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Sample records for ocap listing competency

  1. Ohio's Competency Analysis Profile. Index.

    ERIC Educational Resources Information Center

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

    This index contains the unit titles from all 60 Ohio's Competency Analysis Profile (OCAP) lists. It is intended to facilitate the combination of units from different OCAPs in order to develop curricula that meet specific program needs (e.g., learner differences, labor market demands, and technological developments). OCAP titles are as follows:…

  2. Electronics. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

  3. Medical Assistant. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

  4. Marketing Management. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

  5. Agriculture Products Processing. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

  6. Environmental Management. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

  7. Dental Assistant. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

  8. Masonry. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

  9. Employability. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Occupational Competency Analysis Profile (OCAP) is one of a series of competency lists, verified by expert workers, that have evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives from throughout Ohio. This OCAP identifies the employability skills…

  10. Drafting. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Drafting Occupational Competency Analysis Profile (OCAP) is one of a series of competency lists, verified by expert workers, that have evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives from throughout Ohio. This OCAP identifies the…

  11. Accounting. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Accounting Occupational Competency Analysis Profile (OCAP) is one of a series of competency lists, verified by expert workers, that have evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives from throughout Ohio. This OCAP identifies the…

  12. Building and Property Maintenance. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

  13. General Marketing. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This General Marketing Occupational Competency Analysis Profile (OCAP) is one of a series of competency lists, verified by expert workers, that have evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives from throughout Ohio. This OCAP identifies the…

  14. Welding. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Occupational Competency Analysis Profile (OCAP), which is one of a series of OCAPs developed to identify the skills that Ohio employers deem necessary to entering a given occupation/occupational area, lists the occupational, academic, and employability skills required of individuals entering the occupation of welder. The introduction explains…

  15. Heating, Ventilation, Air-Conditioning, and Refrigeration. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

  16. Graphic Communications. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Occupational Competency Analysis Profile (OCAP), which is one of a series of OCAPs developed to identify the skills that Ohio employers deem necessary to entering a given occupation/occupational area, lists the occupational, academic, and employability skills required of individuals entering graphic communications occupations. The…

  17. Precision Machining Technologies. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Occupational Competency Analysis Profile (OCAP), which is one of a series of OCAPs developed to identify the skills that Ohio employers deem necessary to entering a given occupation/occupational area, lists the occupational, academic, and employability skills required of individuals entering the occupation of precision machinist. The…

  18. Electrical Trades. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Occupational Competency Analysis Profile (OCAP), which is one of a series of OCAPs developed to identify the skills that Ohio employers deem necessary to entering a given occupation/occupational area, lists the occupational, academic, and employability skills required of individuals entering the electrical trades. The introduction explains…

  19. Nurse Aide. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

  20. Welding. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a comprehensive and verified employer competency list for a welding program. It contains units (with or without subunits), competencies, and competency builders that identify the occupational, academic, and employability skills needed…

  1. Business Information Systems. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Occupational Competency Analysis Profile (OCAP) for business information systems is an employer-verified competency list that evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives throughout Ohio. The competency list consists of 10 units: (1) data…

  2. Commercial Photography. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Occupational Competency Analysis Profile (OCAP) for commercial photography is an employer-verified competency list that evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives throughout Ohio. The competency list consists of 12 units: (1) business…

  3. Animal Management Technician. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

  4. Swine Producer. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a comprehensive and verified employer competency list for a swine producer program. It contains units (with or without subunits), competencies, and competency builders that identify the occupational, academic, and employability skills…

  5. Diesel Mechanics. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a current comprehensive and verified employer competency program list for diesel mechanics. Each unit (with or without subunits) contains competencies and competency builders that identify the occupational, academic, and employability…

  6. Machine Trades. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a current comprehensive and verified employer competency program list for machine trades. Each unit (with or without subunits) contains competencies and competency builders that identify the occupational, academic, and employability…

  7. Poultry Producer. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a comprehensive and verified employer competency list for a poultry producer program. It contains units (with or without subunits), competencies, and competency builders that identify the occupational, academic, and employability…

  8. Entertainment Marketing. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a current comprehensive and verified employer competency program list for entertainment marketing. Each unit (with or without subunits) contains competencies and competency builders that identify the occupational, academic, and…

  9. Dairy Producer. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a current comprehensive and verified employer competency program list for dairy producers. Each unit (with or without subunits) contains competencies and competency builders that identify the occupational, academic, and employability…

  10. Graphic Communications--Graphic Arts. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a current comprehensive and verified employer competency program list for graphic communications--graphic arts. Each unit (with or without subunits) contains competencies and competency builders that identify the occupational,…

  11. Graphic Communications--Commercial Photography. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a current comprehensive and verified employer competency program list for graphic communications--commercial photography. Each unit (with or without subunits) contains competencies and competency builders that identify the…

  12. Commercial Truck/Equipment Technician. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Occupational Competency Analysis Profile (OCAP) for commercial truck and equipment technician is an employer-verified competency list that evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives throughout Ohio. The task list of the National…

  13. Fertilizer/Chemical Sales and Service Worker. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a current comprehensive and verified employer competency program list for fertilizer/chemical sales and service workers. Each unit (with or without subunits) contains competencies and competency builders that identify the occupational,…

  14. Automotive Technician. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This occupational competency analysis profile (OCAP), which is one a series of employer-verified competency lists that were developed through a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives across Ohio, identifies the occupational, academic, and employability…

  15. Auto Collision Technician. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This occupational competency analysis profile (OCAP), which is one a series of employer-verified competency lists that were developed through a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives across Ohio, identifies the occupational, academic, and employability…

  16. Agricultural/Industrial Mechanical Technician. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This occupational competency analysis profile (OCAP), which is one a series of employer-verified competency lists that were developed through a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives across Ohio, identifies the occupational, academic, and employability…

  17. Administrative/Office Technology. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Administrative and Office Technology Occupational Competency Analysis Profile (OCAP) is one of a series of competency lists, verified by expert workers, that have evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives from throughout Ohio. This…

  18. Food Management, Production, and Service. Occupational Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This Food Management, Production, and Service Occupational Competency Analysis Profile (OCAP) is one of a series of competency lists, verified by expert workers, that have evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives from throughout Ohio. This…

  19. Fundamentals of Marketing. Missouri Marketing Education Curriculum. Competency Listing. Revised.

    ERIC Educational Resources Information Center

    Smith, Clifton L.

    This guide lists the core curriculum competencies expected to be developed by students in secondary Fundamentals of Marketing courses in Missouri. It was developed through revision of the prior core curriculum by a project team with input from all the marketing instructors in the state. Competencies listed in the revised fundamentals of marketing…

  20. Rehabilitation Aide Competency List and Unit Outline.

    ERIC Educational Resources Information Center

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

    A survey was conducted of completers of the rehabilitation aide programs at Hawkeye Institute of Technology and Indian Hills Community College (Iowa). Of 95 mailed surveys, 35 were completed and returned. Respondents reported working in residential facilities, hospitals, and long-term care facilities. They indicated which competencies they…

  1. Parts Counterperson. Auto, Agriculture & Truck. Task List Competency Record.

    ERIC Educational Resources Information Center

    Minnesota Instructional Materials Center, White Bear Lake.

    Developed by industry representatives and educators for use by vocational instructors, this guide focuses on the tasks and competencies necessary for a student to develop in order to secure employment as a counterperson in automobile, agriculture, and truck parts. The task list is an outline of various skills and proficiencies and covers sales,…

  2. Task Listings Resulting from the Vocational Competency Measures Project. Memorandum Report.

    ERIC Educational Resources Information Center

    American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.

    This memorandum report consists of 14 task listings resulting from the Vocational Competency Measures Project. (The Vocational Competency Measures Project was a test development project that involved the writing and verification of task listings for 14 vocational occupational areas through over 225 interviews conducted in 27 states.) Provided in…

  3. Lubrication Specialist: Task List and Competency Record. Developed for Vocational-Technical Curriculum Articulation in Minnesota.

    ERIC Educational Resources Information Center

    Minnesota State Dept. of Education, St. Paul. Div. of Vocational and Technical Education.

    Intended for the vocational instructor, the booklet presents a task list and competency record for the occupational program of lubrication specialist. The list was developed by a working committee of auto mechanics instructors and industry representatives throughout the state of Minnesota for use in program articulation between secondary and…

  4. Automotive Mechanic: Task List and Competency Record. Developed for Vocational-Technical Curriculum Articulation in Minnesota.

    ERIC Educational Resources Information Center

    Minnesota State Dept. of Education, St. Paul. Div. of Vocational and Technical Education.

    Intended for the vocational instructor, the booklet presents a task list and competency record for the occupational program of automotive mechanic. The list was developed by a working committee of auto mechanics instructors and industry representatives throughout the state of Minnesota for use in program articulation between secondary and…

  5. Validated Competency Task Lists for Apparel and Accessories Marketing.

    ERIC Educational Resources Information Center

    Selke-Kern, Barbara E.

    Developed by a project that validated task lists by a variety of teachers and apparel marketing business persons, this guide contains task lists for occupations in the field of apparel and accessories marketing. The guide is organized in three sections. Section 1 includes the following: (1) notes on using the information in the guide; (2) a…

  6. Occupational Competence Access Project. Final Report.

    ERIC Educational Resources Information Center

    Post, John O., Jr.

    The Occupational Competence Access Project (OCAP) was conducted to facilitate student access to (1) occupational opportunities through the provision of a guidance system incorporating student capabilities; (2) occupational opportunities through the provision of industrially validated exploratory programs in occupational preparation; and (3)…

  7. Service Center Mechanic: Task List and Competency Record. Developed for Vocational-Technical Curriculum Articulation in Minnesota.

    ERIC Educational Resources Information Center

    Minnesota State Dept. of Education, St. Paul. Div. of Vocational and Technical Education.

    Intended for the vocational instructor, the booklet presents a task list and competency record for the occupational program of service center mechanic. The list was developed by a working committee of auto mechanics instructors and industry representatives throughout the state of Minnesota for use in program articulation between secondary and…

  8. Exploratory Program for Auto Mechanics: Task List and Competency Record. Developed for Vocational-Technical Curriculum Articulation in Minnesota.

    ERIC Educational Resources Information Center

    Minnesota State Dept. of Education, St. Paul. Div. of Vocational and Technical Education.

    Intended for the vocational instructor, the booklet presents a task list and competency record for an exploratory program in auto mechanics. The list was developed by a working committee of auto mechanics instructors and industry representatives throughout the state of Minnesota for use in program articulation between secondary and postsecondary…

  9. Outcomes Resulting from the Application of Two Occupational Analysis Models to Entrepreneurship: A Comparison.

    ERIC Educational Resources Information Center

    Berns, Robert G.; Klopping, Inge M.

    1992-01-01

    In a comparison of the application of the DACUM (Developing a Curriculum) model and the OCAP (Ohio Competency Analysis Profiles) model to entrepreneurship by a panel of experts, the DACUM approach identified 63 more competencies. One reason may be that the OCAP panel was given a predetermined list of competencies from which to work. (SK)

  10. Hexanuclear, heterometallic, Ni₃Ln₃ complexes possessing O-capped homo- and heterometallic structural subunits: SMM behavior of the dysprosium analogue.

    PubMed

    Goura, Joydeb; Guillaume, Rogez; Rivière, Eric; Chandrasekhar, Vadapalli

    2014-08-04

    The reaction of hetero donor chelating mannich base ligand 6,6'-{(2-(dimethylamino)ethylazanediyl)bis(methylene)}bis(2-methoxy-4-methylphenol) with Ni(ClO4)2·6H2O and lanthanide(III) salts [Dy(III) (1); Tb(III) (2); Gd (III) (3); Ho(III) (4); and Er(III) (5)] in the presence of triethylamine and pivalic acid afforded a series of heterometallic hexanuclear Ni(II)-Ln(III) coordination compounds, [Ni3Ln3(μ3-O)(μ3-OH)3(L)3(μ-OOCCMe3)3]·(ClO4)·wCH3CN·xCH2Cl2·yCH3OH·zH2O [for 1, w = 8, x = 3, y = 0, z = 5.5; for 2, w = 0, x = 5, y = 0, z = 6.5; for 3, w = 15, x = 18, y = 3, z = 7.5; for 4, w = 15, x = 20, y = 6, z = 9.5; and for 5, w = 0, x = 3, y = 2, z = 3]. The molecular structure of these complexes reveals the presence of a monocationic hexanuclear derivative containing one perchlorate counteranion. The asymmetric unit of each of the hexanuclear derivatives comprises the dinuclear motif [NiLn(L)(μ3-O)(μ3-OH)(μ-Piv)]. The cation contains three interlinked O-capped clusters: one Ln(III)3O and three Ni(II)Ln(III)2O. Each of the lanthanide centers is eight- coordinated (distorted trigonal-dodecahedron), while the nickel centers are hexacoordinate (distorted octahedral). The study of the magnetic properties of all compounds are reported and suggests single molecule magnet behavior for the Dy(III) derivative (1).

  11. Identifying What Student Affairs Professionals Value: A Mixed Methods Analysis of Professional Competencies Listed in Job Descriptions

    ERIC Educational Resources Information Center

    Hoffman, John L.; Bresciani, Marilee J.

    2012-01-01

    This mixed method study explored the professional competencies that administrators expect from entry-, mid-, and senior-level professionals as reflected in 1,759 job openings posted in 2008. Knowledge, skill, and dispositional competencies were identified during the qualitative phase of the study. Statistical analysis of the prevalence of…

  12. Carpentry. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains 14 units (with or without subunits), competencies, and competency builders that identify the occupational,…

  13. Competency-Based Horticulture: Floriculture.

    ERIC Educational Resources Information Center

    College of DuPage, Glen Ellyn, IL.

    This competency-based horticulture curriculum guide is designed to provide secondary and postsecondary horticulture teachers with a task-oriented program in floriculture. It contains a master resource list, a listing of floriculture resources available from various states, and 89 competency task sheets organized into nine competency areas. These…

  14. Auto Mechanics. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains 11 units (with or without subunits), competencies, and competency builders that identify the occupational,…

  15. 75 FR 52596 - Financial Education Core Competencies; Comment Request

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-08-26

    ... Financial Education Core Competencies; Comment Request AGENCY: Department of the Treasury. ACTION: Notice... proposed set of financial education core competencies (``Core Competencies''). Comments are requested specifically on whether the list of Core Competencies referenced in the Supplementary Section is complete...

  16. Mathematics. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This competency analysis profile contains eight lists of mathematics skills that have been identified by employers and verified by math-certified instructors as being core competencies for eight groups of occupational areas. Each list is organized into subsections dealing with the following: numbers and number relations, measurement, data analysis…

  17. Competency Index. [Health Technology Cluster.

    ERIC Educational Resources Information Center

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

    This competency index lists the competencies included in the 62 units of the Tech Prep Competency Profiles within the Health Technologies Cluster. The unit topics are as follows: employability skills; professionalism; teamwork; computer literacy; documentation; infection control and risk management; medical terminology; anatomy, physiology, and…

  18. Entrepreneurship. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

  19. Masonry. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

  20. Beef and Sheep Producer. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains 11 units (with or without subunits), competencies, and competency builders that identify the occupational,…

  1. Auto Body and Fender. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This comprehensive and verified employer competency list was developed from a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives from Ohio. This competency list contains 10 units (with or without subunits), competencies, and competency builders that identify the occupational,…

  2. Informatics competencies for nurse practitioners.

    PubMed

    Curran, Christine R

    2003-08-01

    Informatics knowledge and skills are essential if clinicians are to master the large volume of information generated in healthcare today. Thus, it is vital that informatics competencies be defined for nursing and incorporated into both curricula and practice. Staggers, Gassert, and Curran have defined informatics competencies for four general levels of nursing practice. However, informatics competencies by role (eg, those specific for advanced practice nursing) have not been defined and validated. This article presents an initial proposed list of informatics competencies essential for nurse practitioner education and practice. To this list, derived from the work of Staggers et al., 1 has been added informatics competencies related to evidence-based practice. Two nurse informaticists and six nurse practitioners, who are program directors, were involved in the development of the proposed competencies. The next step will be to validate these competencies via research.

  3. Horticulture. Tech Prep Competency Profile.

    ERIC Educational Resources Information Center

    Ohio State Univ., Wooster. Agricultural Technical Inst.

    This tech prep competency profile (TCP), which was developed by a consortium of Ohio educators and business/industry representatives, lists the competencies that have been identified as necessary for employment in the following occupations: nursery technician; golf course superintendent; landscape designer/manager; lawn care specialist; tree care…

  4. Horticulture. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This list consists of essential competencies from the following specialized Ohio Competency Analysis Profiles: Floriculutre and Greenhouse Worker; Nursery and Garden Center Worker; and Turf and Landscape Worker. Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency…

  5. [Core competencies in internal medicine].

    PubMed

    Porcel, J M; Casademont, J; Conthe, P; Pinilla, B; Pujol, R; García-Alegría, J

    2011-06-01

    The working group of the Spanish Society of Internal Medicine (SEMI) on "Competencies of the Internist" has defined the basic medical knowledge, skills and attitudes that all internists in Spain should have. This list of competencies represents the Internal Medicine core curriculum within the context of the future educational framework of medical specialties in Health Sciences.

  6. Competencies Identification for Robotics Training.

    ERIC Educational Resources Information Center

    Tang, Le D.

    A study focused on the task of identifying competencies for robotics training. The level of robotics training was limited to that of robot technicians. Study objectives were to obtain a list of occupational competencies; to rank their order of importance; and to compare opinions from robot manufacturers, robot users, and robotics educators…

  7. Teachers' Assessment Competencies.

    ERIC Educational Resources Information Center

    Arce-Ferrer, Alvaro J.; Cab, Victor Pech; Cisneros-Cohernour, Edith J.

    This paper summarizes main findings from an investigation of the familiarity and importance of assessment practices from the perspectives of Mexican teachers, counselors, and administrators. A survey that listed 74 practices, sampling 7 areas of competencies, was assembled from the Code of Fair Testing Practices in Education, the Standards for…

  8. Ohio Biotechnology Competency Profile.

    ERIC Educational Resources Information Center

    Miller, Lavonna; Bowermeister, Bob; Boudreau, Joyce

    This document, which lists the biotechnology competencies identified by representatives from biotechnology businesses and industries as well as secondary and post-secondary educators throughout Ohio, is intended to assist individuals and organizations in developing college tech prep programs that will prepare students from secondary through…

  9. Plastics Technical Competency Profile.

    ERIC Educational Resources Information Center

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

    This document, which is intended to assist individuals responsible for developing tech prep programs, lists the occupational, academic, and employability competencies that representatives from education, business/industry, and labor throughout Ohio have identified as being necessary for employment in technician-level positions involving the…

  10. Competency-Based Horticulture: Gardening--Groundskeeping.

    ERIC Educational Resources Information Center

    College of DuPage, Glen Ellyn, IL.

    This competency-based horticulture curriculum guide is designed to provide secondary and postsecondary horticulture teachers with a task-oriented program in gardening/groundskeeping. It contains a master resource list, a listing of gardening/groundskeeping resources available from various states, and 87 competency task sheets organized into 10…

  11. Competency-Based Horticulture: Turfgrass Maintenance Worker.

    ERIC Educational Resources Information Center

    College of DuPage, Glen Ellyn, IL.

    This competency-based horticulture curriculum guide is designed to provide secondary and postsecondary horticulture teachers with a task-oriented program for training turfgrass maintenance workers. It contains a master resource list, a listing of turfgrass maintenance resources available from various states, and 59 competency task sheets organized…

  12. AAOHN Competencies.

    PubMed

    2015-11-01

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

  13. Practical Nursing. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

  14. Teacher Technology Competencies: Early Indicators and Benchmarks.

    ERIC Educational Resources Information Center

    Moore, Julie; Knuth, Randy; Borse, Jennifer; Mitchell, Marlon

    Two recent trends in education--increased technology and accountability--are driving efforts to define technology competencies and standards for teachers. The first lists of competencies from these efforts are just now being completed. While some of these competencies are linked to teacher certification and re-certification, others are developed…

  15. Meat Processor. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

  16. Forest Industry Worker. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

  17. Competencies and Higher Education Policy Analysts

    ERIC Educational Resources Information Center

    Martinez, Mario

    2008-01-01

    The focus of this study is on higher education policy analysts and the competencies they employ to perform their work. The research focuses on responses from a U.S. sample of policy analysts to (a) define a meaningful list of competencies for higher education policy analysts and (b) empirically test whether those competencies meaningfully…

  18. Dental Assistant. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

  19. Practitioners Formulate Competencies for Developmental Educators.

    ERIC Educational Resources Information Center

    Dickens, Mary Ellen

    1980-01-01

    Describes the Developing a Curriculum (DACUM) process which involved 10 panelists in a three-day seminar to define "developmental educators" and identify the competencies they need. Provides and lists eight uses for a chart which enumerates, in order of importance, eight competency areas and specific competencies within each area. (CAM)

  20. Nurse Aide. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

  1. Toward a common taxonomy of competency domains for the health professions and competencies for physicians.

    PubMed

    Englander, Robert; Cameron, Terri; Ballard, Adrian J; Dodge, Jessica; Bull, Janet; Aschenbrener, Carol A

    2013-08-01

    Although health professions worldwide are shifting to competency-based education, no common taxonomy for domains of competence and specific competencies currently exists. In this article, the authors describe their work to (1) identify domains of competence that could accommodate any health care profession and (2) extract a common set of competencies for physicians from existing health professions' competency frameworks that would be robust enough to provide a single, relevant infrastructure for curricular resources in the Association of American Medical Colleges' (AAMC's) MedEdPORTAL and Curriculum Inventory and Reports (CIR) sites. The authors used the Accreditation Council for Graduate Medical Education (ACGME)/American Board of Medical Specialties six domains of competence and 36 competencies delineated by the ACGME as their foundational reference list. They added two domains described by other groups after the original six domains were introduced: Interprofessional Collaboration (4 competencies) and Personal and Professional Development (8 competencies). They compared the expanded reference list (48 competencies within eight domains) with 153 competency lists from across the medical education continuum, physician specialties and subspecialties, countries, and health care professions. Comparison analysis led them to add 13 "new" competencies and to conflate 6 competencies into 3 to eliminate redundancy. The AAMC will use the resulting "Reference List of General Physician Competencies" (58 competencies in eight domains) to categorize resources for MedEdPORTAL and CIR. The authors hope that researchers and educators within medicine and other health professions will consider using this reference list when applicable to move toward a common taxonomy of competencies.

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

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

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

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

  8. Electrical Trades. FasTrak Specialization Integrated Technical and Academic Competency (ITAC). Revised.

    ERIC Educational Resources Information Center

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

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

  9. Industrial Arts Instructional Tasks/Competencies for Energy and Power. Competency-Based Education.

    ERIC Educational Resources Information Center

    George Mason Univ., Fairfax, VA.

    This instructional task/competency package is designed to help teachers and administrators in developing competency-based instructional materials for an energy and power course. Part 1 contains a description of the industrial arts program and a course description, instructional task/competency list, and content outline for energy and power. The…

  10. Consolidated List of Lists

    EPA Pesticide Factsheets

    List of chemicals subject to reporting requirements under the Emergency Planning and Community Right- To-Know Act (EPCRA), Comprehensive Environmental Response, Compensation and Liability Act (CERCLA), and Section 112(r) of the Clean Air Act.

  11. Competency Index. [Business/Computer Technologies Cluster.

    ERIC Educational Resources Information Center

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

    This index allows the user to scan the competencies under each title for the 28 subjects appropriate for use in a competency list for the 12 occupations within the business/computer technologies cluster. Titles of the 28 units are as follows: employability skills; professionalism; teamwork; professional and ethical standards; economic and business…

  12. Power Equipment Technology. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

  13. Agricultural Production. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This list consists of essential competencies from the following specialized Ohio Competency Analysis Profiles: Beef and Sheep Producers; Crop Producer; Dairy Producer; Poultry Producer; and Swine Producer. Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives…

  14. General Marketing. Ohio's Competency Analysis Profile. Revised.

    ERIC Educational Resources Information Center

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

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

  15. Animal Management Technician. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

  16. Resource Conservation. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

  17. Issues in Competency Based Assessment: An Overview.

    ERIC Educational Resources Information Center

    Carrell, Lori J.

    Although the competency based assessment "movement" has undergone intense examination and much change, the concept of the competent communicator and the difficulties associated with measuring such proficiencies remain. The progression of terminology used in the literature reflects that what began as lists of skills to be tested so that…

  18. Diversified Health Occupations. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    This list consists of essential competencies from the following specialized Ohio Competency Analysis Profile: Dental Assistant; Medical Assistant; and Nurse Aide. Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive…

  19. Competency Reference for Computer Assisted Drafting.

    ERIC Educational Resources Information Center

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

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

  20. Industrial Maintenance. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

  1. Teaching and Assessing Civic Competence.

    ERIC Educational Resources Information Center

    Byrne, Bonnie

    1993-01-01

    Maintains that the primary goal of social studies instruction is the development of civic competence. Describes a Vietnam War interview project incorporating oral history techniques. Includes a grading sheet, a project description sheet, a list of interview questions, and a sample interview. (CFR)

  2. Ohio Construction Technologies Competency Profile.

    ERIC Educational Resources Information Center

    Miller, Lavonna; Bowermeister, Bob

    This document, which lists construction technologies competencies as identified by representatives from government agencies and labor organizations as well as secondary and postsecondary educators throughout Ohio, is intended to assist individuals and organizations in developing both college tech prep programs and apprenticeship training/education…

  3. Automotive Technologies. State Competency Profile.

    ERIC Educational Resources Information Center

    Ohio Board of Regents, Columbus.

    This document, which lists the technical automotive technologies competencies identified by representatives from business, industry, and labor as well as technical educators throughout Ohio, is intended to assist individuals and organizations in developing college tech prep programs that will prepare students from secondary through post-secondary…

  4. Ohio Engineering Technologies Competency Profile.

    ERIC Educational Resources Information Center

    Miller, Lavonna; Draeger, Meg; Bowermeister, Bob; Wancho, Richard

    This document, which lists engineering technologies competencies as identified by representatives from business and industry as well as secondary and post-secondary educators throughout Ohio, is intended to assist individuals and organizations in developing college tech prep programs that will prepare students from secondary through post-secondary…

  5. A Delphi Study and Initial Validation of Counselor Supervision Competencies

    ERIC Educational Resources Information Center

    Neuer Colburn, Anita A.; Grothaus, Tim; Hays, Danica G.; Milliken, Tammi

    2016-01-01

    The authors addressed the lack of supervision training standards for doctoral counseling graduates by developing and validating an initial list of supervision competencies. They used content analysis, Delphi polling, and content validity methods to generate a list, vetted by 2 different panels of supervision experts, of 33 competencies grouped…

  6. Competency Index for Graphic Arts Programs in Missouri. A Crosswalk of Selected Instructional Materials against Missouri's Competency Profile.

    ERIC Educational Resources Information Center

    Missouri Univ., Columbia. Instructional Materials Lab.

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

  7. Considering Cultural Competence: An Annotated Resource list

    ERIC Educational Resources Information Center

    Cooke, Nicole A.; Hill, Renee F.

    2017-01-01

    It is widely understood that effective children's and youth librarians must be innovative, aware of current/popular trends, and able to build rapport with young patrons. However, more emphasis must be placed on the fact that it is essential for these librarians to be prepared to identify and meet the needs of a patron population that is becoming…

  8. Work and Family Life. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

    Developed through a modified DACUM (Developing a Curriculum) process involving business, industry, labor, and community agency representatives in Ohio, this document is a comprehensive and verified competency profile for work and family life courses. The list contains units (with and without subunits), competencies, and competency builders that…

  9. Computer Competencies for UW-Stout Students. TQM Team Report.

    ERIC Educational Resources Information Center

    Wisconsin Univ. - Stout, Menomonie.

    This study used a total quality management (TQM) approach to evaluate the perceived computer competency needs of students at the University of Wisconsin-Stout by surveying students (who were asked which of a list of competencies they had), administrators, alumni, and employers (who were asked which competencies they used or expected in employees).…

  10. Farm Business and Production Management Program Course Competency Record.

    ERIC Educational Resources Information Center

    Madison Area Technical Coll., WI.

    This course competency record is intended to help teachers rate development of student competencies in a farm business and production management program. Competencies are listed for six courses: operating the farm business, soil management, crop management, livestock nutrition, livestock management/farmstead equipment management, and farm records…

  11. A Comparison of Competency-Based Instruction with Conventional Instruction in the Home Economics Classroom.

    ERIC Educational Resources Information Center

    Preston, Janet E.; Kunz, Margie H.

    This study compared student learning in secondary consumer and homemaking foods classes using three different methods of teacher preparation. In Method 1, teachers were provided with lists of competencies and workshop training for using the competencies. In Method 2, teachers were provided with lists of competencies and no workshop training; and…

  12. Theme: Coping with Competencies.

    ERIC Educational Resources Information Center

    Brown, Daniel; And Others

    1989-01-01

    Consists of five articles on the topic of competencies in vocational agriculture. Topics covered include (1) competency-based instruction, (2) competencies for agricultural recordkeeping, (3) competencies in hydroponics, and (4) competencies in agribusiness. (CH)

  13. Competency-based models of learning for engineers: a comparison

    NASA Astrophysics Data System (ADS)

    Lunev, Alexander; Petrova, Irina; Zaripova, Viktoria

    2013-10-01

    One of the goals of higher professional education is to develop generic student competencies across a variety of disciplines that play a crucial role in education and that provide wider opportunities for graduates in finding good jobs and more chance of promotion. In this article a list of generic competencies developed in Russian universities is compared with a similar list developed by a consortium of Russian and European universities (project TUNING-RUSSIA). Then there is a second comparison with a list of competencies taken from the CDIO Syllabus. This comparison indicates the degree of similarity among the lists and the possible convergence among universities all over the world. The results are taken from a survey carried out among Russian employers, academics, and graduates. The survey asked to rate each listed competence by its importance and the degree of achieving goals in the process of the education.

  14. Communication Competencies.

    ERIC Educational Resources Information Center

    Boileau, Don M.

    Aware of the societal problems stemming from a lack of communication skills, the American public is pressing for instruction in speaking and listening in the schools. This response is reflected in the speaking and listening competency recommendations in many national reform reports. Such reports include "A Nation at Risk" by the National…

  15. Deriving competencies for mentors of clinical and translational scholars.

    PubMed

    Abedin, Zainab; Biskup, Ewelina; Silet, Karin; Garbutt, Jane M; Kroenke, Kurt; Feldman, Mitchell D; McGee, Richard; Fleming, Michael; Pincus, Harold Alan

    2012-06-01

    Although the importance of research mentorship has been well established, the role of mentors of junior clinical and translational science investigators is not clearly defined. The authors attempt to derive a list of actionable competencies for mentors from a series of complementary methods. We examined focus groups, the literature, competencies derived for clinical and translational scholars, mentor training curricula, mentor evaluation forms and finally conducted an expert panel process in order to compose this list. These efforts resulted in a set of competencies that include generic competencies expected of all mentors, competencies specific to scientists, and competencies that are clinical and translational research specific. They are divided into six thematic areas: (1) Communication and managing the relationship, (2) Psychosocial support, (3) Career and professional development, (4) Professional enculturation and scientific integrity, (5) Research development, and (6) Clinical and translational investigator development. For each thematic area, we have listed associated competencies, 19 in total. For each competency, we list examples that are actionable and measurable. Although a comprehensive approach was used to derive this list of competencies, further work will be required to parse out how to apply and adapt them, as well future research directions and evaluation processes.

  16. Deriving Competencies for Mentors of Clinical and Translational Scholars

    PubMed Central

    Abedin, Zainab; Biskup, Ewelina; Silet, Karin; Garbutt, Jane M.; Kroenke, Kurt; Feldman, Mitchell D.; McGee, Richard; Fleming, Michael; Pincus, Harold Alan

    2012-01-01

    Although the importance of research mentorship has been well established, the role of mentors of junior clinical and translational science investigators is not clearly defined. The authors attempt to derive a list of actionable competencies for mentors from a series of complementary methods. We examined focus groups, the literature, competencies derived for clinical and translational scholars, mentor training curricula, mentor evaluation forms and finally conducted an expert panel process in order to compose this list. These efforts resulted in a set of competencies that include generic competencies expected of all mentors, competencies specific to scientists, and competencies that are clinical and translational research specific. They are divided into six thematic areas: (1) Communication and managing the relationship, (2) Psychosocial support, (3) Career and professional development, (4) Professional enculturation and scientific integrity, (5) Research development, and (6) Clinical and translational investigator development. For each thematic area, we have listed associated competencies, 19 in total. For each competency, we list examples that are actionable and measurable. Although a comprehensive approach was used to derive this list of competencies, further work will be required to parse out how to apply and adapt them, as well future research directions and evaluation processes. PMID:22686206

  17. Machine Tool Series. Duty Task List.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    This task list is intended for use in planning and/or evaluating a competency-based course to prepare machine tool, drill press, grinding machine, lathe, mill, and/or power saw operators. The listing is divided into six sections, with each one outlining the tasks required to perform the duties that have been identified for the given occupation.…

  18. Important computer competencies for the nursing profession.

    PubMed

    Jiang, Wey-Wen; Chen, Wei; Chen, Yu-Chih

    2004-09-01

    Nursing requires computer competencies. This study aimed at identifying those competencies required for the nursing profession in Taiwan. The Delphi technique was deployed in this study. In the Delphi questionnaires, computer competencies were sorted into seven domains: concepts of hardware, software, and networks; principles of computer applications; skills of computer usage; program design; limitations of the computer; personal and social issues; attitudes toward the computer. In three Delphi questionnaires, nursing informatics experts gave us their opinions on the importance of each computer competency for the nursing profession. The experts also designated when the competency should be cultivated. This study provides a comprehensive list for nursing professionals to check on their computer competence. The results of this study should also serve as good references for teachers and schools in designing related curriculums.

  19. Natural Resources. Ohio's Competency Analysis Profile. Forest Industry Worker. Resource Conservation.

    ERIC Educational Resources Information Center

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

    This competency analysis profile lists 155 competencies that have been identified by employers as core competencies for inclusion in programs to train forest industry and resource conservation workers. The core competencies are organized into 10 units dealing the following: general safety precautions, natural resource industry operations, soil…

  20. Electricity Series. Duty Task List.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    This task list is intended for use in planning and/or evaluating a competency-based course in electricity. The guide outlines the tasks entailed in 10 different duties typically required of employees in the following occupations: residential electrician apprentice, material handler/supply clerk, maintenance electrician apprentice,…

  1. Religious competence as cultural competence

    PubMed Central

    2012-01-01

    Definitions of cultural competence often refer to the need to be aware and attentive to the religious and spiritual needs and orientations of patients. However, the institution of psychiatry maintains an ambivalent attitude to the incorporation of religion and spirituality into psychiatric practice. This is despite the fact that many patients, especially those from underserved and underprivileged minority backgrounds, are devotedly religious and find much solace and support in their religiosity. I use the case of mental health of African Americans as an extended example to support the argument that psychiatric services must become more closely attuned to religious matters. I suggest ways in which this can be achieved. Attention to religion can aid in the development of culturally competent and accessible services, which in turn, may increase engagement and service satisfaction among religious populations. PMID:22421686

  2. Competent psychopharmacology.

    PubMed

    Gardner, David M

    2014-08-01

    There is little doubt that undergraduate and post-graduate training of physicians, pharmacists, and nurses is insufficient to prepare them to use psychotropics safely and effectively, especially in the context of their expanded off-label uses. Therefore, the development of competencies in psychotropic prescribing needs to be approached as a long-term, practice-based learning commitment. Proposed are the abilities and knowledge components necessary for safe and effective use of psychotropics. Typical challenges in prescribing for chronic and recurrent illnesses include highly variable responses and tolerability, drug interactions, and adverse effects that can be serious, irreversible, and even fatal. Prescribing psychotropics is further complicated by negative public and professional reports and growing patient concerns about the quality of care, and questions about the efficacy, safety, and addictive risks of psychotropics. Increased efforts are needed to enhance clinical training and knowledge in psychopharmacology among trainees and practising clinicians, with more comprehensive and sustained attention to the assessment of individual patients, and greater reliance on patient education and collaboration. Improved competence in psychotropic prescribing should lead to more informed, thoughtful, and better-targeted applications as one component of more comprehensive clinical care.

  3. Further considerations of evaluation competencies in Taiwan.

    PubMed

    Lee, Yi-Fang; Altschuld, James W; Lee, Lung-Sheng Steven

    2013-12-01

    A list of evaluator competencies (Stevahn, King, Ghere, & Minnema, 2005) was adapted to fit the Taiwanese context by Lee, Altschuld, & Lee (2012). It was studied as to how it generalized to a large sample in Taiwan. Likert and Fuzzy surveys with needs assessment formats (importance and competence) were mailed via random assignment to two groups of participants. The questions for the study were: do the modified competencies relate country-wide to Taiwan, did the investigation uncover training needs for evaluators, and were there convergent rating patterns across the two forms of the instrument? The results supported a fit of the modified competencies to the context and convergent validity was observed but strong competency needs were not apparent. Reasons for the findings and implications for future research are discussed.

  4. The List

    ERIC Educational Resources Information Center

    Gillespie, Tim

    2007-01-01

    Some days it is difficult to remember why we love being teachers. For those difficult days, high school teacher Tim Gillespie maintains a list of fifteen reasons to keep teaching. He shares his list to remind us of the "greatest pleasures and highest callings" that we can experience as English teachers, believing that we can sustain ourselves and…

  5. TIP list

    SciTech Connect

    Ludwig, M E

    2006-06-22

    Subcontractors and vendors providing services, including the installation of purchased goods, are required to complete a TIP List. This list does not include every Environment, Safety, and Health (ES&H) related concern at LLNL. It is intended to highlight major concerns common to most on-site service activities.

  6. Turf and Landscape Worker. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

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

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

  8. The Structure of Primary School Teachers' Professional Competence

    ERIC Educational Resources Information Center

    Zakirova, Ranija A.

    2016-01-01

    At the present stage of higher education development related to the transition of a competent model of learning, the problem of professional training of future teachers is actualized. To determine the problems in the preparation of future experts in the field of primary education, it is not enough to list the competencies that a graduate must…

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

    ERIC Educational Resources Information Center

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

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

  10. Gardener and Landscape Worker. Student Material. Competency Based Education Curriculum.

    ERIC Educational Resources Information Center

    Long, Diana

    This secondary-level, competency-based curriculum contains modules for Gardener and Landscape Worker. A companion teacher's guide is available separately--see note. Each module contains a number of West Virginia-validated Gardener and Landscape Worker tasks/competencies with a performance guide listing the steps needed to perform each task,…

  11. Tractor Mechanic--Teacher's Guide. Competency Based Education Curriculum.

    ERIC Educational Resources Information Center

    McCann, Edward W.

    This teacher's guide is designed to accompany the Tractor Mechanic Competency Based Education (CBE) Curriculum (CE 022 480). The following information is included: a discussion of the uses of the Tractor Mechanic CBE curriculum; definitions of related terms; the table of contents for the Tractor Mechanic CBE curriculum; a list of competencies by…

  12. Nursery and Garden Center Worker. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

  13. Floriculture and Greenhouse Worker. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

  14. Computer-Integrated Manufacturing Technology. Tech Prep Competency Profile.

    ERIC Educational Resources Information Center

    Lakeland Tech Prep Consortium, Kirtland, OH.

    This tech prep competency profile for computer-integrated manufacturing technology begins with definitions for four occupations: manufacturing technician, quality technician, mechanical engineering technician, and computer-assisted design/drafting (CADD) technician. A chart lists competencies by unit and indicates whether entire or partial unit is…

  15. Agricultural Products Sales and Service Worker. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

  16. Industry-Oriented Competency Requirements for Mechatronics Technology in Taiwan

    ERIC Educational Resources Information Center

    Shyr, Wen-Jye

    2012-01-01

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

  17. Nursery and Greenhouse Worker. Student Material. Competency Based Education Curriculum.

    ERIC Educational Resources Information Center

    Long, Diana

    This secondary-level, competency-based curriculum contains 11 modules for Nursery and Greenhouse Worker. A companion teacher's guide is available separately--see note. Each module contains a number of West Virginia-validated Nursery and Greenhouse Worker tasks/competencies with a performance guide listing the steps needed to perform each task,…

  18. Building and Property Maintenance. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

  19. Competences for Education for Sustainable Development in Teacher Education

    ERIC Educational Resources Information Center

    Rauch, Franz; Steiner, Regina

    2013-01-01

    Competences are intensively discussed in the context of cross-curricular themes, such as Sustainable Development and Education for Sustainable Development (ESD), especially in light of the United Nations Decade for ESD (2004-2015). Recent literature on ESD lists a number of competences for ESD in various fields with the exception of teacher…

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

    ERIC Educational Resources Information Center

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

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

  1. Electronics Technology. Tech Prep Competency Profile.

    ERIC Educational Resources Information Center

    Lakeland Tech Prep Consortium, Kirtland, OH.

    This tech prep competency profile covers the occupation of electronics technician. Section 1 provides the occupation definition. Section 2 lists development committee members. Section 3 provides the leveling codes--abbreviations for grade level, (by the end of grade 12, by the end of associate degree), academic codes (communications, math, or…

  2. Competencies Revisited: Revising the Overseas ESL Curriculum.

    ERIC Educational Resources Information Center

    Kharde, Linda Smith; Corey, Kathleen

    1986-01-01

    This paper reports on the review and revision of the Overseas Refugee Training Program's curriculum in English as a second language. The discussion focuses on the rationale and guidelines for the revision, the resources used to guide the process, and the criteria used in the selection of competencies. Specific intentions in revising the list of…

  3. Cosmetology: Task Analyses. Competency-Based Education.

    ERIC Educational Resources Information Center

    Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum Center.

    These task analyses are designed to be used in combination with the "Trade and Industrial Education Service Area Resource" in order to implement competency-based education in the cosmetology program in Virginia. The task analysis document contains the task inventory, suggested task sequence lists, and content outlines for the secondary…

  4. Teacher Competence for the Middle School Years.

    ERIC Educational Resources Information Center

    Upper Midwest Regional Educational Lab., Inc., Minneapolis, Minn.

    This report contains addresses and symposium discussions presented at the conference on teacher competence for the middle school years (fifth or sixth through eighth grades) which was attended by about 100 educators for various levels and positions. The foreword lists three questions posed by emergence of the middle school movement which the…

  5. Competencies Needed by Workers in Horticultural Occupations.

    ERIC Educational Resources Information Center

    Kaas, Duane; Kahler, Alan A.

    This study was undertaken to identify occupational areas in the horticultural industry and to identify, describe, and categorize the mental and physical skills needed by workers in horticultural occupations. Competency lists were developed for these occupational areas: arborist services, farm and garden supply centers, golf course management,…

  6. Horticulture-Agriculture Technologies. State Competency Profile.

    ERIC Educational Resources Information Center

    Ohio Board of Regents, Columbus.

    This document, which lists the horticultural-agricultural technologies competencies identified by representatives from business, industry, and labor as well as educators throughout Ohio, is intended to assist individuals and organizations in developing college tech prep programs that will prepare students from secondary through post-secondary…

  7. Informatics competencies for nurses at four levels of practice.

    PubMed

    Staggers, N; Gassert, C A; Curran, C

    2001-10-01

    Valid and comprehensive nursing informatics (NI) competencies currently are lacking. Meanwhile, nursing leaders are emphasizing the need to include NI in nursing curricula, as well as within the roles of practicing nurses in all settings. This article presents the initial work of a team of NI experts toward development of a valid and reliable set of NI competencies. Previous work primarily has focused on computer-related skills, rather than examining a broad definition of informatics competencies. For this current work, NI competencies encompass all skills, not only computer-related skills, as well as knowledge and attitudes needed by nurses. The first two authors created a database of NI competencies from the existing literature. A larger panel of NI experts then affirmed, modified, added, or deleted competencies from this database. Competencies were placed into four distinct skill levels. Definitions of each skill level and an initial master list of competencies are provided.

  8. Teacher's Guide for Competency-Based Education Curriculum for Licensed Practical Nurse.

    ERIC Educational Resources Information Center

    Associated Educational Consultants, Inc., Pittsburgh, PA.

    This teacher's guide is designed to accompany the Licensed Practical Nurse Competency-Based Education Curriculum student materials available separately (see note). It contains an explanation of the curriculum and suggested usage, a list of competencies by job title (other occupations which use the same competencies), Licensed Practical Nurse…

  9. How do early career health sciences information professionals gain competencies?

    PubMed Central

    Myers, Bethany A.; Rodriguez, Bredny

    2016-01-01

    Objective The purpose of this study was to describe early career health sciences information professionals' self-reported attainment of the Medical Library Association (MLA) Competencies for Lifelong Learning and Professional Success and to investigate the various methods by which participants developed these competencies. Methods A SurveyMonkey survey was designed to ascertain participants' demographic information and their competency attainment. “Early career” health information professionals were defined as those with less than five years of professional experience. Participants were asked to rate each of the seven competencies on a five-point Likert scale regarding their level of agreement with the statement, “I have demonstrated this competency.” Participants who responded positively were then asked to indicate how they acquired the competency on a multiple-choice, multiple-answer list. Free-text fields were provided for general comments and for participants to elaborate on their answers. The survey was distributed through the MLA email discussion list and other related email discussion lists. Participation was anonymous. Results One hundred eighty-seven responses were received. Out of those 187 respondents, 95 completed the entire survey. The majority of early career health sciences information professionals agreed that they had attained all 7 competencies. Of the various methods used to develop competencies, the most selected method was formal library and information studies education. Participants were least likely to report attaining competencies via mentoring, volunteering, or internships. Participants reported the highest level of confidence in having attained the “Health Sciences Information Services” competency, and the lowest level of confidence in having attained the “Research, Analysis, and Interpretation” competency. Conclusions These results contribute to the ongoing discussions regarding proposed changes to the MLA competencies

  10. EPA guidance on cultural competence training.

    PubMed

    Schouler-Ocak, Meryam; Graef-Calliess, Iris T; Tarricone, Ilaria; Qureshi, Adil; Kastrup, Marianne C; Bhugra, Dinesh

    2015-03-01

    The stress of migration as well as social factors and changes related to the receiving society may lead to the manifestation of psychiatric disorders in vulnerable individuals after migration. The diversity of cultures, ethnicities, races and reasons for migration poses a challenge for those seeking to understand how illness is experienced by immigrants whose backgrounds differ significantly from their clinicians. Cultural competence represents good clinical practice and can be defined as such that a clinician regards each patient in the context of the patient's own culture as well as from the perspective of the clinician's cultural values and prejudices. The EPA Guidance on cultural competence training outlines some of the key issues related to cultural competence and how to deal with these. It points out that cultural competence represents a comprehensive response to the mental health care needs of immigrant patients and requires knowledge, skills and attitudes which can improve the effectiveness of psychiatric treatment. To reach these aims, both individual and organizational competence are needed, as well as teaching competence in terms of educational leadership. The WPA Guidance on Mental Health and Mental Health Care for Migrants and the EPA Guidance on Mental Health Care for Migrants list a series of recommendations for policy makers, service providers and clinicians; these are aimed at improving mental health care for immigrants. The authors of this paper would like to underline these recommendations and, focusing on cultural competency and training, believe that they will be of positive value.

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

    PubMed Central

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

    2016-01-01

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

  12. [From management competencies to nurse managerial competencies].

    PubMed

    Furukawa, Patrícia de Oliveira; Cunha, Isabel Cristina Kowal Olm

    2010-01-01

    This article is a literature review that aimed to collect more information about the competencies management, understand the concepts of profile and competencies in the managing people; understand the issue of professional competence and its relationship with the organization's competencies; and finally identify the managerial competencies necessary to work of the nurse on the aspect of the labor market. The literature showed that the concept of competence shows great results when applied in the people management arena. It also can provide in the context of health services, benefits for the organizations and for the professionals and patients. For that, it's required that health services to take the ownership of this knowledge as possibility to achieve better results, as well as educational institutions and nurses that seek for information and training to achieve the challenges of the profession and the labor market.

  13. Program Listings.

    ERIC Educational Resources Information Center

    Journal of Computers in Mathematics and Science Teaching, 1983

    1983-01-01

    A complete listing of a projectile motion program for the Apple II microcomputer is provided. A discussion of this computer simulation and a table with variables used in the program (as well as their meanings) can be found in SE 533 596. (JN)

  14. 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.

  15. Teacher Competencies in Health Education: Results of a Delphi Study

    PubMed Central

    Moynihan, Sharon; Paakkari, Leena; Välimaa, Raili; Jourdan, Didier; Mannix-McNamara, Patricia

    2015-01-01

    Objective The aim of this research study was to identify the core competencies for health education teachers in supporting the development of health literacy among their students. Method/Results A three round Delphi method was employed. Experts in health education were asked to identify core competencies for school health educators. Twenty six participants from the academic field were invited to participate in the study. Twenty participants completed the first round of the Delphi, while eighteen took part in round two and fifteen participated in the final round. Data were collected using an electronic questionnaire. The first round contained an open ended question in which participants were asked to name and define all the competencies they perceived were important. Thematic analysis was undertaken on these data. A list of 36 competencies was created from this round. This list was then returned to the same participants and they were asked to rate each competency on a 7 point semantic differential scale in terms of importance. The resulting data were then analysed. For the final round, participants were presented with a list of 33 competencies and were asked to rank them again, in order of importance. Conclusion Twelve core competencies emerged from the analysis and these competencies comprised of a mixture of knowledge, attitude and skills. The authors suggest that how these competencies are achieved and operationalised in the school context can be quite complex and multi-faceted. While the authors do not seek to generalise from the study they suggest that these competencies are an important input for all stakeholders, in order to question national and international teacher guidelines. In addition the competencies identified may provide a useful starting point for others to undertake deeper analysis of what it means to be an effective health educator in schools. PMID:26630180

  16. Aircraft Mechanics Series. Duty Task List.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    This task list is intended for use in planning and/or evaluating a competency-based course in aircraft mechanics. The guide outlines the tasks entailed in 24 different duties typically required of employees in the following occupations: airframe mechanic, power plant mechanic, aircraft mechanic, aircraft sheet metal worker, aircraft electrician,…

  17. Advisory List of Instructional Media Guidance.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh.

    A bibliography of materials relevant to the competency-based guidance curriculum of the North Carolina State Department of Public Instruction is presented in this document. Books for students, books for teacher/counselor use, filmstrips (sound), and videocassettes are listed. Grade ranges are provided for each item, although use of the materials…

  18. What is Gillick competence?

    PubMed Central

    Griffith, Richard

    2016-01-01

    This article considers the requirements for Gillick competence, it highlights the factors that must be considered when determining whether a child is competent to give consent to treatment. PMID:26619366

  19. Competencies: A New Sector.

    ERIC Educational Resources Information Center

    Brophy, Monica; Kiely, Tony

    2002-01-01

    Job analysis of managers in 42 Irish three-star hotels identified the following key management competencies and associated behavioral indicators. The results were used to develop a competency framework for management development. (Contains 29 references.) (SK)

  20. Development of the public health nursing competency instrument.

    PubMed

    Cross, Sharon; Block, Derryl; Josten, Lavohn; Reckinger, Dawn; Olson Keller, Linda; Strohschein, Sue; Rippke, Mary; Savik, Kay

    2006-01-01

    This paper describes the development and initial testing of an instrument to measure population-based public health nursing competencies. Although multiple lists of public health competencies exist, literature review did not elicit a valid instrument that could measure changes in public health nursing competency over time. The public health nursing competency instrument, consisting of 195 measurable activities organized in the framework of the nursing process, was developed. Competency scores of practicing public health nurses significantly increased after a continuing education series, and the instrument was confirmed by experts to be a valid reflection of public health nursing practice. The time required for instrument development exceeded expectations because of the multiple stages of delineating competencies and validating data with national experts.

  1. Social competence in children with epilepsy--a review.

    PubMed

    Rantanen, K; Eriksson, K; Nieminen, P

    2012-07-01

    This systematic review focuses on definitions of social competence and assessment methods and provides an overview of the main findings in childhood epilepsy. A total of 45 studies drawn from MEDLINE and PsycINFO (1998-2010) and their reference lists met the selection criteria. Social competence was not defined in the studies reviewed. The study samples varied and consisted mostly of school-aged children. The majority of the studies focused on social adjustment and addressed problems in this area. Little is known about other aspects of social competence, namely social skills or social performance. A broader perspective on and definition of the assessment of social competence in children with epilepsy are proposed. More studies of the abilities underlying social competence, such as social and socio-cognitive skills, are needed in order to gain insight into the developmental pathways of social competence and protective factors for later development.

  2. Competency development in public health leadership.

    PubMed Central

    Wright, K; Rowitz, L; Merkle, A; Reid, W M; Robinson, G; Herzog, B; Weber, D; Carmichael, D; Balderson, T R; Baker, E

    2000-01-01

    The professional development of public health leaders requires competency-based instruction to increase their ability to address complex and changing demands for critical services. This article reviews the development of the Leadership Competency Framework by the National Public Health Leadership Development Network and discusses its significance. After reviewing pertinent literature and existing practice-based competency frameworks, network members developed the framework through sequential use of workgroup assignments and nominal group process. The framework is being used by network members to develop and refine program competency lists and content; to compare programs; to develop needs assessments, baseline measures, and performance standards; and to evaluate educational outcomes. It is a working document, to be continually refined and evaluated to ensure its continued relevance to performance in practice. Understanding both the applications and the limits of competency frameworks is important in individual, program, and organizational assessment. Benefits of using defined competencies in designing leadership programs include the integrated and sustained development of leadership capacity and the use of technology for increased access and quality control. PMID:10936996

  3. Competencies in Science Teaching

    ERIC Educational Resources Information Center

    Mathelitsch, Leopold

    2013-01-01

    The role of competencies is discussed with respect to science teaching. In particular, competence models from Germany, Switzerland and Austria are presented and compared. A special topical program, "Competencies in Mathematics and Science Teaching", was started in Austria three years ago. Initial experiences with this program are…

  4. List based prefetch

    SciTech Connect

    Boyle, Peter; Christ, Norman; Gara, Alan; Kim,; Changhoan,; Mawhinney, Robert; Ohmacht, Martin; Sugavanam, Krishnan

    2012-08-28

    A list prefetch engine improves a performance of a parallel computing system. The list prefetch engine receives a current cache miss address. The list prefetch engine evaluates whether the current cache miss address is valid. If the current cache miss address is valid, the list prefetch engine compares the current cache miss address and a list address. A list address represents an address in a list. A list describes an arbitrary sequence of prior cache miss addresses. The prefetch engine prefetches data according to the list, if there is a match between the current cache miss address and the list address.

  5. List based prefetch

    SciTech Connect

    Boyle, Peter; Christ, Norman; Gara, Alan; Kim, Changhoan; Mawhinney, Robert; Ohmacht, Martin; Sugavanam, Krishnan

    2014-08-12

    A list prefetch engine improves a performance of a parallel computing system. The list prefetch engine receives a current cache miss address. The list prefetch engine evaluates whether the current cache miss address is valid. If the current cache miss address is valid, the list prefetch engine compares the current cache miss address and a list address. A list address represents an address in a list. A list describes an arbitrary sequence of prior cache miss addresses. The prefetch engine prefetches data according to the list, if there is a match between the current cache miss address and the list address.

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

    PubMed

    Mirzazadeh, Azim; Mortaz Hejri, Sara; Jalili, Mohammad; Asghari, Fariba; Labaf, Ali; Sedaghat Siyahkal, Mojtaba; Afshari, Ali; Saleh, Narges

    2014-01-01

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

  7. Common Intra-Cluster Competencies Needed in Selected Occupational Clusters. Final Report. Supplemental Volume IV: Dental Hygienist.

    ERIC Educational Resources Information Center

    McClurg, Ronald B.

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

  8. Mechanisms for Human Spatial Competence

    NASA Astrophysics Data System (ADS)

    Gunzelmann, Glenn; Lyon, Don R.

    Research spanning decades has generated a long list of phenomena associated with human spatial information processing. Additionally, a number of theories have been proposed about the representation, organization and processing of spatial information by humans. This paper presents a broad account of human spatial competence, integrated with the ACT-R cognitive architecture. Using a cognitive architecture grounds the research in a validated theory of human cognition, enhancing the plausibility of the overall account. This work posits a close link of aspects of spatial information processing to vision and motor planning, and integrates theoretical perspectives that have been proposed over the history of research in this area. In addition, the account is supported by evidence from neuropsychological investigations of human spatial ability. The mechanisms provide a means of accounting for a broad range of phenomena described in the experimental literature.

  9. 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,…

  10. Wisconsin VTAE Pipefitting Apprenticeship Curriculum. Instructor Guide, Apprentice Guide, [and] Wisconsin VTAE Pipefitting Competency Profile.

    ERIC Educational Resources Information Center

    Northeast Wisconsin Technical Inst., Green Bay.

    This curriculum guide contains 18 units for a course to assist apprentices in learning the pipefitting trade. Introductory materials include lists of suggested audiovisual materials, competencies, and textbooks and approximate times for each unit. Each instructional unit includes some or all of the following components: competencies, instructional…

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

    ERIC Educational Resources Information Center

    Fioroni, John J.

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

  12. Therapeutic Recreation Education: Guidelines for a Competency-Based Entry-Level Curriculum.

    ERIC Educational Resources Information Center

    Kelley, Jerry D.; And Others

    The book contains guidelines for a competency-based entry-level curriculum in therapeutic recreation. An introductory session discusses the rationale for and process of developing a competency-based curriculum. Suggested learning activities and performance criteria are listed for each objective in the following 10 modules: philosophical and…

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

    ERIC Educational Resources Information Center

    Holcomb, John W.; And Others

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

  14. Competency-Based Common-Core Curriculum for Emergency Medical Technician Education.

    ERIC Educational Resources Information Center

    Arizona State Board of Directors for Community Colleges, Phoenix.

    This curriculum guide contains a listing of all common-core competencies that should be taught in Arizona community colleges in order to prepare students to meet the requirements of basic and refresher emergency medical technician training. Identified through a statewide project, the competencies cover the following topics: introduction to…

  15. DETERMINING COMPETENCIES FOR INITIAL EMPLOYMENT IN THE DAIRY FARM EQUIPMENT BUSINESS.

    ERIC Educational Resources Information Center

    GARDNER, HARRISON

    DEVELOPED WITHIN A LARGER AND MORE INCLUSIVE FRAMEWORK, A METHOD OF IDENTIFYING COMPETENCIES AND INFORMATION ESSENTIAL TO OFF-FARM AGRICULTURE WORKERS WHO HAVE DIRECT CONTACT WITH FARMERS WAS DEMONSTRATED. UPON THE BASIS OF A REVIEW OF LITERATURE, A LIST OF 129 COMPETENCIES BELIEVED NECESSARY FOR THOSE EMPLOYED TO SELL, INSTALL, OR MAINTAIN BULK…

  16. An Assessment of Skills and Competencies Necessary for Entry-Level Student Affairs Work

    ERIC Educational Resources Information Center

    Waple, Jeffrey N.

    2006-01-01

    This study identifies selected skills and competencies attained by entry-level student affairs professionals through master's-level graduate education and the degree to which these skills and competencies were perceived as necessary for entry-level student affairs work. Given a list of 28 skills drawn from preservice preparation and student…

  17. An Investigation of Anatomical Competence in Junior Medical Doctors

    ERIC Educational Resources Information Center

    Vorstenbosch, Marc A. T. M.; Kooloos, Jan G. M.; Bolhuis, Sanneke M.; Laan, Roland F. J. M.

    2016-01-01

    Because of a decrease of the time available for anatomy education, decisions need to be made to reduce the relevant content of the anatomy curriculum. Several expert consensus initiatives resulted in lists of structures, lacking analysis of anatomical competence. This study aims to explore the use of anatomical knowledge by medical doctors in an…

  18. Business Communication Students' Appraisal of Selected Communication Competencies

    ERIC Educational Resources Information Center

    English, Donald E.; Manton, Edgar J.; Walker, Janet I.

    2008-01-01

    The purpose of this study was to determine business communication students' perception of selected business communication competencies. Students enrolled in business communication classes at Texas A&M University-Commerce from the summer of 2006 until the spring 2007 were survey. Students were asked to evaluate each of the listed 44…

  19. Computer-Integrated Manufacturing Technology. Tech Prep Competency Profile.

    ERIC Educational Resources Information Center

    Lakeland Tech Prep Consortium, Kirtland, OH.

    This tech prep competency profile covers these occupations: manufacturing technician, computer-assisted design and drafting (CADD) technician, quality technician, and mechanical technician. Section 1 provides occupation definitions. Section 2 lists development committee members. Section 3 provides the leveling codes---abbreviations for grade level…

  20. Manufacturing Exploration. Practical Arts. Instructor's Manual. Competency-Based Education.

    ERIC Educational Resources Information Center

    Keeton, Martha; And Others

    This manual provides curriculum materials for implementing a career exploration class in manufacturing occupations within a Practical Arts Education program for middle/junior high school students. Introductory materials include the program master sequence, a list of manufacturing occupations, an overview of the competency-based instructional…

  1. Construction Exploration. Practical Arts. Instructor's Manual. Competency-Based Education.

    ERIC Educational Resources Information Center

    Keeton, Martha; And Others

    This manual provides curriculum materials for implementing a career exploration class in construction occupations within a Practical Arts Education program for middle/junior high school students. Introductory materials include the program master sequence, a list of construction occupations, and an overview of the competency-based instructional…

  2. Ohio Legal Office Managment. Technical Competency Profile (TCP).

    ERIC Educational Resources Information Center

    Ray, Gayl M.; Wilson, Nick; Mangini, Rick

    This document, which lists core business and legal office management competencies identified by representatives from education and business and industry throughout Ohio, is intended to assist individuals and organizations in developing college tech prep programs that will prepare students from secondary through post-secondary associate degree…

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

    ERIC Educational Resources Information Center

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

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

  4. Competency-Based Curriculum Guide for Merchandising/Marketing.

    ERIC Educational Resources Information Center

    Nakamaejo, David T.; And Others

    Designed for the curriculum coordinator, this guide provides guidelines for planning postsecondary merchandising/marketing programs. The first section contains competencies identified as essential for occupations in the merchandising/marketing field which are listed by these subject areas: selling, merchandise analysis, wholesaling, marketing,…

  5. Clothing and Interiors, Production and Services. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

  6. Environmental/Natural Resources Technologies. State Competency Profile.

    ERIC Educational Resources Information Center

    Kershaw, Isaac; Mazak, Sara A.; Spence, Janet G.

    This document, which lists the environmental and natural resources technology competencies identified by representatives from businesses and industries as well as secondary and postsecondary educators throughout Ohio, is intended to assist individuals and organizations in developing college tech prep programs that will prepare students from…

  7. Food Production, Management and Services. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

  8. Profiles of Algebraic Competence

    ERIC Educational Resources Information Center

    Humberstone, J.; Reeve, R.A.

    2008-01-01

    The algebraic competence of 72 12-year-old female students was examined to identify profiles of understanding reflecting different algebraic knowledge states. Beginning algebraic competence (mapping abilities: word-to-symbol and vice versa, classifying, and solving equations) was assessed. One week later, the nature of assistance required to map…

  9. Assessing and Teaching Competence

    ERIC Educational Resources Information Center

    Grant, Terri

    2004-01-01

    The Professional Communication Unit (PCU) at the University of Cape Town (UCT) recently conducted a business communication needs analysis to determine student perceptions of their communicative competence and the teaching strategies being used to develop such competence. Students felt that the specialist, stand-alone communication program was more…

  10. The Spiritual Competency Scale

    ERIC Educational Resources Information Center

    Robertson, Linda A.

    2010-01-01

    This study describes the development of the Spiritual Competency Scale, which was based on the Association for Spiritual, Ethical and Religious Values in Counseling's original Spiritual Competencies. Participants were 662 counseling students from religiously based and secular universities nationwide. Exploratory factor analysis revealed a 22-item,…

  11. Communicative Competence Reconsidered.

    ERIC Educational Resources Information Center

    Doushaq, Mufeeq

    A discussion of points raised by Dell Hymes in his article "On Communicative Competence" leads to a proposal for a clearer and more comprehensive theory of communicative competence based on two models, a matrix of discourse analysis and a model of communication interaction. Pedagogical implications of the theory are considered, including the…

  12. Curriculum Competencies, 1984.

    ERIC Educational Resources Information Center

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

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

  13. Developing Competence at Work

    ERIC Educational Resources Information Center

    Bound, Helen; Lin, Magdalene

    2013-01-01

    In this paper, we explore the relationship between differing conceptualisations of competence, and the implications of these differences for the enacted workplace curriculum and its pedagogical epistemologies. We argue that when competence is understood as a set of stand-alone attributes that reside within an individual, it limits and over…

  14. Competencies and Their Assessment

    ERIC Educational Resources Information Center

    Drisko, James W.

    2014-01-01

    This article explores competencies and methods for their assessment in higher education and in social work's accreditation standards. Many contemporary policy and educational accreditation efforts employ the model of competency assessment. The current emphasis on accountability in higher education, including the Council on Social Work…

  15. Curricular Design: Competency Perspective.

    ERIC Educational Resources Information Center

    Grussing, Paul G.

    1987-01-01

    A discussion of pharmaceutical curriculum design to meet the competency needs of professional pharmacists looks at the nature of competency, anticipates some of the demands of such a curriculum, describes some methods of organizing curriculum elements, and provides a brief bibliography. (MSE)

  16. Analyzing ADN competencies.

    PubMed

    Mitchell, P R

    1989-01-01

    El Paso Community College District, using the DACUM Process, identified 19 major competency areas with 313 specific competencies for AD Nursing. This article provides an overview of the DACUM Process, a discussion of the application to the ADN program, a summary of the results, and future activities.

  17. Competencies in HRD. Symposium.

    ERIC Educational Resources Information Center

    2002

    This symposium is comprised of three papers on competencies in human resource development (HRD). "The Development of a Competency Model and Assessment Instrument for Public Sector Leadership and Management Development" (Sharon S. Naquin, Elwood F. Holton III) reports on a streamlined methodology and process used to develop a competency…

  18. Therapist Multicultural Competence

    ERIC Educational Resources Information Center

    Mandel, Jennifer O.

    2010-01-01

    The results of this qualitative investigation provide a framework for conceptualizing the practice of multiculturally competent therapy, and identify the characteristics of multiculturally competent therapists. Clinic managers employed in clinics or social service agencies in two Midwestern cities each nominated a white clinician on staff whom…

  19. Adult Educators' Core Competences

    ERIC Educational Resources Information Center

    Wahlgren, Bjarne

    2016-01-01

    Which competences do professional adult educators need? This research note discusses the topic from a comparative perspective, finding that adult educators' required competences are wide-ranging, heterogeneous and complex. They are subject to context in terms of national and cultural environment as well as the kind of adult education concerned…

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

    ERIC Educational Resources Information Center

    Missouri Univ., Columbia. Instructional Materials Lab.

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

  1. Developing geriatric social work competencies for field education.

    PubMed

    Damron-Rodriguez, Joann; Lawrance, Frances P; Barnett, Diane; Simmons, June

    2006-01-01

    Preparing social workers to effectively practice with the growing older population requires the identification of geriatric competencies for the profession. The John A. Hartford Geriatric Social Work Initiative provided the impetus and direction for a national strategy to improve the quality of preparation of geriatric social workers. The Geriatric Social Work Practicum Partnership Program (PPP) is the project with the Hartford Initiative that emphasizes field education. The Geriatric Social Work Education Consortium (GSWEC), one of the PPP programs, initiated the development of competencies for work with older adults. GSWEC utilized Geriatric Social Work White Papers and the pioneering work of the Council on Social Work Education's (CSWE) Strengthening Aging and Gerontology Education for Social Work's (SAGE-SW) comprehensive competency list as well as conducted focus groups locally to delineate key competencies for field education. The Coordinating Center for the PPP, located at the New York Academy of Medicine, led in collaboratively developing knowledge based skill competencies for geriatric social work across all 6 demonstration sites (11 universities). The competencies adopted across sites include skills in the following five major domains: values and ethics; assessment (individuals and families, aging services, programs and policies); practice and interventions (theory and knowledge in practice, individual and family, aging services, programs and practice) interdisciplinary collaboration; and evaluation and research. The identified competencies have proven effective in evaluating students (n = 190) pre- and post PPP field education. The implications for further development of competency driven education for geriatric social work are discussed.

  2. Competent poverty training.

    PubMed

    Stabb, Sally D; Reimers, Faye A

    2013-02-01

    Despite numerous calls to the discipline, attention to poverty and social class remains minimal in psychology even though most human experience is significantly affected by social ranking. As a result, educators lack models for training in the context of poverty. Recent and concerted efforts to define and implement competency-based models for the practice of professional psychology have resulted in the creation of Competency Benchmarks (American Psychological Association, 2011). Here, these Competency Benchmarks frame the integration of best practices in working with poor and working-class clients with what we know about what constitutes good training. The result is a competency-based approach for those who are training psychologists-to-be to work effectively with economically challenged clients.

  3. Military nursing competencies.

    PubMed

    Ross, Mary Candice

    2010-06-01

    Competencies for military nurses are much broader in scope than their civilian counterparts. Not only must they be proficient at basic nursing skills, but they must also quickly master such military skills as protecting themselves and others during attack or threat of attack, caring for major trauma victims under austere conditions, and preparing such patients for transport through the military system of evacuation. This requires consistent and specialized training. This article describes the competencies necessary for practice by military nurses.

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

    NASA Technical Reports Server (NTRS)

    Schmidt, Lacey

    2008-01-01

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

  5. Dental Assisting Competencies. Final Report.

    ERIC Educational Resources Information Center

    Richards, Beverly; And Others

    This document contains dental assisting competencies and competency-based performance objectives, learning activities, resources, and evaluation procedures for each competency that was adapted and developed by instructors of dental assisting to suit the needs and legal parameters of Pennsylvania. The competencies and associated elements are…

  6. Medical Assisting Competencies. Final Report.

    ERIC Educational Resources Information Center

    Richards, Beverly; And Others

    This document contains medical assisting competencies and competency-based performance objectives, learning activities, resources, and levels of achievement for each competency that were adapted and developed by instructors of medical assisting to suit the needs and legal parameters of Pennsylvania. The competencies and associated elements are…

  7. Humor Competence: The Fifth Component.

    ERIC Educational Resources Information Center

    Vega, Gladys M.

    The production and understanding of humor calls for a specific competence. It appears that second language learners fail to develop this competence even when they reach native-like proficiency levels. A review of the literature suggests that the notion of humor competence in second language learning has not been examined. Humor competence can be…

  8. New Directions in Library and Information Science Education. Final Report. Volume 2.8: Records and Information Manager Competencies.

    ERIC Educational Resources Information Center

    Griffiths, Jose-Marie; And Others

    This document contains validated activities and competencies needed by information professionals working as records and information managers. The activities of information professionals are listed by function: records and information program management; systems analysis; records center administration; general administration; planning; financial…

  9. [The debate on the development of advanced competences].

    PubMed

    Dimonte, Valerio; Palese, Alvisa; Chiari, Paolo; Laquintana, Dario; Tognoni, Gianni; Di Giulio, Paola

    2016-01-01

    . The debate on the development of advanced nursing competences. The dossier aims to describe and disentagle the present Italian and international debate on the development and recognition of advanced nursing competences. Following a general brief description of the legislative national background, the attention is first of all focused on the lack of clarity on the definition of advanced competence, which is further complicated by the issue of their formal, contractual and economic recognition. To explore these issues a list of contributions is presented and some proposals are formulated to favor a better oriented development of the debate: a. A convenience sample of 139 nurses were interviewed asking to describe problems occurred in the last month that could prompt the intervention of an expert nurse and to list the clinical, managerial and educational competences of a specialized nurse in their ward. The results document the quality and the dispersion of the definitions which are perceived and applied in the general settings of care. b. The issue the post basic courses (master, specialization) offered to nurses in 2015-2016 by Italian universities were described and their aims. While the contribution of the courses in increasing the theoretical knowledge is well defined, the aims and the description of the clinical training are badly developed and an acquisition of advanced competences would seem unlikely. c. The definition of advanced competences was explored in the international literature: while evidences are available on the impact of advanced nursing on patients' outcomes, what is advanced nursing is far from being clear, and an impressive list of roles, activities and functions are considered advanced. d. Although at national level there is no formal recognition for nurses with advanced competences (with the exception of the head nurse that holds mostly an organizational rather than clinical role), the opportunities for promoting the role of specialistic

  10. Acronym master list

    SciTech Connect

    1995-06-01

    This document is a master list of acronyms and other abbreviations that are used by or could be useful to, the personnel at Los Alamos National Laboratory. Many specialized and well-known abbreviations are not included in this list.

  11. List mode multichannel analyzer

    DOEpatents

    Archer, Daniel E.; Luke, S. John; Mauger, G. Joseph; Riot, Vincent J.; Knapp, David A.

    2007-08-07

    A digital list mode multichannel analyzer (MCA) built around a programmable FPGA device for onboard data analysis and on-the-fly modification of system detection/operating parameters, and capable of collecting and processing data in very small time bins (<1 millisecond) when used in histogramming mode, or in list mode as a list mode MCA.

  12. Acquisitions List No. 43.

    ERIC Educational Resources Information Center

    Planned Parenthood--World Population, New York, NY. Katherine Dexter McCormick Library.

    The "Acquisitions List" of demographic books and articles is issued every two months by the Katharine Dexter McCormick Library. Divided into two parts, the first contains a list of books most recently acquired by the Library, each one annotated and also marked with the Library call number. The second part consists of a list of annotated articles,…

  13. Acquisitions List No. 42.

    ERIC Educational Resources Information Center

    Planned Parenthood--World Population, New York, NY. Katherine Dexter McCormick Library.

    The "Acquisitions List" of demographic books and articles is issued every two months by the Katharine Dexter McCormick Library. Divided into two parts, the first contains a list of books most recently acquired by the Library, each one annotated and also marked with the Library call number. The second part consists of a list of annotated articles,…

  14. Against Reading Lists

    ERIC Educational Resources Information Center

    Davis, Lennard J.

    2012-01-01

    A course's reading list is the skeleton of a semester's body of thought, the inventory that a professor writes up for the departmental Web site and the schedule of courses that lists the goods. Despite the obvious utility of fixed reading lists, one should jettison them when possible. The author has been conducting an informal experiment using a…

  15. 78 FR 68343 - Homeownership Counseling Organizations Lists Interpretive Rule

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-11-14

    ... PROTECTION 12 CFR Part 1024 RIN 3170-AA37 Homeownership Counseling Organizations Lists Interpretive Rule... administered by HUD can be provided only by organizations or individuals certified by HUD as competent to... organizations that provide relevant services in the loan applicant's location. The Bureau specified...

  16. Brick and Stone Masonry Series. Duty Task List.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    This task list is intended for use in planning and/or evaluating a competency-based course in brick and stone masonry. The tasks required for 15 different duties performed by bricklayers and 13 different duties typically performed by rocklayers are outlined. The following bricklaying duties are covered: estimating materials for and laying out a…

  17. Heating, Ventilation, and Air Conditioning Series. Duty Task List.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    This task list is intended for use in planning and/or evaluating a competency-based course in heating, ventilation, and air conditioning. The guide outlines the tasks entailed in eight different duties typically required of employees in the following occupations: residential installer, domestic refrigeration technician, air conditioning and…

  18. The Seneca Babcock Business Plan: A Case Study in Using Service Learning to Meet the AICPA Core Competencies

    ERIC Educational Resources Information Center

    Tschopp, Daniel J.

    2004-01-01

    In this article, the author explains the trend toward service learning projects in higher education and justifies their use in the field of accounting. He describes a service learning project that was used to directly address the development of the competencies listed in the Core Competency Framework created by the American Institute of Certified…

  19. Usefulness of a Competency-Based Reflective Portfolio for Student Learning on a Masters Health Promotion Programme

    ERIC Educational Resources Information Center

    McKenna, Verna; Connolly, Claire; Hodgins, Margaret

    2011-01-01

    Background: Efforts to identify core competencies within health promotion and health education have been on-going for a number of years. These efforts include work carried out by the International Union for Health Promotion and Education (IUHPE) in drawing up a draft list of 11 core competencies which were incorporated into the practice module on…

  20. New Directions in Library and Information Science Education. Final Report. Volume 2.6: Database Distributor/Service Professional Competencies.

    ERIC Educational Resources Information Center

    Griffiths, Jose-Marie; And Others

    This document contains validated activities and competencies needed by librarians working in a database distributor/service organization. The activities of professionals working in database distributor/service organizations are listed by function: Database Processing; Customer Support; System Administration; and Planning. The competencies are…

  1. Occupational Competency Profile for Health Occupations Education Program: Teacher Self-Assessment. Information Series: Report No. 11.

    ERIC Educational Resources Information Center

    Walters, Norma J.

    This assessment instrument is intended to assist teachers in evaluating the relevance of the competencies included in the health occupations education curriculum they are teaching and in assessing their own continuing education needs. The profile lists the competencies required of persons working at the following sites: hospital departments…

  2. Competencies in the Heartland

    ERIC Educational Resources Information Center

    Cejda, Brent

    2012-01-01

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

  3. Calibrating Communication Competencies

    NASA Astrophysics Data System (ADS)

    Surges Tatum, Donna

    2016-11-01

    The Many-faceted Rasch measurement model is used in the creation of a diagnostic instrument by which communication competencies can be calibrated, the severity of observers/raters can be determined, the ability of speakers measured, and comparisons made between various groups.

  4. Adult educators' core competences

    NASA Astrophysics Data System (ADS)

    Wahlgren, Bjarne

    2016-06-01

    Which competences do professional adult educators need? This research note discusses the topic from a comparative perspective, finding that adult educators' required competences are wide-ranging, heterogeneous and complex. They are subject to context in terms of national and cultural environment as well as the kind of adult education concerned (e.g. basic education, work-related education etc.). However, it seems that it is possible to identify certain competence requirements which transcend national, cultural and functional boundaries. This research note summarises these common or "core" requirements, organising them into four thematic subcategories: (1) communicating subject knowledge; (2) taking students' prior learning into account; (3) supporting a learning environment; and (4) the adult educator's reflection on his or her own performance. At the end of his analysis of different competence profiles, the author notes that adult educators' ability to train adult learners in a way which then enables them to apply and use what they have learned in practice (thus performing knowledge transfer) still seems to be overlooked.

  5. Pragmatics and Communicative Competences

    ERIC Educational Resources Information Center

    Lin, Grace Hui Chin; Su, Simon Chun Feng; Ho, Max Ming Hsuang

    2009-01-01

    Pragmatics is included in one of four communicative competences (Canale, 1980). It is necessary and important to teach pragmatics at school in our globalized world in order to avoid as much as misunderstanding, which is likely to stem from cultural difference. As a result, greater importance should be attached to diverse customs and pragmatics.…

  6. Competence without Credentials.

    ERIC Educational Resources Information Center

    Stacey, Nevzer G., Ed.

    These workshop papers address the challenges of alternative credentials, new modes of instruction, and multiple sources of instruction. Following an introduction by Nevzer G. Stacey, "Competence without Credentials: Promise and Potential Problems of Computer-Based Distance Education" (Stephen R. Barley) provides a conceptual framework for the…

  7. Competent for What?

    PubMed Central

    Baker, F. M.

    1987-01-01

    As the United States population ages, psychiatrists will have increasing requests for consultations to address legal issues involving older persons. Following an overview of competency as a distinct legal issue, specific legal issues are addressed that include hospitalization, consent or refusal of treatment, living will legislation, and guardianship and conservatorship. Relevant cases are cited. PMID:3625793

  8. Natural competence for transformation.

    PubMed

    Blokesch, Melanie

    2016-11-07

    While most molecular biologists are familiar with the artificial transformation of bacteria in the context of laboratory cloning experiments, natural competence for transformation refers to a specific physiological state in which prokaryotes are able to take up genetic material from their surroundings. Occasionally, such absorbed DNA is recombined into the organism's own genome, resulting in natural transformation (Figure 1). As a consequence, natural competence for transformation is considered a primary mode of horizontal gene transfer (HGT) in prokaryotes, together with conjugation (direct cell to cell transfer of DNA via a specialized conjugal pilus) and phage transduction (DNA transfer mediated by viruses). HGT plays a major role in bacterial evolution, and past research has demonstrated that HGT, including natural competence for transformation, contributes to the emergence of pathogens and the spread of virulence factors. Indeed, Frederick Griffith discovered natural competence for transformation in 1928 while he was investigating the exchange of pathogenic traits in pneumococci. Due to the increase in the abundance and spread of multidrug-resistant microbes, research on HGT is even more important today than ever before.

  9. Carpentry. Competencies for Articulation.

    ERIC Educational Resources Information Center

    Southeast Community Coll., Lincoln, NE.

    Materials contained in this guide present competencies describing carpentry skills necessary for success in initial employment or applicable to advanced educational placement, and may be used by administrators, students, and secondary and postsecondary vocational teachers. The student outcomes section provides guidelines for planning of and…

  10. Adult Competency Education Profile.

    ERIC Educational Resources Information Center

    Bureau of Occupational and Adult Education (DHEW/OE), Washington, DC. Div. of Adult Education.

    A compilation of abstracts of 120 current Adult Performance Level (APL) and Adult Competency Education (ACE) federally supported projects being conducted in 34 States and the District of Columbia, this project profile was developed for adult and secondary education administrators, teachers, and program developers who are beginning or are currently…

  11. Adult Competency Education Resources.

    ERIC Educational Resources Information Center

    Bureau of Occupational and Adult Education (DHEW/OE), Washington, DC. Div. of Adult Education.

    A compilation of brief descriptions of 20 current resources for Adult Performance Level (APL) and Adult Competency Education (ACE) programs, this guide was developed for adult and secondary education administrators, teachers, and program developers who are beginning or are already involved with APL/ACE programs. Each citation contains information…

  12. Assessing Culturally Competent Scholarship.

    ERIC Educational Resources Information Center

    Mendias, Elnora P.; Guevara, Edilma B.

    2001-01-01

    Eight criteria for culturally competent scholarship (contextuality, relevance, communication styles, awareness of identity and power differences, disclosure, reciprocation, empowerment, time) were applied to an international education/research nursing program. Appropriate measures for each were developed and ways to improve the program were…

  13. Welding. Competencies for Articulation.

    ERIC Educational Resources Information Center

    Southeast Community Coll., Lincoln, NE.

    Materials contained in this guide present competencies describing welding skills necessary for success in initial employment or applicable to advanced educational placement, and may be used by administrators, students, and secondary and postsecondary vocational teachers. The student outcomes section provides guidelines for planning of and…

  14. Teach to Compete

    ERIC Educational Resources Information Center

    Shields, David Light; Funk, Christopher

    2011-01-01

    After years of working with athletes and coaches of all ages, the authors have come to the conclusion that young people need to be taught how to compete. Rather than assume students understand competition, it is vital that they are educated about it. Coaches and physical educators have both a unique opportunity and profound responsibility to teach…

  15. Intellectual Competence and Aggression.

    ERIC Educational Resources Information Center

    Huesmann, L. Rowell; Yarmel, Patty Warnick

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

  16. Assessment Mathematics Teacher's Competencies

    ERIC Educational Resources Information Center

    Alnoor, A. G.; Yuanxiang, Guo; Abudhuim, F. S.

    2007-01-01

    This paper aimed to identifying the professional efficiencies for the intermediate schools mathematics teachers and tries to know at what level the math teachers experience those competencies. The researcher used a descriptive research approach, the study data collected from specialist educators and teacher's experts and previous studies to…

  17. Individual Growth in Competence.

    ERIC Educational Resources Information Center

    Bierschenk, Bernhard; Bierschenk, Inger

    This paper presents the second study in a series that has been designed to manifest the emergence of consciousness and to measure developed competence. Its major aim has been to demonstrate that an invariant formulation of the Agent-action-Objective model and an analysis of it's a-O kinematics have the capacity to reproduce contour similarity over…

  18. Diesel Vehicle Maintenance Competencies.

    ERIC Educational Resources Information Center

    Braswell, Robert; And Others

    Designed to provide a model set of competencies, this manual presents tasks which were identified by employers, employees, and teachers as important in a postsecondary diesel vehicle maintenance curriculum. The tasks are divided into seven major component areas of instruction: chassis and suspension, diesel engines, diesel fuel, electrical,…

  19. Competency assessment of nursing staff.

    PubMed

    Whelan, Lynn

    2006-01-01

    Changes in the healthcare industry have created great challenges for leaders of acute-care organizations. One of the greatest challenges is ensuring a competent nursing staff to care for patients within this changing environment (Boylan & Westra, 1998). Patients are more acutely ill and have shorter lengths of stay, placing greater demands on nurses who must demonstrate competency in caring for increasingly complex patients in a continually changing healthcare environment. Competency is defined as "the knowledge, skills, ability and behaviors that a person possesses in order to perform tasks correctly and skillfully" (O'Shea, 2002, p. 175). Competency assessment involves more than a checklist and a test. Hospitals are required to assess, maintain, demonstrate, track, and improve the competence of the staff. Competency assessment is an ongoing process of initial development, maintenance of knowledge and skills, educational consultation, remediation, and redevelopment. Methods to assess competencies include competency fairs, Performance Based Development System and online programs. Certain key people should be involved in the development of competencies. The department managers can give input related to department-specific competencies. Experienced staff members can provide valuable insight into the competencies that need to be assessed. Educators should be involved for providing the input for the methods used to validate competencies. Competencies are an important part of the work world. They are a part of a continual process to help ensure that the organization provides a high-quality care to its customers and patients.

  20. A Guide to Task Analysis for Competency Based Education. Health Occupations. Task Linkage Project Publication No. 4.

    ERIC Educational Resources Information Center

    Georgia State Univ., Atlanta. School of Education.

    Developed through synthesis and review of existing task analysis literature, this guide lists tasks expected to be performed by workers in ten health occupations and presents information for incorporating these tasks into articulated secondary and postsecondary competency based educational programs. Task listings are presented for the following…

  1. Assigning Senior Leaders Using Strategic Leadership Competency Matching

    DTIC Science & Technology

    2013-03-01

    in an increasingly uncertain and complex strategic environment.”8F9 Also, he expects leaders will “build agile, effective, high performing teams ...related to leader effectiveness. For example, Applebaum and Paese describe the nine roles of strategic leadership; they also compare their list to those...identified in others’ leadership models, like Covey, Belbin , Gallup, and Mintzberg.21 Zook proposes a broad, competency-based human capital

  2. Schedule Management Competencies for Department of Defense Program Managers.

    DTIC Science & Technology

    1995-09-01

    professionalism of their procurement workforce. Models identifying the competencies required of DoD program managers could provide valuable information for ...considered "valuable" to practicing program managers. A complete list of the medians and percentages can be found in Appendix E . Research Question 2... method for providing the standard skills necessary to manage programs. Education and training programs are therefore essential to ensure professionals

  3. Summative clinical competency assessment: A survey of ultrasound practitioners' views.

    PubMed

    Harrison, Gill

    2015-02-01

    Clinical competency and the assessment of core skills is a crucial element of any programme leading to an award with a clinical skills component. This has become a more prominent feature of current reports on quality health care provision. This project aimed to determine ultrasound practitioners' opinions about how best to assess clinical competency. An on-line questionnaire was sent to contacts from the Consortium for the Accreditation of Sonographic Education and details distributed at the British Medical Ultrasound Society conference in 2011. One hundred and sixteen responses were received from a range of clinical staff with an interest in ultrasound assessment. The majority of respondents suggested that competency assessments should take place in the clinical departments with or without an element of assessment at the education centre. Moderation was an important area highlighted by respondents, with 84% of respondents suggesting that two assessors were required and 66% of those stating some element of external moderation should be included. The findings suggest that respondents' preference is for some clinical competency assessments to take place on routine lists within the clinical department, assessed by two people one of which would be an external assessor. In view of recent reports relating to training and assessment of health care professionals, the ultrasound profession needs to begin the debate about how best to assess clinical competence and ensure appropriate first post-competency of anyone undertaking ultrasound examinations.

  4. Engineering Technologies. State Competency Profile.

    ERIC Educational Resources Information Center

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

    This document contains 397 competencies, grouped into 58 units, for tech prep programs in the engineering technologies cluster. The competencies were developed through collaboration of Ohio business, industry, and labor representatives and secondary and associate degree educators. The competencies are rated either "essential" (necessary…

  5. Competency Based Education: A Bibliography.

    ERIC Educational Resources Information Center

    Cox, Helen, Ed.

    This bibliography is a sampling of the types of publications which have appeared recently on the subject of competency based education. Emphasis is given to current (1970-76) materials and to adult career-related competencies. Titles specifically naming some phase of competency-based education are preferred above titles that emphasize performance,…

  6. Spiritual Competency Scale: Further Analysis

    ERIC Educational Resources Information Center

    Dailey, Stephanie F.; Robertson, Linda A.; Gill, Carman S.

    2015-01-01

    This article describes a follow-up analysis of the Spiritual Competency Scale, which initially validated ASERVIC's (Association for Spiritual, Ethical and Religious Values in Counseling) spiritual competencies. The study examined whether the factor structure of the Spiritual Competency Scale would be supported by participants (i.e., ASERVIC…

  7. Identification of Brigade Command Competencies

    DTIC Science & Technology

    2011-06-01

    level needed for each competency, (b) the extent to which each competency differentiated among superior and less effective Brigade Commanders, and (c...categorized in four competency training clusters: leadership skills , operational skills , personal capabilities, and knowledge base. The survey also

  8. Adult Functional Competency: A Summary.

    ERIC Educational Resources Information Center

    Texas Univ., Austin. Div. of Extension.

    The Adult Performance Level (APL) project summary specifies the competencies which are functional to economic and educational success in society and describes devices developed for assessing those competencies. The APL theory of functional competency identifies adult needs in general knowledge areas (consumer economics, occupational knowledge,…

  9. Guide to Marketing Course Competencies.

    ERIC Educational Resources Information Center

    Henrico County Public Schools, Glen Allen, VA. Virginia Vocational Curriculum and Resource Center.

    This curriculum guide was developed as a model for schools in Virginia to prepare local programs of studies for the marketing program. In addition to marketing competencies for developing occupational expertise, this curriculum includes foundational competencies important for successful performance in marketing. These baseline competencies address…

  10. Strategic Competence and Language Teaching.

    ERIC Educational Resources Information Center

    Rababah, Ghaleb Ahmed

    This paper discusses the notion of communicative competence, particularly strategic competence in English language teaching. Strategic competence refers to the individual's ability to use communication strategies such as paraphrase, circumlocution, literal translation, lexical approximation, and mime to get their message across and to compensate…

  11. FIRST robots compete

    NASA Technical Reports Server (NTRS)

    2000-01-01

    FIRST teams and their robots work to go through the right motions at the FIRST competition. Students from all over the country are at the KSC Visitor Complex for the FIRST (For Inspiration and Recognition of Science and Technology) Southeast Regional competition March 9-11 in the Rocket Garden. Teams of high school students are testing the limits of their imagination using robots they have designed, with the support of business and engineering professionals and corporate sponsors, to compete in a technological battle against other schools' robots. Of the 30 high school teams competing, 16 are Florida teams co-sponsored by NASA and KSC contractors. Local high schools participating are Astronaut, Bayside, Cocoa Beach, Eau Gallie, Melbourne, Melbourne Central Catholic, Palm Bay, Rockledge, Satellite, and Titusville.

  12. Story-List.

    ERIC Educational Resources Information Center

    Kline, Lanaii

    The program, STORY-LIST, generates alphabetized cumulative word lists by story number within a school grade. It is designed to read a group of cards until it finds a new grade/story number. Each word read is stored in an array, sorted, and an asterisk is added to each word in the array. This array is then merged with the old sorted word list and…

  13. The Development of the Croatian Competency Framework for Pharmacists

    PubMed Central

    Hadžiabdić, Maja Ortner; Govorčinović, Tihana; Šarić, Martina; Bruno, Andreia; Bates, Ian

    2016-01-01

    Objective. To adjust and validate the Global Competency Framework (GbCF) to be relevant for Croatian community and hospital pharmacists. Methods. A descriptive study was conducted in three steps: translation, consensus development, and validation by an expert panel and public consultation. Panel members were representatives from community pharmacies, hospital pharmacies, regulatory and professional bodies, academia, and industry. Results. The adapted framework consists of 96 behavioral statements organized in four clusters: Pharmaceutical Public Health, Pharmaceutical Care, Organization and Management, and Personal and Professional Competencies. When mapped against the 100 statements listed in the GbCF, 27 matched, 39 were revised, 30 were introduced, and 24 were excluded from the original framework. Conclusions. The adaptation and validation proved that GbCF is adaptable to local needs, the Croatian Competency Framework that emerged from it being an example. Key amendments were made within Organization and Management and Pharmaceutical Care clusters, demonstrating that these issues can be country specific. PMID:27899830

  14. The Development of the Croatian Competency Framework for Pharmacists.

    PubMed

    Mucalo, Iva; Hadžiabdić, Maja Ortner; Govorčinović, Tihana; Šarić, Martina; Bruno, Andreia; Bates, Ian

    2016-10-25

    Objective. To adjust and validate the Global Competency Framework (GbCF) to be relevant for Croatian community and hospital pharmacists. Methods. A descriptive study was conducted in three steps: translation, consensus development, and validation by an expert panel and public consultation. Panel members were representatives from community pharmacies, hospital pharmacies, regulatory and professional bodies, academia, and industry. Results. The adapted framework consists of 96 behavioral statements organized in four clusters: Pharmaceutical Public Health, Pharmaceutical Care, Organization and Management, and Personal and Professional Competencies. When mapped against the 100 statements listed in the GbCF, 27 matched, 39 were revised, 30 were introduced, and 24 were excluded from the original framework. Conclusions. The adaptation and validation proved that GbCF is adaptable to local needs, the Croatian Competency Framework that emerged from it being an example. Key amendments were made within Organization and Management and Pharmaceutical Care clusters, demonstrating that these issues can be country specific.

  15. Competing Orders and Anomalies

    PubMed Central

    Moon, Eun-Gook

    2016-01-01

    A conservation law is one of the most fundamental properties in nature, but a certain class of conservation “laws” could be spoiled by intrinsic quantum mechanical effects, so-called quantum anomalies. Profound properties of the anomalies have deepened our understanding in quantum many body systems. Here, we investigate quantum anomaly effects in quantum phase transitions between competing orders and striking consequences of their presence. We explicitly calculate topological nature of anomalies of non-linear sigma models (NLSMs) with the Wess-Zumino-Witten (WZW) terms. The non-perturbative nature is directly related with the ’t Hooft anomaly matching condition: anomalies are conserved in renormalization group flow. By applying the matching condition, we show massless excitations are enforced by the anomalies in a whole phase diagram in sharp contrast to the case of the Landau-Ginzburg-Wilson theory which only has massive excitations in symmetric phases. Furthermore, we find non-perturbative criteria to characterize quantum phase transitions between competing orders. For example, in 4D, we show the two competing order parameter theories, CP(1) and the NLSM with WZW, describe different universality class. Physical realizations and experimental implication of the anomalies are also discussed. PMID:27499184

  16. Competing Orders and Anomalies

    NASA Astrophysics Data System (ADS)

    Moon, Eun-Gook

    2016-08-01

    A conservation law is one of the most fundamental properties in nature, but a certain class of conservation “laws” could be spoiled by intrinsic quantum mechanical effects, so-called quantum anomalies. Profound properties of the anomalies have deepened our understanding in quantum many body systems. Here, we investigate quantum anomaly effects in quantum phase transitions between competing orders and striking consequences of their presence. We explicitly calculate topological nature of anomalies of non-linear sigma models (NLSMs) with the Wess-Zumino-Witten (WZW) terms. The non-perturbative nature is directly related with the ’t Hooft anomaly matching condition: anomalies are conserved in renormalization group flow. By applying the matching condition, we show massless excitations are enforced by the anomalies in a whole phase diagram in sharp contrast to the case of the Landau-Ginzburg-Wilson theory which only has massive excitations in symmetric phases. Furthermore, we find non-perturbative criteria to characterize quantum phase transitions between competing orders. For example, in 4D, we show the two competing order parameter theories, CP(1) and the NLSM with WZW, describe different universality class. Physical realizations and experimental implication of the anomalies are also discussed.

  17. Competing Orders and Anomalies.

    PubMed

    Moon, Eun-Gook

    2016-08-08

    A conservation law is one of the most fundamental properties in nature, but a certain class of conservation "laws" could be spoiled by intrinsic quantum mechanical effects, so-called quantum anomalies. Profound properties of the anomalies have deepened our understanding in quantum many body systems. Here, we investigate quantum anomaly effects in quantum phase transitions between competing orders and striking consequences of their presence. We explicitly calculate topological nature of anomalies of non-linear sigma models (NLSMs) with the Wess-Zumino-Witten (WZW) terms. The non-perturbative nature is directly related with the 't Hooft anomaly matching condition: anomalies are conserved in renormalization group flow. By applying the matching condition, we show massless excitations are enforced by the anomalies in a whole phase diagram in sharp contrast to the case of the Landau-Ginzburg-Wilson theory which only has massive excitations in symmetric phases. Furthermore, we find non-perturbative criteria to characterize quantum phase transitions between competing orders. For example, in 4D, we show the two competing order parameter theories, CP(1) and the NLSM with WZW, describe different universality class. Physical realizations and experimental implication of the anomalies are also discussed.

  18. Dementia and legal competency.

    PubMed

    Filaković, Pavo; Erić, Anamarija Petek; Mihanović, Mate; Glavina, Trpimir; Molnar, Sven

    2011-06-01

    The legal competency or capability to exercise rights is level of judgment and decision-making ability needed to manage one's own affairs and to sign official documents. With some exceptions, the person entitles this right in age of majority. It is acquired without legal procedures, however the annulment of legal capacity requires a juristic process. This resolution may not be final and could be revoked thorough the procedure of reverting legal capacity - fully or partially. Given the increasing number of persons with dementia, they are often subjects of legal expertise concerning their legal capacity. On the other part, emphasis on the civil rights of mentally ill also demands their maximal protection. Therefore such distinctive issue is approached with particular attention. The approach in determination of legal competency is more focused on gradation of it's particular aspects instead of existing dual concept: legally capable - legally incapable. The main assumption represents how person with dementia is legally capable and should enjoy all the rights, privileges and obligations as other citizens do. The aspects of legal competency for which person with dementia is going to be deprived, due to protection of one's rights and interests, are determined in legal procedure and then passed over to the guardian decided by court. Partial annulment of legal competency is measure applied when there is even one existing aspect of preserved legal capability (pension disposition, salary or pension disposition, ability of concluding contract, making testament, concluding marriage, divorce, choosing whereabouts, independent living, right to vote, right to decide course of treatment ect.). This measure is most often in favour of the patient and rarely for protection of other persons and their interests. Physicians are expected to precisely describe early dementia symptoms which may influence assessment of specific aspects involved in legal capacity (memory loss, impaired task

  19. The ethics of cultural competence.

    PubMed

    Paasche-Orlow, Michael

    2004-04-01

    Cultural competence curricula have proliferated throughout medical education. Awareness of the moral underpinnings of this movement can clarify the purpose of such curricula for educators and trainees and serve as a way to evaluate the relationship between the ethics of cultural competence and normative Western medical ethics. Though rarely stated explicitly, the essential principles of cultural competence are (1) acknowledgement of the importance of culture in people's lives, (2) respect for cultural differences, and (3) minimization of any negative consequences of cultural differences. Culturally competent clinicians promote these principles by learning about culture, embracing pluralism, and proactive accommodation. Generally, culturally competent care will advance patient autonomy and justice. In this sense, cultural competence and Western medical ethics are mutually supportive movements. However, Western bioethics and the personal ethical commitments of many medical trainees will place limits on the extent to which they will endorse pluralism and accommodation. Specifically, if the values of cultural competence are thought to embrace ethical relativity, inexorable conflicts will be created. The author presents his view of the ethics of cultural competence and places the concepts of cultural competence in the context of Western moral theory. Clarity about the ethics of cultural competence can help educators promote and evaluate trainees' integration of their own moral intuitions, Western medical ethics, and the ethics of cultural competence.

  20. A competency-based longitudinal core curriculum in medical neuroscience.

    PubMed

    Merlin, Lisa R; Horak, Holli A; Milligan, Tracey A; Kraakevik, Jeff A; Ali, Imran I

    2014-07-29

    Current medical educational theory encourages the development of competency-based curricula. The Accreditation Council for Graduate Medical Education's 6 core competencies for resident education (medical knowledge, patient care, professionalism, interpersonal and communication skills, practice-based learning, and systems-based practice) have been embraced by medical schools as the building blocks necessary for becoming a competent licensed physician. Many medical schools are therefore changing their educational approach to an integrated model in which students demonstrate incremental acquisition and mastery of all competencies as they progress through medical school. Challenges to medical schools include integration of preclinical and clinical studies as well as development of learning objectives and assessment measures for each competency. The Undergraduate Education Subcommittee (UES) of the American Academy of Neurology (AAN) assembled a group of neuroscience educators to outline a longitudinal competency-based curriculum in medical neuroscience encompassing both preclinical and clinical coursework. In development of this curriculum, the committee reviewed United States Medical Licensing Examination content outlines, Liaison Committee on Medical Education requirements, prior AAN-mandated core curricula for basic neuroscience and clinical neurology, and survey responses from educators in US medical schools. The newly recommended curriculum provides an outline of learning objectives for each of the 6 competencies, listing each learning objective in active terms. Documentation of experiences is emphasized, and assessment measures are suggested to demonstrate adequate achievement in each competency. These guidelines, widely vetted and approved by the UES membership, aspire to be both useful as a stand-alone curriculum and also provide a framework for neuroscience educators who wish to develop a more detailed focus in certain areas of study.

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

    PubMed Central

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

    2016-01-01

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

  2. Interest Check List.

    ERIC Educational Resources Information Center

    Bureau of Employment Security (DOL), Washington, DC.

    The original edition of the Department of Labor Interest Check List aims at helping students decide what kinds of work they would like and lists activities that are found in a broad range of industries and occupations. The student is advised to read each of approximately 175 items and indicate how he feels about the activity described by placing a…

  3. NSSDC Data Listing

    NASA Technical Reports Server (NTRS)

    1979-01-01

    Data available from the National Space Science Data Center (NSSDC) are listed. The spacecraft, principal investigator, the experiment, and time span of the data are given. A listing is also included of ground-based data, models, computer routines and composite spacecraft data that are available from NSSDC.

  4. Associative list processing unit

    DOEpatents

    Hemmert, Karl Scott; Underwood, Keith D.

    2013-01-29

    An associative list processing unit and method comprising employing a plurality of prioritized cell blocks and permitting inserts to occur in a single clock cycle if all of the cell blocks are not full. Also, an associative list processing unit and method comprising employing a plurality of prioritized cell blocks and using a tree of prioritized multiplexers descending from the plurality of cell blocks.

  5. A Delphi study to determine baseline informatics competencies for nurse managers.

    PubMed

    Hart, Michael D

    2010-01-01

    The objective of this research study was to produce a job-specific list of informatics competencies for generic nurse manager positions. In 2002, Staggers et al (Nurs Res. 2002;51(6):383-390) identified a list of core nursing informatics competencies at four levels of nursing practice but concluded that job-specific competencies still needed to be developed. An expert panel utilized the Master List of Nursing Informatics Competencies produced in the 2002 study by Staggers et al to define the job-specific informatics competencies appropriate for generic nurse manager positions. A three-round Delphi study was utilized to establish the core competencies appropriate for this job-specific position. Participants were expert informatics nurses in the US Veterans' Healthcare System. Based on the Four Levels of Practice defined in the 2002 study by Staggers et al, the panel identified the level 2 experienced nurse as most appropriate for generic nurse manager positions. For the purposes of review, each practice level was considered to include the competencies of the levels below it. Therefore, having selected level 2 experienced nurse, this necessitated the review of levels 1 and 2, which totaled 69 competencies. From the available 69 competencies, the panel selected a total of 49 core competencies appropriate for generic nurse manager positions. This Delphi research study chose to focus on a single job-specific position to take one small step toward the recommendation of Staggers et al to identify job-specific competencies. The generic nurse manager position was selected as it is a vital position in providing leadership and support within all institutions. While the study raises several questions about how the panel elected some competencies over others, it also begins to define which levels of competencies and categories are most appropriate. With this information at hand, the next logical step would be to establish associated tools for competency development and

  6. The core competencies and MFT education: practical aspects of transitioning to a learning-centered, outcome-based pedagogy.

    PubMed

    Gehart, Diane

    2011-07-01

    The MFT core competencies and latest COAMFTE accreditation standards usher in a new paradigm for MFT education. This transition necessitates not only measuring student mastery of competencies but also, more importantly, adopting a contemporary pedagogical model. This article provides an overview of the changes, a review of parallel trends in other health professions, definitions of learning-centered and outcome-based pedagogy, and a detailed description of a systematic approach for developing a competency-based curriculum, including a list of educator competencies necessary for successful implementation.

  7. Culturally competent library services and related factors among health sciences librarians: an exploratory study

    PubMed Central

    Mi, Misa; Zhang, Yingting

    2017-01-01

    Objective This study investigated the current state of health sciences libraries’ provision of culturally competent services to support health professions education and patient care and examined factors associated with cultural competency in relation to library services and professional development. Methods This was a cross-sectional study. Data were collected with a survey questionnaire that was distributed via SurveyMonkey to several health sciences librarian email discussion lists. Results Out of 176 respondents, 163 reported serving clients from diverse cultural backgrounds. Various services were provided to develop or support initiatives in cultural competency in health professions education and patient care. A considerable number of respondents were unsure or reported no library services to support initiatives in cultural competency, although a majority of respondents perceived the importance of providing culturally competent library services (156, 89.1%) and cultural competency for health sciences librarians (162, 93.1%). Those who self-identified as nonwhites perceived culturally competent services to be more important than whites (p=0.04). Those who spoke another language in addition to English had higher self-rated cultural competency (p=0.01) than those who only spoke English. Conclusions These findings contribute to our knowledge of the types of library services provided to support cultural competency initiatives and of health sciences librarians’ perceived importance in providing culturally competent library services and cultural competency for health sciences librarians. The results suggest implications for health sciences libraries in fostering professional development in cultural competency and in providing culturally competent services to increase library use by people from a wide range of cultures and backgrounds. PMID:28377675

  8. Juvenile Competency to Stand Trial.

    PubMed

    Stepanyan, Sofia T; Sidhu, Shawn S; Bath, Eraka

    2016-01-01

    Competency to stand trial is interpreted as a protected due process right for all defendants and is defined as a defendant's fundamental knowledge and understanding of the criminal charges being filed, roles and procedures within the courtroom, and a general ability to work with the defense counsel. Questions of competency are most often raised by the judge, defense, or the prosecution, and competency evaluations are most often completed by psychiatrists or psychologists with forensic training or work experience. Mental illness, intellectual disability, developmental disorders, and developmental immaturity are the 4 main factors considered in most juvenile competency evaluations.

  9. NSSDC data listing

    NASA Technical Reports Server (NTRS)

    1982-01-01

    The first part of this listing, Satellite Data, is in an abbreviated form compared to the data catalogs published by NSSDC. It is organized by NSSDC spacecraft common name. The launch date and NSSDC ID are printed for each spacecraft. The experiments are listed alphabetically by the principal investigator's or team leader's last name following the spacecraft name. The experiment name and NSSDC ID are printed for each experiment. The data sets are listed by NSSDC ID following the experiment name. The data set name, data form code, quantity of data, and the time span of the data as verified by NSSDC are printed for each data set.

  10. Milestones: a rapid assessment method for the Clinical Competency Committee

    PubMed Central

    Nabors, Christopher; Forman, Leanne; Peterson, Stephen J.; Gennarelli, Melissa; Aronow, Wilbert S.; DeLorenzo, Lawrence; Chandy, Dipak; Ahn, Chul; Sule, Sachin; Stallings, Gary W.; Khera, Sahil; Palaniswamy, Chandrasekar; Frishman, William H.

    2016-01-01

    Introduction Educational milestones are now used to assess the developmental progress of all U.S. graduate medical residents during training. Twice annually, each program’s Clinical Competency Committee (CCC) makes these determinations and reports its findings to the Accreditation Council for Graduate Medical Education (ACGME). The ideal way to conduct the CCC is not known. After finding that deliberations reliant upon the new milestones were time intensive, our internal medicine residency program tested an approach designed to produce rapid but accurate assessments. Material and methods For this study, we modified our usual CCC process to include pre-meeting faculty ratings of resident milestones progress with in-meeting reconciliation of their ratings. Data were considered largely via standard report and presented in a pre-arranged pattern. Participants were surveyed regarding their perceptions of data management strategies and use of milestones. Reliability of competence assessments was estimated by comparing pre-/post-intervention class rank lists produced by individual committee members with a master class rank list produced by the collective CCC after full deliberation. Results Use of the study CCC approach reduced committee deliberation time from 25 min to 9 min per resident (p < 0.001). Committee members believed milestones improved their ability to identify and assess expected elements of competency development (p = 0.026). Individual committee member assessments of trainee progress agreed well with collective CCC assessments. Conclusions Modification of the clinical competency process to include pre-meeting competence ratings with in-meeting reconciliation of these ratings led to shorter deliberation times, improved evaluator satisfaction and resulted in reliable milestone assessments. PMID:28144272

  11. Competence and Competency-based Training: What the Literature Says

    ERIC Educational Resources Information Center

    Guthrie, Hugh

    2009-01-01

    This literature review, commissioned by the National Quality Council, provides a historical account of the development of competency-based training in Australia and summarises the issues arising from the range of reviews conducted on elements of the national training system. It also explores the variety of ways in which competence is conceived…

  12. Eating Competence: Nutrition Education with the Satter Eating Competence Model

    ERIC Educational Resources Information Center

    Satter, Ellyn

    2007-01-01

    The Satter Eating Competence Model (ecSatter) conceptualizes eating competence as having 4 components: eating attitudes, food acceptance, regulation of food intake and body weight, and management of the eating context (including family meals). According to ecSatter, supporting nutritional health requires establishing and maintaining positive…

  13. Building Intercultural Competence through Intercultural Competency Certification of Undergraduate Students

    ERIC Educational Resources Information Center

    Janeiro, Maria G. Fabregas; Fabre, Ricardo Lopez; Nuno de la Parra, Jose Pablo

    2014-01-01

    The Intercultural Competency Certificate (CCI in Spanish) designed for the Universidad Popular Autonoma del Estado de Puebla (UPAEP University) is a theory based comprehensive plan to develop undergraduate students' intercultural competence. This Certificate is based in the Developmental Model of Intercultural Sensitivity (DMIS) developed by…

  14. Competencies: The Competencies Debate in Australian Education and Training.

    ERIC Educational Resources Information Center

    Collins, Cherry, Ed.

    Competencies are the focal concept in the world of education and training in Australia at this moment in 1993. This book is a collection of papers and has three purposes. First, it aims to provide basic information about education and training. Second, the book aims to explore something of what competency-based education and training looks like in…

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

    PubMed

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

    2015-08-01

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

  16. Auto Collision Technician: An Instructional Guide for Teachers.

    ERIC Educational Resources Information Center

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

    This guide is designed to help teachers in auto collision technician programs for grades 11 and 12 teach the critical competencies of the program. The critical competencies covered are the High Priority-Individual (HP-I) competencies in Ohio's Occupational Competency Assessment Profile (OCAP) for Auto Collision Technician. HP-I competencies are…

  17. Collaborate, compete and share

    NASA Astrophysics Data System (ADS)

    Pugliese, Emanuele; Castellano, Claudio; Marsili, Matteo; Pietronero, Luciano

    2009-02-01

    We introduce and study a model of an interacting population of agents who collaborate in groups which compete for limited resources. Groups are formed by random matching agents and their worth is determined by the sum of the efforts deployed by agents in group formation. Agents, on their side, have to share their effort between contributing to their group’s chances to outcompete other groups and resource sharing among partners, when the group is successful. A simple implementation of this strategic interaction gives rise to static and evolutionary properties with a very rich phenomenology. A robust emerging feature is the separation of the population between agents who invest mainly in the success of their group and agents who concentrate in getting the largest share of their group’s profits.

  18. Competent and Warm?

    PubMed

    Hansen, Karolina; Rakić, Tamara; Steffens, Melanie C

    2017-01-01

    Most research on ethnicity has focused on visual cues. However, accents are strong social cues that can match or contradict visual cues. We examined understudied reactions to people whose one cue suggests one ethnicity, whereas the other cue contradicts it. In an experiment conducted in Germany, job candidates spoke with an accent either congruent or incongruent with their (German or Turkish) appearance. Based on ethnolinguistic identity theory, we predicted that accents would be strong cues for categorization and evaluation. Based on expectancy violations theory we expected that incongruent targets would be evaluated more extremely than congruent targets. Both predictions were confirmed: accents strongly influenced perceptions and Turkish-looking German-accented targets were perceived as most competent of all targets (and additionally most warm). The findings show that bringing together visual and auditory information yields a more complete picture of the processes underlying impression formation.

  19. Competing on talent analytics.

    PubMed

    Davenport, Thomas H; Harris, Jeanne; Shapiro, Jeremy

    2010-10-01

    Do investments in your employees actually affect workforce performance? Who are your top performers? How can you empower and motivate other employees to excel? Leading-edge companies such as Google, Best Buy, Procter & Gamble, and Sysco use sophisticated data-collection technology and analysis to answer these questions, leveraging a range of analytics to improve the way they attract and retain talent, connect their employee data to business performance, differentiate themselves from competitors, and more. The authors present the six key ways in which companies track, analyze, and use data about their people-ranging from a simple baseline of metrics to monitor the organization's overall health to custom modeling for predicting future head count depending on various "what if" scenarios. They go on to show that companies competing on talent analytics manage data and technology at an enterprise level, support what analytical leaders do, choose realistic targets for analysis, and hire analysts with strong interpersonal skills as well as broad expertise.

  20. Associative list processing unit

    SciTech Connect

    Hemmert, Karl Scott; Underwood, Keith D

    2014-04-01

    An associative list processing unit and method comprising employing a plurality of prioritized cell blocks and permitting inserts to occur in a single clock cycle if all of the cell blocks are not full.

  1. An Energy Resource List.

    ERIC Educational Resources Information Center

    VocEd, 1979

    1979-01-01

    Selected energy resource information, from both federal and private sources, is listed under funding, general information and assistance, recycling, solar, transportation, utilities, and wind power. Books, pamphlets, films, journals, newsletters, and other materials are included. (MF)

  2. NSSDC data listing

    NASA Technical Reports Server (NTRS)

    Horowitz, Richard

    1991-01-01

    The purpose here is to identify, in a highly summarized way, data available from the National Space Science Data Center (NSSDC). Most data are maintained as offline data sets gathered from individual instruments carried on spacecraft; these comprise the Satellite Data Listing. Descriptive names, time spans, data form, and quality of these data sets are identified in the listing, which is sorted alphabetically, first by spacecraft name and then by the principal investigator's or team leader's last name. Several data sets not associated with individual spaceflight instruments are identified in separate listings following the Satellite Data Listing. These include composite spacecraft data sets, ground based data, models, and computer routines. NSSDC also offers data via special services and systems in a number of areas, including the Astronomical Data Center, Coordinated Data Analysis Workshops, NASA Climate Data System, Pilot Land Data System, and Crustal Dynamics Data Information System.

  3. Green Power Partner List

    EPA Pesticide Factsheets

    The U.S. EPA's Green Power Partnership is a voluntary program designed to reduce the environmental impact of electricity generation by promoting renewable energy. There are thousands of Green Power Partners, all listed on this page.

  4. List identifies threatened ecosystems

    NASA Astrophysics Data System (ADS)

    Showstack, Randy

    2012-09-01

    The International Union for Conservation of Nature (IUCN) announced on 9 September that it will develop a new Red List of Ecosystems that will identify which ecosystems are vulnerable or endangered. The list, which is modeled on the group's Red List of Threatened Species™, could help to guide conservation activities and influence policy processes such as the Convention on Biological Diversity, according to the group. “We will assess the status of marine, terrestrial, freshwater, and subterranean ecosystems at local, regional, and global levels,” stated Jon Paul Rodriguez, leader of IUCN's Ecosystems Red List Thematic Group. “The assessment can then form the basis for concerted implementation action so that we can manage them sustainably if their risk of collapse is low or restore them if they are threatened and then monitor their recovery.”

  5. Identification and evaluation of competencies of health professionals in the hospital emergency management of the radiation accident victim

    SciTech Connect

    Berger, M.E.

    1982-01-01

    A preliminary list of ten competency and forty-six sub-competency statements derived from literature and consultation with experts and based on the general areas of clinical performance defined by the National Board of Medical Examiners were the concern of Phase I of this study. Forty-eight experts in nuclear medicine, radiology, radiotherapy, health physics, medical physics, radiation biology, public and occupational health, surgery, and emergency medicine and nursing considered this preliminary list of competencies and sub-competencies to determine which were essential for health professionals who may be caring for radiation accident victims in hospital emergency departments. Eight competencies and thirty-three sub-competencies were rated as Essential competencies. Competencies dealing with establishing priorities in patient care and initiating treatment, assessment, contamination control, and decontamination were highly rated. In the second part of this study, the Essential competencies were utilized in the development of an original evaluation instrument designed to identify deficiencies and continuing education needs during radiation accident drills or exercises. The instrument was designed for use in sixteen possible patient care situations in which the radiation accident victims have varying medical and radiological conditions. Development of the evaluation instrument was described.

  6. Competing on analytics.

    PubMed

    Davenport, Thomas H

    2006-01-01

    We all know the power of the killer app. It's not just a support tool; it's a strategic weapon. Companies questing for killer apps generally focus all their firepower on the one area that promises to create the greatest competitive advantage. But a new breed of organization has upped the stakes: Amazon, Harrah's, Capital One, and the Boston Red Sox have all dominated their fields by deploying industrial-strength analytics across a wide variety of activities. At a time when firms in many industries offer similar products and use comparable technologies, business processes are among the few remaining points of differentiation--and analytics competitors wring every last drop of value from those processes. Employees hired for their expertise with numbers or trained to recognize their importance are armed with the best evidence and the best quantitative tools. As a result, they make the best decisions. In companies that compete on analytics, senior executives make it clear--from the top down--that analytics is central to strategy. Such organizations launch multiple initiatives involving complex data and statistical analysis, and quantitative activity is managed atthe enterprise (not departmental) level. In this article, professor Thomas H. Davenport lays out the characteristics and practices of these statistical masters and describes some of the very substantial changes other companies must undergo in order to compete on quantitative turf. As one would expect, the transformation requires a significant investment in technology, the accumulation of massive stores of data, and the formulation of company-wide strategies for managing the data. But, at least as important, it also requires executives' vocal, unswerving commitment and willingness to change the way employees think, work, and are treated.

  7. Automotive Technician. A Competency-Based Curriculum Designed To Prepare Students for Entry-Level Employment.

    ERIC Educational Resources Information Center

    Vocational Curriculum Resource Center of Maine, Fairfield.

    This curriculum guide is designed to assist instructors in the development and implementation of a comprehensive, competency-based automotive curriculum. It contains an instructional unit for each task listed on the enclosed job analysis or DACUM (Developing a Curriculum) chart. These units include introduction, performance objectives, suggested…

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

    ERIC Educational Resources Information Center

    CHRISTENSEN, MAYNARD; CLARK, RAYMOND M.

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

  9. General Shop Competencies in Vocational Agriculture for 9th and 10th Grade Classes.

    ERIC Educational Resources Information Center

    Novotny, Ronald; And Others

    The document presents unit plans which offer list of experiences and competencies to be learned for general shop occupations in vocational agriculture. The units include: (1) arc welding, (2) oxy-acetylene welding, (3) flat concrete, (4) concrete block, (5) lumber patterns and wood building materials, (6) metal fasteners, (7) wood adhesives, (8)…

  10. Health Services: Clinical. Radiographic Aide. Instructor's Manual. Competency-Based Education.

    ERIC Educational Resources Information Center

    Cave, Julie; And Others

    This instructor's manual consists of materials for use in presenting a course in the occupational area of radiographic aide. Included in the first part of the guide are a program master sequence; a master listing of instructional materials, equipment, and supplies; an overview of the competency-based vocational education (CBVE) system; and…

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

    ERIC Educational Resources Information Center

    Peng, Lijun; Zhang, Shulin; Gu, Jibao

    2016-01-01

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

  12. Report to the President on Student Learning Competencies: Lehigh County Community College.

    ERIC Educational Resources Information Center

    Lehigh County Community Coll., Schnecksville, PA.

    An overview is provided of the activities of the President's Study Group on Student Learning Outcomes, established in 1990 at Lehigh County Community College to identify associate degree and certificate competencies and to develop strategies for their implementation and assessment. Introductory materials list the Study Group's members and review…

  13. Industrial Communications Exploration. Practical Arts. Instructor's Manual. Competency-Based Education.

    ERIC Educational Resources Information Center

    Keeton, Martha; And Others

    This manual provides curriculum materials for implementing a career exploration class in industrial communications within a Practical Arts Education program for middle/junior high school students. Introductory materials include the program master sequence, a list of industrial communications occupations, and an overview of the competency-based…

  14. Home Economics Occupations. Practical Arts. Instructor's Manual. Competency-Based Vocational Education.

    ERIC Educational Resources Information Center

    Keeton, Martha; And Others

    This manual provides curriculum materials for implementing a career exploration class in home economics occupations within a Practical Arts Education program for middle/junior high school students. Introductory materials include the program master sequence, a list of home economics occupations, and an overview of the competency-based instructional…

  15. Personal Service Exploration. Practical Arts. Instructor's Manual. Competency-Based Education.

    ERIC Educational Resources Information Center

    Keeton, Martha; And Others

    This manual provides curriculum materials for implementing a career exploration class in personal service occupations within a Practical Arts Education program for middle/junior high school students. Introductory materials include the program master sequence, a list of personal service occupations, and an overview of the competency-based…

  16. Business and Office Exploration. Practical Arts. Instructor's Manual. Competency-Based Education.

    ERIC Educational Resources Information Center

    Keeton, Martha; And Others

    This manual provides curriculum materials for implementing a career exploration class in business and office occupations within a Practical Arts Education program for middle/junior high school students. Introductory materials include the program master sequence, list of business and office occupations, and an overview of the competency-based…

  17. Environmental Control Exploration. Practical Arts. Instructor's Manual. Competency-Based Education.

    ERIC Educational Resources Information Center

    Keeton, Martha; McKinley, Douglas

    This manual provides curriculum materials for implementing a career exploration class in environmental control occupations within a Practical Arts Education program for middle/junior high school students. Introductory materials include the program master sequence, a list of environmental control occupations, an overview of the competency-based…

  18. Marine Science Exploration. Practical Arts. Instructor's Manual. Competency-Based Education.

    ERIC Educational Resources Information Center

    Keeton, Martha; McKinley, Douglas

    This manual provides curriculum materials for implementing a career exploration class in marine science occupations within a Practical Arts Education program for middle/junior high school students. Introductory materials include the program master sequence, a list of marine science occupations, and an overview of the competency-based instructional…

  19. Public Service Occupations. Practical Arts. Instructor's Manual. Competency-Based Vocational Education.

    ERIC Educational Resources Information Center

    Keeton, Martha; And Others

    This manual provides curriculum materials for implementing a career exploration class in public service occupations within a Practical Arts Education program for middle/junior high school students. Introductory materials include the program master sequence, a list of public service occupations, and an overview of the competency-based instructional…

  20. Principal's Desirability for Professional Development in Competencies Related to Leading Special Education Programs

    ERIC Educational Resources Information Center

    Pontius, Nicholas Frantz

    2010-01-01

    The purpose of this study was to determine the perceptions of public school principals within the Commonwealth of Virginia as to their desirability for professional development in leading special education programs within their schools. Given a list of 18 competencies related to leading special education principals rated their desirability for…

  1. COMPETENCIES IN AGRICULTURE NEEDED BY MALES EMPLOYED IN WHOLESALE FARM MACHINERY DISTRIBUTION.

    ERIC Educational Resources Information Center

    MAXWELL, ROBERT HAWORTH

    LISTS OF 39 AGRICULTURAL AND 37 NONAGRICULTURAL COMPETENCIES, ABILITIES, AND UNDERSTANDINGS NEEDED BY MALES EMPLOYED IN WHOLESALE FARM MACHINERY DISTRIBUTION WERE DEVELOPED BY 18 SELECTED EMPLOYEES OF WHOLESALE FARM MACHINERY FIRMS AND SENT IN QUESTIONNAIRE FORM TO 180 EMPLOYEES OF WHOLESALE FARM MACHINERY FIRMS THAT WERE COOPERATING MEMBERS OF…

  2. Heating, Ventilation, Air-conditioning, and Refrigeration. Ohio's Competency Analysis Profile.

    ERIC Educational Resources Information Center

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

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

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

    ERIC Educational Resources Information Center

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

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

  4. Health Services: Clinical. Respiratory Therapy Aide. Instructor's Manual. Competency-Based Education.

    ERIC Educational Resources Information Center

    Cave, Julie; And Others

    This instructor's manual consists of materials for use in presenting a course in the occupational area of respiratory therapy aide. Included in the first part of the guide are a program master sequence; a master listing of instructional materials, equipment, and supplies; an overview of the competency-based vocational education (CBVE) system; and…

  5. Social Competence: A Developmental Perspective.

    ERIC Educational Resources Information Center

    Eisenberg, Nancy; Harris, Jerry D.

    1984-01-01

    Effective peer relations and the enhancement of social interactions in young children play a central role in the discussion of social competence. Developmental issues relevant to the assessment of social competence including perspective taking, conceptions of friendship, interpersonal strategies and problem solving, moral judgments, and…

  6. Competency in Allied Dental Education.

    ERIC Educational Resources Information Center

    Beemsterboer, P. L.

    1994-01-01

    Implications of competency-based education for dental assistants and hygienists are examined. Such an approach would provide assistance in defining evolving roles in delivery of dental care; help in defining national competencies and analyzing appropriateness of current care; and a mechanism for developing curriculum that responds to community…

  7. Institutional Racism and Community Competence.

    ERIC Educational Resources Information Center

    Barbarin, Oscar A., Ed.; And Others

    This is a collection of papers and research reports presented at a conference that focused on mental health issues and on individual, organizational, and community competence in relation to institutional racism. The report is divided into five sections. Section 1 discusses theoretical models of racism and community competence (community…

  8. Six Areas of Teacher Competence.

    ERIC Educational Resources Information Center

    California Teachers Association, Burlingame.

    This is the third edition of the "California definition" of teacher competence, superseding "Measures of a Good Teacher" (1952) and "Teacher Competence: Its Nature and Scope" (1957). It defines the six areas as 1) director of learning, 2) counselor and guidance work, 3) mediator of the culture, 4) link with the community, 5) member of the school…

  9. Competence: Commodification of Human Ability

    ERIC Educational Resources Information Center

    Han, Soonghee

    2008-01-01

    The purpose of this article is to analyze the meaning and presumptions of competence in the concrete context of knowledge capitalism. First, the nature of competence as a "commodification of human ability" that obtains a standardized monetary value to sell in the labor market, is elucidated by applying Karl Marx's critical theory. Second, it is…

  10. 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)

  11. Experience, Competence and Workplace Learning

    ERIC Educational Resources Information Center

    Paloniemi, Susanna

    2006-01-01

    Purpose: This paper aims to examine employees' conceptions of the meaning of experience in job-competence and its development in workplace context. The aim is to bring out the variety of conceptions related to experience, competence and workplace learning. Design/methodology/approach: The paper is based on interview data from six Finnish small and…

  12. Cultural competency training in psychiatry.

    PubMed

    Qureshi, A; Collazos, F; Ramos, M; Casas, M

    2008-01-01

    Recent reports indicate that the quality of care provided to immigrant and ethnic minority patients is not at the same level as that provided to majority group patients. Although the European Board of Medical Specialists recognizes awareness of cultural issues as a core component of the psychiatry specialization, few medical schools provide training in cultural issues. Cultural competence represents a comprehensive response to the mental health care needs of immigrant and ethnic minority patients. Cultural competence training involves the development of knowledge, skills, and attitudes that can improve the effectiveness of psychiatric treatment. Cognitive cultural competence involves awareness of the various ways in which culture, immigration status, and race impact psychosocial development, psychopathology, and therapeutic transactions. Technical cultural competence involves the application of cognitive cultural competence, and requires proficiency in intercultural communication, the capacity to develop a therapeutic relationship with a culturally different patient, and the ability to adapt diagnosis and treatment in response to cultural difference. Perhaps the greatest challenge in cultural competence training involves the development of attitudinal competence inasmuch as it requires exploration of cultural and racial preconceptions. Although research is in its infancy, there are increasing indications that cultural competence can improve key aspects of the psychiatric treatment of immigrant and minority group patients.

  13. Key Skills and Competencies. Symposium.

    ERIC Educational Resources Information Center

    2002

    This document contains three papers on key skills and competencies and human resource development (HRD). "Career Related Competencies" (Marinka A.C.T. Kuijpers) reports findings from surveys completed by Dutch employees who identified these issues: self-reflection is more important than career control; age and gender influence attitude…

  14. Youth Swimmers' Understanding of Competence.

    ERIC Educational Resources Information Center

    Bocksnick, Jochen; Belyk, Joi; Napier, Linea

    2002-01-01

    Investigated the way in which youth swimmers viewed their competence and factors they associated with obtaining competence. Interviews with Canadian swimmers age 8-13 years indicated that respondents focused on what they deemed performance-relevant factors (e.g., personal effort) rather than outcome-related comparisons with other swimmers (e.g.,…

  15. Personal Competencies in Personalized Learning

    ERIC Educational Resources Information Center

    Redding, Sam

    2014-01-01

    Personal competencies--cognitive, metacognitive, motivational, and social/emotional--are applied by students in learning (mastery of knowledge and skills). These competencies are both acquired through learning and applied in the learning process. Personalized learning--a promising approach to education made practical by advances in…

  16. Competency-Based General Education.

    ERIC Educational Resources Information Center

    Hunter, Walter E.

    1979-01-01

    Presents arguments in favor of competency-based general education within the context of a program developed at Central Technical Community College (Nebraska) which utilizes an open entry, open exit approach for all programs. Outlines suggested competencies in the areas of communications and oral communications. (MB)

  17. Microcomputer Competencies for Vocational Teachers.

    ERIC Educational Resources Information Center

    Roth, Gene L.; Tesolowski, Dennis G.

    1984-01-01

    This joint research and development project of two state departments of education used the DACUM (Developing a Curriculum) process to identify microcomputer competencies for vocational instructors. Brainstorming techniques were used to identify five categories of microcomputer applications and to determine which competencies belonged in each…

  18. Conversational Competence in Academic Settings

    ERIC Educational Resources Information Center

    Bowman, Richard F.

    2014-01-01

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

  19. Conditions for Developing Communicative Competence

    ERIC Educational Resources Information Center

    Zascerinska, Jelena

    2010-01-01

    Introduction. Individuals need communicative competence for personal fulfillment and development, active citizenship, social inclusion and employment. Materials and Methods. The meaning of the key concepts of "communicative competence" and "opportunities" is studied within the search for conditions to develop. Conclusion. The theoretical findings…

  20. Holistic Competence: Putting Judgements First

    ERIC Educational Resources Information Center

    Beckett, David

    2008-01-01

    Professional practice can be conceptualised holistically, and in fact during the 1990s the "Australian model" of integrated or holistic competence emerged empirically. This piece outlines that story, and then develops a more rigorous conceptual analysis of what it is to make competent practical judgements, through inferences, in…

  1. Workforce Readiness: Competencies and Assessment.

    ERIC Educational Resources Information Center

    O'Neil, Harold F., Jr., Ed.

    This book, which is intended for professionals in the assessment/evaluation/measurement, vocational and technical education, and educational psychology communities, contains 16 papers examining specifications of work force competencies and assessment of competencies. The following papers are included: "Review of Workforce Readiness…

  2. Testing Communicative Competence: Problems and Perspectives.

    ERIC Educational Resources Information Center

    Courchene, Robert J.; De Bagheera, Jean Ivan

    1981-01-01

    A model for communicative competence, developed by Swain and Canale describes four competences within the concept of communicative competence. These are linguistic, sociolinguistic, discourse, and strategic competence. Each one involves knowledge of and ability to use the competence in question. This model raises questions on several counts; for…

  3. The List Poem: An Introduction.

    ERIC Educational Resources Information Center

    Fagin, Larry

    1991-01-01

    Discusses the use of lists and classification in poetry throughout history. Gives examples of lists in verse from Elizabethan to modern times. Offers some basic types and functions of the "list poem." Relates the lists poems of a fourth grade class. (PRA)

  4. Constructivism in cultural competence education.

    PubMed

    Hunter, Jennifer L; Krantz, Steven

    2010-04-01

    A graduate course on cultural diversity, based in constructivist theory and structured on the Process of Cultural Competence in the Delivery of Healthcare Services model, was developed and taught through classroom and online methods. The following research questions were explored: 1) Can an educational experience, built on constructivist learning theory tenets, change students' perceptions, attitudes, knowledge, and skills in the area of cultural competence? 2) Does the delivery method, online or traditional classroom, influence the degree of change? The study used a quasi-experimental, pretest-posttest control group design using the Inventory for Assessing the Process of Cultural Competence Among healthcare Professionals Revised. Findings showed significant changes (p<0.001) in cultural competence scores and subscores for all learners with both teaching modalities based on interval scale and in categories of cultural knowledge, skills, desire, and overall competence based on a nominal scale. The untaught construct of cultural desire showed the most significant improvement.

  5. Cultural competence: a constructivist definition.

    PubMed

    Blanchet Garneau, Amélie; Pepin, Jacinthe

    2015-01-01

    In nursing education, most of the current teaching practices perpetuate an essentialist perspective of culture and make it imperative to refresh the concept of cultural competence in nursing. The purpose of this article is to propose a constructivist definition of cultural competence that stems from the conclusions of an extensive critical review of the literature on the concepts of culture, cultural competence, and cultural safety among nurses and other health professionals. The proposed constructivist definition is situated in the unitary-transformative paradigm in nursing as defined by Newman and colleagues. It makes the connection between the field of competency-based education and the nursing discipline. Cultural competence in a constructivist paradigm that is oriented toward critical, reflective practice can help us develop knowledge about the role of nurses in reducing health inequalities and lead to a comprehensive ethical reflection about the social mandate of health care professionals.

  6. Nursing informatics competencies: bibliometric analysis.

    PubMed

    Kokol, Peter; Blažun, Helena; Vošner, Janez; Saranto, Kaija

    2014-01-01

    Information and communication technology is developing rapidly and it is incorporated in many health care processes, but in spite of that fact we can still notice that nursing informatics competencies had received limited attention in basic nursing education curricula in Europe and especially in Eastern European countries. The purpose of the present paper is to present the results of a bibliometric analysis of the nursing informatics competencies scientific literature production. We applied the bibliometrics analysis to the corpus of 332 papers found in SCOPUS, related to nursing informatics competencies. The results showed that there is a positive trend in the number of published papers per year, indicating the increased research interest in nursing informatics competencies. Despite the fact that the first paper was published in Denmark, the most prolific country regarding the research in nursing informatics competencies is United States as are their institutions and authors.

  7. Continued professional competence and portfolios.

    PubMed

    Byrne, Michelle; Delarose, Teresa; King, Cecil A; Leske, Jane; Sapnas, Kathryn G; Schroeter, Kathryn

    2007-01-01

    It is traditionally assumed that licensure of healthcare professionals means that they are minimally competent. Many nursing specialty organizations offer examinations and other processes for certification, suggesting that certification is associated with continued competency. Can standardized examination for certification and continuing education for recertification ensure continued competency? Continuing education and testing provide a limited picture of an individual's knowledge and/or skill acquisition in a limited area at one point in time. However, portfolios promote critical thinking, self-assessment, and individual accountability. A portfolio is a portable mechanism for evaluating competencies that may otherwise be difficult to assess. This article summarizes some of the literature addressing portfolios, including aspects of portfolio development process, the value of portfolios versus continuing education for competency assessment, evidence associated with portfolio usage, and suggestions for organizing nursing portfolios.

  8. The hot list strategy.

    SciTech Connect

    Wos, L.; Pieper, G. W.; Mathematics and Computer Science

    1999-01-01

    Experimentation strongly suggests that, for attacking deep questions and hard problems with the assistance of an automated reasoning program, the more effective paradigms rely on the retention of deduced information. A significant obstacle ordinarily presented by such a paradigm is the deduction and retention of one or more needed conclusions whose complexity sharply delays their consideration. To mitigate the severity of the cited obstacle, I formulated and feature in this article the hot list strategy. The hot list strategy asks the researcher to choose, usually from among the input statements characterizing the problem under study, one or more statements that are conjectured to play a key role for assignment completion. The chosen statements--conjectured to merit revisiting, again and again--are placed in an input list of statements, called the hot list. When an automated reasoning program has decided to retain a new conclusion C--before any other statement is chosen to initiate conclusion drawing--the presence of a nonempty hot list (with an appropriate assignment of the input parameter known as heat) causes each inference rule in use to be applied to C together with the appropriate number of members of the hot list. Members of the hot list are used to complete applications of inference rules and not to initiate applications. The use of the hot list strategy thus enables an automated reasoning program to briefly consider a newly retained conclusion whose complexity would otherwise prevent its use for perhaps many CPU-hours. To give evidence of the value of the strategy, I focus on four contexts: (1) dramatically reducing the CPU time required to reach a desired goal, (2) finding a proof of a theorem that had previously resisted all but the more inventive automated attempts, (3) discovering a proof that is more elegant than previously known, and (4) answering a question that had steadfastly eluded researchers relying on an automated reasoning program. I also

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

    ERIC Educational Resources Information Center

    Henczel, Sue

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

  10. NSSDC data listing

    NASA Technical Reports Server (NTRS)

    Horowitz, Richard; King, Joseph H.

    1990-01-01

    In a highly summarized way, data available from the National Space Science Data Center (NSSDC) is identified. Most data are offline data sets (on magnetic tape or as film/print products of various sizes) from individual instruments carried on spacecraft; these compose the Satellite Data Listing. Descriptive names, time spans, data form, and quantity of these data sets are identified in the listing, which is sorted alphabetically-first by spacecraft name and then by the principal investigator's or team leader's last name. Several data sets held at NSSDC, not associated with individual spaceflight instruments, are identified in separate listings following the Satellite Data Listing. These data sets make up the Supplementary Data Listings and include composite spacecraft data sets, ground-based data, models, and computer routines. The identifiers used in the Supplementary Data Listings were created by NSSDC and are explained in the pages preceding the listings. Data set form codes are listed. NSSDC offers primarily archival, retrieval, replication, and dissemination services associated with the data sets discussed in the two major listings identified above. NSSDC also provides documentation which enables the data recipient to use the data received. NSSDC is working toward expanding presently limited capabilities for data subsetting and for promotion of data files to online residence for user downloading. NSSDC data holdings span the range of scientific disciplines in which NASA is involved, and include astrophysics, lunar and planetary science, solar physics, space plasma physics, and Earth science. In addition to the functions mentioned above, NSSDC offers data via special services and systems in a number of areas, including Astronomical Data Center (ADC), Coordinated Data Analysis Workshops (CDAWs), NASA Climate Data System (NCDS), Pilot Land Data System (PLDS), and Crustal Dynamics Data Information System (CDDIS). Furthermore, NSSDC has a no-password account on its

  11. List-mode likelihood

    PubMed Central

    Barrett, Harrison H.; White, Timothy; Parra, Lucas C.

    2010-01-01

    As photon-counting imaging systems become more complex, there is a trend toward measuring more attributes of each individual event. In various imaging systems the attributes can include several position variables, time variables, and energies. If more than about four attributes are measured for each event, it is not practical to record the data in an image matrix. Instead it is more efficient to use a simple list where every attribute is stored for every event. It is the purpose of this paper to discuss the concept of likelihood for such list-mode data. We present expressions for list-mode likelihood with an arbitrary number of attributes per photon and for both preset counts and preset time. Maximization of this likelihood can lead to a practical reconstruction algorithm with list-mode data, but that aspect is covered in a separate paper [IEEE Trans. Med. Imaging (to be published)]. An expression for lesion detectability for list-mode data is also derived and compared with the corresponding expression for conventional binned data. PMID:9379247

  12. Competency Model 101. The Process of Developing Core Competencies.

    ERIC Educational Resources Information Center

    Eichelberger, Lisa Wright; Hewlett, Peggy O'Neill

    1999-01-01

    The Mississippi Competency Model defines nurses' roles as provider (caregiver, teacher, counselor, advocate), professional (scholar, collaborator, ethicist, researcher), and manager (leader, facilitator, intrapreneur, decision maker, technology user) for four levels of nursing: licensed practical nurse, associate degree, bachelor's degree, and…

  13. Core competencies in internal medicine.

    PubMed

    Porcel, José Manuel; Casademont, Jordi; Conthe, Pedro; Pinilla, Blanca; Pujol, Ramón; García-Alegría, Javier

    2012-06-01

    The working group on Competencies of Internal Medicine from the Spanish Society of Internal Medicine (SEMI) proposes a series of core competencies that we consider should be common to all European internal medicine specialists. The competencies include aspects related to patient care, clinical knowledge, technical skills, communication skills, professionalism, cost-awareness in medical care and academic activities. The proposal could be used as a working document for the Internal Medicine core curriculum in the context of the educational framework of medical specialties in Europe.

  14. Genetic competence in Bacillus subtilis.

    PubMed Central

    Dubnau, D

    1991-01-01

    Genetic competence may be defined as a physiological state enabling a bacterial culture to bind and take up high-molecular-weight exogenous DNA (transformation). In Bacillus subtilis, competence develops postexponentially and only in certain media. In addition, only a minority of the cells in a competent culture become competent, and these are physiologically distinct. Thus, competence is subject to three regulatory modalities: growth stage specific, nutritionally responsive, and cell type specific. This review summarizes the present state of knowledge concerning competence in B. subtilis. The study of genes required for transformability has permitted their classification into two broad categories. Late competence genes are expressed under competence control and specify products required for the binding, uptake, and processing of transforming DNA. Regulatory genes specify products that are needed for the expression of the late genes. Several of the late competence gene products have been shown to be membrane localized, and others are predicted to be membrane associated on the basis of amino acid sequence data. Several of these predicted protein sequences show a striking resemblance to gene products that are involved in the export and/or assembly of extracellular proteins and structures in gram-negative organisms. This observation is consistent with the idea that the late products are directly involved in transport of DNA and is equally consistent with the notion that they play a morphogenetic role in the assembly of a transport apparatus. The competence regulatory apparatus constitutes an elaborate signal transduction system that senses and interprets environmental information and passes this information to the competence-specific transcriptional machinery. Many of the regulatory gene products have been identified and partially characterized, and their interactions have been studied genetically and in some cases biochemically as well. These include several

  15. Addressing Competencies for the Future in the Professional Curriculum

    PubMed Central

    Kelley, Kristi W.; Hammer, Dana P.; Haines, Stuart T.; Marlowe, Karen F.

    2009-01-01

    This paper reviews the literature, analyzes current and future practice, develops a list of competencies necessary for future pharmacists, and provides recommendations to pharmacy's academic enterprise regarding curricula of the future. Curricula of the future will center around 3 functional roles for pharmacists: patient-centered care, population-based care, and systems management; and must also foster the development of 5 cross-cutting abilities in student pharmacists: professionalism, self-directed learning, leadership and advocacy, interprofessional collaboration, and cultural competency. Future curricula must be developed in an evidence-based manner, focus less on information storage and retrieval, engage student pharmacists in a variety of highly interactive learning experiences, and expand experiential learning opportunities throughout all years. PMID:20221349

  16. Exit competencies in pathology and laboratory medicine for graduating medical students: the Canadian approach.

    PubMed

    Ford, Jason; Pambrun, Chantale

    2015-05-01

    Physicians in every medical and surgical field must be able to use pathology concepts and skills in their practice: for example, they must order and interpret the correct laboratory tests, they must use their understanding of pathogenesis to diagnose and treat, and they must work with the laboratory to care for their patients. These important concepts and skills may be ignored by medical schools and even national/international organizations setting graduation expectations for medical students. There is an evolving international consensus about the importance of exit competencies for medical school graduates, which define the measurable or observable behaviors each graduate must be able to demonstrate. The Canadian Association of Pathologists (CAP) Education Group set out to establish the basic competencies in pathology and laboratory medicine which should be expected of every medical graduate: not competencies for pathologists, but for medical graduates who intend to enter any residency program. We defined 4 targets for pathology and laboratory medicine exit competencies: that they represent only measurable behaviors, that they be clinically focused, that they be generalizable to every medical graduate, and that the final competency document be user-friendly. A set of competencies was developed iteratively and underwent final revision at the 2012 CAP annual meeting. These competencies were subsequently endorsed by the CAP executive and the Canadian Leadership Council on Laboratory Medicine. This clinically focused consensus document provides the first comprehensive list of exit competencies in pathology and laboratory medicine for undergraduate medical education.

  17. Toddlers: Competence and Behavioral Patterns

    ERIC Educational Resources Information Center

    Hendrickson, Norejane; Hansen, Sally L.

    1977-01-01

    An interaction analysis observation instrument, with categories found in the definition of "executive competence" by Wenar and related to R. White's effectance motivation, was used to observe 37 toddlers with their mothers. (SB)

  18. Competencies for Information Systems Workers.

    ERIC Educational Resources Information Center

    Everett, Donna R.; O'Neil, Sharon Lund

    1990-01-01

    Through survey research using the DACUM approach and the Delphi technique, 8 broad skill categories and 278 competencies were determined to have some degree of importance for information systems workers. (Author)

  19. Competency-Based Achievement System

    PubMed Central

    Ross, Shelley; Poth, Cheryl N.; Donoff, Michel; Humphries, Paul; Steiner, Ivan; Schipper, Shirley; Janke, Fred; Nichols, Darren

    2011-01-01

    Abstract Problem addressed Family medicine residency programs require innovative means to assess residents’ competence in “soft” skills (eg, patient-centred care, communication, and professionalism) and to identify residents who are having difficulty early enough in their residency to provide remedial training. Objective of program To develop a method to assess residents’ competence in various skills and to identify residents who are having difficulty. Program description The Competency-Based Achievement System (CBAS) was designed to measure competence using 3 main principles: formative feedback, guided self-assessment, and regular face-to-face meetings. The CBAS is resident driven and provides a framework for meaningful interactions between residents and advisors. Residents use the CBAS to organize and review their feedback, to guide their own assessment of their progress, and to discern their future learning needs. Advisors use the CBAS to monitor, guide, and verify residents’ knowledge of and competence in important skills. Conclusion By focusing on specific skills and behaviour, the CBAS enables residents and advisors to make formative assessments and to communicate their findings. Feedback indicates that the CBAS is a user-friendly and helpful system to assess competence. PMID:21918129

  20. Auto Technician: An Instructional Guide for Teachers.

    ERIC Educational Resources Information Center

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

    This guide is designed to help teachers in automotive technician programs for grades 11 and 12 teach the critical competencies of the program. The critical competencies covered are the Priority 1 competencies in Ohio Occupational Competency Assessment Profile (OCAP) for Automotive Technician. Teacher materials include program/instructor resources,…

  1. Water Conservation Resource List.

    ERIC Educational Resources Information Center

    NJEA Review, 1981

    1981-01-01

    Alarmed by the growing water shortage, the New Jersey State Office of Dissemination has prepared this annotated list of free or inexpensive instructional materials for teaching about water conservation, K-l2. A tipsheet for home water conservation is appended. (Editor/SJL)

  2. List 47: blue honeysuckle

    Technology Transfer Automated Retrieval System (TEKTRAN)

    This summary presents the descriptions of a newly released blue honeysuckle (Lonicera cerulea L.) cultivar for the List of New Fruit and Nut Cultivars. This blue honeysuckle cultivar was released in Canada in 2012 and has pending Plant Breeder’s Rights Certification with Agriculture Canada. The cult...

  3. NSSDC data listing

    NASA Technical Reports Server (NTRS)

    Horowitz, Richard; King, Joseph H.

    1993-01-01

    This document identifies, in a highly summarized way, all the data held at the NSSDC. These data cover astrophysics and astronomy, solar and space physics, planetary and lunar, and Earth science disciplines. They are primarily, but not exclusively, from past and ongoing NASA spaceflight missions. We first identify all the data electronically available through NSSDC's principal online (magnetic disk-based) and nearline (robotics jukebox-based) systems, and then those data available on CDROM's. Finally, we identify all NSSDC-held data, the majority of which are still offline on magnetic tape, film, etc., but including the electronically accessible and CD-ROM resident data of earlier sections. These comprehensive identifications are in the form of two listings, one for the majority of NSSDC-held data sets resulting from individual instruments flown on individual spacecraft, and the other listing for the remainder of NSSDC-held data sets which do not adhere to this spacecraft/experiment/dataset hierarchy. The latter listing is presented in two parts, one for the numerous source catalogs of the NSSDC-operated Astronomical Data Center, and the other for the remainder. Access paths to all these data, and to further information about each, are also given in the related sections of this Data Listing. Note that this document is a companion to the electronically accessible information files (in particular, the NASA Master Directory) at NSSDC which also identify NSSDC-resident (and other) data.

  4. Superfund: National Priorities List (NPL)

    EPA Pesticide Factsheets

    Sites are listed on the National Priorities List (NPL) upon completion of Hazard Ranking System (HRS) screening, public solicitation of comments about the proposed site, and after all public comments have been addressed.

  5. Establishing Competence: Qualification of Power Plant Personnel.

    ERIC Educational Resources Information Center

    Chapman, Colin R.

    1992-01-01

    Discusses the International Atomic Energy Agency's definition of competence for nuclear power plant operations personnel, how competence can be identified with intellectual, physical, and psychological attributes, how levels of competence are determined, how education, training, and experience establish competence, objectives and costs of training…

  6. Competency Based Education Curriculum for Data Processing.

    ERIC Educational Resources Information Center

    West Virginia State Vocational Curriculum Lab., Cedar Lakes.

    This curriculum for data processing is organized into four learning modules. Each module is comprised of four to seven competencies. A student competency sheet provided for each competency is organized into this format: module and competency number and name, performance guide, learning activities, and an evaluation. Where appropriate, student…

  7. Administrator Preparation Programs: Problems in Evaluating Competence.

    ERIC Educational Resources Information Center

    Kelley, Edgar A.

    Judgments about competence are always relative, tentative, and situation-specific. An effective competency-based program for preparation of school administrators must base judgments about competency development on the same sources that will judge on-the-job administrative competency. The four most common instructional orientations to administrator…

  8. Juvenile offenders: competence to stand trial.

    PubMed

    Soulier, Matthew

    2012-12-01

    This article details the legal background and assists the reader in the preparation and practical conduct of evaluations regarding juvenile adjudicative competency. The material is presented to be useful as a guide to direct questions of competency and covers aspects of evaluation that include: legal standard for competency to stand trial, developmental immaturity, current practice in juvenile competency to stand trial, forensic evaluation of juvenile competency to stand trial, organizing the evaluation, collateral sources of information, psychiatric evaluation of juvenile adjudicative competency, assessment of mental disorder and intellectual disability, assessment of developmental status, assessment of functional abilities for adjudicative competence, and reaching the forensic opinion.

  9. A New Academic Vocabulary List

    ERIC Educational Resources Information Center

    Gardner, Dee; Davies, Mark

    2014-01-01

    This article presents our new Academic Vocabulary List (AVL), derived from a 120-million-word academic subcorpus of the 425-million-word Corpus of Contemporary American English (COCA; Davies 2012). We first explore reasons why a new academic core list is warranted, and why such a list is still needed in English language education. We also provide…

  10. Reading List in Classification Theory.

    ERIC Educational Resources Information Center

    Richmond, Phyllis A.

    The reading list contains 180 references and serves as an introduction to classification research literature. While the list includes major viewpoints on basic work in the field of classification as well as related areas, it excludes critical literature. The major divisions of the reading list are: (1) Definition: What is Classification, (2)…

  11. Assessing Core Competencies

    NASA Astrophysics Data System (ADS)

    Narayanan, M.

    2004-12-01

    Catherine Palomba and Trudy Banta offer the following definition of assessment, adapted from one provided by Marches in 1987. Assessment in the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development. (Palomba and Banta 1999). It is widely recognized that sophisticated computing technologies are becoming a key element in today's classroom instructional techniques. Regardless, the Professor must be held responsible for creating an instructional environment in which the technology actually supplements learning outcomes of the students. Almost all academic disciplines have found a niche for computer-based instruction in their respective professional domain. In many cases, it is viewed as an essential and integral part of the educational process. Educational institutions are committing substantial resources to the establishment of dedicated technology-based laboratories, so that they will be able to accommodate and fulfill students' desire to master certain of these specific skills. This type of technology-based instruction may raise some fundamental questions about the core competencies of the student learner. Some of the most important questions are : 1. Is the utilization of these fast high-powered computers and user-friendly software programs creating a totally non-challenging instructional environment for the student learner ? 2. Can technology itself all too easily overshadow the learning outcomes intended ? 3. Are the educational institutions simply training students how to use technology rather than educating them in the appropriate field ? 4. Are we still teaching content-driven courses and analysis oriented subject matter ? 5. Are these sophisticated modern era technologies contributing to a decline in the Critical Thinking Capabilities of the 21st century technology-savvy students ? The author tries to focus on technology as a tool and not on the technology

  12. Executive competencies in healthcare administration: preceptors of the Army-Baylor University Graduate Program.

    PubMed

    Finstuen, Kenn; Mangelsdorff, A David

    2006-01-01

    The purpose of this research was to identify the mentoring and executive competencies required among preceptors of the Army-Baylor University Graduate Program in Health and Business Administration, and to specify the requisite skills, knowledge, and abilities (SKAs) needed to achieve those competencies. In the first wave of inquiry, a list of 123 competencies and associated SKAs was elicited from a network of 80 current and past preceptor executives employing a Delphi methodology using e-mail. An expert panel, which consisted of seven past program directors, examined and sorted the list into four preceptor content domains, viz., Health Systems Management (HS Management), Leadership, Residency Administration, and Community Involvement. Frequency analyses showed that the HS Management domain constituted over half of the competencies, with particular emphasis on strategic thinking, planning, billing, finance, manpower, and contracting. In the second wave, the preceptor Delphi network reviewed the expertpanel list and made 7-pointSKA importance ratings on an 80-item structured questionnaire representative of the four domains. Findings indicated thataverage SKA ratings were reliable and agreed upon to a high degree among preceptors. Results, rank ordered by SKA item means within preceptor content domains and overall, suggested that the most important rated items centered on teamwork, negotiation, interpersonal skills, communication, leadership vision, and customer and healthcare business operations. Outcomes from the competency list are expected to be useful for preceptor mentoring, self-assessment, and for professional development. Additionally, specific SKAs can provide a means for developing job requirements and career performance criteria at a behavioral task level, and can contribute information for identifying continuing education and conference topical needs.

  13. Patient-centered care: the key to cultural competence.

    PubMed

    Epner, D E; Baile, W F

    2012-04-01

    Much of the early literature on 'cultural competence' focuses on the 'categorical' or 'multicultural' approach, in which providers learn relevant attitudes, values, beliefs, and behaviors of certain cultural groups. In essence, this involves learning key 'dos and don'ts' for each group. Literature and educational materials of this kind focus on broad ethnic, racial, religious, or national groups, such as 'African American', 'Hispanic', or 'Asian'. The problem with this categorical or 'list of traits' approach to clinical cultural competence is that culture is multidimensional and dynamic. Culture comprises multiple variables, affecting all aspects of experience. Cultural processes frequently differ within the same ethnic or social group because of differences in age cohort, gender, political association, class, religion, ethnicity, and even personality. Culture is therefore a very elusive and nebulous concept, like art. The multicultural approach to cultural competence results in stereotypical thinking rather than clinical competence. A newer, cross cultural approach to culturally competent clinical practice focuses on foundational communication skills, awareness of cross-cutting cultural and social issues, and health beliefs that are present in all cultures. We can think of these as universal human beliefs, needs, and traits. This patient centered approach relies on identifying and negotiating different styles of communication, decision-making preferences, roles of family, sexual and gender issues, and issues of mistrust, prejudice, and racism, among other factors. In the current paper, we describe 'cultural' challenges that arise in the care of four patients from disparate cultures, each of whom has advanced colon cancer that is no longer responding to chemotherapy. We then illustrate how to apply principles of patient centered care to these challenges.

  14. One Health Core Competency Domains

    PubMed Central

    Frankson, Rebekah; Hueston, William; Christian, Kira; Olson, Debra; Lee, Mary; Valeri, Linda; Hyatt, Raymond; Annelli, Joseph; Rubin, Carol

    2016-01-01

    The emergence of complex global challenges at the convergence of human, animal, and environmental health has catalyzed a movement supporting “One Health” approaches. Despite recognition of the importance of One Health approaches to address these complex challenges, little effort has been directed at identifying the seminal knowledge, skills, and attitudes necessary for individuals to successfully contribute to One Health efforts. Between 2008 and 2011, three groups independently embarked on separate initiatives to identify core competencies for professionals involved with One Health approaches. Core competencies were considered critically important for guiding curriculum development and continuing professional education, as they describe the knowledge, skills, and attitudes required to be effective. A workshop was convened in 2012 to synthesize the various strands of work on One Health competencies. Despite having different mandates, participants, and approaches, all of these initiatives identified similar core competency domains: management; communication and informatics; values and ethics; leadership; teams and collaboration; roles and responsibilities; and systems thinking. These core competency domains have been used to develop new continuing professional education programs for One Health professionals and help university curricula prepare new graduates to be able to contribute more effectively to One Health approaches. PMID:27679794

  15. Lists as Research Technologies

    PubMed Central

    Müller-Wille, Staffan; Charmantier, Isabelle

    2013-01-01

    The Swedish naturalist Carl Linnaeus (1707-1778) is famous for having turned botany into a systematic discipline, through his classification systems – most notably the sexual system – and his nomenclature. Throughout his life, Linnaeus experimented with various paper technologies designed to display information synoptically. The list took pride of place among these and is also the common element of more complex representations he produced, such as genera descriptions or his “natural system.” Taking our clues from the anthropology of writing, we want to demonstrate that lists can be considered as genuine research technologies. They possess a potential to generate research problems of their own but also pose limitations to inquiries that can only be overcome by the use of new media. PMID:23488242

  16. RCRA NPL listing policy

    SciTech Connect

    Not Available

    1986-09-10

    The directive discusses that on 6/10/86, EPA announced the first phase of a new policy for listing RCRA Subtitle C facilities on the NPL (51 FR 21057-21062 and 21109-21112). The document presents interim guidance for implementation of the new policy and solicits information from the Regions to assist in the final policy development. Specifically this includes the final and proposed RCRA/NPL listing policy; provides a questionnaire for an initial screening of potential NPL sites with respect to their RCRA status; solicits suggestions about effective policy development and implementation from the Regional Offices; and identifies an interim course of action until more definitive guidance is available.

  17. Lists as research technologies.

    PubMed

    Müller-Wille, Staffan; Charmantier, Isabelle

    2012-12-01

    The Swedish naturalist Carl Linnaeus (1707-1778) is famous for having turned botany into a systematic discipline, through his classification systems--most notably the sexual system--and his nomenclature. Throughout his life, Linnaeus experimented with various paper technologies designed to display information synoptically. The list took pride of place among these and is also the common element of more complex representations he produced, such as genera descriptions and his "natural system." Taking clues from the anthropology of writing, this essay seeks to demonstrate that lists can be considered as genuine research technologies. They possess a potential to generate research problems of their own but also pose limitations to inquiries that can be overcome only by the use of new media.

  18. NSSDC Data listing

    NASA Technical Reports Server (NTRS)

    1981-01-01

    A convenient reference to space science and supportive data available from the National Space Science Data Center (NSSDC) is provided. Satellite data are organized by NSSDC spacecraft common name. The launch date and NSSDC ID are given. Experiments are listed alphabetically by the principal investigator or team leader. The experiment name and NSSDC ID, data set ID, data set name, data form code, quantity of data, and the time span of the data as verified by NSSDC are shown. Ground-based data, models, computer routines, and composite spacecraft data that are available from NSSDC are listed alphabetically by discipline, source, data type, data content, and data set. The data set name, data form code, quantity of data, and the time span covered where appropriate are included.

  19. Competing Synchronization of Nonlinear Oscillators

    NASA Astrophysics Data System (ADS)

    Rosa, Epaminondas

    2006-03-01

    Coupled nonlinear oscillators abound in nature and in man-made devices. Think for example of two neurons in the brain competing to get the attention of a third neuron, and eventually developing some sort of synchronization process. This is a common feature involving oscillators in general, and can be studied using numerical simulations and/or experimental setups. In this talk, results involving electronic circuits and plasma discharges will be presented showing interesting features related to the types of oscillators and to the types of couplings. In particular, for the case of two oscillators competing for synchronization with a third one, the target oscillator synchronizes alternately to one or the other of the competing oscillators. The time intervals of synchronous states vary in a random-like manner. Numerical and experimental results will be presented and the consistency between them will be discussed.

  20. 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.

  1. Successful strategies for competing networks

    NASA Astrophysics Data System (ADS)

    Aguirre, J.; Papo, D.; Buldú, J. M.

    2013-04-01

    Competitive interactions represent one of the driving forces behind evolution and natural selection in biological and sociological systems. For example, animals in an ecosystem may vie for food or mates; in a market economy, firms may compete over the same group of customers; sensory stimuli may compete for limited neural resources to enter the focus of attention. Here, we derive rules based on the spectral properties of the network governing the competitive interactions between groups of agents organized in networks. In the scenario studied here the winner of the competition, and the time needed to prevail, essentially depend on the way a given network connects to its competitors and on its internal structure. Our results allow assessment of the extent to which real networks optimize the outcome of their interaction, but also provide strategies through which competing networks can improve on their situation. The proposed approach is applicable to a wide range of systems that can be modelled as networks.

  2. Competence, continuing education, and computers.

    PubMed

    Hegge, Margaret; Powers, Penny; Hendrickx, Lori; Vinson, Judith

    2002-01-01

    A survey of RNs in South Dakota was performed to determine their perceived level of competence, the extent to which their continuing nursing education (CNE) needs are being met, and their use of computers for CNE. Nationally certified nurses rated themselves significantly more competent than nurses who are not nationally certified. Fewer than half of the RNs reported their CNE needs were being met despite geographic access to CNE and programs available in their specialty. Three-fourths of nurses had computers at home while 76% had computers at work, yet fewer than 20% of nurses used these computers for CNE.

  3. Cultural Competency Revised: The California Brief Multicultural Competence Scale

    ERIC Educational Resources Information Center

    Gamst, Glenn; Dana, Richard H.; Der-Karabetian, Aghop; Aragon, Myriam; Arellano, Leticia; Morrow, Gloria; Martenson, Luann

    2004-01-01

    The authors describe the development of the California Brief Multicultural Competence Scale (CBMCS). The 21-item CBMCS was derived from principal component analysis, item content validated by a panel of experts, and confirmatory factor analyses. Several studies provided internal consistency, subscale intercorrelations, criterion-related…

  4. [Essential competences for the management of health care networks].

    PubMed

    Vergara, Marcos; Bisama, Ligia; Moncada, Patricio

    2012-12-01

    We suggest that in order to fulfill the health needs of the majority of the Chilean population, which is beneficiary of the public health system, essential organizational skills should be developed for network administration among Self-administered Hospitals, Network Manager and Primary Health Care facilities. Self-administered Hospitals should be competent in managing service options according to their strategy for development, reference and counter-reference mechanisms and waiting lists, to optimize queuing. The Network Manager should be competent in demand management that is regulated, investments management that determines future development in terms of population needs and stakeholders' management, which is a political viability type of management. Finally, the Primary Health Care manager should be competent in demand management as a strategic partner of the Network Manager, community participation and management of interlinked areas, articulating social networks and sanitary impact management. At each level and within levels, there are crossroads that promote synergies. Based on the development of essential skills, a practice with strategic intentions, organization managers will develop team work skills.

  5. Health literacy practices and educational competencies for health professionals: a consensus study.

    PubMed

    Coleman, Clifford A; Hudson, Stan; Maine, Lucinda L

    2013-01-01

    Health care professionals often lack adequate knowledge about health literacy and the skills needed to address low health literacy among patients and their caregivers. Many promising practices for mitigating the effects of low health literacy are not used consistently. Improving health literacy training for health care professionals has received increasing emphasis in recent years. The development and evaluation of curricula for health professionals has been limited by the lack of agreed-upon educational competencies in this area. This study aimed to identify a set of health literacy educational competencies and target behaviors, or practices, relevant to the training of all health care professionals. The authors conducted a thorough literature review to identify a comprehensive list of potential health literacy competencies and practices, which they categorized into 1 or more educational domains (i.e., knowledge, skills, attitudes) or a practice domain. The authors stated each item in operationalized language following Bloom's Taxonomy. The authors then used a modified Delphi method to identify consensus among a group of 23 health professions education experts representing 11 fields in the health professions. Participants rated their level of agreement as to whether a competency or practice was both appropriate and important for all health professions students. A predetermined threshold of 70% agreement was used to define consensus. After 4 rounds of ratings and modifications, consensus agreement was reached on 62 out of 64 potential educational competencies (24 knowledge items, 27 skill items, and 11 attitude items), and 32 out of 33 potential practices. This study is the first known attempt to develop consensus on a list of health literacy practices and to translate recommended health literacy practices into an agreed-upon set of measurable educational competencies for health professionals. Further work is needed to prioritize the competencies and practices in

  6. A Study of Entry-Level Employment Technological Competencies for the Junior College Graduates Majoring in Electronic Engineering.

    ERIC Educational Resources Information Center

    Chen, Woei-Kae; Chang, Liang-Te

    A study examined the technological competencies of the electronic engineering departments of junior colleges in Taiwan. It used a combination of two methods--a revised DACUM (Developing a Curriculum) process and a revised V-TECS (Vocational-Technical Education Consortium of States) process--to analyze the duty/task profile and task/element list of…

  7. Competency Based Refresher Nurse Curriculum.

    ERIC Educational Resources Information Center

    Lombardo, Mary C.

    This competency-based course is designed to update the skills and knowledge of inactive nurses desiring to return to active practice. Focus of the course is on organizing and managing patient care using the nursing process; performing nursing procedures, including medication administration; and reintegrating oneself into the professional…

  8. Ohio Information Technology Competency Profile.

    ERIC Educational Resources Information Center

    Ohio State Dept. of Education, Columbus.

    This profile includes a comprehensive set of information technology competencies that are grounded in core academic subject areas and built around four occupational clusters (information services and support, network systems, programming and software development, and interactive media) that reflect the job opportunities and skills required for…

  9. The Social Competence of Play.

    ERIC Educational Resources Information Center

    Fein, Greta G.

    This is a study of how young children gain social competence through pretend play or role playing. Subjects were 38 Caucasian children (19 females, 19 males) who were observed at four ages: 12, 18, 24 and 30 months. The same set of toys, which included a doll, a saucepan, doll bottles, coffee mug, teacup, teaspoon, doll crib, blanket, toy phone…

  10. Implementing Competence Frameworks in Mexico

    ERIC Educational Resources Information Center

    de Anda, Maria Luisa

    2011-01-01

    This article is based on the Mexican case study undertaken as part of the comparative study of the implementation and impact of National Qualifications Frameworks (NQF). Even though Mexico does not have a comprehensive NQF, the country has considerable experience in the development of labour competence technical standards; these share some aims…

  11. Teacher Competencies in Community Education.

    ERIC Educational Resources Information Center

    Miller, Brian P.

    A project identified and validated minimal competencies that describe what K-8 classroom teachers actually do in community education. A total of 27 participants from four Phoenix elementary schools, each of which had an active community education program, identified tasks in five areas related to community education. These were program planning,…

  12. Residential Construction. Competencies for Articulation.

    ERIC Educational Resources Information Center

    Southeast Community Coll., Lincoln, NE.

    Developed by high school teachers and junior college instructors in cooperation with representatives of business and industry, these materials are designed to help students move from class to class, from secondary to postsecondary education, and from school to employment. The materials consist of student outcomes; competencies for job or advanced…

  13. Instruction of Competent Psychomotor Skill

    ERIC Educational Resources Information Center

    Olson, Valerie Dong

    2008-01-01

    Instruction of competent psychomotor skill necessitates an eclectic approach. The principles of learning, complemented with learning styles and sensory modalities preferences, provide a background for teaching physical skills. The use of the psychomotor domain of Bloom's Taxonomy as a map and corresponding behavioral objectives foster the mastery…

  14. Death Competence: An Ethical Imperative

    ERIC Educational Resources Information Center

    Gamino, Louis A.; Ritter, R. Hal, Jr.

    2012-01-01

    The authors argued that death competence, defined as specialized skill in tolerating and managing clients' problems related to dying, death, and bereavement, is a necessary prerequisite for ethical practice in grief counseling. A selected review of the literature tracing the underpinnings of this concept reveals how a robust construct of death…

  15. Competency-Based Behavioral Interviewing

    ERIC Educational Resources Information Center

    Garrigues, Sarah M.

    2012-01-01

    Directors too often rely primarily on their hunches to guide them in employee selection. But what if their hunches are only 30 percent correct? Potentially, one bad hire could be responsible for a noticeable decrease in enrollment and, as a result, the school's net revenue. In this article, the author discusses the Competency-Based Behavioral…

  16. Handwriting Development, Competency, and Intervention

    ERIC Educational Resources Information Center

    Feder, Katya P.; Majnemer, Annette

    2007-01-01

    Failure to attain handwriting competency during the school-age years often has far-reaching negative effects on both academic success and self-esteem. This complex occupational task has many underlying component skills that may interfere with handwriting performance. Fine motor control, bilateral and visual-motor integration, motor planning,…

  17. Competing Explanations of Undergraduate Noncompletion

    ERIC Educational Resources Information Center

    Attewell, Paul; Heil, Scott; Reisel, Liza

    2011-01-01

    In this paper we analyze longitudinal data from a nationally representative panel of college entrants to test and compare several theoretical explanations of college degree attainment and noncompletion. So far, relatively little emphasis has been placed on determining the relative and combined predictive power of competing explanations or…

  18. Science Competencies That Go Unassessed

    ERIC Educational Resources Information Center

    Gilmer, Penny J.; Sherdan, Danielle M.; Oosterhof, Albert; Rohani, Faranak; Rouby, Aaron

    2011-01-01

    Present large-scale assessments require the use of item formats, such as multiple choice, that can be administered and scored efficiently. This limits competencies that can be measured by these assessments. An alternative approach to large-scale assessments is being investigated that would include the use of complex performance assessments. As…

  19. Methods of Identifying Marketing Competencies

    ERIC Educational Resources Information Center

    Crawford, Lucy C.; Ertel, Kenneth A.

    1970-01-01

    The competency pattern and the task analysis are two approaches used to identify content that affects the distributive education curriculum. These and other research tools provide essential information about capabilities required for entrance into and persistence in careers at prescribed levels of distributive jobs. (Author)

  20. Multivariate Model of Infant Competence.

    ERIC Educational Resources Information Center

    Kierscht, Marcia Selland; Vietze, Peter M.

    This paper describes a multivariate model of early infant competence formulated from variables representing infant-environment transaction including: birthweight, habituation index, personality ratings of infant social orientation and task orientation, ratings of maternal responsiveness to infant distress and social signals, and observational…

  1. Fundamental Contradictions in Cultural Competence

    ERIC Educational Resources Information Center

    Johnson, Yvonne M.; Munch, Shari

    2009-01-01

    Cultural competence (CC) is considered highly relevant to social work practice with clients belonging to ethnic and racial minority groups, as the burgeoning literature and creation of practice standards on CC attest. However, examination of the conceptual underpinnings of CC reveals several major anomalies. The authors argue that several aspects…

  2. What Core Competencies Are Related to Teachers' Innovative Teaching?

    ERIC Educational Resources Information Center

    Zhu, Chang; Wang, Di; Cai, Yonghong; Engels, Nadine

    2013-01-01

    The purpose of this study is to investigate teachers' core competencies in relation to their innovative teaching performance. Based on the literature and previous studies in this field, four competencies (learning competency, educational competency, social competency and technological competency) are theorised as core competencies for teachers'…

  3. Identification list of binaries

    NASA Astrophysics Data System (ADS)

    Malkov,, O.; Karchevsky,, A.; Kaygorodov, P.; Kovaleva, D.

    The Identification List of Binaries (ILB) is a star catalogue constructed to facilitate cross-referencing between different catalogues of binary stars. As of 2015, it comprises designations for approximately 120,000 double/multiple systems. ILB contains star coordinates and cross-references to the Bayer/Flemsteed, DM (BD/CD/CPD), HD, HIP, ADS, WDS, CCDM, TDSC, GCVS, SBC9, IGR (and some other X-ray catalogues), PSR designations, as well as identifications in the recently developed BSDB system. ILB eventually became a part of the BDB stellar database.

  4. Kiswahili Competency Based Manual. Revised.

    ERIC Educational Resources Information Center

    Nzioka, Mary; And Others

    This guide is designed for Swahili language training of Peace Corps workers in Kenya, and reflects daily communication needs in that context. It consists of a series of topical lessons that contain simple dialogues, a vocabulary list, explanatory grammar notes, several exercises, and cultural notes. Lesson topics include greetings and…

  5. Competencies in occupational and environmental health nursing.

    PubMed

    2007-11-01

    The American Association of Occupational Health Nurses, Inc. has delineated nine categories of competency in occupational and environmental health nursing. Within each category, three levels of achievement or competence are identified.

  6. 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)

  7. Listing Occupational Carcinogens

    PubMed Central

    Siemiatycki, Jack; Richardson, Lesley; Straif, Kurt; Latreille, Benoit; Lakhani, Ramzan; Campbell, Sally; Rousseau, Marie-Claude; Boffetta, Paolo

    2004-01-01

    The occupational environment has been a most fruitful one for investigating the etiology of human cancer. Many recognized human carcinogens are occupational carcinogens. There is a large volume of epidemiologic and experimental data concerning cancer risks in different work environments. It is important to synthesize this information for both scientific and public health purposes. Various organizations and individuals have published lists of occupational carcinogens. However, such lists have been limited by unclear criteria for which recognized carcinogens should be considered occupational carcinogens, and by inconsistent and incomplete information on the occupations and industries in which the carcinogenic substances may be found and on their target sites of cancer. Based largely on the evaluations published by the International Agency for Research on Cancer, and augmented with additional information, the present article represents an attempt to summarize, in tabular form, current knowledge on occupational carcinogens, the occupations and industries in which they are found, and their target organs. We have considered 28 agents as definite occupational carcinogens, 27 agents as probable occupational carcinogens, and 113 agents as possible occupational carcinogens. These tables should be useful for regulatory or preventive purposes and for scientific purposes in research priority setting and in understanding carcinogenesis. PMID:15531427

  8. NSSDC data listing

    NASA Technical Reports Server (NTRS)

    Horowitz, Richard; King, Joseph H.

    1994-01-01

    This document identifies, in a highly summarized way, all the data held at the National Space Science Data Center (NSSDC). These data cover astrophysics and astronomy, solar and space physics, planetary and lunar, and Earth science disciplines. They are primarily but not exclusively from past and on-going NASA spaceflight missions. We first identify all the data electronically available through NSSDC's principal on-line (magnetic disk-based) and near-line (robotics jukebox-based) systems and then those data available on CD-ROM's. Finally, we identify all NSSDC-held data, the majority of which are still off line on magnetic tape, film, etc., but include the electronically accessible and CD-ROM-resident data of earlier sections. These comprehensive identifications are in the form of two listings, one for the majority of NSSDC-held data sets resulting from individual instruments flown on individual spacecraft and the other for the remainder of NSSDC-held data sets that do not adhere to this spacecraft/experiment/data set hierarchy. The latter listing is presented in two parts, one for the numerous source catalogs of the NSSDC-operated Astronomical Data Center and the other for the remainder.

  9. Evaluating Adult's Competency: Application of the Competency Assessment Process

    PubMed Central

    Giroux, Dominique; Tétreault, Sylvie; Landry, Marie-Pier

    2015-01-01

    Competency assessment of adults with cognitive impairment or mental illness is a complex process that can have significant consequences for their rights. Some models put forth in the scientific literature have been proposed to guide health and social service professionals with this assessment process, but none of these appear to be complete. A new model, the Competency Assessment Process (CAP), was presented and validated in other studies. This paper adds to this corpus by presenting both the CAP model and the results of a survey given to health and social service professionals on its practical application in their clinical practice. The survey was administered to 35 participants trained in assessing competency following the CAP model. The results show that 40% of participants use the CAP to guide their assessment and the majority of those who do not yet use it plan to do so in the future. A large majority of participants consider this to be a relevant model and believe that all interdisciplinary teams should use it. These results support the relevance of the CAP model. Further research is planned to continue the study of the application of CAP in healthcare facilities. PMID:26257978

  10. Relationship between language competence and emotional competence in middle childhood.

    PubMed

    Beck, Luna; Kumschick, Irina R; Eid, Michael; Klann-Delius, Gisela

    2012-06-01

    Research on children's emotional competence has received considerable attention in the last decade, including the role of language. Language competence (LC) and emotional competence (EC) comprise multiple components. These components and their specific interrelations have not been studied sufficiently. In our study, we examined relations between multiple components of LC and EC in a sample of 210 school-age children. Five measures represented LC: receptive vocabulary, verbal fluency, literacy, narrative structure, and the narrative use of evaluative devices. Four measures represented EC: expressive emotion vocabulary, declarative emotion knowledge, awareness of mixed emotions, and facial emotion recognition. Results showed strong positive correlations between LC and EC ranging between r = .12 and r = .45. In particular, receptive vocabulary and literacy were closely related to emotion knowledge and awareness of mixed emotions. A confirmatory factor analysis revealed that there is a common general ability factor for LC and EC. We discuss why receptive vocabulary and literacy might be so strongly related to emotion knowledge in school-age children. Our findings have implications for developmental psychologists, educational research, and speech-language pathologists.

  11. Qualitative Description of Global Health Nursing Competencies by Nursing Faculty in Africa and the Americas

    PubMed Central

    Wilson, Lynda; Moran, Laura; Zarate, Rosa; Warren, Nicole; Ventura, Carla Aparecida Arena; Tamí-Maury, Irene; Mendes, Isabel Amélia Costa

    2016-01-01

    Abstract Objective: to analyze qualitative comments from four surveys asking nursing faculty to rate the importance of 30 global health competencies for undergraduate nursing programs. Method: qualitative descriptive study that included 591 individuals who responded to the survey in English (49 from Africa and 542 from the Americas), 163 who responded to the survey in Spanish (all from Latin America), and 222 Brazilian faculty who responded to the survey in Portuguese. Qualitative comments were recorded at the end of the surveys by 175 respondents to the English survey, 75 to the Spanish survey, and 70 to the Portuguese survey. Qualitative description and a committee approach guided data analysis. Results: ten new categories of global health competencies emerged from the analysis. Faculty also demonstrated concern about how and when these competencies could be integrated into nursing curricula. Conclusion: the additional categories should be considered for addition to the previously identified global health competencies. These, in addition to the guidance about integration into existing curricula, can be used to guide refinement of the original list of global health competencies. Further research is needed to seek consensus about these competencies and to develop recommendations and standards to guide nursing curriculum development. PMID:27276020

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

    NASA Technical Reports Server (NTRS)

    Schmidt, Lacey

    2008-01-01

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

  13. Keynote Address: Developing and Measuring Competence.

    ERIC Educational Resources Information Center

    Otter, Sue

    1992-01-01

    In distinguishing it from occupational competence, this article defines competence in higher education as a cluster of qualities, characteristics, and abilities that may or may not have clear vocational applications. Suggests that a competence model based on industry's clearly defined roles and performances would be inappropriate for higher…

  14. Health Technologies State Tech Prep Competency Profile.

    ERIC Educational Resources Information Center

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

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

  15. Cultural Competence of International Humanitarian Workers

    ERIC Educational Resources Information Center

    Chang, Wei-Wen

    2007-01-01

    As global interaction and cultural diversity become prominent, cultural competence has received more attention. To understand nonprofit organizations' (NPO's) international workers' learning process in terms of cultural competence, this study used a cultural competence attainment model as a theoretical framework, enlisted 10 Taiwanese…

  16. Evaluating Positive Social Competence in Preschool Populations

    ERIC Educational Resources Information Center

    Joy, Jennifer M.

    2016-01-01

    Social competence is seen as a critical aspect of academic and social success; however, the construct is often minimized to a set of social skills or the absence of negative behaviors. The current study aims to broaden the understanding of social competence by incorporating the factors associated with the development of social competence and the…

  17. Information Competency: Challenges and Strategies for Development.

    ERIC Educational Resources Information Center

    Academic Senate for California Community Colleges, Sacramento.

    In 1996, the California Community College Board of Governors (BOG) issued a policy statement identifying information competency as a priority. Recognizing information competency as an academic and professional matter, in May 1999 the Chancellor delegated the issue of information competency as a graduation requirement to the Academic Senate for…

  18. Systematic approach in petroleum personnel competence assessment

    NASA Astrophysics Data System (ADS)

    Romanyuk, Vera; Nekhoda, Evgeniya; Dmitriev, Andrey; Khudyakov, Dmitriy; Pozdeeva, Galina

    2016-09-01

    The article is devoted to professional competence improvement of personnel in the petroleum industry. The technique for competence assessment optimization in oil and gas well drilling is developed. The specification for the oil and gas industry competence profiles has been provided.

  19. The Perceived Competence Scale for Children.

    ERIC Educational Resources Information Center

    Harter, Susan

    1982-01-01

    A new self-report instrument, the Perceived Competence Scale for Children, is described. Emphasis is placed on the assessment of a child's sense of competence across different domains, instead of on viewing perceived competence as a unitary construct. (Author/RH)

  20. Science Unlimited: Grades K-6 Competency Matrix.

    ERIC Educational Resources Information Center

    Pennsylvania State Dept. of Education, Harrisburg. Div. of Arts and Sciences.

    This competency matrix matches the primary and intermediate Science Unlimited lessons with the established competencies which appear in the Science Unlimited competency continuum. Primary lessons deal with: investigating dripping faucets; classification/sorting; smell; eyes; color; air; weather; observation and description; mystery boxes; change;…

  1. Expanding Multicultural Competence through Social Justice Leadership

    ERIC Educational Resources Information Center

    Arredondo, Patricia; Perez, Patricia

    2003-01-01

    Social justice and multicultural competence have been inextricably linked for nearly four decades, influencing the development of multicultural competency standards and guidelines and organizational change in psychology. This response provides a historical perspective on the evolution of competencies and offers clarifications regarding their…

  2. Domestic Violence, Emotional Competence, and Child Adjustment

    ERIC Educational Resources Information Center

    Katz, Lynn Fainsilber; Hessler, Danielle M.; Annest, Amalia

    2007-01-01

    This article examined emotion competence in children exposed to domestic violence (DV). It also examined the hypothesis that children's emotional competence mediates relations between DV and children's later difficulties with peers and behavioral adjustment. DV was assessed when children were at the age of five, emotional competence was assessed…

  3. Dell Hymes's Construct of "Communicative Competence"

    ERIC Educational Resources Information Center

    Cazden, Courtney B.

    2011-01-01

    Cazden reflects on theoretical and sociopolitical origins of Hymes's construct of communicative competence in events occurring just before and after 1960 in the U.S. She comments on Hymes's emphasis on competence not as abstract systemic potential of a language, but as capability located in individual persons; and she explores competence as both…

  4. Minimum Competency Testing and the Handicapped.

    ERIC Educational Resources Information Center

    Wildemuth, Barbara M.

    This brief overview of minimum competency testing and disabled high school students discusses: the inclusion or exclusion of handicapped students in minimum competency testing programs; approaches to accommodating the individual needs of handicapped students; and legal issues. Surveys of states that have mandated minimum competency tests indicate…

  5. Business/Computer Technologies. State Competency Profile.

    ERIC Educational Resources Information Center

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

    This document contains 272 competencies, grouped into 36 units, for tech prep programs in the business/computer technology cluster. The competencies were developed through collaboration of Ohio business, industry, and labor representatives and secondary and associate degree educators. The competencies are rated either "essential"…

  6. Interactive Media Technologies. State Competency Profile.

    ERIC Educational Resources Information Center

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

    This document contains 143 competencies, grouped into 25 units, for tech prep programs in the interactive media technologies cluster. The competencies were developed through collaboration of Ohio business, industry, and labor representatives and secondary and associate degree educators. The competencies are rated either "essential"…

  7. 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…

  8. 18 CFR 5.28 - Competing applications.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 18 Conservation of Power and Water Resources 1 2010-04-01 2010-04-01 false Competing applications. 5.28 Section 5.28 Conservation of Power and Water Resources FEDERAL ENERGY REGULATORY COMMISSION... Competing applications. (a) Site access for a competing applicant. The provisions of § 16.5 of this...

  9. Ethics competencies in the business of dentistry.

    PubMed

    Rosenblum, A B

    2001-03-01

    Ethics is the systematic study of human conduct examined in the light of moral values and principles. It is the most important competency in dentistry, in business, and in life. Competency in ethics requires an understanding of its accepted principles, and such competency is the obligation of every dental professional.

  10. Developing Communicative Competence in University Language Programmes

    ERIC Educational Resources Information Center

    Šajgalíková, Helena; Breeze, Ruth

    2013-01-01

    This article deals with university language teaching in the perspective of its shift from linguistic competence towards communicative competence, and presents some aspects of the underlying process. It analyses the findings from a survey conducted within the Leonardo project "Transparency in the Acquired Language Competences" (TALC;…

  11. Competence: Conceptual Approach and Practice in France

    ERIC Educational Resources Information Center

    Le Deist, Francoise

    2009-01-01

    Purpose: The purpose of this article is to analyse the conceptual approaches to competence and practice in competence management in France. Design/methodology/approach: Extensive literature review, discussion with academic experts in the French competence network of AGRH and interviews concerning developments following the 2003 national agreement…

  12. Observing and Planning for Play and Competence.

    ERIC Educational Resources Information Center

    Neumann, Eva A.

    This paper presents a framework useful for preschool and elementary teachers in developing a basic understanding of competency and play and their interrelationship. Specific guidelines are given for observing and planning toward increasing opportunities for competency and play. Competency is viewed as consisting of growth, risk-taking, and a…

  13. Count Listings in the October 2001 MLA "Job Information List."

    ERIC Educational Resources Information Center

    ADE Bulletin, 2002

    2002-01-01

    Presents the annual coding of positions listed in the October 2001 Modern Language Association (MLA) "Job Information List." Notes increases in the number of English as well as foreign language positions. Presents numerous additional findings. Includes 10 tables and 5 figures of data. (RS)

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

    ERIC Educational Resources Information Center

    Usakli, Hakan

    2016-01-01

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

  15. Phytochromes in photosynthetically competent plants

    SciTech Connect

    Pratt, L.H.

    1990-07-01

    Plants utilize light as a source of information in photomorphogenesis and of free energy in photosynthesis, two processes that are interrelated in that the former serves to increase the efficiency with which plants can perform the latter. Only one pigment involved in photomorphogenesis has been identified unequivocally, namely phytochrome. The thrust of this proposal is to investigate this pigment and its mode(s) of action in photosynthetically competent plants. Our long term objective is to characterize phytochrome and its functions in photosynthetically competent plants from molecular, biochemical and cellular perspectives. It is anticipated that others will continue to contribute indirectly to these efforts at the physiological level. The ultimate goal will be to develop this information from a comparative perspective in order to learn whether the different phytochromes have significantly different physicochemical properties, whether they fulfill independent functions and if so what these different functions are, and how each of the different phytochromes acts at primary molecular and cellular levels.

  16. Competencies Framework for Climate Services.

    NASA Astrophysics Data System (ADS)

    Aguilar, Enric

    2016-04-01

    The World Climate Conference-3 (Geneva, 2009) established the Global Framework for Climate Services (GFCS) to enable better management of the risks of climate variability and change and adaptation to climate change at all levels, through development and incorporation of science-based climate information and prediction into planning, policy and practice. The GFCS defines Climate Services as the result of transforming climate data into climate information in a way that responds to user needs and assists decision-making by individuals and organizations. Capacity Development is a cross-cutting pillar of the GFCS to ensure that services are provided by institutions with professionals whom achieved the adequate set of competencies recommended by WMO, which are yet to be fully defined. The WMO-Commission for Climatology Expert Team on Education and Training, ET-ETR, has been working to define a Competencies Framework for Climate Services to help the institutions to deliver high quality climate services in compliance with WMO standards and regulations, specifically those defined by WMO's Commission for Climatology and the GFCS. This framework is based in 5 areas or competence, closely associated to the areas of work of climate services providers: create and manage climate data sets; derive products from climate data; create and/or interpret climate forecasts and model output; ensure the quality of climate information and services; communicate climatological information with users. With this contribution, we intend to introduce to a wider audience the rationale behind these 5 top-level competency statements and the performance criteria associated with them, as well as the plans of the ET-ETR for further developing them into an instrument to support education and training within the WMO members, specially the National Meteorological and Hydrological Services.

  17. Competence and competency-based nursing education: finding our way through the issues.

    PubMed

    Pijl-Zieber, Em M; Barton, Sylvia; Konkin, Jill; Awosoga, Olu; Caine, Vera

    2014-05-01

    The language of competence is widely utilized in both the regulation of nursing practice and curricular design in nursing education. The notion of competence defines what it means to be a professional, although it is not the only way of describing nursing practice. Unfortunately, there is much confusion about the concepts of competence, competency, and competency-based education. As well, the notion of competence, despite its global popularity, has flaws. In this paper we will disentangle these terms and critique the use of competence frameworks in nursing education.

  18. Development of a core competency model for the master of public health degree.

    PubMed

    Calhoun, Judith G; Ramiah, Kalpana; Weist, Elizabeth McGean; Shortell, Stephen M

    2008-09-01

    Core competencies have been used to redefine curricula across the major health professions in recent decades. In 2006, the Association of Schools of Public Health identified core competencies for the master of public health degree in graduate schools and programs of public health. We provide an overview of the model development process and a listing of 12 core domains and 119 competencies that can serve as a resource for faculty and students for enhancing the quality and accountability of graduate public health education and training. The primary vision for the initiative is the graduation of professionals who are more fully prepared for the many challenges and opportunities in public health in the forthcoming decade.

  19. Development of a Core Competency Model for the Master of Public Health Degree

    PubMed Central

    Calhoun, Judith G.; Ramiah, Kalpana; Weist, Elizabeth McGean; Shortell, Stephen M.

    2008-01-01

    Core competencies have been used to redefine curricula across the major health professions in recent decades. In 2006, the Association of Schools of Public Health identified core competencies for the master of public health degree in graduate schools and programs of public health. We provide an overview of the model development process and a listing of 12 core domains and 119 competencies that can serve as a resource for faculty and students for enhancing the quality and accountability of graduate public health education and training. The primary vision for the initiative is the graduation of professionals who are more fully prepared for the many challenges and opportunities in public health in the forthcoming decade. PMID:18633093

  20. Competency Recommendations for Advancing Nursing Informatics in the Next Decade: International Survey Results.

    PubMed

    Ronquillo, Charlene; Topaz, Maxim; Pruinelli, Lisiane; Peltonen, Laura-Maria; Nibber, Raji

    2017-01-01

    The IMIA-NIstudents' and emerging professionals' working group conducted a large international survey in 2015 regarding research trends in nursing informatics. The survey was translated into half-a-dozen languages and distributed through 18 international research collaborators' professional connections. The survey focused on the perspectives of nurse informaticians. A total of 272 participants responded to an open ended question concerning recommendations to advance nursing informatics. Five key areas for action were identified through our thematic content analysis: education, research, practice, visibility and collaboration. This chapter discusses these results with implications for nursing competency development. We propose how components of various competency lists might support the key areas for action. We also identify room to further develop existing competency guidelines to support in-service education for practicing nurses, promote nursing informatics visibility, or improve and facilitate collaboration and integration with other professions.

  1. Clients' ratings of counselor multicultural competency.

    PubMed

    Fuertes, Jairo N; Brobst, Karen

    2002-08-01

    Differences in perceptions between Euro American and ethnic minority respondents were examined to compare the role of counselor multicultural competency in multicultural versus traditional counseling. Results showed a strong positive correlation between clients' ratings of counselors' multicultural competencies and clients' ratings of counselors' general competency and empathy. However, when comparisons were made between Euro American and ethnic minority clients' on satisfaction, counselor multicultural competency explained a large and significant amount of variance for the ethnic minority sample only, above and beyond counselor general competency and empathy. Results are discussed in the context of relevant literature and suggestions for future research.

  2. Competence and the occupational therapy entrepreneur.

    PubMed

    Foto, M

    1998-10-01

    That which constitutes competence in an occupational therapy entrepreneur is not well delineated, even though the role of entrepreneur requires that such a person possess a particular set of knowledge and skills in order to be competent. The question of competence in an occupational therapy entrepreneur is increasingly important because the number of practitioners assuming this role has grown in recent times. Indeed, a connection exists between the competence of occupational therapy entrepreneurs and the future stature of the profession. Still, the issue remains: How will occupational therapy entrepreneurs be judged competent? Peer evaluation is one possibility, but the ultimate measure will be marketplace success.

  3. Cosmetology Series. Duty Task List.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    This document contains the occupational duty/task lists for three occupations in the cosmetology series. Each occupation is divided into a number of duties. A separate page for each duty in the occupation lists the tasks in that duty along with its code number and columns to indicate whether that particular duty has been taught and to provide…

  4. Listing of Food Service Equipment.

    ERIC Educational Resources Information Center

    National Sanitation Foundation, Ann Arbor, MI. Testing Lab.

    A comprehensive listing of food service equipment including--(1) companies authorized to use the National Sanitation Foundation seal of approval, and (2) equipment listed as meeting NSF standards including soda fountains, spray-type dishwashers, dishwashing equipment, cooking equipment, commerical cooking and warming equipment, freezers,…

  5. Microcomputer Series. Duty Task List.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    This document contains the occupational duty/task lists for eight occupations in the microcomputer series. Each occupation is divided into 5 to 11 duties. A separate page for each duty in the occupation lists the tasks in that duty along with its code number and columns to indicate whether that particular duty has been taught and to provide space…

  6. Printing Series. Duty Task List.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    This document contains the occupational duty/task lists for 10 occupations in the printing series. Each occupation is divided into a number of duties. A separate page for each duty in the occupation lists the tasks in that duty along with its code number and columns to indicate whether that particular duty has been taught and to provide space for…

  7. Advisory List of Computer Courseware.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh. Div. of Educational Media.

    Computer courseware appropriate for instruction in grades K-12 is listed in two advisory lists. Entries, selected from materials submitted by producers which received favorable reviews by educators, are arranged in the following categories: arts education, communication skills, mathematics, science, utility (a quiz generator), word processing, and…

  8. Welding Series. Duty Task List.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    This document contains the occupational duty/task lists for six occupations in the welding series. Each occupation is divided into a number of duties. A separate page for each duty in the occupation lists the tasks in that duty along with its code number and columns to indicate whether that particular duty has been taught and to provide space for…

  9. Toxic Substances List. 1972 Edition.

    ERIC Educational Resources Information Center

    Christensen, Herbert E., Ed.; And Others

    The second edition of the Toxic Substances List, containing some 13,000 entries, is prepared annually by the National Institute for Occupational Safety and Health (NIOSH) in compliance with the Occupational Safety and Health Act of 1970. The purpose of the List is to identify all known toxic substances but not to quantitate the hazard. The List…

  10. Evaluating continuing competency: a challenge for nursing.

    PubMed

    Alien, Patricia; Lauchner, Kathryn; Bridges, Ruth Ann; Francis-Johnson, Patricia; McBride, Susan G; Olivarez, Arturo

    2008-02-01

    Twenty-five nurse leaders met at an invitational conference in Texas to discuss professional nurse competency evaluation. Conference attendees who were statewide nursing leaders in practice, education, and administration identified ways to evaluate competency. Responses were recorded and clustered into the following patterns: (1) components of competency evaluation, (2) barriers and challenges to evaluating competency, and (3) recommendations for evaluating competency. Conference attendees reported competency includes the abilities to think in action, have confidence and clarity in decision making, and retrieve information throughout the career trajectory. Nurses must demonstrate the ability to access evidence-based information and synthesize it within the context of practice situations. Self-reflection and self-assessment are necessary components to competency evaluation for the improvement of nursing practice.

  11. Components of competence in the community aged.

    PubMed

    Thomae, H

    1992-12-01

    Following a discussion of different approaches to the definition of 'competence' and their theoretical background, the need for both situation-specific and global conceptualizations of this construct is stressed. Aside from competencies for physical and social survival, those related to psychological survival should be considered. A battery of indicators of competence, as used in the Bonn Longitudinal Study on Aging (BOLSA), was helpful in identifying six groups of elderly people with different levels of competence in the range of 'normal' aging. Cognitive and personality variables most significantly differentiated the competence groups. On the basis of these findings, the value of complex competence models and the need for situation-specific and person-specific assessments of competence is stressed.

  12. 75 FR 76021 - Agency Information Collection Activities: Passenger List/Crew List (CBP Form I-418)

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-12-07

    ... SECURITY Customs and Border Protection Agency Information Collection Activities: Passenger List/Crew List... concerning the Passenger List/Crew List (CBP Form I-418). This request for comment is being made pursuant to...: Passenger List/Crew List. OMB Number: 1651-0103. Form Number: CBP Form I-418. Abstract: CBP Form I-418...

  13. [How to promote health competence at work].

    PubMed

    Eickholt, Clarissa; Hamacher, W; Lenartz, N

    2015-09-01

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

  14. Leadership and Cultural Competence of Healthcare Professionals

    PubMed Central

    Dauvrin, Marie; Lorant, Vincent

    2015-01-01

    Background International migration is a global phenomenon challenging healthcare professionals to provide culturally competent care. Objectives The purpose of this study was to investigate the influence of leaders on the cultural competence of healthcare professionals. Methods A cross-sectional survey was conducted from 2010 to 2012 to obtain data for a social network analysis in 19 inpatient services and five primary care services in Belgium. The Competences in Ethnicity and Health questionnaire was used. A total of 507 healthcare professionals, including 302 nurses, identified their social relationships with other healthcare professionals working in their service. Highest in-degree centrality was used to identify the leaders within each health service. Multiple regressions with the Huber sandwich estimator were used to link cultural competence of leaders with the cultural competence of the rest of the healthcare staff. Results Cultural competence of the healthcare staff was associated with the cultural competence of the leaders. This association remained significant for two specific domains of cultural competence—mediation and paradigm—after controlling for contextual and sociodemographic variables. Interaction analysis suggested that the leadership effect varied with the degree of cultural competence of the leaders. Discussion Cultural competence among healthcare professionals is acquired partly through leadership. Social relationships and leadership effects within health services should be considered when developing and implementing culturally competent strategies. This requires a cautious approach as the most central individuals are not always the same persons as the formal leaders. PMID:25871625

  15. A new taxonomy of Dutch personality traits based on a comprehensive and unrestricted list of descriptors.

    PubMed

    De Raad, Boele; Barelds, Dick P H

    2008-02-01

    A list of 2,365 personality descriptive items was selected from a computerized database of the Dutch language. The list included terms from various word classes, such as trait adjectives, trait nouns, and trait verbs, and from expressions in which the meaning was drawn from a combination of words. The items were administered to 1,466 participants, who provided self- or other-ratings. Principal components analyses were performed on both original and ipsatized data. The data set was split to investigate the invariance of the factors. The analyses yielded a final 8-factorial structure that included the Big 5. Three new trait factors were discovered, namely Virtue, Competence, and Hedonism.

  16. Safety equipment list

    SciTech Connect

    Lavender, J.C.; Roe, N.A.

    1995-04-13

    This analysis assigns preliminary safety class (SC) designations to major systems and structures associated with the Multi-Function Waste Tank Facility (MWTF) project in accordance with the Multi-Function QAPP, W-236A (Hall 1994). Also included are SC assignments for those subsystems and major components of the major systems discussed in this document (see Appendices A and B). Component safety classifications have been completed through inspection (using engineering judgement) for simple systems, and through use of logic models (i.e., fault trees) for complicated systems. This analysis is intended to augment the SC systems list supplied in Chapter 9 of the MWTF Preliminary Safety Analysis Report (WHC 1994). Whereas WHC (1994) only addresses select systems, this analysis addresses the SC ramifications of all MWTF systems and structures as identified in the Title 1 design media. This document provides additional analyses of the system safety classifications assignments, and classifies systems not addressed in WHC (1994). This analysis specifically describes the safety functions) that must be performed by each MWTF system.

  17. An investigation of anatomical competence in junior medical doctors.

    PubMed

    Vorstenbosch, Marc A T M; Kooloos, Jan G M; Bolhuis, Sanneke M; Laan, Roland F J M

    2016-01-01

    Because of a decrease of the time available for anatomy education, decisions need to be made to reduce the relevant content of the anatomy curriculum. Several expert consensus initiatives resulted in lists of structures, lacking analysis of anatomical competence. This study aims to explore the use of anatomical knowledge by medical doctors in an attempt to delineate the nature of anatomical competence. The research question is: what kind of anatomical knowledge do junior medical doctors use during a consultation with a patient presenting with a shoulder complaint? Ten junior medical doctors participated in this stimulated recall study. Each of them was videotaped while performing a consultation with a standardized patient with a complex shoulder complaint. The recording was viewed immediately after. Participants were videotaped again while verbalizing the thoughts they remembered having during the consultation. Verbatim transcriptions were coded by two coders using the qualitative data analysis ATLAS.ti software. Results were that these junior medical doctors used anatomical knowledge in all phases of the consultation, especially during physical examination. The use of anatomical terms was strongly associated with clinical reasoning and it was apparent that every subject visualized relevant anatomical information. Conclusion is that young medical doctors actively use their anatomical knowledge and it seems that the relevant anatomy consists largely of adequate visual representations in memory. Anatomy teachers should focus the students' learning activity on building an adequate visual representation of anatomical structures. This should be supported by assessments that test the quality of the students' visual representations.

  18. Electrocardiographic interpretation skills of cardiology residents: are they competent?

    PubMed

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

    2014-12-01

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

  19. Workforce competencies in behavioral health: an overview.

    PubMed

    Hoge, Michael A; Paris, Manuel; Adger, Hoover; Collins, Frank L; Finn, Cherry V; Fricks, Larry; Gill, Kenneth J; Haber, Judith; Hansen, Marsali; Ida, D J; Kaplan, Linda; Northey, William F; O'Connell, Maria J; Rosen, Anita L; Taintor, Zebulon; Tondora, Janis; Young, Alexander S

    2005-01-01

    Competency-based training approaches are being used more in healthcare to guide curriculum content and ensure accountability and outcomes in the educational process. This article provides an overview of the state of competency development in the field of behavioral health. Specifically, it identifies the groups and organizations that have conducted and supported this work, summarizes their progress in defining and assessing competencies, and discusses both the obstacles and future directions for such initiatives. A major purpose of this article is to provide a compendium of current competency efforts so that these might inform and enhance ongoing competency development in the varied behavioral health disciplines and specialties. These varied resources may also be useful in identifying the core competencies that are common to the multiple disciplines and specialties.

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

    PubMed

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

    2017-03-24

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

  1. Pesticide Data Submitters List (PDSL)

    EPA Pesticide Factsheets

    The Pesticide Data Submitters List is a compilation of names and addresses of registrants who wish to be notified and offered compensation for use of their data. It was developed to assist pesticide applicants in fulfilling their obligation under FIFRA.

  2. List 9 - Active CERCLIS Sites:

    EPA Pesticide Factsheets

    The List 9 displays the sequence of activities undertaken at active CERCLIS sites. An active site is one at which site assessment, removal, remedial, enforcement, cost recovery, or oversight activities are being planned or conducted.

  3. STS-107 Master Experiment List

    NASA Technical Reports Server (NTRS)

    2002-01-01

    A master list of the various experiments conducted aboard the STS-107 Space Mission is presented. The topics include: 1) Biology; 2) Earth and Space Sciences; 3) Physical Sciences; 4) Space Product Development; and 6) Technology Development.

  4. Evaluating medico-legal decisional competency criteria.

    PubMed

    Whiting, Demian

    2015-06-01

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

  5. Competency Education and Evaluation: Issues and Dilemmas

    ERIC Educational Resources Information Center

    Short, Ronald R.

    1977-01-01

    Competency education in the applied behavioral sciences can be enhanced by synethesizing the values of humanistic psychology with the measurement, evaluation, and accountability that characterize behavioral psychology. (Author)

  6. Unsubscribe, pleeezz!!!: management and training of media competence in computer-mediated communication.

    PubMed

    Jonas, Kai J; Boos, Margarete; Sassenberg, Kai

    2002-08-01

    Computer-mediated communication (CMC) has created a new communication divide. Mostly, this division is due to technical and access problems. Overlooked is yet another divide in terms of user communication competence. This contribution focuses on media competence based on theories about communication competence and theories about CMC. Two field studies are presented: an analysis of a virtual seminar chat communication (22 participants, 3 weeks' duration) and an analysis of unsubscribe-failures within 2 years of a German mailing list (average of 1,000 subscriptions). Data from both studies reveal that help-seeking CMC users with low media-specific competence experience setbacks in terms of interpersonal relations and information gathering. There is a spiral of neutral to negative reactions and an increase in stress and aggression-related language in the reaction of the addressed peers. From the perspective of external raters, we found a contraintuitive result: The style, content, and wording of the message of the respondent is considered as an indicator for a less competent and socially attractive person behind the follow-up message than those of the initial message. On the one hand, media experts are needed and appreciated as technical problem-solvers; on the other hand, they might be perceived as socially narrow-minded freaks who are less interested in the task itself than in CMC-based task completion. This leads to the question of how sensibility for the social context, task orientation, and media competence can be combined (and trained for) in one person. Two competence trainings for text-based synchronous and asynchronous communication are introduced as interventions.

  7. Evaluating Community Health Advisor (CHA) Core Competencies: The CHA Core Competency Retrospective Pretest/Posttest (CCCRP).

    PubMed

    Story, Lachel; To, Yen M

    2016-05-01

    Health care and academic systems are increasingly collaborating with community health advisors (CHAs) to provide culturally relevant health interventions that promote sustained community transformation. Little attention has been placed on CHA training evaluation, including core competency attainment. This study identified common CHA core competencies, generated a theoretically based measure of those competencies, and explored psychometric properties of that measure. A concept synthesis revealed five CHA core competencies (leadership, translation, guidance, advocacy, and caring). The CHA Core Competency Retrospective Pretest/Posttest (CCCRP) resulted from that synthesis, which was administered using multiple approaches to individuals who previously received CHA training (N= 142). Exploratory factor analyses revealed a two-factor structure underlying the posttraining data, and Cronbach's alpha indicated high internal consistency. This study suggested some CHA core competencies might be more interrelated than previously thought, and two major competencies exist rather than five and supported the CCCRP's use to evaluate core competency attainment resulting from training.

  8. Identifying gaps between current and expected ICT competencies of nurses in Serbia.

    PubMed

    Paunic, Sanja; Stojkovic, Ivana

    2014-01-01

    Introducing of ICT in the health care system in Serbia started 19 years ago and systematic training of nurses and technicians has not been realized yet. The primary objective of this paper is to determine the gap between the sets of ICT competencies of nurses and technicians acquiring education and experience and the necessary skill set required for their daily work. The qualitative research included questioning of the focus group of experts and 400 nurses and technicians employed in secondary and tertiary health institutions in Serbia. Based on the analysis of existing literature we choose the Informatics competencies for nurses at four levels of practice (Staggers, Gassert, Curran, 2001), and for the purposes of this study, we used a list of competencies of the first, and partially of the second and third level. At the start, the group of 12 experts had the task to eliminate some of listed competencies to express the subjective expectations of the ICT competencies of nurses. After that nurses and medical technicians were expected to grade, by Likert scale, their level of knowledge and skills for each of the 39 competencies, respectively. The answers were analyzed using measure of central tendency and distribution of results was done by median. Comparison of perceived competence of the nurses and the desired/expected level by managers shows that there is difference in 25 of the 39 offered statements. Managers expect that nurses are great users of administrative applications for staff scheduling and for maintaining employee records, while nurses declared that these programs they use relatively poorly or not at all. The larger gap is also observed when it comes to computer skill for documenting patient care--experts expect that nurses do it well, and nurses, again, estimate that their documentation skills are relatively poor. The same situation is with use of ICT for patient education. It can be concluded that further training is required in the field of ICT, either

  9. Core Journal Lists: Classic Tool, New Relevance

    ERIC Educational Resources Information Center

    Paynter, Robin A.; Jackson, Rose M.; Mullen, Laura Bowering

    2010-01-01

    Reviews the historical context of core journal lists, current uses in collection assessment, and existing methodologies for creating lists. Outlines two next generation core list projects developing new methodologies and integrating novel information/data sources to improve precision: a national-level core psychology list and the other a local…

  10. Competing discourses of workplace health.

    PubMed

    Allender, Steven; Colquhoun, Derek; Kelly, Peter

    2006-01-01

    This article presents an analysis of workplace health programme discourses within an international information technology company. Discourse refers to a system of statements that share a common force and coherence and which are socially constitutive. The representation of entities such as workplace health can be subject to competition between discourses. A critical discourse analysis was undertaken on semi-structured interviews, participant observation and workplace health programme documents. Two competing discourses were identified: health as safety and health as lifestyle. Each discourse is described and shown to both implicitly and explicitly define health within this particular workplace. Lifestyle discourse encouraged moves towards linking of the employees' working and private lives while safety discourse defined health in the relationship between workers and their physical environment. Competition between discourses both constricts and opens spaces for alternative understandings of health in the workplace. The implications of this competition for workplace health policy and practice are discussed.

  11. Competing signals drive telencephalon diversity.

    PubMed

    Sylvester, J B; Rich, C A; Yi, C; Peres, J N; Houart, C; Streelman, J T

    2013-01-01

    The telencephalon is the most complex brain region, controlling communication, emotion, movement and memory. Its adult derivatives develop from the dorsal pallium and ventral subpallium. Despite knowledge of genes required in these territories, we do not understand how evolution has shaped telencephalon diversity. Here, using rock- and sand-dwelling cichlid fishes from Lake Malawi, we demonstrate that differences in strength and timing of opposing Hedgehog and Wingless signals establish evolutionary divergence in dorsal-ventral telencephalon patterning. Rock dwellers exhibit early, extensive Hedgehog activity in the ventral forebrain resulting in expression of foxg1 before dorsal Wingless signals, and a larger subpallium. Sand dwellers show rapid deployment of Wingless, later foxg1 expression and a larger pallium. Manipulation of the Hedgehog and Wingless pathways in cichlid and zebrafish embryos is sufficient to mimic differences between rock- versus sand-dweller brains. Our data suggest that competing ventral Hedgehog and dorsal Wingless signals mediate evolutionary diversification of the telencephalon.

  12. Oak Ridge National Laboratory Core Competencies

    SciTech Connect

    Roberto, J.B.; Anderson, T.D.; Berven, B.A.; Hildebrand, S.G.; Hartman, F.C.; Honea, R.B.; Jones, J.E. Jr.; Moon, R.M. Jr.; Saltmarsh, M.J.; Shelton, R.B.

    1994-12-01

    A core competency is a distinguishing integration of capabilities which enables an organization to deliver mission results. Core competencies represent the collective learning of an organization and provide the capacity to perform present and future missions. Core competencies are distinguishing characteristics which offer comparative advantage and are difficult to reproduce. They exhibit customer focus, mission relevance, and vertical integration from research through applications. They are demonstrable by metrics such as level of investment, uniqueness of facilities and expertise, and national impact. The Oak Ridge National Laboratory (ORNL) has identified four core competencies which satisfy the above criteria. Each core competency represents an annual investment of at least $100M and is characterized by an integration of Laboratory technical foundations in physical, chemical, and materials sciences; biological, environmental, and social sciences; engineering sciences; and computational sciences and informatics. The ability to integrate broad technical foundations to develop and sustain core competencies in support of national R&D goals is a distinguishing strength of the national laboratories. The ORNL core competencies are: 9 Energy Production and End-Use Technologies o Biological and Environmental Sciences and Technology o Advanced Materials Synthesis, Processing, and Characterization & Neutron-Based Science and Technology. The distinguishing characteristics of each ORNL core competency are described. In addition, written material is provided for two emerging competencies: Manufacturing Technologies and Computational Science and Advanced Computing. Distinguishing institutional competencies in the Development and Operation of National Research Facilities, R&D Integration and Partnerships, Technology Transfer, and Science Education are also described. Finally, financial data for the ORNL core competencies are summarized in the appendices.

  13. An International Study in Competency Education: Postcards from Abroad. CompetencyWorks Issue Brief

    ERIC Educational Resources Information Center

    Bristow, Sara Frank; Patrick, Susan

    2014-01-01

    "An International Study in Competency Education: Postcards from Abroad" seeks to highlight components of competency education in international practice, to inform US policymakers and decision makers seeking to implement high-quality competency pathways at the state or local level. Other countries are studying our innovations, and we are…

  14. The Assessment of Occupational Competence. l. Competence Assessment in Personnel Selection: Current Practices and Trends.

    ERIC Educational Resources Information Center

    Harlan, Anne; And Others

    One of seven sections of a report that examines the assessment of occupational competence, this chapter presents competence assessment as it is defined in practice by selection techniques currently used by employers. The chapter begins with a discussion of the major techniques used in employee selection, focusing on the competencies employers…

  15. Competencies for the Contemporary Career: Development and Preliminary Validation of the Career Competencies Questionnaire

    ERIC Educational Resources Information Center

    Akkermans, Jos; Brenninkmeijer, Veerle; Huibers, Marthe; Blonk, Roland W. B.

    2013-01-01

    A new and promising area of research has recently emerged in the field of career development: career competencies. The present article provides a framework of career competencies that integrates several perspectives from the literature. The framework distinguishes between reflective, communicative, and behavioral career competencies. Six career…

  16. Employees' Perceptions of the Opportunities to Utilize Their Competences: Exploring the Role of Perceived Competence Mobilization

    ERIC Educational Resources Information Center

    Lai, Linda

    2011-01-01

    Perceived competence mobilization is the degree to which employees perceive that they have adequate opportunities to utilize their competences in their current jobs. The findings of the research reported here suggest that employees' perceived competence mobilization is associated with a number of favourable employee attitudes, including intrinsic…

  17. Teaching Competences Necessary for Developing Key Competences of Primary Education Students in Spain: Teacher Assessments

    ERIC Educational Resources Information Center

    De-Juanas Oliva, Ángel; Martín del Pozo, Rosa; Pesquero Franco, Encarnación

    2016-01-01

    In Spain the syllabus of primary education students and their future teachers is broken down by competences. As teacher educators we were interested in finding out "which teaching competences teachers consider are most necessary to facilitate learning of student key competences." Therefore, we conducted a study with a sample of 286…

  18. [The Competence Network Parkinson (CNP)].

    PubMed

    Oertel, Wolfgang H; Deuschl, Guenther; Eggert, Karla

    2016-04-01

    The Competence Network Parkinson (CNP) is a research infrastructure for disease-oriented translational and clinical research in the field of Parkinson syndromes (PS). It was initiated in 1999 and funded until 2008 by the German Ministry for Education and Research (BMBF). The CNP created a highly frequented website with information on PS for the general public and for experts. The CNP designed and established one of the first electronic internet-based data entry systems (secuTrial®) - fulfilling the legal standards of data safety and security - a material bank for genetic research on Parkinson's disease (PD), implemented and investigated new methods for early diagnosis of PD and related atypical PS including in vivo dopamine transporter imaging (DAT SPECT), established the German Parkinson Study Group (GPS-Pharma) with 40 certified trial centres for pharmacotherapeutical trials and the German interdisciplinary Parkinson Study Group (neurology and neurosurgery) for deep brain stimulation (GPS-DBS), and carried out several pharmacoeconomic and health care studies on PD in Germany. Sustainability of the infrastructure CNP has in part been achieved in form of the GPS-Pharma and the GPS-DBS, as well as in the German Study Group on REM Sleep Behaviour Disorder (RBD), a prodromal phase of PD. Part of the CNP activities, such as genetic research and research on cohorts of PD patients, have been incorporated into the German Center for Neurodegenerative Disorders (DZNE). Furthermore, topics such as health care research are funded within projects of the EU research program. The article describes problems in setting up a competence network from scratch and contains recommendations how to avoid them in the future.

  19. 78 FR 26648 - Agency Information Collection Activities: Passenger List/Crew List (CBP Form I-418)

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-05-07

    ... SECURITY U.S. Customs and Border Protection Agency Information Collection Activities: Passenger List/Crew... concerning the Passenger List/Crew List (CBP Form I-418). This request for comment is being made pursuant to...: Passenger List/Crew List. OMB Number: 1651-0103. Form Number: CBP Form I-418. Abstract: CBP Form I-418...

  20. 77 FR 2561 - Agency Information Collection Activities: Passenger List/Crew List (CBP Form I-418)

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-01-18

    ... SECURITY U.S. Customs and Border Protection Agency Information Collection Activities: Passenger List/Crew... concerning the Passenger List/Crew List (CBP Form I-418). This request for comment is being made pursuant to...: Passenger List/Crew List. OMB Number: 1651-0103. Form Number: CBP Form I-418. Abstract: CBP Form I-418...

  1. A B C--Instructional Packages: A Model Competency Based Program for the Preparation of Administrators of Occupational Career Education Programs.

    ERIC Educational Resources Information Center

    Illinois State Univ., Normal. Dept. of Educational Administration.

    The guide contains 35 instructional packages for preparing career education administrators. Each of the instructional packages contains a rationale, a competency statement, instructional objectives, a pre-assessment, a listing of possible learning activities, and a proficiency test. In some cases supplementary or support materials are also…

  2. Office Systems Technology Associate Degree. Louisiana Technical Education Program and Course Standards. Competency-Based Postsecondary Curriculum Outline from Bulletin 1822.

    ERIC Educational Resources Information Center

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

    This document outlines the curriculum of Louisiana's office systems technology associate degree program, which is a 6-term (75-credit hour) competency-based program designed to prepare students for employment as special assistants for business executives and top management. Presented first are a description of the program and a list of the general…

  3. National Conference on Critical Issues in Competency-Based Testing for Vocational-Technical Education (Nashville, Tennessee, April 11-13, 1988). Conference Notebook.

    ERIC Educational Resources Information Center

    Vocational Technical Education Consortium of States, Decatur, GA.

    This notebook contains the following conference presentations: "Identifying and Validating Task Lists by Business and Industry for Test/Test Item Development" (Charles Losh); "Conducting a Task Analysis for Competency-Based Test Item Development" (Brenda Hattaway); "Writing and Reviewing Test Items: Multiple Choice,…

  4. Development of Competency-Based Vocational Agricultural Instructional Materials for Handicapped Students Enrolled in Regular Agriculture Programs Other Than Horticulture. Final Report.

    ERIC Educational Resources Information Center

    Baggett, Connie D.; And Others

    This report includes a description of a project to develop and field-test competency-based instructional materials for handicapped students enrolled in regular vocational agriculture programs; a list of project advisory personnel; the clusters of skills identified as appropriate for handicapped students enrolled in courses in dairy production,…

  5. Competence-Based Management Training. Report 302.

    ERIC Educational Resources Information Center

    Strebler, M. T.; Bevan, S.

    A research study examined what competence-based management training (CBMT) is, how organizations are using it and why, and what impact it has had. It drew on evidence from a survey and case studies conducted among large employers in Britain (United Kingdom). General findings from 377 respondents indicated that the use of competencies was…

  6. Social Competence and Obesity in Elementary School.

    PubMed

    Jackson, Sandra L; Cunningham, Solveig A

    2015-01-01

    Objectives. We examined the relationship between children's weight and social competence. Methods. We used data from the third- and fifth-grade waves of the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (n = 8346) to examine changes in children's weight and social competence. Results. Obesity in third grade was not associated with subsequent changes in social competence between third and fifth grade, but social competence in third grade was associated with subsequent development of obesity. Among normal-weight children, having higher social competence in third grade was associated with lower odds of becoming overweight (odds ratio [OR] = 0.80 ±0.09; P < .05) or obese (OR = 0.20 ±0.08; P < .001). In addition, obese children with higher social competence were more likely to lose weight between third and fifth grade (OR = 1.43 ±0.25; P < .05). Conclusions. Obesity and impaired social competence often occur together and have serious implications for children's well-being. More knowledge about how weight and social competence affect one another could inform interventions to promote children's social development and reduce obesity.

  7. Reinforcement of competing behavior during extinction.

    PubMed

    Leitenberg, H; Rawson, R A; Bath, K

    1970-07-17

    Conditioned behavior declines in frequency when reinforcement is discontinued. In two experiments this extinction process was facilitated when competing behavior was reinforced as the original response was extinguished. When reinforcement for competing behavior was withdrawn, however, rats resumed their original behavior and there were no overall savings in total responses to extinction.

  8. Competency-Based Adult Education: Florida Model.

    ERIC Educational Resources Information Center

    Singer, Elizabeth

    This compilation of program materials serves as an introduction to Florida's Brevard Community College's (BCC's) Competency-Based Adult High School Completion Project, a multi-year project designed to teach adult administrators, counselors, and teachers how to organize and implement a competency-based adult education (CBAE) program; to critique…

  9. Competency-Based Curricula: Another Perspective.

    ERIC Educational Resources Information Center

    Willems, Arnold L.; Brown, Max H.

    1980-01-01

    Points out that man lives in a three-dimensional universe with three-dimensional problems. A competency-based curriculum cannot get the job done by itself. A type of thinking which transcends that required for a competency-based curriculum is called for. (JOW)

  10. Technical Communication Competence and Projected Teacher Success.

    ERIC Educational Resources Information Center

    Powers, William G.; Lowry, David N.

    Technical Communication Competence (TCC)is the competence involved in communicating mental images to others in such a manner as to result in their constructing comparable mental images, a process similar to the primary task demanded of teachers at all levels. In a study designed to discover the extent to which a positive relationship existed…

  11. How Scientists Develop Competence in Visual Communication

    ERIC Educational Resources Information Center

    Ostergren, Marilyn

    2013-01-01

    Visuals (maps, charts, diagrams and illustrations) are an important tool for communication in most scientific disciplines, which means that scientists benefit from having strong visual communication skills. This dissertation examines the nature of competence in visual communication and the means by which scientists acquire this competence. This…

  12. How Does Pragmatic Competence Develop in Bilinguals?

    ERIC Educational Resources Information Center

    Kecskes, Istvan

    2015-01-01

    This paper aims to discuss how the emerging new language with its own developing socio-cultural foundation affects the existing L1-governed knowledge and pragmatic competence of "adult sequential bilinguals." It is assumed that these bilinguals already have an L1-governed pragmatic competence at place, which will be adjusted to…

  13. The Action Competence Approach in Environmental Education

    ERIC Educational Resources Information Center

    Jensen, Bjarne Bruun; Schnack, Karsten

    2006-01-01

    In this article, the concept of action competence is presented and an attempt is made to locate it within the concept of general educational theory. The concept of action competence, it is argued, should occupy a central position in the theory of environmental education as many of the crucial educational problems concerning a political liberal…

  14. Competency Based Vocational Education Workshop Facilitators Guide.

    ERIC Educational Resources Information Center

    Michigan State Univ., East Lansing. Michigan Center for Career and Technical Education.

    This workshop facilitator's guide is designed to inform professional staff about competency-based vocational education (CBVE) to help eligible persons on public assistance acquire competencies necessary for gainful employment in the following occupational areas: airline reservations and travel services; computer applications; dental care;…

  15. Developing Ethical Competence in Healthcare Management

    ERIC Educational Resources Information Center

    Falkenström, Erica; Ohlsson, Jon; Höglund, Anna T

    2016-01-01

    Purpose: The purpose of this paper was to explore what kind of ethical competence healthcare managers need in handling conflicts of interest (COI). The aim is also to highlight essential learning processes to develop healthcare managers' ethical competence. Design/methodology/approach: A qualitative study was performed. Semi-structured interviews…

  16. Confronting the Politics of Multicultural Competence

    ERIC Educational Resources Information Center

    Stewart, Dafina Lazarus

    2008-01-01

    In this article, the author describes how she challenged her class to think critically about multicultural competence and to analyze objectively the liberal perspectives of Allan G. Johnson and conservative ideas of Dinesh D'Souza using Raechele Pope, Amy Reynolds, and John Mueller's characteristics of multiculturally competent student affairs…

  17. Cultural Competence Integration in the Nursing Curriculum

    ERIC Educational Resources Information Center

    Stegman, Boniface C.

    2013-01-01

    With an increasingly diverse population, it is important to ensure that graduates of nursing programs are able to deliver culturally competent care (Krainovich-Miller et al., 2008; Allen, 2010). This study was undertaken to address this call to include cultural competence integration into nursing curriculum. The purpose of this study was to…

  18. Competency-Based Human Resource Development Strategy

    ERIC Educational Resources Information Center

    Gangani, Noordeen T.; McLean, Gary N.; Braden, Richard A.

    2004-01-01

    This paper explores issues in developing and implementing a competency-based human resource development strategy. The paper summarizes a literature review on how competency models can improve HR performance. A case study is presented of American Medical Systems (AMS), a mid-sized health-care and medical device company, where the model is being…

  19. Social Competence and Obesity in Elementary School

    PubMed Central

    Cunningham, Solveig A.

    2015-01-01

    Objectives. We examined the relationship between children’s weight and social competence. Methods. We used data from the third- and fifth-grade waves of the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999 (n = 8346) to examine changes in children’s weight and social competence. Results. Obesity in third grade was not associated with subsequent changes in social competence between third and fifth grade, but social competence in third grade was associated with subsequent development of obesity. Among normal-weight children, having higher social competence in third grade was associated with lower odds of becoming overweight (odds ratio [OR] = 0.80 ±0.09; P < .05) or obese (OR = 0.20 ±0.08; P < .001). In addition, obese children with higher social competence were more likely to lose weight between third and fifth grade (OR = 1.43 ±0.25; P < .05). Conclusions. Obesity and impaired social competence often occur together and have serious implications for children's well-being. More knowledge about how weight and social competence affect one another could inform interventions to promote children’s social development and reduce obesity. PMID:25393191

  20. Indiana Distributive Education Competency Based Model.

    ERIC Educational Resources Information Center

    Davis, Rod; And Others

    This Indiana distributive education competency-based curriculum model is designed to help teachers and local administrators plan and conduct a comprehensive marketing and distributive education program. It is divided into three levels--one level for each year of a three-year program. The competencies common to a variety of marketing and…

  1. Fostering Communicative Competence in Young Children.

    ERIC Educational Resources Information Center

    Katz, Lilian G.

    Four research-based principles offer guidance to educators aiming to facilitate young children's acquisition of communicative competence. These principles concern the effect of interaction on the development of competence; the necessity for content in interaction; the requirement that content be ecologically valid to participants; and the impact…

  2. A Method for Defining Competency in Pediatrics

    ERIC Educational Resources Information Center

    Burg, Fredric D.; And Others

    1976-01-01

    In 1972 the American Board of Pediatrics (ABP) initiated studies leading to a report that identifies the important components of competency needed in pediatrics. Three dimensions of competence were identified: subject matter, abilities, and tasks. Each of these is discussed. (LBH)

  3. Improving Representational Competence with Concrete Models

    ERIC Educational Resources Information Center

    Stieff, Mike; Scopelitis, Stephanie; Lira, Matthew E.; DeSutter, Dane

    2016-01-01

    Representational competence is a primary contributor to student learning in science, technology, engineering, and math (STEM) disciplines and an optimal target for instruction at all educational levels. We describe the design and implementation of a learning activity that uses concrete models to improve students' representational competence and…

  4. Linguistic Competence in English and Exposure Factors

    ERIC Educational Resources Information Center

    Mota, Marisol

    2008-01-01

    This study examines Linguistic Competence in English Language (LCE) as a general indicator of Communicative Competence. A test and a questionnaire were administered to 1838 undergraduate freshmen from five major institutes of higher education in Aguascalientes, Mexico. The results of the test are analysed in their association with main features of…

  5. Taxonomy for Assessing Evaluation Competencies in Extension

    ERIC Educational Resources Information Center

    Rodgers, Michelle S.; Hillaker, Barbara D.; Haas, Bruce E.; Peters, Cheryl

    2012-01-01

    Evaluation of public service programming is becoming increasingly important with current funding realities. The taxonomy of evaluation competencies compiled by Ghere et al. (2006) provided the starting place for Taxonomy for Assessing Evaluation Competencies in Extension. The Michigan State University Extension case study described here presents a…

  6. Ranking Workplace Competencies: Student and Graduate Perceptions.

    ERIC Educational Resources Information Center

    Rainsbury, Elizabeth; Hodges, Dave; Burchell, Noel; Lay, Mark

    2002-01-01

    New Zealand business students and graduates made similar rankings of the five most important workplace competencies: computer literacy, customer service orientation, teamwork and cooperation, self-confidence, and willingness to learn. Graduates placed greater importance on most of the 24 competencies, resulting in a statistically significant…

  7. Can Reflection Boost Competences Development in Organizations?

    ERIC Educational Resources Information Center

    Nansubuga, Florence; Munene, John C.; Ntayi, Joseph M.

    2015-01-01

    Purpose: The purpose of this paper is to examine the gaps in some existing competence frameworks and investigate the power of reflection on one's behavior to improve the process of the competences development. Design/methodology/approach: The authors used a correlational design and a quasi-experimental non-equivalent group design involving a…

  8. Competency-Based Education: Leadership Challenges

    ERIC Educational Resources Information Center

    Nodine, Thad; Johnstone, Sally M.

    2015-01-01

    Competency-based education (CBE) refers to online and hybrid courses and programs that offer credit or degrees based on evidence of student learning, or competencies, rather than on the amount of time spent in a course. Students work at their own pace, receive personalized academic support, and demonstrate mastery as they progress through their…

  9. Special Issue: Competencies from the Individual's Viewpoint.

    ERIC Educational Resources Information Center

    Career Planning and Adult Development Journal, 2003

    2003-01-01

    Ten articles in this special issue deal with competencies and how their use is revolutionizing human resource management and the work of career practitioners. Topics include competency technology, models, and mapping; behavioral interviewing; talent management; emotional intelligence; succession planning; and lifelong learning. (JOW)

  10. Sheep Production Occupations. Skills and Competencies.

    ERIC Educational Resources Information Center

    Sabol, Joe

    This report summarizes the findings of a national study to determine what skills and competencies are needed by beginning employees on sheep ranches and farms, lamb feedlots, and in the sheep shearing industry. The research procedure, which involved determining from the sheep industry the competencies needed by beginning employees in the thirteen…

  11. Examining Intercultural Competency through Social Exchange Theory

    ERIC Educational Resources Information Center

    Pillay, Soma; James, Reynold

    2015-01-01

    Intercultural competency (ICC) has been an extensively researched area within the past decade, given the broad consensus that this trait constitutes one of the key competencies of the 21st century manager. However, somewhat under-explored are aspects including the implications and effects that pedagogies such as blended learning have on the…

  12. Strategic Imperative of Human Resource Leadership Competencies

    ERIC Educational Resources Information Center

    Rajini, G.; Gomathi, S.

    2010-01-01

    Using multiple constituencies approach, variances in competencies in human resource leadership have been studied as this is becoming highly significant in India's globalisation efforts. Previous research in leadership orientation focused on localisation of human resource competencies rather than its globalisation. For this, human resource…

  13. Competencies: Fuzzy Concepts to Context. Symposium.

    ERIC Educational Resources Information Center

    2002

    This document contains three papers from a symposium titled "Competence: Fuzzy Concepts to Context.""Sales Superstars: Defining Competencies Needed for Sales Performance" (Darlene Russ-Eft, Edward Del Gaizo, Jeannie Moulton, Ruth Pangilinan) discusses a study in which an analysis of 1,688 critical incidents revealed 16…

  14. Integrating Research Competencies in Massage Therapy Education.

    ERIC Educational Resources Information Center

    Hymel, Glenn M.

    The massage therapy profession is currently engaged in a competency-based education movement that includes an emphasis on promoting massage therapy research competencies (MTRCs). A systems-based model for integrating MTRCs into massage therapy education was therefore proposed. The model and an accompanying checklist describe an approach to…

  15. Developing Intercultural Communicative Competence through Online Exchanges

    ERIC Educational Resources Information Center

    Chun, Dorothy M.

    2011-01-01

    Based on Byram's (1997) definition of intercultural communicative competence (ICC) and on specific types of discourse analysis proposed by Kramsch and Thorne (2002) and Ware and Kramsch (2005), this article explores how online exchanges can play a role in second language learners' development of pragmatic competence and ICC. With data obtained…

  16. Competency-Based Early Childhood Teacher Education.

    ERIC Educational Resources Information Center

    Rosberg, Merilee

    This paper describes the competency-based early childhood preservice program at Iowa's Mount Mercy College, which is for people working with children from birth through age 8, including children with special needs. Program content encompasses five competency areas: child growth and development; developmentally appropriate learning; health, safety,…

  17. Developing Cultural Competence in Human Service Providers.

    ERIC Educational Resources Information Center

    Krajewski-Jaime, Elvia R.; And Others

    Cultural competence assumes greater importance in the United States as international relations shift and the United States changes its own demographic makeup. Hispanics have significant health care needs and cultural beliefs that influence their acceptance of service. As part of an effort to build cultural competence in undergraduate social work…

  18. A Conversation on Multicultural Competence in Evaluation

    ERIC Educational Resources Information Center

    Trimble, Joseph; Trickett, Ed; Fisher, Celia; Goodyear, Leslie

    2012-01-01

    This contribution to the Ethics section is intended to foster discussion about the relationship between multicultural competence and ethics; a timely discussion especially in view of the release in 2011 of the American Evaluation Association's Public Statement on Cultural Competence (http://www.eval.org/ccstatement.asp). Over the course of 2011,…

  19. Developing the Intercultural Competence of Graduate Students

    ERIC Educational Resources Information Center

    Dimitrov, Nanda; Dawson, Debra L.; Olsen, Karyn C.; Meadows, Ken N.

    2014-01-01

    This study explores how teaching development programs may facilitate the development of intercultural competence in graduate students and prepare them for communicating effectively in the global workplace after graduation. First, we describe the concept of intercultural teaching competence and examine the skills that graduate students may need to…

  20. Global Leadership Competencies: A Review and Discussion

    ERIC Educational Resources Information Center

    Jokinen, Tiina

    2005-01-01

    Purpose: From the competency point of view, this article aims to review and discuss existing global leadership and other related literature, and to combine findings and suggestions provided in previous literature in a more integrative framework of global leadership competencies. Design/methodology/approach: The paper reviews and discusses the…