), independent of sex and body mass index at baseline. Specifically, a negative developmental pathway (Low Rate of Change) in cardiorespiratory fitness demonstrated over a six-fold elevated risk of being overweight or obese, compared to peers with a positive pathway. Not all children improve their motor competence and fitness levels over time and many actually regress over time. Developing positive fitness and motor competence pathways during childhood protects from obesity and overweight. Copyright © 2015 Sports Medicine Australia. Published by Elsevier Ltd. All rights reserved.

Are the General Medical Council's Tests of Competence fair to long standing doctors? A retrospective cohort study.

PubMed

Mehdizadeh, Leila; Sturrock, Alison; Dacre, Jane

2015-04-21

The General Medical Council's Fitness to Practise investigations may involve a test of competence for doctors with performance concerns. Concern has been raised about the suitability of the test format for doctors who qualified before the introduction of Single Best Answer and Objective Structured Clinical Examination assessments, both of which form the test of competence. This study explored whether the examination formats used in the tests of competence are fair to long standing doctors who have undergone fitness to practise investigation. A retrospective cohort design was used to determine an association between year of primary medical qualification and doctors' test of competence performance. Performance of 95 general practitioners under investigation was compared with a group of 376 volunteer doctors. We analysed performance on knowledge test, OSCE overall, and three individual OSCE stations using Spearman's correlation and regression models. Doctors under investigation performed worse on all test outcomes compared to the comparison group. Qualification year correlated positively with performance on all outcomes except for physical examination (e.g. knowledge test r = 0.48, p < 0.001 and OSCE r = 0.37, p < 0.001). Qualification year was associated with test performance in doctors under investigation even when controlling for sex, ethnicity and qualification region. Regression analyses showed that qualification year was associated with knowledge test, OSCE and communication skills performance of doctors under investigation when other variables were controlled for. Among volunteer doctors this was not the case and their performance was more strongly related to where they qualified and their ethnic background. Furthermore, volunteer doctors who qualified before the introduction of Single Best Answer and OSCE assessments, still outperformed their peers under investigation. Earlier graduates under fitness to practise investigation performed less well on the test of competence than their more recently qualified peers under investigation. The performance of the comparator group tended to stay consistent irrespective of year qualified. Our results suggest that the test format does not disadvantage early qualified doctors. We discuss findings in relation to the GMC's fitness to practise procedures and suggest alternative explanations for the poorer performance of long standing doctors under investigation.

Development of an accelerated reliability test schedule for terrestrial solar cells

NASA Technical Reports Server (NTRS)

Lathrop, J. W.; Prince, J. L.

1981-01-01

An accelerated test schedule using a minimum amount of tests and a minimum number of cells has been developed on the basis of stress test results obtained from more than 1500 cells of seven different cell types. The proposed tests, which include bias-temperature, bias-temperature-humidity, power cycle, thermal cycle, and thermal shock tests, use as little as 10 and up to 25 cells, depending on the test type.

A new instrument to measure sexual competence and interaction competence in youth: psychometric properties in female adolescents.

PubMed

Grauvogl, Andrea; Peters, Madelon L; Evers, Silvia M A A; van Lankveld, Jacques J D M

2015-01-01

The Sexual Competence and Interaction Competence in Youth is a self-report questionnaire that aims to measure sexual competence and interaction competence in adolescents. The study sample consisted of 276 female undergraduate students (M = 20.95 years, SD = 2.00 years). The factor structure of the questionnaire was calculated on full sample data. A subsample was used to calculate the validity and internal consistency (N = 236; M = 20.88 years, SD = 1.96). The test-retest reliability was also calculated in a subsample (N = 82; M = 21.45 years, SD = 1.74 years). On the basis of an exploratory factor analysis, 8 factors were extracted: (a) communication about sex, (b) refusing sex, (c) positive sexual attitudes, (d) male role in sexual interaction, (e) contraceptive use, (f) not suppressing problems and desires regarding sex, (g) sexual assertiveness, and (h) sexual hedonism. The subscales possess adequate internal consistency and moderate to excellent test-retest reliability. A higher order principal component analysis revealed a 2-factor structure that appears to adequately represent the sexual competence and interaction competence constructs. Furthermore, convergent and discriminant validity were considered to be good. The results indicate that the Sexual Competence and Interaction Competence in Youth may be a useful instrument to measure sexual and interaction competence among adolescents.

The relationship between actual motor competence and physical activity in children: mediating roles of perceived motor competence and health-related physical fitness.

PubMed

Khodaverdi, Zeinab; Bahram, Abbas; Stodden, David; Kazemnejad, Anoshirvan

2016-08-01

The purpose of this study was to investigate whether perceived motor competence and components of health-related physical fitness mediated the relationship between actual motor competence and physical activity in 8- to 9-year-old Iranian girls. A convenience sample of 352 girls (mean age = 8.7, SD = 0.3 years) participated in the study. Actual motor competence, perceived motor competence and children's physical activity were assessed using the Test of Gross Motor Development-2, the physical ability sub-scale of Marsh's Self-Description Questionnaire and Physical Activity Questionnaire for Older Children, respectively. Body mass index, the 600 yard run/walk, curl-ups, push-ups, and back-saver sit and reach tests assessed health-related physical fitness. Preacher & Hayes (2004) bootstrap method was used to assess the potential mediating effects of fitness and perceived competence on the direct relationship between actual motor competence and physical activity. Regression analyses revealed that aerobic fitness (b = .28, 95% CI = [.21, .39]), as the only fitness measure, and perceived competence (b = .16, 95% CI = [.12, .32]) were measures that mediated the relationship between actual motor competence and physical activity with the models. Development of strategies targeting motor skill acquisition, children's self-perceptions of competence and cardiorespiratory fitness should be targeted to promote girls' moderate-to-vigorous physical activity.

Testing can counteract proactive interference by integrating competing information

PubMed Central

Wahlheim, Christopher N.

2015-01-01

Testing initially learned information before presenting new information has been shown to counteract the deleterious effects of proactive interference by segregating competing sources of information. The present experiments were conducted to demonstrate that testing can also have its effects in part by integrating competing information. Variations of classic A–B, A–D paired-associate learning paradigms were employed that included two lists of word pairs and a cued-recall test. Repeated pairs appeared in both lists (A–B, A–B), control pairs appeared in List 2 only (A–B, C–D), and changed pairs appeared with the same cue in both lists but with different responses (A–B, A–D). The critical manipulation was whether pairs were tested or restudied in an interpolated phase that occurred between Lists 1 and 2. On a final cued-recall test, participants recalled List 2 responses and then indicated when they recollected that responses had earlier changed between lists. The change recollection measure indexed the extent to which competing responses were integrated during List 2. Change was recollected more often for tested than for restudied pairs. Proactive facilitation was obtained in cued recall when change was recollected, whereas proactive interference was obtained when change was not recollected. These results provide evidence that testing counteracted proactive interference in part by making List 1 responses more accessible during List 2, thus promoting integration and increasing later recollection of change. These results have theoretical implications because they show that testing can counteract proactive interference by integrating or segregating competing information. PMID:25120241

The perception-action dynamics of action competency are altered by both physical and observational training.

PubMed

Buchanan, John J; Ramos, Jorge; Robson, Nina

2015-04-01

Action competency is defined as the ability of an individual to self-evaluate their own performance capabilities. The current experiment demonstrated that physical and observational training with a motor skill alters action competency ratings in a similar manner. Using a pre-test and post-test protocol, the results revealed that action competency is constrained prior to training by the intrinsic dynamics of relative phase (ϕ), with in-phase (ϕ = 0°) and anti-phase (ϕ = 180°) patterns receiving higher competency ratings than other relative phase patterns. After 2 days of training, action competency ratings for two trained relative phase patterns, +60° and +120°, increased following physical practice or observational practice. A transfer test revealed that both physical performance ability and action competency ability transferred to the symmetry partners (-60° and -120°) of the two trained relative phase patterns following physical or observational training. The findings also revealed that relative motion direction acts as categorical information that helps to organize action production and facilitate action competency. The results are interpreted based on the coordination dynamics theory of perception-action coupling, and extend this theory by showing that visual perception, action production, and action competency are all constrained in a consistent manner by the dynamics of the order parameter relative phase. As a whole, the findings revealed that relative motion, relative phase, and possibly relative amplitude information are all distinct sources of information that contribute to the emergence of a kinematic understanding of action in the nervous system.

Longitudinal Direct and Indirect Pathways Linking Older Sibling Competence to the Development of Younger Sibling Competence.

ERIC Educational Resources Information Center

Brody, Gene H.; Kim, Sooyeon; Murry, Velma McBride; Brown, Anita C.

2003-01-01

Tested links between early adolescent older sibling (OS) and younger sibling (YS) competence in rural African American families. Found that OS competence was stable across time and related to improvements in mothers' psychological functioning from Wave 1 to Wave 2. Mothers' Wave-2 psychological functioning related to Wave-3 involved-supportive…

M-AMST: an automatic 3D neuron tracing method based on mean shift and adapted minimum spanning tree.

PubMed

Wan, Zhijiang; He, Yishan; Hao, Ming; Yang, Jian; Zhong, Ning

2017-03-29

Understanding the working mechanism of the brain is one of the grandest challenges for modern science. Toward this end, the BigNeuron project was launched to gather a worldwide community to establish a big data resource and a set of the state-of-the-art of single neuron reconstruction algorithms. Many groups contributed their own algorithms for the project, including our mean shift and minimum spanning tree (M-MST). Although M-MST is intuitive and easy to implement, the MST just considers spatial information of single neuron and ignores the shape information, which might lead to less precise connections between some neuron segments. In this paper, we propose an improved algorithm, namely M-AMST, in which a rotating sphere model based on coordinate transformation is used to improve the weight calculation method in M-MST. Two experiments are designed to illustrate the effect of adapted minimum spanning tree algorithm and the adoptability of M-AMST in reconstructing variety of neuron image datasets respectively. In the experiment 1, taking the reconstruction of APP2 as reference, we produce the four difference scores (entire structure average (ESA), different structure average (DSA), percentage of different structure (PDS) and max distance of neurons' nodes (MDNN)) by comparing the neuron reconstruction of the APP2 and the other 5 competing algorithm. The result shows that M-AMST gets lower difference scores than M-MST in ESA, PDS and MDNN. Meanwhile, M-AMST is better than N-MST in ESA and MDNN. It indicates that utilizing the adapted minimum spanning tree algorithm which took the shape information of neuron into account can achieve better neuron reconstructions. In the experiment 2, 7 neuron image datasets are reconstructed and the four difference scores are calculated by comparing the gold standard reconstruction and the reconstructions produced by 6 competing algorithms. Comparing the four difference scores of M-AMST and the other 5 algorithm, we can conclude that M-AMST is able to achieve the best difference score in 3 datasets and get the second-best difference score in the other 2 datasets. We develop a pathway extraction method using a rotating sphere model based on coordinate transformation to improve the weight calculation approach in MST. The experimental results show that M-AMST utilizes the adapted minimum spanning tree algorithm which takes the shape information of neuron into account can achieve better neuron reconstructions. Moreover, M-AMST is able to get good neuron reconstruction in variety of image datasets.

Use of extant kinetic parameters to predict effluent concentrations of specific organic compounds at full-scale facilities.

PubMed

Ellis, Timothy G; Eliosov, Boris

2004-01-01

To use the results of kinetic tests to predict effluent concentrations of specific contaminants in activated sludge systems, the fraction of the biomass that has an ability to degrade the test compound (i.e., competent biomass) must be estimated. A calibration procedure was developed to assess the competent biomass concentration because the chemical oxygen demand (COD) fraction tended to underestimate the degrading fraction for three of the four test compounds. Acetone, for instance, had a measured influent COD fraction of 0.08%, and the actual competent fraction was estimated to be 2.3%, based on the model calibration. Once the competent biomass fraction in the mixed liquor was determined, the extant kinetic parameters were subsequently used to predict activated sludge system performance. Predicted effluent concentrations were within 2, 5, and 16% of the average measured concentrations for acetone, linear alkylbenzene sulfonate, and furfural, respectively. Day-to-day predictions for these compounds were less accurate, possibly because of the non-steady-state nature of the activated sludge systems studied. The difference between the fraction of the influent COD contributed by the target compounds and the competent biomass fraction in the mixed liquor was found to be more significant when the target compound contributed less than 1% of the influent organic matter. The chemical structure of the target compound and chemical composition of the influent likely had an effect on the resulting competent biomass concentration. The total maximum growth rate, microX, was observed to be independent of the influent concentration of acetone and furfural, thus suggesting that the competent biomass concentration for these compounds was not affected by the changes in their influent concentrations. Consequently, a majority of competent biomass growth resulted from the degradation of other substrates, resulting in a competent biomass concentration significantly higher than predicted based on the influent COD fraction contributed by the test compound.

Improving nurse practitioners' competence with genetics: Effectiveness of an online course.

PubMed

Whitt, Karen J; Macri, Charles; O'Brien, Travis J; Wright, Stephanie

2016-03-01

The purpose of this study was to assess the effectiveness of an online genetics course for improving nurse practitioners' knowledge, competence, and comfort with genetic principles and their application to clinical practice. A genetics knowledge test and survey were administered to 232 nurse practitioner students, between 2011 and 2013, before and after completing a 15-week online genetics course taught by a multidisciplinary team of instructors at a private east coast U.S. university. The 65-item survey allowed participants to rate competence regarding genetic principles, diseases, and terminology, as well as comfort performing various clinical tasks related to genetics. The 21-item knowledge test contained multiple choice questions regarding core competencies in genetics. Paired t-tests were used to compare mean pre- and postscores. Participants significantly increased postcourse knowledge (p < .001) and comfort with genetic core competencies and clinical skills related to genetics (p < .001). This study demonstrates the effectiveness of an online genetics course for increasing nurse practitioners' knowledge, competence, and confidence with genetics and identifies specific topics educators should consider when designing curricula for nurse practitioners. Findings from this study can improve genetics education for nurse practitioners, which will in turn improve patient health. ©2015 American Association of Nurse Practitioners.

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.

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".

Validation of a Standardized Multiple-Choice Multicultural Competence Test: Implications for Training, Assessment, and Practice

ERIC Educational Resources Information Center

Gillem, Angela R.; Bartoli, Eleonora; Bertsch, Kristin N.; McCarthy, Maureen A.; Constant, Kerra; Marrero-Meisky, Sheila; Robbins, Steven J.; Bellamy, Scarlett

2016-01-01

The Multicultural Counseling and Psychotherapy Test (MCPT), a measure of multicultural counseling competence (MCC), was validated in 2 phases. In Phase 1, the authors administered 451 test items derived from multicultural guidelines in counseling and psychology to 32 multicultural experts and 30 nonexperts. In Phase 2, the authors administered the…

Shyness, Masculine Ideology, Physical Attractiveness, and Emotional Inexpressiveness: Testing a Mediational Model of Men's Interpersonal Competence.

ERIC Educational Resources Information Center

Bruch, Monroe A.; Berko, Eric H.; Haase, Richard F.

1998-01-01

A model was tested in which emotional inexpressiveness fully mediates the relationship of shyness, gender identity, and physical attractiveness with men's interpersonal competence. In a second study, a partially mediated model explained the data better. Implications for further modifications and testing of the model and for counseling practice are…

The Effects of Clinically Relevant Multiple-Choice Items on the Statistical Discrimination of Physician Clinical Competence.

ERIC Educational Resources Information Center

Downing, Steven M.; Maatsch, Jack L.

To test the effect of clinically relevant multiple-choice item content on the validity of statistical discriminations of physicians' clinical competence, data were collected from a field test of the Emergency Medicine Examination, test items for the certification of specialists in emergency medicine. Two 91-item multiple-choice subscales were…

Can competing diversity indices inform us about why ethnic diversity erodes social cohesion? A test of five diversity indices in Germany.

PubMed

Schaeffer, Merlin

2013-05-01

An ever-growing number of studies investigates the relation between ethnic diversity and social cohesion, but these studies have produced mixed results. In cross-national research, some scholars have recently started to investigate more refined and informative indices of ethnic diversity than the commonly used Hirschman-Herfindahl Index. These refined indices allow to test competing theoretical explanations of why ethnic diversity is associated with declines in social cohesion. This study assesses the applicability of this approach for sub-national analyses. Generally, the results confirm a negative association between social cohesion and ethnic diversity. However, the competing indices are empirically indistinguishable and thus insufficient to test different theories against one another. Follow-up simulations suggest the general conclusion that the competing indices are meaningful operationalizations only if a sample includes: (1) contextual units with small and contextual units with large minority shares, as well as (2) contextual units with diverse and contextual units with polarized ethnic compositions. The results are thus instructive to all researchers who wish to apply different diversity indices and thereby test competing theories. Copyright © 2013 Elsevier Inc. All rights reserved.

Achieved Competencies and Satisfaction in Temporomandibular Disorders and Orofacial Pain Education.

PubMed

Nordin, Sara; Dawson, Andreas; Ekberg, Ewa Carin

2016-01-01

To assess dental students' achieved competencies and perceived satisfaction with their temporomandibular disorders (TMD) and orofacial pain education and to compare these with the results of their final examination in TMD and orofacial pain. Dental students from two consecutive classes (2011/2012 and 2012/2013) at the Department of Orofacial Pain and Jaw Function at the dental school in Malmö, Sweden completed two self-evaluations, one at the beginning of semester seven and one at the end of semester eight. The questionnaire that they were given concerned achieved competencies and satisfaction with education in TMD and orofacial pain. Items focused on anatomy, physiology, and clinical training. Students estimated their competence and satisfaction on a numeric rating scale and described their idea of treating TMD and orofacial pain patients on a verbal rating scale. Outcome variables were tested with paired samples t test for differences over time and independent samples t test for between-class comparisons; both were adjusted for multiple testing with Bonferroni correction. Significant improvement in all items was observed for achieved competencies and satisfaction in both classes between semester seven and semester eight (P < .05). No differences in competencies or satisfaction occurred between classes at the end of the clinical course in semester eight (P > .05). This study has shown that expansion in undergraduate TMD and orofacial pain education at the dental school in Malmö has allowed all students to develop the same level of competence, independent of prior experience. The study also pointed out that continuous evaluation and enhancement of TMD and orofacial pain education in undergraduate dental education is beneficial.

49 CFR 178.58 - Specification 4DA welded steel cylinders for aircraft use.

Code of Federal Regulations, 2010 CFR

2010-10-01

... stress in pounds psi; P = test pressure prescribed for water jacket test, i.e., at least 2 times service... seamless hemispheres) or a circumferentially welded cylinder (two seamless drawn shells) with a water... the wall stress at the minimum specified test pressure may not exceed 67 percent of the minimum...

49 CFR 195.306 - Test medium.

Code of Federal Regulations, 2010 CFR

2010-10-01

... which produces a hoop stress of 50 percent of specified minimum yield strength; (3) The test section is... pressure is equal to or greater than a pressure that produces a hoop stress of 50 percent of specified minimum yield strength; (3) The maximum hoop stress during the test does not exceed 80 percent of...

49 CFR 195.306 - Test medium.

Code of Federal Regulations, 2012 CFR

2012-10-01

... which produces a hoop stress of 50 percent of specified minimum yield strength; (3) The test section is... pressure is equal to or greater than a pressure that produces a hoop stress of 50 percent of specified minimum yield strength; (3) The maximum hoop stress during the test does not exceed 80 percent of...

Towards an integrated model of nursing competence: an overview of the literature reviews and concept analysis.

PubMed

Caruso, Roberto; Fida, Roberta; Sili, Alessandro; Arrigoni, Cristina

2016-01-01

Competence is considered a fundamental element when measuring a nurse's or student's ability to provide nursing care, but there is no consensus on what competence really is. This paper aims to review the existing meanings and models of nursing competence. The overview of literature reviews and concept analysis was performed through a search on Pubmed, Cinahl and PsychINFO from January 2005 to September 2014. It included key words, such as: Competence Model; Professional Competence; Nursing Competence; Competency Model; Professional Competency; Nursing Competency. A total of 14 papers were found, coming from educational or clinical nursing field. It was possible to identify some common themes: description of competence determinants; confu- sion around the competence concept; lack in competence evaluation; lack when competence have to be operationalized. The overview results, enriched by the literature coming out from the organiza- tional studies, build the conceptual basis of an integrated model of nursing competence. More empirical research is needed to test the theoretical assumptions.

Rational group decision making: A random field Ising model at T = 0

NASA Astrophysics Data System (ADS)

Galam, Serge

1997-02-01

A modified version of a finite random field Ising ferromagnetic model in an external magnetic field at zero temperature is presented to describe group decision making. Fields may have a non-zero average. A postulate of minimum inter-individual conflicts is assumed. Interactions then produce a group polarization along one very choice which is however randomly selected. A small external social pressure is shown to have a drastic effect on the polarization. Individual bias related to personal backgrounds, cultural values and past experiences are introduced via quenched local competing fields. They are shown to be instrumental in generating a larger spectrum of collective new choices beyond initial ones. In particular, compromise is found to results from the existence of individual competing bias. Conflict is shown to weaken group polarization. The model yields new psychosociological insights about consensus and compromise in groups.

Competing spin phases in geometrically frustrated magnetic molecules.

PubMed

Schröder, Christian; Nojiri, Hiroyuki; Schnack, Jürgen; Hage, Peter; Luban, Marshall; Kögerler, Paul

2005-01-14

We identify a class of zero-dimensional classical and quantum Heisenberg spin systems exhibiting anomalous behavior in an external magnetic field B similar to that found for the geometrically frustrated kagome lattice of classical spins. Our calculations for the isotropic Heisenberg model show the emergence of a pronounced minimum in the differential susceptibility dM/dB at B(sat)/3 as the temperature T is raised from 0 K for structures based on corner-sharing triangles, specifically the octahedron, cuboctahedron, and icosidodecahedron. As the first experimental evidence we note that the giant Keplerate magnetic molecule {Mo(72)Fe(30)} (Fe(3+) ions on the 30 vertices of an icosidodecahedron) exhibits this behavior. For low T when B approximately B(sat)/3 two competing families of spin configurations exist of which one behaves magnetically "stiff" leading to a reduction of dM/dB.

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.

40 CFR Table 6 to Subpart Dddd of... - Model Rule-Emission Limitations That Apply to Incinerators on and After [Date to be specified in...

Code of Federal Regulations, 2012 CFR

2012-07-01

... per million dry volume 3-run average (1 hour minimum sample time per run) Performance test (Method 10... (Reapproved 2008) c. Oxides of nitrogen 53 parts per million dry volume 3-run average (1 hour minimum sample... average (1 hour minimum sample time per run) Performance test (Method 6 or 6c at 40 CFR part 60, appendix...

40 CFR Table 6 to Subpart Dddd of... - Model Rule-Emission Limitations That Apply to Incinerators on and After [Date to be specified in...

Code of Federal Regulations, 2011 CFR

2011-07-01

... per million dry volume 3-run average (1 hour minimum sample time per run) Performance test (Method 10... (Reapproved 2008) c. Oxides of nitrogen 53 parts per million dry volume 3-run average (1 hour minimum sample... average (1 hour minimum sample time per run) Performance test (Method 6 or 6c at 40 CFR part 60, appendix...

40 CFR Table 2 to Subpart Dddd of... - Model Rule-Emission Limitations That Apply to Incinerators Before [Date to be specified in state...

Code of Federal Regulations, 2014 CFR

2014-07-01

... parts per million by dry volume 3-run average (1 hour minimum sample time per run) Performance test..., appendix A-4). Oxides of nitrogen 388 parts per million by dry volume 3-run average (1 hour minimum sample... (1 hour minimum sample time per run) Performance test (Method 6 or 6c of appendix A of this part) a...

40 CFR Table 2 to Subpart Dddd of... - Model Rule-Emission Limitations That Apply to Incinerators Before [Date to be specified in state...

Code of Federal Regulations, 2013 CFR

2013-07-01

... parts per million by dry volume 3-run average (1 hour minimum sample time per run) Performance test..., appendix A-4). Oxides of nitrogen 388 parts per million by dry volume 3-run average (1 hour minimum sample... (1 hour minimum sample time per run) Performance test (Method 6 or 6c of appendix A of this part) a...

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

PubMed

McCarty-Caplan, David

2018-01-01

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

The Independent Living Scales in civil competency evaluations: initial findings and prediction of competency adjudication.

PubMed

Quickel, Emalee J W; Demakis, George J

2013-06-01

We address a gap in the literature on civil competency by examining characteristics of those who undergo civil competency evaluations and how well Managing Money and Health and Safety subscales of the Independent Living Scales (ILS) predict legal competency adjudications. We were also interested whether these subscales are more accurate in making such predictions than the Mini-Mental State Examination and Trail-Making Test, Parts A and B, well-known measures of neuropsychological functioning. Actual legal competency decisions were obtained from public court records on 71 individuals with either mental retardation/borderline intellectual functioning (MR/BIF) or psychiatric, neurological, or combined psychiatric or neurological diagnoses. We found that those with neurological diagnoses performed significantly better on the Trail-Making Test, Part A, than the MR/BIF and combined neurological and psychiatric groups, and they demonstrated trends in the same direction for other measures. Both ILS subscales performed better than the cognitive measures, in terms of both hit rate and predictive value, in predicting ultimate judicial decision-making about competency. These findings are particularly relevant for clinicians who must decide what measures to include in an assessment battery in civil competency evaluations.

Design and fabrication of a boron reinforced intertank skirt

NASA Technical Reports Server (NTRS)

Henshaw, J.; Roy, P. A.; Pylypetz, P.

1974-01-01

Analytical and experimental studies were performed to evaluate the structural efficiency of a boron reinforced shell, where the medium of reinforcement consists of hollow aluminum extrusions infiltrated with boron epoxy. Studies were completed for the design of a one-half scale minimum weight shell using boron reinforced stringers and boron reinforced rings. Parametric and iterative studies were completed for the design of minimum weight stringers, rings, shells without rings and shells with rings. Computer studies were completed for the final evaluation of a minimum weight shell using highly buckled minimum gage skin. The detail design is described of a practical minimum weight test shell which demonstrates a weight savings of 30% as compared to an all aluminum longitudinal stiffened shell. Sub-element tests were conducted on representative segments of the compression surface at maximum stress and also on segments of the load transfer joint. A 10 foot long, 77 inch diameter shell was fabricated from the design and delivered for further testing.

Acoustic and aerodynamic testing of a scale model variable pitch fan

NASA Technical Reports Server (NTRS)

Jutras, R. R.; Kazin, S. B.

1974-01-01

A fully reversible pitch scale model fan with variable pitch rotor blades was tested to determine its aerodynamic and acoustic characteristics. The single-stage fan has a design tip speed of 1160 ft/sec (353.568 m/sec) at a bypass pressure ratio of 1.5. Three operating lines were investigated. Test results show that the blade pitch for minimum noise also resulted in the highest efficiency for all three operating lines at all thrust levels. The minimum perceived noise on a 200-ft (60.96 m) sideline was obtained with the nominal nozzle. At 44% of takeoff thrust, the PNL reduction between blade pitch and minimum noise blade pitch is 1.8 PNdB for the nominal nozzle and decreases with increasing thrust. The small nozzle (6% undersized) has the highest efficiency at all part thrust conditions for the minimum noise blade pitch setting; although, the noise is about 1.0 PNdB higher for the small nozzle at the minimum noise blade pitch position.

The effects of treatment adherence and treatment-specific therapeutic competencies on outcome and goal attainment in telephone-based therapy with caregivers of people with dementia.

PubMed

Schinköthe, Denise; Altmann, Uwe; Wilz, Gabriele

2015-01-01

Contradictory results have been found for the impact of therapist's adherence and competence on intervention outcomes. Most studies focus on generic aspects of competence and adherence, rather than taking into account treatment-specific aspects or specific challenges of the clientele. Appropriate analyses are lacking for cognitive behavioral therapy (CBT) with caregivers of people with dementia. In a sample of 43 caregivers, we examined adherence and different competence ratings of 80 complete sessions, as predictors of symptom change and goal attainment. Therapist's competence was evaluated by four raters, using an adapted version of the cognitive therapy scale (CTS) on three subscales of competence: General therapeutic (GT), session-structuring (SS), and treatment-specific CBT technique (CT). Therapist's adherence to the manual was also assessed. The results show that GT competencies were associated with lower post-test depression scores and that CT competencies predicted a decrease in caregiver burden and higher goal attainment, while SS competencies predicted higher post-test burden. Therapist's adherence had no relationship to outcome, but the higher application of modifying dysfunctional thoughts was associated with higher goal attainment. The results suggest the importance of treatment-specific competencies for outcome. Future research should identify empirically what kind of therapeutic behavior is appropriate to the challenges of a specific clientele such as caregivers of people with dementia.

The Prewriting of Unsuccessful Writers on Timed Writing Competence Tests.

ERIC Educational Resources Information Center

Chiste, Katherine Beaty; O'Shea, Judith

1990-01-01

Examines the characteristics of prewriting activities of unsuccessful writers who took the Alberta Universities' Writing Competence Test. Finds that the students' limited and ineffective use of prewriting strategies interferes with their ability to generate and develop ideas in writing a timed essay. (KEH)

Regents Examinations and Competency Tests: School Administrator's Manual. 1981 Edition.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Elementary and Secondary Educational Testing.

Intended for use by school administrators, guidance counselors, teachers, and proctors, this manual contains general information on Regents examinations and competency tests. Specifically, the regulations and procedures for ordering, administering, and rating these examinations are described. Information is also included about the competency…

Regents Examinations & Competency Tests: School Administrator's Manual. 1983 Edition.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Elementary and Secondary Testing Programs.

Intended for use by school administrators, guidance counselors, teachers, and proctors, this manual contains general information on Regents examinations and competency tests. Specifically, the regulations and procedures for ordering, administering, rating, and reporting results of these examinations are described. Information is also included…

The Implementation of Integrated Natural Science Textbook of Junior High School be Charged on Character-based Shared Models to Improve the Competence of Learners' Knowledge

NASA Astrophysics Data System (ADS)

Rahmiwati, S.; Ratnawulan; Yohandri

2018-04-01

The process of science learning can take place if there is an attempt to create an active learning atmosphere and can improve the knowledge competence of learners. One of the efforts made is to use learning resources. Textbooks are a learning resource used by learners. This study aims to describe the increase of knowledge’s competence of learners with integrated Natural Science (IPA) textbook of Junior High School (SMP) be charged on character-based shared model. The method used pre-test, post-test design with one group using the class as a research subject. Pre-test was given before treatment to measure student’s initial understanding of the problem, while the post-test was given to measure student’s final understanding.The subject of this research is students of class VII SMP N 13 Padang. Result of gain score is 0,73. The result showed competence student’s knowledge increased significantly and high categorized.

Comparing the MMPI-2 scale scores of parents involved in parental competency and child custody assessments.

PubMed

Resendes, John; Lecci, Len

2012-12-01

MMPI-2 scores from a parent competency sample (N = 136 parents) are compared with a previously published data set of MMPI-2 scores for child custody litigants (N = 508 parents; Bathurst et al., 1997). Independent samples t tests yielded significant and in some cases substantial differences on the standard MMPI-2 clinical scales (especially Scales 4, 8, 2, and 0), with the competency sample obtaining higher clinical scores as well as higher scores on F, FB, VRIN, TRIN, and L, but lower scores on K, relative to the custody sample. Despite the higher scores in the competency sample, MMPI-2 mean scores did not exceed the clinical cutoff (T > 65). Moreover, the present competency sample essentially replicates the MMPI-2 scores of a previously published competency sample, suggesting that the present findings are representative of that population. The present findings suggest that separate reference groups be used when conducting child custody vs. parental competency evaluations, as these appear to be distinct populations despite there being similarities in the testing circumstances.

Association between selected physical fitness parameters and esthetic competence in contemporary dancers.

PubMed

Angioi, Manuela; Metsios, George S; Twitchett, Emily; Koutedakis, Yiannis; Wyon, Matthew

2009-01-01

The physical demands imposed on contemporary dancers by choreographers and performance schedules make their physical fitness just as important to them as skill development. Nevertheless, it remains to be confirmed which physical fitness components are associated with aesthetic competence. The aim of this study was to: 1. replicate and test a novel aesthetic competence tool for reliability, and 2. investigate the association between selected physical fitness components and aesthetic competence by using this new tool. Seventeen volunteers underwent a series of physical fitness tests (body composition, flexibility, muscular power and endurance, and aerobic capacity) and aesthetic competence assessments (seven individual criteria commonly used by selected dance companies). Inter-rater reliability of the aesthetic competence tool was very high (r = 0.96). There were significant correlations between the aesthetic competence score and jump ability and push-ups (r = 0.55 and r = 0.55, respectively). Stepwise backward multiple regression analysis revealed that the best predictor of aesthetic competence was push-ups (R(2) = 0.30, p = 0.03). Univariate analyses also revealed that the interaction of push-ups and jump ability improved the prediction power of aesthetic competence (R(2) = 0.44, p = 0.004). It is concluded that upper body muscular endurance and jump ability best predict aesthetic competence of the present sample of contemporary dancers. Further research is required to investigate the contribution of other components of aesthetic competence, including upper body strength, lower body muscular endurance, general coordination, and static and dynamic balance.

A Comparison of the Fit of Empirical Data to Two Latent Trait Models. Report No. 92.

ERIC Educational Resources Information Center

Hutten, Leah R.

Goodness of fit of raw test score data were compared, using two latent trait models: the Rasch model and the Birnbaum three-parameter logistic model. Data were taken from various achievement tests and the Scholastic Aptitude Test (Verbal). A minimum sample size of 1,000 was required, and the minimum test length was 40 items. Results indicated that…

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.

[Effects of core competency support program on depression and suicidal ideation for adolescents].

PubMed

Park, Hyun Sook

2009-12-01

The purpose of this study was to evaluate the effects of a core competency support program on depression and suicidal ideation in adolescents. A quasi-experimental design was employed in this study. Participants for the study were high school students, 27 in the experimental group and 29 in the control group. Data were analyzed using the SPSS/WIN. 14.0 program with X(2) test, t-test, and ANCOVA. Participants in the core competency support program reported decreased depression scores significantly different from those in the control group. Participants in the core competency support program reported decreased suicidal ideation scores, also significantly different from those in the control group. The core competency support program was effective in decreasing depression and suicidal ideation for adolescents. Therefore, this approach is recommended as a suicide prevention strategy for adolescents.

Primacy of warmth versus competence: a motivated bias?

PubMed

Richetin, Juliette; Durante, Federica; Mari, Silvia; Perugini, Marco; Volpato, Chiara

2012-01-01

In line with previous results that challenge the traditional primacy of warmth over competence in outgroup perception, we propose to bridge elements from stereotype content model and social identity theory: Perceivers will use the competence and warmth dimensions differentially when interpreting higher or lower status outgroup members' behavior. We test the hypothesis that the dimension that is less favorable for the outgroup and more favorable for the ingroup will be used. In particular, we investigate whether the warmth dimension would better predict the interpretation of higher status outgroup members' behavior than the competence dimension, whereas the competence dimension would better predict the interpretation of lower status outgroup members' behavior than the warmth dimension. Two studies separately test these effects. Results suggest the existence of a motivated bias in interpreting outgroup members' behavior, especially when there is ingroup identification.

What "No Child Left Behind" Leaves behind: The Roles of IQ and Self-Control in Predicting Standardized Achievement Test Scores and Report Card Grades

ERIC Educational Resources Information Center

Duckworth, Angela L.; Quinn, Patrick D.; Tsukayama, Eli

2012-01-01

The increasing prominence of standardized testing to assess student learning motivated the current investigation. We propose that standardized achievement test scores assess competencies determined more by intelligence than by self-control, whereas report card grades assess competencies determined more by self-control than by intelligence. In…

Multicultural Training Experiences as Predictors of Multicultural Competencies: Students' Perspectives

ERIC Educational Resources Information Center

Dickson, Ginger L.; Jepsen, David A.

2007-01-01

The authors surveyed a national sample of master's-level counseling students regarding their multicultural training experiences and their multicultural counseling competencies. A series of hierarchical regression models tested the prediction of inventoried competencies from measures of selected training experiences: (a) program cultural ambience…

Evaluating Physician Competency: What Difference Does It Make?

ERIC Educational Resources Information Center

Brockway, Barbara Stephens

1978-01-01

A system for evaluating clinical competency of residents was designed to test expert opinions as well as the skills of the practitioner. Four measures of clinical competency were included: data collection completeness; problem identification accuracy; interview skills; and patient and physician assessment. (Author/MH)

49 CFR Appendix B to Part 179 - Procedures for Simulated Pool and Torch-Fire Testing

Code of Federal Regulations, 2013 CFR

2013-10-01

... thermal response of the plate. (3) Before exposure to the pool-fire simulation, none of the thermocouples... exposed to the simulated pool fire. (5) A pool-fire simulation test must run for a minimum of 100 minutes...) A minimum of three consecutive successful simulation fire tests must be performed for each thermal...

49 CFR Appendix B to Part 179 - Procedures for Simulated Pool and Torch-Fire Testing

Code of Federal Regulations, 2014 CFR

2014-10-01

... thermal response of the plate. (3) Before exposure to the pool-fire simulation, none of the thermocouples... exposed to the simulated pool fire. (5) A pool-fire simulation test must run for a minimum of 100 minutes...) A minimum of three consecutive successful simulation fire tests must be performed for each thermal...

49 CFR 178.58 - Specification 4DA welded steel cylinders for aircraft use.

Code of Federal Regulations, 2011 CFR

2011-10-01

... stress in pounds psi; P = test pressure prescribed for water jacket test, i.e., at least 2 times service... hemispheres) or a circumferentially welded cylinder (two seamless drawn shells) with a water capacity not over... the wall stress at the minimum specified test pressure may not exceed 67 percent of the minimum...

78 FR 79675 - Guidance to Federal Financial Assistance Recipients Regarding Title VI Prohibition Against...

Federal Register 2010, 2011, 2012, 2013, 2014

2013-12-31

... written translations. --Competency to interpret, however, does not necessarily mean formal certification... free language assistance. --Written tests that do not assess English language competency, but test... States read, write, speak and understand English. There are many individuals, however, for whom English...

Teacher Competency: A Public Farce!

ERIC Educational Resources Information Center

Weitman, Catheryn J.

The current popularity of teacher testing allows for content, criterion, and construct validity to be assessed, as pertaining to achievement levels on basic knowledge examinations. Teacher competency is a complex issue that is inaccurately confused with or identified as measures derived from academic testing. The problems in addressing the…

Epistemic Evaluation of the Training and Managerial Competence Development Process

ERIC Educational Resources Information Center

Machado, Evelio F.; Zambrano, Marcos T.; Montes de Oca, Nancy

2015-01-01

This article presents the problem of defining the concept of "competence", due to it being an integral and complex term that has been applied in many domains as well as in a more general sense for everyday life. However, no doubt, a competence can only be tested and valuated in the practice, and it is a person who becomes competent in a…

Testing Students with Special Educational Needs in Large-Scale Assessments – Psychometric Properties of Test Scores and Associations with Test Taking Behavior

PubMed Central

Pohl, Steffi; Südkamp, Anna; Hardt, Katinka; Carstensen, Claus H.; Weinert, Sabine

2016-01-01

Assessing competencies of students with special educational needs in learning (SEN-L) poses a challenge for large-scale assessments (LSAs). For students with SEN-L, the available competence tests may fail to yield test scores of high psychometric quality, which are—at the same time—measurement invariant to test scores of general education students. We investigated whether we can identify a subgroup of students with SEN-L, for which measurement invariant competence measures of adequate psychometric quality may be obtained with tests available in LSAs. We furthermore investigated whether differences in test-taking behavior may explain dissatisfying psychometric properties and measurement non-invariance of test scores within LSAs. We relied on person fit indices and mixture distribution models to identify students with SEN-L for whom test scores with satisfactory psychometric properties and measurement invariance may be obtained. We also captured differences in test-taking behavior related to guessing and missing responses. As a result we identified a subgroup of students with SEN-L for whom competence scores of adequate psychometric quality that are measurement invariant to those of general education students were obtained. Concerning test taking behavior, there was a small number of students who unsystematically picked response options. Removing these students from the sample slightly improved item fit. Furthermore, two different patterns of missing responses were identified that explain to some extent problems in the assessments of students with SEN-L. PMID:26941665

Developing a competency framework for U.S. state food and feed testing laboratory personnel.

PubMed

Kaml, Craig; Weiss, Christopher C; Dezendorf, Paul; Ishida, Maria; Rice, Daniel H; Klein, Ron; Salfinger, Yvonne

2014-01-01

A competency-based training curriculum framework for U.S. state food and feed testing laboratories personnel is being developed by the International Food Protection Training Institute (IFPTI) and three partners. The framework will help laboratories catalog existing training courses/modules, identify training gaps, inform training curricula, and create career-spanning professional development learning paths, ensuring consistent performance expectations and increasing confidence in shared test results. Ultimately, the framework will aid laboratories in meeting the requirements of ISO/IEC 17025 (2005) international accreditation and the U.S. Food Safety Modernization Act (U.S. Public Law 111-353). In collaboration with the Association of Food and Drug Officials, the Association of Public Health Laboratories, and the Association of American Feed Control Officials, IFPTI is carrying out the project in two phases. In 2013, an expert panel of seven subject matter experts developed competency and curriculum frameworks for five professional levels (entry, mid-level, expert, supervisor/manager, and senior administration) across four competency domains (technical, communication, programmatic, and leadership) including approximately 80 competencies. In 2014 the expert panel will elicit feedback from peers and finalize the framework.

[Nurse's competence indicators: linguistic and cultural validation of the Nurse Competence Scale].

PubMed

Finotto, Stefano; Cantarelli, William

2009-01-01

For some years, the clinical performance of new-graduate nurses, has been a leading topic in international scientific literature. In Italy there are many criticisms to basic education; ever since the basic education moved from the regional schools to the university, the main question that the teachers, the clinical nurses and the nursing managers are asking is whether the level of competence of new-graduates is appropriate to the demands of the world of work. Many criticisms have been addressed to the gap between theory and practice and between education and clinic. In Italy this has stimulated a debate towards a shared definition of competence and especially towards defining indicators that can assess/measure this phenomenon. The purposes of this study are: translating the indicators of Nurse Competence Scale (NCS) in the Italian language and test its validity and reliability; provide a tool for evaluating competence in Italian in order to use it in the context of our country. after a research on the Medline and Cinhal electronic data base, the NCS was identified and submitted to a process of linguistic translation (English-Italian-English) and to a process of validation using the test-retest methodology (test of Wilcoxon), the Intraclass Correlation Coefficient (ICC) and Cronbach's alpha. the evaluation given by nurses in the first administration does not differ significantly with those of the second one. For all sections of the NCS the ICC reports values greater than 0.85. the Nurse Competence Scale appears valid in its Italian version and it might be used to measure the competences of Italian nurses.

The use of the Color Trails Test in the assessment of driver competence: preliminary report of a culture-fair instrument.

PubMed

Elkin-Frankston, Seth; Lebowitz, Brian K; Kapust, Lissa R; Hollis, Ann M; O'Connor, Margaret G

2007-06-01

Studies have shown that the Trail Making Test (TMT) predicts real-world driving performance in individuals who have cognitive deficits. However, because this test requires knowledge of the Latin alphabet, the TMT may not be appropriate for individuals who are illiterate or for those whom English is not their primary language. Because the Color Trails Test (CTT) is not influenced by knowledge of the alphabet, the CTT may be a culture-fair alternative to the TMT. To date, the utility of the CTT in the evaluation of driver competence has not been established. In the current study, individuals referred for a comprehensive driving assessment underwent testing with the TMT and CTT. The results suggest that the CTT and the TMT provide similar information regarding road-test outcome. Thus, the CTT may be a culture-fair alternative to the TMT in the assessment of driver competence.

A study protocol for enriching the interprofessional collaborative competency attainment survey insights.

PubMed

Jackson, Jeffrey B

2017-11-01

The following short report outlines a proposed study designed to evaluate the Interprofessional Collaborative Competency Attainment Survey and its recommended method of administration. This exploratory study seeks to determine if there is a significant difference between two methods of administration, the recommended and validated retrospective pre-test and post-test, and a traditional pre-test and post-test. If a significant difference does exist, this data will provide a means to determine the effect size of that difference. The comparison will be done using repeated measure ANOVA and the subsequent effect size will be evaluated using Cohen's d. As the retrospective design is utilised to evaluate a change in perceived competency, comparison of data from a traditional pre-test with a retrospective pre-test may provide a means for evaluation of the participants' change in understanding of the construct, and thus a more thorough picture of the forces driving changes to scores.

Evaluation of a Cultural Competence Assessment for Preservice Teachers

ERIC Educational Resources Information Center

Bustamante, Rebecca M.; Skidmore, Susan T.; Nelson, Judith A.; Jones, Brandolyn E.

2016-01-01

Globally, public schools enroll culturally and linguistically diverse student populations and teacher preparation programs must assess the cultural competence of preservice teachers. Yet, few adequately tested measures of teacher cultural competence are available. In this research study, a sample of 396 preservice teachers were surveyed to…

49 CFR 572.200 - Instrumentation and test conditions.

Code of Federal Regulations, 2010 CFR

2010-10-01

... mass moment of inertia of 3646 kg-cm2. (b) The test probe for the lateral abdomen impact test is the... a minimum mass moment of inertia of 3646 kg-cm2. (c) The test probe for the pelvis-iliac impact... surface 50.8 × 88.9 mm for a depth of at least 76 mm and a minimum mass moment of inertia of 5000 kg-cm2...

49 CFR 572.200 - Instrumentation and test conditions.

Code of Federal Regulations, 2012 CFR

2012-10-01

... mass moment of inertia of 3646 kg-cm2. (b) The test probe for the lateral abdomen impact test is the... a minimum mass moment of inertia of 3646 kg-cm2. (c) The test probe for the pelvis-iliac impact... surface 50.8 × 88.9 mm for a depth of at least 76 mm and a minimum mass moment of inertia of 5000 kg-cm2...

49 CFR 572.200 - Instrumentation and test conditions.

Code of Federal Regulations, 2011 CFR

2011-10-01

... mass moment of inertia of 3646 kg-cm2. (b) The test probe for the lateral abdomen impact test is the... a minimum mass moment of inertia of 3646 kg-cm2. (c) The test probe for the pelvis-iliac impact... surface 50.8 × 88.9 mm for a depth of at least 76 mm and a minimum mass moment of inertia of 5000 kg-cm2...

Professional Development for Occupational Specialist: Occupational Competency Testing. Final Report.

ERIC Educational Resources Information Center

Purdue Univ., Lafayette, IN.

The organization, scope, and activities of the Indiana Occupational Competency Testing Center were expanded to accommodate the requirements of the new Occupational Specialist Certificate for secondary vocational teacher credentialling. A pilot project involved three regional sites in the state. The director of the host area site acted as area…

Competency Testing for Limited-English-Proficient Students.

ERIC Educational Resources Information Center

Gold, Norman C.

The competency testing movement will yield few improvements in the schools and will create arbitrary barriers to progress for some students. Although it may stimulate educational improvement for limited-English-proficient (LEP) students, as for other students, by giving cohesion to the curriculum, guiding scarce resources for remediation,…

The Regents Competency Testing Program. Information Bulletin.

ERIC Educational Resources Information Center

New York State Education Dept., Albany.

The Regents Competency Testing Program has been designed to assure that all students develop adequate skills in reading comprehension, writing, and mathematics before graduation from high school in New York. This bulletin provides information on two of the program's three basic elements that contribute to the accomplishment of this goal. First,…

Minimal Competency Exam Program.

ERIC Educational Resources Information Center

Griffith, E. H.

The high school minimal competency examination described in this document is part one of a three-part program that requires that all students satisfactorily complete tests in reading, language arts, and mathematics prior to receiving a high school diploma. The document outlines the test development and assessment program and describes the plan for…

Comparison and verification of two models which predict minimum principal in situ stress from triaxial data

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

Harikrishnan, R.; Hareland, G.; Warpinski, N.R.

This paper evaluates the correlation between values of minimum principal in situ stress derived from two different models which use data obtained from triaxial core tests and coefficient for earth at rest correlations. Both models use triaxial laboratory tests with different confining pressures. The first method uses a vcrified fit to the Mohr failure envelope as a function of average rock grain size, which was obtained from detailed microscopic analyses. The second method uses the Mohr-Coulomb failure criterion. Both approaches give an angle in internal friction which is used to calculate the coefficient for earth at rest which gives themore » minimum principal in situ stress. The minimum principal in situ stress is then compared to actual field mini-frac test data which accurately determine the minimum principal in situ stress and are used to verify the accuracy of the correlations. The cores and the mini-frac stress test were obtained from two wells, the Gas Research Institute`s (GRIs) Staged Field Experiment (SFE) no. 1 well through the Travis Peak Formation in the East Texas Basin, and the Department of Energy`s (DOE`s) Multiwell Experiment (MWX) wells located west-southwest of the town of Rifle, Colorado, near the Rulison gas field. Results from this study indicates that the calculated minimum principal in situ stress values obtained by utilizing the rock failure envelope as a function of average rock grain size correlation are in better agreement with the measured stress values (from mini-frac tests) than those obtained utilizing Mohr-Coulomb failure criterion.« less

Current and desired competency levels of secondary agricultural teachers in Pennsylvania

NASA Astrophysics Data System (ADS)

Elbert, Chanda Dehron

The purpose of this study was to identify the competencies needed by secondary agricultural teachers in the Commonwealth of Pennsylvania. Specifically, this study identified competencies needed to help make teachers more effective while working with special needs students. The objectives of the study were to: (1) determine, verify, and evaluate competencies needed by secondary teachers of agriculture to work with handicapped students enrolled in agricultural and vocational education programs; (2) determine, verify, and evaluate competencies needed by secondary teachers of agriculture to work with economically disadvantaged students enrolled in agricultural and vocational education programs; (3) determine, verify, and evaluate competencies needed by secondary teachers of agriculture to work with academically challenged students enrolled in agricultural and vocational programs; and (4) evaluate the self-perceived competency levels of secondary agricultural education teachers and their desired competency levels. A 50% simple random sample of secondary agricultural teachers from the Directory for Agricultural Education in Pennsylvania, 1999--2000 was used. The design for the study was a descriptive study. The data collection instrument used was divided into five different areas: personal characteristics, professional role and development, instructional role, knowledge statements, and student leadership and organization. Subjects were asked to rate their present and desired levels of competency in the categories using a Likert-type scale. The competency scale was as follows: 1 = not competent; 2 = slightly competent, 3 = competent; 4 = very competent; 5 = extremely competent. There were 153 questionnaires mailed to the secondary agricultural education teachers. A total of 96 teachers responded to the questionnaire. Frequencies and distributions were used to describe demographic variables. T-test and analysis of variance were used to determine relationships between nominal variables. A paired t-test was used to conduct an analysis of each competency area identified. Repeated measures were used to compare differences among categories. The data suggested that all teachers rated their desired level of competencies higher than their current competency levels. It was recommended that teachers be given the opportunity to attend additional professional development programs which will increase their knowledge base while working with special needs students.

An Analysis of Competencies for Managing Science and Technology Programs

DTIC Science & Technology

2008-03-19

competency modeling through a two-year task force commissioned by the Society for Industrial and Organizational Psychology (Shippmann and others, 2000:704...positions—specifically within Research and Development (R&D) programs. If so, the final investigative question tests whether those differences are...statistics are used to analyze the comparisons through hypothesis testing and t- tests relevant to the research investigative questions. These

Impact of emotional competence on supportive care needs, anxiety and depression symptoms of cancer patients: a multiple mediation model.

PubMed

Baudry, A-S; Lelorain, S; Mahieuxe, M; Christophe, V

2018-01-01

The aim of this study was to test the effect of intrapersonal and interpersonal emotional competence on cancer patients' supportive care needs, as mediated by anxiety and depression symptoms. Cross-sectional design: 137 cancer patients (42% breast or ovarian cancer, 58% gastrointestinal cancer) in 4 French hospitals completed the Profile of Emotional Competence (PEC), the Hospital Anxiety and Depression Scale (HADS), and the Supportive Care Needs Survey Short Form (SCNS-SF). Bootstrap methods with PROCESS Macro were used to test multiple mediation models. Emotional competence presented a direct or indirect beneficial effect on the satisfaction of supportive care needs, anxiety and depression symptoms. As expected, anxiety and depression symptoms had also strong positive correlations with unmet needs. All multiple mediation models were significant, except for physical needs: intrapersonal and interpersonal emotional competence impacted anxiety and depression symptoms, which in turn impacted psychological, sexual, care/support, and information needs. These innovative results show the important effect of patients' emotional competence on their supportive care need satisfaction, as mediated by anxiety and depression. Consequently, patients with high emotional competence may require less psychosocial input from medical clinicians. Thus, emotional competence may be integrated into health models and psychosocial interventions to improve patient adjustment. Further investigation is, however, needed to know which are the most beneficial specific emotional competences and at what point of the cancer pathway.

49 CFR 178.50 - Specification 4B welded or brazed steel cylinders.

Code of Federal Regulations, 2011 CFR

2011-10-01

...)] / (D2 − d2) Where: S = wall stress in psi; P = minimum test pressure prescribed for water jacket test or... seams that are forged lap-welded or brazed and with water capacity (nominal) not over 1,000 pounds and a... calculated wall stress at minimum test pressure (paragraph (i)(4) of this section) may not exceed the...

49 CFR 178.50 - Specification 4B welded or brazed steel cylinders.

Code of Federal Regulations, 2010 CFR

2010-10-01

...)] / (D2 − d2) Where: S = wall stress in psi; P = minimum test pressure prescribed for water jacket test or... longitudinal seams that are forged lap-welded or brazed and with water capacity (nominal) not over 1,000 pounds... calculated wall stress at minimum test pressure (paragraph (i)(4) of this section) may not exceed the...

Development of the Holistic Nursing Competence Scale.

PubMed

Takase, Miyuki; Teraoka, Sachiko

2011-12-01

This study developed a scale to measure the nursing competence of Japanese registered nurses and to test its psychometric properties. Following the derivation of scale items and pilot testing, the final version of the scale was administered to 331 nurses to establish its internal consistency, as well as its construct and criterion-related validity. Using an exploratory and a confirmatory factor analysis, 36 items with a five-factor structure were retained to form the Holistic Nursing Competence Scale. These factors illustrate nurses' general aptitude and their competencies in staff education and management, ethical practice, the provision of nursing care, and professional development. The Scale has a positive correlation with the length of clinical experience. A Cronbach's alpha coefficient was 0.967. The Scale is a reliable and valid measure, helping both nurses and organizations to correctly evaluate nurses' competence and identify their needs for professional development. © 2011 Blackwell Publishing Asia Pty Ltd.

The Case for Cultural Competency in Psychotherapeutic Interventions

PubMed Central

Sue, Stanley; Zane, Nolan; Nagayama Hall, Gordon C.; Berger, Lauren K.

2009-01-01

Cultural competency practices have been widely adopted in the mental health field because of the disparities in the quality of services delivered to ethnic minority groups. In this review, we examine the meaning of cultural competency, positions that have been taken in favor of and against it, and the guidelines for its practice in the mental health field. Empirical research that tests the benefits of cultural competency is discussed. PMID:18729724

Military Competency-Based Human Capital Management: A Step Toward the Future

DTIC Science & Technology

2006-01-27

upon competencies rather than test scores.”3 Competency concepts, however, only truly began to enter the mainstream business sector with the work of Dr...categorized. In a Personnel Psychology article on competency analysis, the following observation by Shippmann, et al., contrasting job analysis...5. 4 Ibid, 5. 5 Shippman, Jeffery S; Ash, Ronald A.; Battista, Mariangela; Carr, Linda; Eyde , Lorraine D.; Hesketh, Beryl; Kehoe, Jerry; Pearlman

Extending Validity Evidence for Multidimensional Measures of Coaching Competency

ERIC Educational Resources Information Center

Myers, Nicholas D.; Wolfe, Edward W.; Maier, Kimberly S.; Feltz, Deborah L.; Reckase, Mark D.

2006-01-01

This study extended validity evidence for multidimensional measures of coaching competency derived from the Coaching Competency Scale (CCS; Myers, Feltz, Maier, Wolfe, & Reckase, 2006) by examining use of the original rating scale structure and testing how measures related to satisfaction with the head coach within teams and between teams.…

Model for Characterizing and Creating Certificate Programs in Technology-Specific Areas,

DTIC Science & Technology

1996-05-01

the TOEFL for applicants whose first language is not English. • GRE general and subject test. • Demonstrated competency in <prerequisites for...least 2.75 • English competency as demonstrated by TOEFL • Competence in data structures • Introductory level course in software engineering Course

Longitudinal Study of Obesity and Athletic Competence.

ERIC Educational Resources Information Center

Bale, David B.; And Others

1994-01-01

Reports a study that tracked the fatness of elementary students over two years using current fitness test standards, assessing the athletic competence of obese and nonobese children. Children who were obese at the beginning of the study were likely to remain so. The study's findings regarding athletic competence were equivocal. (SM)

Recommending a Nursing-Specific Passing Standard for the IELTS Examination

ERIC Educational Resources Information Center

O'Neill, Thomas R.; Buckendahl, Chad W.; Plake, Barbara S.; Taylor, Lynda

2007-01-01

Licensure testing programs in the United States (e.g., nursing) face an increasing challenge of measuring the competency of internationally trained candidates, both in relation to their clinical competence and their English language competence. To assist with the latter, professional licensing bodies often adopt well-established and widely…

Performance Level Assessment: Developing Quality and Consistency through Research Partnerships.

ERIC Educational Resources Information Center

Sanderson, Kay; Pearce, Ron

Performance level assessment (PLA) is a type of supplementary evidence system for competency-based assessment that is being pilot tested at five technical and further education (TAFE) institutes throughout Queensland, Australia. The PLA system uses the following three levels of performance: competency achieved; competency achieved with credit; and…

External Degree Program. Areas of Competency in Business Administration.

ERIC Educational Resources Information Center

Syracuse Univ. Research Corp., NY.

Syracuse University has devised an external degree program in business administration in which students may take area competency tests that will reflect their knowledge gained from independent study or other outside sources for a bachelor's degree. The areas of competency for the degree are: Financial Information Systems; Environmental Studies;…

Effect of Cultural Distance on Pragmatic Comprehension and Production

ERIC Educational Resources Information Center

Rafieyan, Vahid

2016-01-01

National cultural distance is considered to be a strong predictor of language learners' pragmatic competence. To test the actual effect of national cultural distance on pragmatic competence holistically and comprehension and production aspects of pragmatic competence discretely, the current study was conducted on two groups of undergraduate…

Cultural Competency: How Is It Measured? Does It Make a Difference?

ERIC Educational Resources Information Center

Geron, Scott Miyake

2002-01-01

Shortcomings in the measurement of cultural competence of health care and social service providers include the following: (1) failure to define individual and organizational cultural competence; (2) failure to include client/patient perspectives in design; and (3) failure to test reliability, validity, and psychometric properties of instruments.…

Developing Adaptive Teaching Competency through Coaching

ERIC Educational Resources Information Center

Vogt, Franziska; Rogalla, Marion

2009-01-01

The research project Adaptive Teaching Competency seeks to conceptualise the processes of tuning teaching to individual students' learning needs and to empirically test, within the field of science teaching, to what extent Adaptive Teaching Competency can be fostered through teacher education. 32 primary and secondary teachers took part in an…

Using Performance Assessments To Measure Teachers' Competence in Classroom Assessment.

ERIC Educational Resources Information Center

O'Sullivan, Rita G.; Johnson, Robert L.

The development and pilot testing of a set of performance assessments to determine classroom teachers' measurement competencies in areas covered by "Standards for Teacher Competence in Educational Assessment of Students" (1990) are described. How the use of performance assessments in a graduate-level classroom-assessment course can…

Longitudinal direct and indirect pathways linking older sibling competence to the development of younger sibling competence.

PubMed

Brody, Gene H; Kim, Sooyeon; Murry, Velma McBride; Brown, Anita C

2003-05-01

A 4-wave longitudinal model tested direct and indirect links between older sibling (OS; M = 11.7 years) and younger sibling (YS; M = 9.2 years) competence in 152 rural African American families. Data were collected at 1-year intervals. At each wave, different teachers assessed OS competence, YS competence, and YS self-regulation. Mothers reported their own psychological functioning; mothers and YSs reported parenting practices toward the YS. OS competence was stable across time and was linked with positive changes in mothers' psychological functioning from Wave 1 to Wave 2. Mothers' Wave 2 psychological functioning was associated with involved-supportive parenting of the YS at Wave 3. OS Wave 2 competence and Wave 3 parenting were indirectly linked with Wave 4 YS competence, through Wave 3 YS self-regulation. Structural equation modeling controlled for Wave 1 YS competence; thus, the model accounted for change in YS competence across 3 years.

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...

42 CFR 84.124 - Facepiece tests; minimum requirements.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 42 Public Health 1 2013-10-01 2013-10-01 false Facepiece tests; minimum requirements. 84.124 Section 84.124 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES OCCUPATIONAL SAFETY AND HEALTH RESEARCH AND RELATED ACTIVITIES APPROVAL OF RESPIRATORY PROTECTIVE DEVICES Gas Masks...

42 CFR 84.124 - Facepiece tests; minimum requirements.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 42 Public Health 1 2012-10-01 2012-10-01 false Facepiece tests; minimum requirements. 84.124 Section 84.124 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES OCCUPATIONAL SAFETY AND HEALTH RESEARCH AND RELATED ACTIVITIES APPROVAL OF RESPIRATORY PROTECTIVE DEVICES Gas Masks...

42 CFR 84.124 - Facepiece tests; minimum requirements.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false Facepiece tests; minimum requirements. 84.124 Section 84.124 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES OCCUPATIONAL SAFETY AND HEALTH RESEARCH AND RELATED ACTIVITIES APPROVAL OF RESPIRATORY PROTECTIVE DEVICES Gas Masks...

42 CFR 84.124 - Facepiece tests; minimum requirements.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 42 Public Health 1 2014-10-01 2014-10-01 false Facepiece tests; minimum requirements. 84.124 Section 84.124 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES OCCUPATIONAL SAFETY AND HEALTH RESEARCH AND RELATED ACTIVITIES APPROVAL OF RESPIRATORY PROTECTIVE DEVICES Gas Masks...

42 CFR 84.124 - Facepiece tests; minimum requirements.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 1 2011-10-01 2011-10-01 false Facepiece tests; minimum requirements. 84.124 Section 84.124 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES OCCUPATIONAL SAFETY AND HEALTH RESEARCH AND RELATED ACTIVITIES APPROVAL OF RESPIRATORY PROTECTIVE DEVICES Gas Masks...

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...

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

PubMed Central

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

2014-01-01

Little research has empirically addressed the relationships among parental knowledge of child development, parental attunement, parental expectations, and child independence in predicting the social competence of infants and toddlers with special health care needs. We used baseline data from the Strengthening Families Project, a prevention intervention study that tested Bavolek’s Nurturing Program for Parents and Their Children with Health Challenges to explore the roles of these variables in predicting social competence in infants and toddlers with special health care needs. Bivariate relationships among the study variables were explored and used to develop and test a model for predicting social competence among these children. Study findings pointed to a combination of indirect and direct influences of parent variables in predicting social competence. Results indicated that parents who encouraged healthy behaviors for developing a sense of power/independence were more likely to have children with social competence developing on schedule. Elements related to parental expectations, however, did not have the hypothesized relationships to social competence. The present study provides preliminary data to support the development of knowledge based interventions. Within medical settings, such interventions may indeed maximize benefit while minimizing cost. PMID:27417463

Metacognitive and multimedia support of experiments in inquiry learning for science teacher preparation

NASA Astrophysics Data System (ADS)

Bruckermann, Till; Aschermann, Ellen; Bresges, André; Schlüter, Kirsten

2017-04-01

Promoting preservice science teachers' experimentation competency is required to provide a basis for meaningful learning through experiments in schools. However, preservice teachers show difficulties when experimenting. Previous research revealed that cognitive scaffolding promotes experimentation competency by structuring the learning process, while metacognitive and multimedia support enhance reflection. However, these support measures have not yet been tested in combination. Therefore, we decided to use cognitive scaffolding to support students' experimental achievements and supplement it by metacognitive and multimedia scaffolds in the experimental groups. Our research question is to what extent supplementing cognitive support by metacognitive and multimedia scaffolding further promotes experimentation competency. The intervention has been applied in a two-factorial design to a two-month experimental course for 63 biology teacher students in their first bachelor year. Pre-post-test measured experimentation competency in a performance assessment. Preservice teachers worked in groups of four. Therefore, measurement took place at group level (N = 16). Independent observers rated preservice teachers' group performance qualitatively on a theory-based system of categories. Afterwards, experimentation competency levels led to quantitative frequency analysis. The results reveal differing gains in experimentation competency but contrary to our hypotheses. Implications of combining scaffolding measures on promoting experimentation competency are discussed.

Pre-internship Nigerian medical graduates lack basic musculoskeletal competency.

PubMed

Nottidge, Timothy Eyo; Ekrikpo, Udeme; Ifesanya, Adeleke Olusegun; Nnabuko, Richard E; Dim, Edwin Maduakonam; Udoinyang, Clement Inyang

2012-04-01

Our aim was to assess the basic musculoskeletal competency of pre-internship graduates from Nigerian medical schools. We administered the Freedman and Bernstein basic musculoskeletal competency examination to 113 pre-internship graduates from seven Nigerian medical schools over a three year period from 2008 to 2010 at the University of Uyo Teaching Hospital. Five specialist residents took the examination to test criteria relevance. All graduates failed this test, obtaining scores ranging from 7% to 67%. The duration of the orthopaedic posting, and observation of operative fracture fixation, were not significant determinants of the score. The two final-year specialist residents each had a marginal pass in the examination. Basic musculoskeletal competency among pre-internship Nigerian medical-school graduates is inadequate.

Assessing children’s competence to consent in research by a standardized tool: a validity study

PubMed Central

2012-01-01

Background Currently over 50% of drugs prescribed to children have not been evaluated properly for use in their age group. One key reason why children have been excluded from clinical trials is that they are not considered able to exercise meaningful autonomy over the decision to participate. Dutch law states that competence to consent can be presumed present at the age of 12 and above; however, in pediatric practice children’s competence is not that clearly presented and the transition from assent to active consent is gradual. A gold standard for competence assessment in children does not exist. In this article we describe a study protocol on the development of a standardized tool for assessing competence to consent in research in children and adolescents. Methods/design In this study we modified the MacCAT-CR, the best evaluated competence assessment tool for adults, for use in children and adolescents. We will administer the tool prospectively to a cohort of pediatric patients from 6 to18 years during the selection stages of ongoing clinical trials. The outcomes of the MacCAT-CR interviews will be compared to a reference standard, established by the judgments of clinical investigators, and an expert panel consisting of child psychiatrists, child psychologists and medical ethicists. The reliability, criterion-related validity and reproducibility of the tool will be determined. As MacCAT-CR is a multi-item scale consisting of 13 items, power was justified at 130–190 subjects, providing a minimum of 10–15 observations per item. MacCAT-CR outcomes will be correlated with age, life experience, IQ, ethnicity, socio-economic status and competence judgment of the parent(s). It is anticipated that 160 participants will be recruited over 2 years to complete enrollment. Discussion A validity study on an assessment tool of competence to consent is strongly needed in research practice, particularly in the child and adolescent population. In this study we will establish a reference standard of children’s competence to consent, combined with validation of an assessment instrument. Results can facilitate responsible involvement of children in clinical trials by further development of guidelines, health-care policies and legal policies. PMID:23009102

Associations among attitudes, perceived difficulty of learning science, gender, parents' occupation and students' scientific competencies

NASA Astrophysics Data System (ADS)

Chi, ShaoHui; Wang, Zuhao; Liu, Xiufeng; Zhu, Lei

2017-11-01

This study investigated the associations among students' attitudes towards science, students' perceived difficulty of learning science, gender, parents' occupations and their scientific competencies. A sample of 1591 (720 males and 871 females) ninth-grade students from 29 junior high schools in Shanghai completed a scientific competency test and a Likert scale questionnaire. Multiple regression analysis revealed that students' general interest of science, their parents' occupations and perceived difficulty of science significantly associated with their scientific competencies. However, there was no gender gap in terms of scientific competencies.

New competencies for the 21st century dental public health specialist.

PubMed

Altman, Donald; Mascarenhas, Ana Karina

2016-09-01

The American Board of Dental Public Health (ABDPH) currently recognizes 10 core competencies, which identify the skills, knowledge and understanding expected of all dental public health specialists. The last update to the competencies was 1998. The American Board of Dental Public Health, along with the American Association of Public Health Dentistry and its many partners, initiated a process to revise the competencies. This report presents the process and the new competencies for the dental public health specialist of the 21 st century. Each of the developed competencies is supported by a "statement of intent". These competencies take effect immediately. The new competencies will be used in testing candidates for specialty status beginning with the 2018 ABDPH examination. © 2016 American Association of Public Health Dentistry and American Board of Dental Public Health.

A Computer-Adaptive Vocabulary Test

ERIC Educational Resources Information Center

Molina, Maria Teresa Lopez-Mezquita

2009-01-01

Lexical competence is considered to be an essential step in the development and consolidation of a student's linguistic ability, and thus the reliable assessment of such competence turns out to be a fundamental aspect in this process. The design and construction of vocabulary tests has become an area of special interest, as it may provide teachers…

Educational Standards, Accountability, and Student Assessment: Legal and Administrative Considerations for Competency Testing.

ERIC Educational Resources Information Center

Hoegl, Juergen K.

Minimal competency testing of students can be an effective tool for improving educational quality if applied appropriately with adequate safeguards. The failure of academic standards through grade inflation, a policy of social promotion rather than academic promotion, and weak curricula has reduced public confidence in education and encouraged…

Testing a Model of Undergraduate Competence in Employability Skills and Its Implications for Stakeholders

ERIC Educational Resources Information Center

Jackson, Denise

2014-01-01

Despite the development of employability skills being firmly entrenched in higher education's strategic agenda worldwide; recent graduates' standards in certain skills are not meeting industry expectations. This paper presents and tests a model of undergraduate competence in employability skills. It highlights those factors which impact on…

Sex Offender Situational Competency Test (SOSCT) Pretreatment and Posttreatment Effects for Inpatient Sex Offenders in Hypothetical High-Risk Situations

ERIC Educational Resources Information Center

Reddon, John R.; Takacs, Shelly; Hogan, Stephen

2013-01-01

The purpose of the study was to evaluate relapse prevention skill acquisition within the context of a comprehensive treatment program involving group psychotherapy, relapse prevention programming, and other essential psychoeducational components. The Sex Offender Situational Competency Test (SOSCT) was administered pretreatment and posttreatment…

The Construct Validation of Tests of Communicative Competence.

ERIC Educational Resources Information Center

Palmer, Adrian S., Ed.; And Others

This collection, including the proceedings of a colloquium at TESOL 1979, includes the following papers: (1) "Classification of Oral Proficiency Tests," by H. Madsen and R. Jones; (2) "A Theoretical Framework for Communicative Competence," by M. Canale and M. Swain; (3) "Beyond Faith and Face Validity: The Multitrait-Multimethod Matrix and the…

The Literacy Skills of Secondary Teaching Undergraduates: Results of Diagnostic Testing and a Discussion of Findings

ERIC Educational Resources Information Center

Moon, Brian

2014-01-01

The capacity of secondary school teachers to support general literacy and to teach discipline-specific literacy skills depends upon their personal literacy competence. Diagnostic testing of 203 secondary teaching undergraduates at one Australian university revealed deficiencies in personal literacy competence that could affect their future…

On the importance of accounting for competing risks in pediatric cancer trials designed to delay or avoid radiotherapy: I. Basic concepts and first analyses.

PubMed

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

2010-04-01

In trials designed to delay or avoid irradiation among children with malignant brain tumor, although irradiation after disease progression is an important event, patients who have disease progression may decline radiotherapy (RT), or those without disease progression may opt for elective RT. To accurately describe the cumulative need for RT in such instances, it is crucial to account for these distinct events and to evaluate how each contributes to the delay or advancement of irradiation via a competing risks analysis. We describe the summary of competing events in such trials using competing risks methods based on cumulative incidence functions and Gray's test. The results obtained are contrasted with standard survival methods based on Kaplan-Meier curves, cause-specific hazard functions and log-rank test. The Kaplan-Meier method overestimates all event-specific rates. The cause-specific hazard analysis showed reduction in hazards for all events (A: RT after progression; B: no RT after progression; C: elective RT) among children with ependymoma. For event A, a higher cumulative incidence was reported for ependymoma. Although Gray's test failed to detect any difference (p = 0.331) between histologic subtypes, the log-rank test suggested marginal evidence (p = 0.057). Similarly, for event C, the log-rank test found stronger evidence of reduction in hazard among those with ependymoma (p = 0.005) as compared with Gray's test (p = 0.086). To evaluate treatment differences, failing to account for competing risks using appropriate methodology may lead to incorrect interpretations.

Tools used to assess medical students competence in procedural skills at the end of a primary medical degree: a systematic review.

PubMed

Morris, Marie C; Gallagher, Tom K; Ridgway, Paul F

2012-01-01

The objective was to systematically review the literature to identify and grade tools used for the end point assessment of procedural skills (e.g., phlebotomy, IV cannulation, suturing) competence in medical students prior to certification. The authors searched eight bibliographic databases electronically - ERIC, Medline, CINAHL, EMBASE, Psychinfo, PsychLIT, EBM Reviews and the Cochrane databases. Two reviewers independently reviewed the literature to identify procedural assessment tools used specifically for assessing medical students within the PRISMA framework, the inclusion/exclusion criteria and search period. Papers on OSATS and DOPS were excluded as they focused on post-registration assessment and clinical rather than simulated competence. Of 659 abstracted articles 56 identified procedural assessment tools. Only 11 specifically assessed medical students. The final 11 studies consisted of 1 randomised controlled trial, 4 comparative and 6 descriptive studies yielding 12 heterogeneous procedural assessment tools for analysis. Seven tools addressed four discrete pre-certification skills, basic suture (3), airway management (2), nasogastric tube insertion (1) and intravenous cannulation (1). One tool used a generic assessment of procedural skills. Two tools focused on postgraduate laparoscopic skills and one on osteopathic students and thus were not included in this review. The levels of evidence are low with regard to reliability - κ = 0.65-0.71 and minimum validity is achieved - face and content. In conclusion, there are no tools designed specifically to assess competence of procedural skills in a final certification examination. There is a need to develop standardised tools with proven reliability and validity for assessment of procedural skills competence at the end of medical training. Medicine graduates must have comparable levels of procedural skills acquisition entering the clinical workforce irrespective of the country of training.

Biochemical methane potential (BMP) tests: Reducing test time by early parameter estimation.

PubMed

Da Silva, C; Astals, S; Peces, M; Campos, J L; Guerrero, L

2018-01-01

Biochemical methane potential (BMP) test is a key analytical technique to assess the implementation and optimisation of anaerobic biotechnologies. However, this technique is characterised by long testing times (from 20 to >100days), which is not suitable for waste utilities, consulting companies or plants operators whose decision-making processes cannot be held for such a long time. This study develops a statistically robust mathematical strategy using sensitivity functions for early prediction of BMP first-order model parameters, i.e. methane yield (B 0 ) and kinetic constant rate (k). The minimum testing time for early parameter estimation showed a potential correlation with the k value, where (i) slowly biodegradable substrates (k≤0.1d -1 ) have a minimum testing times of ≥15days, (ii) moderately biodegradable substrates (0.1

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...

42 CFR 84.1150 - Exhalation valve leakage test; minimum requirements.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 1 2011-10-01 2011-10-01 false Exhalation valve leakage test; minimum requirements. 84.1150 Section 84.1150 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES OCCUPATIONAL SAFETY AND HEALTH RESEARCH AND RELATED ACTIVITIES APPROVAL OF RESPIRATORY PROTECTIVE DEVICES Dust...

42 CFR 84.1150 - Exhalation valve leakage test; minimum requirements.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false Exhalation valve leakage test; minimum requirements. 84.1150 Section 84.1150 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES OCCUPATIONAL SAFETY AND HEALTH RESEARCH AND RELATED ACTIVITIES APPROVAL OF RESPIRATORY PROTECTIVE DEVICES Dust...

42 CFR 84.1150 - Exhalation valve leakage test; minimum requirements.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 42 Public Health 1 2013-10-01 2013-10-01 false Exhalation valve leakage test; minimum requirements. 84.1150 Section 84.1150 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES OCCUPATIONAL SAFETY AND HEALTH RESEARCH AND RELATED ACTIVITIES APPROVAL OF RESPIRATORY PROTECTIVE DEVICES Dust...

42 CFR 84.1150 - Exhalation valve leakage test; minimum requirements.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 42 Public Health 1 2012-10-01 2012-10-01 false Exhalation valve leakage test; minimum requirements. 84.1150 Section 84.1150 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES OCCUPATIONAL SAFETY AND HEALTH RESEARCH AND RELATED ACTIVITIES APPROVAL OF RESPIRATORY PROTECTIVE DEVICES Dust...

42 CFR 84.1150 - Exhalation valve leakage test; minimum requirements.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 42 Public Health 1 2014-10-01 2014-10-01 false Exhalation valve leakage test; minimum requirements. 84.1150 Section 84.1150 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES OCCUPATIONAL SAFETY AND HEALTH RESEARCH AND RELATED ACTIVITIES APPROVAL OF RESPIRATORY PROTECTIVE DEVICES Dust...

42 CFR 84.152 - Breathing tube test; minimum requirements.

Code of Federal Regulations, 2010 CFR

2010-10-01

...: (i) Be employed on Type C supplied-air respirators of the demand and pressure-demand class; and (ii... SAFETY AND HEALTH RESEARCH AND RELATED ACTIVITIES APPROVAL OF RESPIRATORY PROTECTIVE DEVICES Supplied-Air Respirators § 84.152 Breathing tube test; minimum requirements. (a)(1) Type A and Type B supplied-air...

30 CFR 7.308 - Lockwasher equivalency test.

Code of Federal Regulations, 2014 CFR

2014-07-01

... hole and continuously and uniformly tightened at a speed not to exceed 30 rpm until the fastening's... cycles. (b) Acceptable performance. The minimum torque value required to start removal of the fastening from the installed position (minimum breakway torque) for any cycle of any test sample shall be greater...

30 CFR 7.308 - Lockwasher equivalency test.

Code of Federal Regulations, 2011 CFR

2011-07-01

... hole and continuously and uniformly tightened at a speed not to exceed 30 rpm until the fastening's... cycles. (b) Acceptable performance. The minimum torque value required to start removal of the fastening from the installed position (minimum breakway torque) for any cycle of any test sample shall be greater...

30 CFR 7.308 - Lockwasher equivalency test.

Code of Federal Regulations, 2013 CFR

2013-07-01

... hole and continuously and uniformly tightened at a speed not to exceed 30 rpm until the fastening's... cycles. (b) Acceptable performance. The minimum torque value required to start removal of the fastening from the installed position (minimum breakway torque) for any cycle of any test sample shall be greater...

30 CFR 7.308 - Lockwasher equivalency test.

Code of Federal Regulations, 2012 CFR

2012-07-01

... hole and continuously and uniformly tightened at a speed not to exceed 30 rpm until the fastening's... cycles. (b) Acceptable performance. The minimum torque value required to start removal of the fastening from the installed position (minimum breakway torque) for any cycle of any test sample shall be greater...

30 CFR 7.308 - Lockwasher equivalency test.

Code of Federal Regulations, 2010 CFR

2010-07-01

... hole and continuously and uniformly tightened at a speed not to exceed 30 rpm until the fastening's... cycles. (b) Acceptable performance. The minimum torque value required to start removal of the fastening from the installed position (minimum breakway torque) for any cycle of any test sample shall be greater...

Proficiency Testing Activities of Frequency Calibration Laboratories in Taiwan, 2009

DTIC Science & Technology

2009-11-01

cht.com.tw Abstract In order to meet the requirements of ISO 17025 and the demand of TAF (Taiwan Accreditation Foundation) for calibration inter... IEC 17025 General requirements for the competence of testing and calibration laboratories. The proficiency testing results are then important...on-site evaluation, an assessment team is organized to examine the technical competence of the labs and their compliance with the requirements of ISO

Dealing with Omitted and Not-Reached Items in Competence Tests: Evaluating Approaches Accounting for Missing Responses in Item Response Theory Models

ERIC Educational Resources Information Center

Pohl, Steffi; Gräfe, Linda; Rose, Norman

2014-01-01

Data from competence tests usually show a number of missing responses on test items due to both omitted and not-reached items. Different approaches for dealing with missing responses exist, and there are no clear guidelines on which of those to use. While classical approaches rely on an ignorable missing data mechanism, the most recently developed…

Relationship between college success and employer competency ratings for graduates of a baccalaureate nursing program.

PubMed

Bolin, S E; Hogle, E L

1984-01-01

This expost facto correlational study sought to determine which measures of academic success in one class of BSN graduates predicted their competence as employees one year after graduation, as judged by their employers. The relationship between pre-entrance test scores, clinical experience grades, GPA, State Board Test Pool examination scores, and employer competency ratings were also determined. In keeping with the literature in fields other than nursing, the findings suggest that there may be little relationship between academic performance in a nursing program and subsequent job performance as a nurse, even though verbal ability may be predictive of success in school. While significant positive correlations were found between pre-entrance test data and final grade point averages, as well as pre-entrance test scores and State Board Test Pool examination scores, there was little evidence that pre-entrance test scores were predictive of nursing abilities. Isolated correlations were found between the clinical components of some nursing courses and specific nursing abilities. Using multiple regression analysis, no clinical course grade was found to be a significant predictor of the mean employer competency rating. Significant predictors were found for only four of the individual nursing abilities, with the clinical component of Leadership in Nursing being the most frequent and best predictor.

Use of sub-micron sized resin particles for removal of endocrine disrupting compounds and pharmaceuticals from water and wastewater.

PubMed

Murray, Audrey; Örmeci, Banu; Lai, Edward P C

2017-01-01

Endocrine disrupting compounds (EDCs) and pharmaceuticals pose a challenge for water and wastewater treatment because they exist at very low concentrations in the presence of substances at much higher concentrations competing for adsorption sites. Sub-micron sized resin particles (approximately 300nm in diameter) (SMR) were tested to evaluate their potential as a treatment for EDCs including: 17-β estradiol (E2), 17-α ethinylestradiol (EE2), estrone (E1), bisphenol A (BPA), and diethylstilbestrol (DES) as well as 12 pharmaceuticals. SMR were able to remove 98% of spiked E2, 80% of EE2, 87% of BPA, and up to 97% of DES from water. For a 0.5ppm mixture of E2, EE2, E1, BPA and DES, the minimum removal was 24% (E2) and the maximum was 49% (DES). They were also able to remove the pharmaceuticals from deionized water and wastewater. Overall, SMR are a promising advanced treatment for removal of both EDCs and pharmaceuticals. Copyright © 2016. Published by Elsevier B.V.

Multiple types of motives don't multiply the motivation of West Point cadets.

PubMed

Wrzesniewski, Amy; Schwartz, Barry; Cong, Xiangyu; Kane, Michael; Omar, Audrey; Kolditz, Thomas

2014-07-29

Although people often assume that multiple motives for doing something will be more powerful and effective than a single motive, research suggests that different types of motives for the same action sometimes compete. More specifically, research suggests that instrumental motives, which are extrinsic to the activities at hand, can weaken internal motives, which are intrinsic to the activities at hand. We tested whether holding both instrumental and internal motives yields negative outcomes in a field context in which various motives occur naturally and long-term educational and career outcomes are at stake. We assessed the impact of the motives of over 10,000 West Point cadets over the period of a decade on whether they would become commissioned officers, extend their officer service beyond the minimum required period, and be selected for early career promotions. For each outcome, motivation internal to military service itself predicted positive outcomes; a relationship that was negatively affected when instrumental motives were also in evidence. These results suggest that holding multiple motives damages persistence and performance in educational and occupational contexts over long periods of time.