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Journal articles on the topic 'Regulatory competence'
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1
Okinaga, Toshinori, Guoqing Niu, Zhoujie Xie, Fengxia Qi, and Justin Merritt. "The hdrRM Operon of Streptococcus mutans Encodes a Novel Regulatory System for Coordinated Competence Development and Bacteriocin Production." Journal of Bacteriology 192, no. 7 (January 29, 2010): 1844–52. http://dx.doi.org/10.1128/jb.01667-09.
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ABSTRACT The Streptococcus mutans hdrRM operon encodes a novel two-gene regulatory system induced by high cell density. Previous studies identified hdrM as the only known negative regulator of competence development in S. mutans. In the present study, we demonstrated that the HdrRM system bypasses the prototypical competence gene regulators ComC and ComDE in the transcriptional regulation of the competence-specific sigma factor comX and the late competence genes. Similarly, the HdrRM system can abrogate the requirement for ComE to produce the bacteriocin mutacin IV. To further probe the regulatory mechanism of hdrRM, we created an hdrR overexpression strain and showed that it could reproduce each of the hdrM competence and mutacin phenotypes, indicating that HdrM acts as a negative regulator of HdrR activity. Using a mutacin IV-luciferase reporter, we also demonstrated that the hdrRM system utilizes the same promoter elements recognized by ComE and thus appears to comprise a novel regulatory pathway parallel to ComCDE.
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Moghabghab, Rola, Audrey Tong, Amy Hallaran, and Janet Anderson. "The Difference Between Competency and Competence: A Regulatory Perspective." Journal of Nursing Regulation 9, no. 2 (July 2018): 54–59. http://dx.doi.org/10.1016/s2155-8256(18)30118-2.
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Garanina, Zh G. "The Role of Self-Regulation in the Development of Psychological Competence in Students of Psychology." Bulletin of Kemerovo State University 22, no. 2 (July 8, 2020): 418–25. http://dx.doi.org/10.21603/2078-8975-2020-22-2-418-425.
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The research featured relationship between self-regulation and psychological competence of future specialists. The study involved an analysis of theoretical approaches to this problem in domestic and foreign psychology. Psychological competence presupposes developed psychological knowledge and communicative abilities and skills, as well as a stable system of self-regulation that allows for effective management of one's behavior during professional interaction. The author established the features of psychological and communicative competences in students, as well as such regulatory qualities as self-regulation, self-control, and self-efficacy. The research revealed statistically significant relationships between the level of development of psychological and communicative competences and the characteristics of regulatory qualities. A cluster analysis showed three groups of students with different levels of communicative competence and regulatory qualities. The regulatory and communicative components of psychological competence appeared closely interrelated. Self-regulation, self-control, self-efficacy, and communicative skills of future psychologists were the instrumental basis for the development of psychological competence. A well-developed self-regulation helped students understand and control their behavioral reactions. It enabled them to carry out conscious and focused interaction with people in problematic professional situations, as well as contributed to the development of psychological competence during vocational training.
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Tasic, Slavisa. "THE ILLUSION OF REGULATORY COMPETENCE." Critical Review 21, no. 4 (January 2009): 423–36. http://dx.doi.org/10.1080/08913810903441369.
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Reinaldo Tanihatu, Arthur, Sutrisno T., Nurkholis, and Wuryan Andayani. "The role of regulatory pressure and competence in the application of accrual-based accounting through organizational culture." Problems and Perspectives in Management 17, no. 1 (February 28, 2019): 130–41. http://dx.doi.org/10.21511/ppm.17(1).2019.12.
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The study aimed to examine the effect of regulatory pressure and competence on the application of accrual-based accounting through organizational culture. This research was conducted at the Central Maluku and South Maluku Regency regional work unit, Maluku Province. The sampling technique utilized in this study was proportionate stratified random sampling. There were 102 respondents from 17 SKPD, and 6 respondents were from each SKPD. Research result exhibited that regulatory pressure, competence, and organizational culture significantly influence the application of accrual-based accounting. The organizational culture successfully mediates the influence of regulatory pressure and competency on the application of accrual-based accounting. This research model differs from previous research, namely on the development of research models by incorporating organizational culture as a media variable. Previous studies only explained the model partially the relationship of regulatory pressure, competency, organizational culture to the application of accrual-based accounting, while in this study the variables were explained in a new model unit.
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Schunk, Dale H., and Barry J. Zimmerman. "Social origins of self-regulatory competence." Educational Psychologist 32, no. 4 (September 1997): 195–208. http://dx.doi.org/10.1207/s15326985ep3204_1.
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SAFAROVA, EVGENIA V. "THEPROBLEM OF DEVELOPING PRESCHOOLER’S KEY COMPETENCES IN THE PROCESS OF JOINT PICTORIAL ACTIVITY WITH PEERS." Cherepovets State University Bulletin 5, no. 98 (2020): 202–13. http://dx.doi.org/10.23859/1994-0637-2020-5-98-16.
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The article considers the problem of developing key competences in a preschooler in the process of joint pictorial activity with peers. The author carried out a review of the principles in the regulatory documents and highlighted the specificity of the preschooler’s productive activities. In the context of the problem, the concepts of “competence” and “competency” are analyzed; the results of the ascertaining stage of the experiment are indicated. The author identifies key competences acquired by a child of preschool age in the process of interaction with peers under the conditions of joint pictorial activity.
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HENSERUK, HALYNA, and MARTYNIUK SERHII. "METHODICAL COMPONENT OF THE SYSTEM OF DEVELOPMENT OF DIGITAL COMPETENCE OF FUTURE TEACHERS OF THE HUMANITARIAN PROFILE." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (July 7, 2021): 123–31. http://dx.doi.org/10.25128/2415-3605.21.1.15.
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The development of digital competence of new generation teachers is a priority of a modern higher education institution. It is important in this context to develop a methodological component of the system of digital competence development of future teachers of humanities, which will determine the goals, content, methods, forms and means of digital competence development. Therefore, the aim of the article is to substantiate the methodological component of the model of development of digital competence of future teachers of humanities. The study analyzes the international framework of digital competence for citizens, in particular the framework of digital competence DigCompEdu, UNESCO standards “UNESCO ICT Competency Framework for Teachers. Version 3”, which reflects the latest technological and pedagogical advances in the use of ICT in education. It is important to describe the digital competence of the pedagogical worker, which includes the requirements to a humanities teacher and a set of skills to acquire, as well as the levels of digital competence of a pedagogical worker. A new Digital Education Action Plan (2021–2027) has been substantiated, outlining the European Commission's vision for high-quality, inclusive and accessible digital education in Europe. In the context of the study the analysis of the Concept of development of digital competencies adopted in Ukraine in 2020, the ways and means of solving the problems outlined in the document and the expected results are very important. The action plan for the implementation of the Concept of development of digital competencies includes regulatory, scientific and methodological, information support, deadlines and performance indicators. The described methodical component of the system of digital competence development of future teachers of humanities is developed in accordance with the European framework of digital competences, the concept of digital competence development and the description of digital competence of a pedagogical worker. This system is focused on application in the system of higher education. The methodological component of the system of development of digital competence of future teachers of humanities, which is carried out in the digital educational environment of Ternopil Volodymyr Hnatiuk National Pedagogical University, has been also substantiated.
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Voshcolup, Anna. "Socio-Psychological Factors of the Formation of Conflict Competence of a Specialist in the Work Community." Education and Pedagogical Sciences, no. 1 (176) (2021): 32–43. http://dx.doi.org/10.12958/2227-2747-2021-1(176)-32-43.
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The article based on the analysis of scientific works on nature of conflicts proves that conflict can be considered from three different perspectives: as a psychological phenomenon under the influence of the human factor on the basis of disagreement; as an organizational and activity phenomenon based on the imbalance between a person and their environment; as a socio-philosophical phenomenon associated with the perception of conflict as a social anomaly. The chronology of scientific doctrines about the essence and nature of conflict, the reasons for its occurrence and ways to avoid and prevent it have been outlined. It has been determined that conflicts in the work community are one of the types of social conflicts, the nature of which is associated with the use of labour (with labour relations) and the relationship of professionals in the work community (cooperation, collective problem solving, the pair «manager-subordinate», unfair distribution of duties, rights, responsibilities, etc.). The essential significance of conflict competence has been characterized, and the importance of forming this competence of specialists in the work community has been emphasized. Conflict competence has been structured into competencies and components of a lower level. The componential and structural analysis of such a phenomenon of conflict competence with the aim of minimizing conflicts in the work community has allowed identifying the following components: motivational (emotional and volitional, and constructive competences); cognitive (normative, personal and creative competences); managerial (design, reflective, regulatory, situational and preventive competencies); social (behavioural and ethical competences).
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Striuk, Andrii M., Serhiy O. Semerikov, and Ihor V. Tarasov. "КОМПЕТЕНТНІСТЬ БАКАЛАВРА ІНФОРМАТИКИ З ПРОГРАМУВАННЯ." Information Technologies and Learning Tools 46, no. 2 (April 17, 2015): 91. http://dx.doi.org/10.33407/itlt.v46i2.1225.
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Based on the analysis of approaches to the definition of professional competencies of IT students the competence in programming of bachelor of informatics is proposed. Due to the standard of training in 040302 “Informatics” and Computing Curricula 2001 it was defined the content and structure of the competence in programming of bachelor of informatics. The system of content modules providing its formation was designed. The contribution of regulatory competencies of bachelor of informatics in the formation of competence in programming is defined. The directions of formation of competence in programming in the cloudy-oriented learning environment are proposed.
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Qin, Hua, Zhengzhong Zou, David Anderson, Yu Sang, Dustin Higashi, Jens Kreth, and Justin Merritt. "The transcription regulator BrsR serves as a network hub of natural competence protein–protein interactions in Streptococcus mutans." Proceedings of the National Academy of Sciences 118, no. 39 (September 20, 2021): e2106048118. http://dx.doi.org/10.1073/pnas.2106048118.
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Genome evolution is an essential and stringently regulated aspect of biological fitness. For bacteria, natural competence is one of the principal mechanisms of genome evolution and is frequently subject to multiple layers of regulation derived from a plethora of environmental and physiological stimuli. Here, we present a regulatory mechanism that illustrates how such disparate stimuli can be integrated into the Streptococcus mutans natural competence phenotype. S. mutans possesses an intriguing, but poorly understood ability to coordinately control its independently regulated natural competence and bacteriocin genetic pathways as a means to acquire DNA released from closely related, bacteriocin-susceptible streptococci. Our results reveal how the bacteriocin-specific transcription activator BrsR directly mediates this coordination by serving as an anti-adaptor protein responsible for antagonizing the proteolysis of the inherently unstable, natural competence-specific alternative sigma factor ComX. This BrsR ability functions entirely independent of its transcription regulator function and directly modulates the timing and severity of the natural competence phenotype. Additionally, many of the DNA uptake proteins produced by the competence system were surprisingly found to possess adaptor abilities, which are employed to terminate the BrsR regulatory circuit via negative feedback. BrsR–competence protein heteromeric complexes directly inhibit nascent brsR transcription as well as stimulate the Clp-dependent proteolysis of extant BrsR proteins. This study illustrates how critical genetic regulatory abilities can evolve in a potentially limitless variety of proteins without disrupting their conserved ancestral functions. These unrecognized regulatory abilities are likely fundamental for transducing information through complex genetic networks.
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Jurs, Pāvels. "Conceptual Framework of Civic Competence." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (July 24, 2015): 459. http://dx.doi.org/10.17770/sie2014vol1.754.
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There is a crucial importance for the country in the diverse participation of. Being aware of the potential of interaction of individual, community and the society, thus with a help of civic education facilitating the development of individual's civic competence. However, for basing the pedagogical activities of the formation of citizenship on the primary stage, it is necessary to develop a model of civic competence. Summarizing and analysing a number of theoretical approaches, using theoretical methods of research and being aware of the curriculum regulatory framework in the publication, developed model of civic competences is provided for the further discussion. Thus, through civic education and assuming the developed model of civic competences, young people's civic knowledge, responsibility, civic skills and capacity to participate in decision-making processes can be contributed.
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Гриненко and T. Grinenko. "Evaluation As a Tool for the Organization’s Personnel Development." Management of the Personnel and Intellectual Resources in Russia 5, no. 1 (February 17, 2016): 34–38. http://dx.doi.org/10.12737/18137.
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The article discusses the approach to assessing the competence of staff , underlying the formation of human resources organization and development of its
staff . Formed in the modern theory of human resource management approaches to the defi nition of «competence», discloses the concept of «competency
model» are analyzed. It is shown that the development and application of competency model is carried out within the regulatory, defi cits and resource approaches.
It is proved that humanistic resource is the most appropriate approach in the development and evaluation of the use of competences. On the basis of this
approach the author identifi es the resources of the person who sells it and can implement in their professional activities. This approach is aimed at identifying
the personal and professional characteristics of the organization. It is shown that personal and professional diagnostic system developed in the framework
of the resource approach by Y.V. Sinyagin, which includes a competency model and a set of techniques, allows more fully exploit the potential of each employee
and more expedient to build its training and professional development.
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Perels, Franziska, Tina Gürtler, and Bernhard Schmitz. "Training of self-regulatory and problem-solving competence." Learning and Instruction 15, no. 2 (April 2005): 123–39. http://dx.doi.org/10.1016/j.learninstruc.2005.04.010.
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Martin, Bernard, Yves Quentin, Gwennaele Fichant, and Jean-Pierre Claverys. "Independent evolution of competence regulatory cascades in streptococci?" Trends in Microbiology 14, no. 8 (August 2006): 339–45. http://dx.doi.org/10.1016/j.tim.2006.06.007.
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Öberg, Jacob. "Union Regulatory Criminal Law Competence after Lisbon Treaty." European Journal of Crime, Criminal Law and Criminal Justice 19, no. 4 (2011): 289–318. http://dx.doi.org/10.1163/157181711x587783.
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McGuire, Carol A., Marcia Stanhope, and Sharon M. Weisenbeck. "Nursing Competence—An Evolving Regulatory Issue in Kentucky." Nursing Administration Quarterly 23, no. 1 (1998): 24–28. http://dx.doi.org/10.1097/00006216-199823010-00007.
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Chiaburu, Dan S., Tomas G. Thundiyil, and Gonzalo J. Muñoz. "Emotional support potential: regulatory focus and competence predictors." Industrial and Commercial Training 45, no. 5 (July 5, 2013): 293–302. http://dx.doi.org/10.1108/ict-03-2013-0015.
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Dupacova, Naoko, Barbora Antosova, Jan Paces, and Zbynek Kozmik. "Meis homeobox genes control progenitor competence in the retina." Proceedings of the National Academy of Sciences 118, no. 12 (March 15, 2021): e2013136118. http://dx.doi.org/10.1073/pnas.2013136118.
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The vertebrate eye is derived from the neuroepithelium, surface ectoderm, and extracellular mesenchyme. The neuroepithelium forms an optic cup in which the spatial separation of three domains is established, namely, the region of multipotent retinal progenitor cells (RPCs), the ciliary margin zone (CMZ)—which possesses both a neurogenic and nonneurogenic potential—and the optic disk (OD), the interface between the optic stalk and the neuroretina. Here, we show by genetic ablation in the developing optic cup thatMeis1andMeis2homeobox genes function redundantly to maintain the retinal progenitor pool while they simultaneously suppress the expression of genes characteristic of CMZ and OD fates. Furthermore, we demonstrate that Meis transcription factors bind regulatory regions of RPC-, CMZ-, and OD-specific genes, thus providing a mechanistic insight into the Meis-dependent gene regulatory network. Our work uncovers the essential role ofMeis1andMeis2as regulators of cell fate competence, which organize spatial territories in the vertebrate eye.
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Morice, Margaret Poutu, and Jonathan Fay. "Cultural Supervision and Cultural Competence in the Practice of Psychotherapy and Applied Psychology." Ata: Journal of Psychotherapy Aotearoa New Zealand 17, no. 1 (September 30, 2013): 89–101. http://dx.doi.org/10.9791/ajpanz.2013.07.
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The article offers an overview or meta-perspective on the parallels and kinship between cultural supervision and clinical supervision and between cultural supervision and cultural competence. It discusses some cultural competencies specific to working with indigenous Māori, competencies which may also establish principles of cultural competency for working safely and effectively amongst multiple lived realities within multicultural societies. It compares and contrasts aspirational and regulatory approaches to cultural competence and suggests some ways in which cultural competencies might be measureable and measured. Finally, it links the practice of cultural supervision to the development and maintenance of cultural competence.
Whakarāpopoto
He whakatakororanga whakaaro whānui tā tēnei tuhinga whakakapā atu ki te heretangata me ngā hono o te ahurea kaiwhakahaere me te ahurea kaitaunaki me te ahurea matatau. Ka matapakihia ētahi ahurea matatau arotika atu ki te mahi i te taha o te Māori, ngā mātauranga tērā pea ka whakaū mātāpono tūāpapa pūkenga mō te ora te mana i waenga i te rahi i te ahurea-tini porihanga. Ka whakaritea ka whakarerekēhia ngā moemoeā ngā momo whai i te koeke ahurea ā, ka whakaarahia ētahi huarahi e kitea ai te inetanga, te whakaine ahurea koeke. Haite mutunga, ka honoa te whakawai o te ahurea kaiwhakahaere ki te whanaketanga me te pupuritanga o te ahurea matatau.
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Ween, Ola, Svanhild Teigen, Peter Gaustad, Mogens Kilian, and Leiv Sigve Håvarstein. "Competence without a Competence Pheromone in a Natural Isolate of Streptococcus infantis." Journal of Bacteriology 184, no. 13 (July 1, 2002): 3426–32. http://dx.doi.org/10.1128/jb.184.13.3426-3432.2002.
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ABSTRACT Many streptococcal species belonging to the mitis and anginosus phylogenetic groups are known to be naturally competent for genetic transformation. Induction of the competent state in these bacteria is regulated by a quorum-sensing mechanism consisting of a secreted peptide pheromone encoded by comC and a two-component regulatory system encoded by comDE. Here we report that a natural isolate of a mitis group streptococcus (Atu-4) is competent for genetic transformation even though it has lost the gene encoding the competence pheromone. In contrast to other strains, induction of competence in Atu-4 is not regulated by cell density, since highly diluted cultures of this strain are still competent. Interestingly, competence in the Atu-4 strain is lost if the gene encoding the response regulator ComE is disrupted, demonstrating that this component of the quorum-sensing apparatus is still needed for competence development. These results indicate that mutations in ComD or ComE have resulted in a gain-of-function phenotype that allows competence without a competence pheromone. A highly similar strain lacking comC was isolated independently from another individual, suggesting that strains with this phenotype are able to survive in nature in competition with wild-type strains.
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Рыболовлева and Olga Rybolovleva. "SOCIAL MANAGEMENT TECHNOLOGY OF PROFESSIONAL DEVELOPMENT FOR INSURANCE AGENTS: COMPETENCE APPROACH." Central Russian Journal of Social Sciences 10, no. 4 (June 30, 2015): 48–55. http://dx.doi.org/10.12737/11948.
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The actual questions of staff professional development are mentioned in the article. The content of professional development of insurance agents is considered from the standpoint of competence approach. Professional, personal and social competences of insurance agents are identified. The basic blocks of social control technology of professional development of insurance agents are presented it details: target block, function block, regulatory unit, operational and procedural block, tool block, resource block.
Details reveals the basic units of social control technology professional development of insurance agents: target block, a function block, the regulatory unit, operational and procedural block tool block, resource block.
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Kowalko, J. E., and M. E. Sebert. "The Streptococcus pneumoniae Competence Regulatory System Influences Respiratory Tract Colonization." Infection and Immunity 76, no. 7 (April 28, 2008): 3131–40. http://dx.doi.org/10.1128/iai.01696-07.
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ABSTRACT The Streptococcus pneumoniae ComDE two-component signaling system controls the development of genetic competence in the bacterium and affects virulence in models of pneumonia and bacteremia. We have investigated the impact of the competence pathway during colonization of the nasopharynx, the principal ecological niche of the pneumococcus. Previous work showed that deletion of the pneumococcal CiaRH signaling system inhibited colonization and increased expression of genes required for competence. We anticipated that signaling by the competence pathway might similarly reduce carriage. Consistent with this expectation, a comE deletion that blocked transformation increased colonization fitness such that the mutant outcompeted the wild type in an infant rat model of asymptomatic carriage. Deletion of comD—immediately upstream of comE and likewise required for competence—similarly increased colonization fitness if the orientation of the antibiotic resistance cassette inserted into the comD locus was such that it reduced transcription of comE. However, an alternative comD deletion mutation that caused an increase in comE transcription impaired colonization instead. Activation of the competence system through a comE(D143Y) mutation did not affect colonization, but an inability to secrete the competence-stimulating peptide due to deletion of comAB produced a density-dependent reduction in colonization fitness. These results suggest a model in which signaling by the unactivated form of ComE reduces colonization fitness compared to that of bacteria in which it is either activated or absent entirely, with the most substantial fitness gain accompanying deletion of comE. This observation demonstrates that the pneumococcus incurs a substantial fitness cost in order to retain a functional competence regulatory system.
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ГРОМОВА, Наталія. "ШЛЯХИ ФОРМУВАННЯ СОЦІАЛЬНОЇ КОМПЕТЕНЦІЇ НА УРОКАХ УКРАЇНСЬКОЇ МОВИ В СУЧАСНОМУ ОСВІТНЬОМУ ПРОСТОРІ." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 2, no. 2 (2020): 201–7. http://dx.doi.org/10.31494/2412-9208-2020-1-2-201-207.
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The article shows the place of social competence in the system of key competencies in the application of the competence approach in the process of learning the Ukrainian language, as well as identifies the means, conditions and methods of forming social competence on the lessons. The author notes that the strategy of modern pedagogical education which is based on the need to develop various competencies and subjective development and self-development of the student and teacher, able to go beyond regulatory activities and carry out innovative, creative processes, involve changes in the educational process. Understanding the problems of modern school allows the author to conclude that it is necessary to build a system of educational space that would optimally take into account not only the peculiarities of professional development, but also the patterns of personal development, the formation of socially significant competencies of students. The formation of social competence should be a key task in the modern competence approach because a high level of its formation is the key to successful self-realization of a person in all spheres of society and a condition for achieving a level of self-transcendence in personality development. The very achievement of the level of self-transcendence requires the objective need of a person in the transformation of the world around him, with its changes and development. The author emphasizes that the organization of the educational process today creates the conditions for the formation of students' experience of independent solution of cognitive, communicative, organizational, social, creative, moral and other problems that make up the content of education. In this case, the actual content of education is to form a didactically adapted social experience of solving such problems. It is determined that one of the lines of implementation of the competency approach is to strengthen the applied, practical nature of all education, including the process of learning the Ukrainian language. According to the author’s view, the process of learning the Ukrainian language is filled with such tasks and activities, which implementation without the actualization of the pedagogical position of the student as a holistic vocational education, is impossible. Key words: competence approach, key competencies, social competence, communicative competence, forms of learning.
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Ryskaliyev, S. "COMPONENTS AND INDICATORS OF FORMATION OF A FUTURE PHYSICAL CULTURE TEACHER’S MANAGEMENT COMPETENCE." BULLETIN Series of Pedagogical Sciences 65, no. 1 (March 30, 2020): 237–43. http://dx.doi.org/10.51889/2020-1.1728-5496.43.
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In the article, the author tried to determine the components and indicators of formation of a future physical education teacher’s management competence. Based on the analysis of scientific literature, internal and external resources of the formation of managerial competence are considered. Based on the views of scientists, the author reveals the management functions: information-analytical, motivational-target, planning and prognostic, regulatory-corrective, organizational and executive. The study clarifies the content of the key concept of “managerial competence” and determines its components, i.e. set of competencies. The author exploring this problem determines the components of the formation of a future physical education teacher’s management competence teacher. Accordingly, each component is updated with indicators
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Kasymov, S. B., I. H. Kober, and E. А. Makarova. "METHODS FOR COMPETENCE ORIENTATION OF SPECIALISTS IN EDUCATIONAL PROGRAMS OF PEDAGOGICAL DIRECTION." BULLETIN Series of Pedagogical Sciences 65, no. 1 (March 30, 2020): 88–94. http://dx.doi.org/10.51889/2020-1.1728-5496.15.
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The article deals with the issue of improving the efficiency of education in Kazakh universities in terms of the application of competence-oriented approaches and the construction of competence-oriented models of graduates. The qualification system of open education, which is the carrier of competence, is enriched and activated every time there are real life problems faced. Competence-the ability of an employee to know about their professional activities and to know it on the basis of knowledge, skills and technologies. Presented experiences and recommendations related to comprehensive to comprehensive training, exercising ability to implement creative activities based on the developed competencies, motives, personal qualities and ability to apply regulatory accepted model of behavior in the professional sphere.
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Austin, Zubin, and Paul A. M. Gregory. "Quality Assurance and Maintenance of Competence Assessment Mechanisms in the Professions:." Journal of Medical Regulation 103, no. 2 (January 1, 2017): 22–34. http://dx.doi.org/10.30770/2572-1852-103.2.22.
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Regulatory bodies of health and non-health professions around the world have developed a diverse array of mechanisms to ensure maintenance of competence of practitioners. Quality assurance of professionals' practices is crucial to the work of regulators, yet there are few examples of interprofessional or cross-jurisdictional comparisons of approaches and mechanisms used to achieve this important objective. This review was undertaken using an indicative sampling method: to control for local cultural factors, all regulated health- and non-health professions in a single jurisdiction (Ontario, Canada) were studied, while intra-jurisdictional comparison was facilitated through targeted study of large professions (such as medicine, pharmacy and teaching) in other English-language jurisdictions (such as California, USA; the United Kingdom and Australia). A total of 91 regulated professions were examined to identify trends, commonalities and differences related to approaches used for professional quality assurance and maintenance of competence assessment. A diverse array of approaches was identified, highlighting divergent approaches to defining and measuring competency in the professions. Further comparative work examining this issue is required to help identify best- and promising-practices that can be shared among regulators from different jurisdictions and professions.
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Peterson, Scott, Robin T. Cline, Hervé Tettelin, Vasily Sharov, and Donald A. Morrison. "Gene Expression Analysis of the Streptococcus pneumoniae Competence Regulons by Use of DNA Microarrays." Journal of Bacteriology 182, no. 21 (November 1, 2000): 6192–202. http://dx.doi.org/10.1128/jb.182.21.6192-6202.2000.
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ABSTRACT Competence for genetic transformation in Streptococcus pneumoniae is coordinated by the competence-stimulating peptide (CSP), which induces a sudden and transient appearance of competence during exponential growth in vitro. Models of this quorum-sensing mechanism have proposed sequential expression of several regulatory genes followed by induction of target genes encoding DNA-processing-pathway proteins. Although many genes required for transformation are known to be expressed only in response to CSP, the relative timing of their expression has not been established. Overlapping expression patterns for the genes cinA andcomD (G. Alloing, B. Martin, C. Granadel, and J. P. Claverys, Mol. Microbiol. 29:75–83, 1998) suggest that at least two distinct regulatory mechanisms may underlie the competence cycle. DNA microarrays were used to estimate mRNA levels for all known competence operons during induction of competence by CSP. The known competence regulatory operons, comAB, comCDE, andcomX, exhibited a low or zero initial (uninduced) signal, strongly increased expression during the period between 5 and 12 min after CSP addition, and a decrease nearly to original values by 15 min after initiation of exposure to CSP. The remaining competence genes displayed a similar expression pattern, but with an additional delay of approximately 5 min. In a mutant defective in ComX, which may act as an alternate sigma factor to allow expression of the target competence genes, the same regulatory genes were induced, but the other competence genes were not. Finally, examination of the expression of 60 candidate sites not previously associated with competence identified eight additional loci that could be induced by CSP.
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Lee, Ji-yeon, Dong Woo Ko, and Hyemin Lee. "Loneliness, regulatory focus, inter-personal competence, and online game addiction." Internet Research 29, no. 2 (April 1, 2019): 381–94. http://dx.doi.org/10.1108/intr-01-2018-0020.
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Purpose The purpose of this paper is to investigate the predictors of game addiction based on loneliness, motivation and inter-personal competence using the samples of college students recruited from South Korea (n=251). Design/methodology/approach The authors examined the underlying mechanism of game addiction by testing a moderated mediation model, in which inter-personal competence moderated the mediation model of loneliness, regulatory focus and online game addiction. First, the authors clarified the relationship among loneliness, motivation and inter-personal competence, to understand the influences of loneliness on other variables in this study (mediation test). Second, the authors examined the underlying mechanism of game addiction by testing a moderated mediation model, in which inter-personal competence moderated the mediation model of loneliness, regulatory focus and online game addiction (moderated mediation). Findings Regulatory focus mediated the effect of loneliness on online game addiction. Moderated mediation analyses using PROCESS confirmed that inter-personal competence significantly buffered the indirect effect of loneliness (through regulatory focus) on online game addiction. The findings indicated that inter-personal competence accounted for significant differences in the mediation models. Originality/value This study bridges the gap in the online game addiction literature by explaining how loneliness is associated with online game addiction.
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Ugur, Mehmet. "Regulatory Quality and Performance in EU Network Industries: Evidence on Telecommunications, Gas and Electricity." Journal of Public Policy 29, no. 3 (October 22, 2009): 347–70. http://dx.doi.org/10.1017/s0143814x09990109.
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ABSTRACTThis article provides empirical evidence on ex ante and ex post indicators of regulatory quality and the relationship between those indicators and market performance in liberalised EU-15 network industries. It finds a low level of regulatory independence and competence, a high level of cross-country variations in regulatory quality, and widespread absence of correlation between ex ante regulatory quality and ex post performance indicators. On the basis of these findings, it suggests that the design of national regulatory agencies (NRAs) in Europe is not optimal and may be conducive to regulatory ineffectiveness or outright regulatory failure. Nevertheless, the existence and strengthening of EU-level regulators could enable EU member states to reduce the risk of regulatory failure by encouraging coordination and adoption of best practice.
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Hornung, Carlton A., Phillip A. Ianni, Carolynn T. Jones, Elias M. Samuels, and Vicki L. Ellingrod. "Indices of clinical research coordinators’ competence." Journal of Clinical and Translational Science 3, no. 2-3 (June 2019): 75–81. http://dx.doi.org/10.1017/cts.2019.381.
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AbstractIntroduction:There is a clear need to educate and train the clinical research workforce to conduct scientifically sound clinical research. Meeting this need requires the creation of tools to assess both an individual’s preparedness to function efficiently in the clinical research enterprise and tools to evaluate the quality and effectiveness of programs that are designed to educate and train clinical research professionals. Here we report the development and validation of a competency self-assessment entitled the Competency Index for Clinical Research Professionals, version II (CICRP-II).Methods:CICRP-II was developed using data collected from clinical research coordinators (CRCs) participating in the “Development, Implementation and Assessment of Novel Training In Domain-Based Competencies” (DIAMOND) project at four clinical and translational science award (CTSA) hubs and partnering institutions.Results:An exploratory factor analysis (EFA) identified a two-factor structure: the first factor measures self-reported competence to perform Routine clinical research functions (e.g., good clinical practice regulations (GCPs)), while the second factor measures competence to perform Advanced clinical functions (e.g., global regulatory affairs). We demonstrate the between groups validity by comparing CRCs working in different research settings.Discussion:The excellent psychometric properties of CICRP-II and its ability to distinguish between experienced CRCs at research-intensive CTSA hubs and CRCs working in less-intensive community-based sites coupled with the simplicity of alternative methods for scoring respondents make it a valuable tool for gauging an individual’s perceived preparedness to function in the role of CRC as well as an equally valuable tool to evaluate the value and effectiveness of clinical research education and training programs.
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Bongiorni, Cristina, Shu Ishikawa, Sophie Stephenson, Naotake Ogasawara, and Marta Perego. "Synergistic Regulation of Competence Development in Bacillus subtilis by Two Rap-Phr Systems." Journal of Bacteriology 187, no. 13 (July 1, 2005): 4353–61. http://dx.doi.org/10.1128/jb.187.13.4353-4361.2005.
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ABSTRACT The 11 Rap proteins of Bacillus subtilis comprise a conserved family of tetratricopeptide (TPR)-containing regulatory proteins. Their activity is inhibited by specific Phr pentapeptides produced from the product of phr genes through an export-import maturation process. We found that one of the proteins, namely RapF, is involved in the regulation of competence to DNA transformation. The ComA response regulator and transcription factor for initiation of competence development is the target of RapF. Specific binding of RapF to the carboxy-terminal DNA-binding domain of ComA inhibits the response regulator's ability to bind its target DNA promoters. The PhrF C-terminal pentapeptide, QRGMI, inhibits RapF activity. The activity of RapF and PhrF in regulating competence development is analogous to the previously described activity of RapC and PhrC (L. J. Core and M. Perego, Mol. Microbiol. 49:1509-1522, 2003). In fact, the RapF and PhrF pair of proteins acts synergistically with RapC and PhrC in the overall regulation of the ComA transcription factor. Since the transcription of the RapC- and RapF-encoding genes is positively regulated by their own target ComA, an autoregulatory circuit must exist for the competence transcription factor in order to modulate its activity.
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Son, Minjun, Robert C. Shields, Sang-Joon Ahn, Robert A. Burne, and Stephen J. Hagen. "Bidirectional signaling in the competence regulatory pathway ofStreptococcus mutans." FEMS Microbiology Letters 362, no. 19 (September 10, 2015): fnv159. http://dx.doi.org/10.1093/femsle/fnv159.
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Zarechnaya, A. A. "Features of Development of Communicative Competence in Children with Mental Retardation." Psychological-Educational Studies 10, no. 1 (2018): 32–41. http://dx.doi.org/10.17759/psyedu.2018100104.
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The article presents the results of the study of communicative competence in children with mental retardation. Experimental data on the development of communicative competence in children with mental retardation are presented, a comparative analysis with the data of normally developing children is performed. The connection between types of communicative competence in preschool children with mental retardation, their ability to cooperate with their peers: to plan, coordinate and carry out joint actions to achieve a common goal is empirically revealed. It is proved that communicative competence as a regulatory mechanism of the program of joint activity in children with mental retardation is formed at a delayed pace and requires additional training in order to develop the ability to perform group tasks. Experimental data allow to develop a model of communicative competence formation in children with mental retardation on the basis of the development of the allocated communicative competences in the course of joint activity with a peer.
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Kenagy, Gretchen P., Barbara S. Schneidman, Barbara Barzansky, Claudette E. Dalton, Carl A. Sirio, and Susan E. Skochelak. "Physician Reentry into Clinical Practice: Regulatory Challenges." Journal of Medical Regulation 97, no. 1 (March 1, 2011): 10–15. http://dx.doi.org/10.30770/2572-1852-97.1.10.
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ABSTRACT Physician reentry to clinical practice is fast becoming recognized as an issue of central importance in discussions about the physician workforce. While there are few empirical studies, existing data show that increasing numbers of physicians take a leave of absence from practice at some point during their careers; this trend is expected to continue. The process of returning to clinical practice is coming under scrutiny due to the public's increasing demand for transparency regarding physician competence. Criteria for medical licensure often do not include an expectation of ongoing clinical activity. Physicians who maintain a license but do not practice for a period of time, therefore, may be reentering the workforce with unknown competency to practice. This paper: (1) presents survey data on current physician reentry policies of state medical boards; (2) discusses the findings from the survey within the context of regulatory challenges that impact physician-reentry; and (3) offers recommendations to facilitate the development of comprehensive, coordinated regulatory policies on physician reentry.
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B. E., Ekpenyong, V. O. Adediran, and B. A. Adeyemi. "Influence of Self-Regulation and Social Competence on Academic Achievement of Lower Primary School Pupils in Osun State, Nigeria." Research Journal of Education, no. 58 (August 10, 2019): 143–50. http://dx.doi.org/10.32861/rje.58.143.150.
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This study determined the prevalence of se1f regulatory skills (behavioural, emotional,verbal) and assessed the level of social competence of primary school pupils in Osun State. The study further examined the influence of self-regulatory skills and social competence on primary school pupils’ academic achievement. These were with a view to providing information on the association between Self-regulation and Social Competence in relation to lower Primary School Pupils’ academic achievement in Osun State Nigeria. The study adopted the correlational survey research design. The population for the study comprised primary III pupils in Osun State. Sample size consisted of 418 Primary III pupils selected using the multistage sampling procedure. Firstly, from the three Senatorial districts in Osun State, nine Local Government Areas (LGAs) were selected using simple random sampling technique (three from each senatorial district). Secondly, in each LGA, two primary schools were selected using simple random sampling technique. Thirdly, eighteen intact classes of primary Ill pupils were selected from each of the selected schools using the simple random sampling technique.The three instruments used for this study were: Sell-Regulation Observation Scale (SROS) Teachers Rating Scale (TRS); and Pupils’ Achievement Test (PAT). Data was analyzed using percentage and chi-square. The results showed that the level of primary school pupils’ behavioural self-regulatory skill was low (30%), emotional self-regulatory skill was at average (43%) while the verbal self-regulatory skill was low (27%). Overall, the level of self-regulatory skills of primary school pupils’ was low (39%). The results also indicated that the level of’ manifestation of social competence was high (64%). Results further showed that there was a statistically significant influence of self-regulatory skills and social competence on primary school pupils’ academic achievement (x2= 873.532, p<0.05). The study concluded that whilst Self-regulatory skill contributed little to pupils‘ academic achievement, Social Competence greatly influenced primary school pupils’ academic achievement in Osun State.
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Drago, Daniela, Paige McDonald, and Gaetano R Lotrecchiano. "Communicating Transdisciplinary Characteristics In Global Regulatory Affairs: An Example From Health Professions Education." Informing Science: The International Journal of an Emerging Transdiscipline 21 (2018): 219–34. http://dx.doi.org/10.28945/4030.
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Aim/Purpose: This paper describes the regulatory affairs discipline as a useful case in the study of both inter- and transdisciplinary science and dynamics related to communication across multiple boundaries. We will 1) outline the process that led to the development of transnational competencies for regulatory affairs graduate education, 2) discuss how the process highlights the transdisciplinary character of regulatory affairs, 3) provide implications for how to communicate the influence of this characterization to future healthcare professionals, and 4) draw conclusions regarding how our lessons-learned might inform other programs of study. Background: In the past few decades, the regulatory affairs profession has become more internationalized. This prompted the need for new competencies grounded in the transnational and cross-disciplinary contexts in which these professionals are required to operate. Methodology: A convenience sample of experienced regulatory affairs professionals from multiple disciplines contributed to the development of transnational competencies for a master’s program in regulatory affairs using a transdisciplinary framework. Contribution: An applied exemplar in which to understand how transdisciplinary characteristics can be communicated and applied in higher education. Recommendations for Practitioners: This paper recommends how competencies developed from a regulatory affairs program can serve as exemplars for other applied transdisciplinary higher education programs. Impact on Society: This framework provides a seldom-used reflective approach to regulatory affairs education that utilizes cross-disciplinary theory to inform competence-based formation of professionals.
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Latukhina, A. L., and Ju A. Marinina. "Professional portrait of Teacher of Russian as a Foreign Language: competence-based approach." Vestnik of Minin University 8, no. 4 (November 7, 2020): 4. http://dx.doi.org/10.26795/2307-1281-2020-8-4-4.
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Introduction. One of the urgent problems of modern education is building a professional competence model of a specialist in order to increase the effectiveness of training and the formation of professional competencies necessary for a successful entry into the profession. From this point of view, the description of a professional portrait of Teacher of Russian as a Foreign Language will contribute to the most effective design of educational programs in this area of training.Materials and Methods. In the course of the work, theoretical and empirical research methods were used: analysis, synthesis, generalization, comparison, juxtaposition, scientific theorization.Results.In the preparation of Teacher of Russian as a Foreign Language, two models were initially laid down: when the teacher is a native speaker and when he himself learns Russian as a foreign language and subsequently broadcasts the acquired knowledge to foreign students. The main difference between these portraits of teachers is the presence of a foreign language communicative competence in the training of foreign language teachers, as well as the formation and improvement of a foreign language reading competence. At the same time, the common, uniting both models, are the psychological, pedagogical, methodological, intercultural and acmeological competences, which constitute the portrait of Teacher of Russian as a Foreign Language. The designated competencies made it possible to formulate professional competencies in educational programs in the direction of training «Pedagogical education» at the bachelor's and master's degrees at the Nizhny Novgorod State Pedagogical University named after Kozma Minin (44.03.01 «Russian as a foreign language» and 44.04.01 «Teaching Russian as a foreign language») and the corresponding sets of regulatory documents. Discussion and Conclusions. Teacher of Russian as a foreign language being a translator of Russian culture, it should be a competent, erudite, tolerant, ready for intercultural communication, striving for constant professional improvement, having both general pedagogical and specialized competencies.
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Nagovitsyn, Roman Sergeevich, Elena Aleksandrovna Berezhnykh, Alexey Emilievich Popovic, and Oleg Vladimirovich Srebrodolsky. "Formation of Legal Competence of Future Bachelors of Psychological and Pedagogical Education." International Journal of Emerging Technologies in Learning (iJET) 16, no. 01 (January 12, 2021): 188. http://dx.doi.org/10.3991/ijet.v16i01.17591.
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This article presents the author’s vision of the content and technology of forming the legal competence of future teachers and psychologists, which includes six synergistically interrelated competencies: legislative, regulatory, ethical, social, informational and psychological. The purpose of the study: to develop didactic games for students - future bachelors of psychological and pedagogical education and experimentally prove the effectiveness of their implementation in extracurricular activities to form their legal competence. Based on the analysis of various educational technologies for the formation of students' legal competencies, a special set of didactic games has been identified and systematized. The scientific novelty of the author’s research lies in the originality of the approach to the independent implementation by students of didactic games in extracurricular activities on the basis of the student scientific community. The research results are statistically proven (p<0.05) through an increase in the level of formation of legal competence in students of psychological and pedagogical sphere.
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Sinderen, Douwe, Amy Luttinger, Liyun Kong, David Dubnau, Gerard Venema, and Leendert Hamoen. "comK encodes the competence transcription factor, the key regulatory protein for competence development in Bacillus subtilis." Molecular Microbiology 15, no. 3 (February 1995): 455–62. http://dx.doi.org/10.1111/j.1365-2958.1995.tb02259.x.
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Guiral, Sébastien, Vincent Hénard, Chantal Granadel, Bernard Martin, and Jean-Pierre Claverys. "Inhibition of competence development in Streptococcus pneumoniae by increased basal-level expression of the ComDE two-component regulatory system." Microbiology 152, no. 2 (February 1, 2006): 323–31. http://dx.doi.org/10.1099/mic.0.28425-0.
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Natural competence for genetic transformation in Streptococcus pneumoniae is controlled by the ComCDE signal-transduction pathway. Together, ComD, a membrane histidine kinase, and ComE, its cognate response regulator, constitute a typical two-component regulatory system involved in sensing the comC-encoded competence-stimulating peptide (CSP). The comCDE operon is strongly upregulated when CSP reaches a critical threshold, probably to coordinate competence induction throughout the population. During a study of the early regulation of the comCDE operon, a mutation which resulted in increased β-galactosidase production from a comC : : lacZ fusion was isolated. This mutation, which was characterized as a G→T change in the transcription terminator of the tRNAArg located immediately upstream of comCDE, is suggested to destabilize the terminator and to allow transcriptional readthrough of comCDE. Here, it is shown that, quite unexpectedly, the mutation confers reduced transformability. A series of experiments undertaken with the aim of understanding this surprising phenotype is described. Evidence is presented that increased basal-level expression of comDE impedes both spontaneous and CSP-induced competence in S. pneumoniae. There is a discussion of how an increased concentration of ComD and/or ComE could affect competence development.
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I. Almazova, Nadezhda, Anna V. Rubtsova, Maria A. Odinokaya, and Antonina A. Andreeva. "REALISATION OF REGULATORY REQUIREMENTS FOR EFL TEACHERS ICT-COMPETENCY FORMATION." Humanities & Social Sciences Reviews 8, no. 4 (September 11, 2020): 1071–82. http://dx.doi.org/10.18510/hssr.2020.84102.
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Purpose of the study: The article examines regulatory requirements for the formation of competence in the field of ICT for EFL teachers, declared by UNESCO and the Council of Europe, and ways of their practical implementation. The purpose of this study is to assess the effectiveness of the methodology for the formation of ICT-competency, developed and implemented by the authors to prepare competent and competitive EFL teachers.
Methodology: A comparative analysis method was selected to compile a review of regulatory documents. Then a critical analysis was used to specify the content and structure of EFL teachers ICT competency and to develop a methodology for the formation of the competency mentioned above. During the experimental training, we used pre-experimental and post-experimental testing for data collection, and statistical analysis methods for pedagogical research.
Main findings: Relying on the analysis of the conducted experimental training data, the authors have concluded that the developed methodology significantly contributes to the formation of the ICT-competency of an EFL teacher. Therefore, we can use the methodology mentioned above as one of the ways of realisation of regulatory documents requirements.
Application of this study: This study can be useful for educational institutions of various levels that prepare EFL teachers and want the graduates to be competent and competitive in today’s labour market. The methodology of ICT-competency formation described in the article can be implemented by those educators, who are looking for a way of practical realisation of the regulatory requirements of EFL teachers ICT-competency.
Novelty of this study: This study has proposed a new methodology of an EFL teacher ICT-competency formation based on today’s most authoritative regulatory documents – UNESCO ICT-Competency Framework for Teachers 2018 edition and Common European Framework of Reference for Languages 2018 edition.
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STRYZHAK, Y. "SELF-REGULATORY COMPETENCE AS AN INNOVATIVE COMPONENT OF PEDAGOGICAL ACTIVITY." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 24 (December 27, 2019): 181–84. http://dx.doi.org/10.33989/2075-146x.2019.24.194877.
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Gunningham, Neil. "Being a Good Inspector: Regulatory Competence and Australia’s Mines Inspectorate." Policy and Practice in Health and Safety 10, no. 2 (January 2012): 25–45. http://dx.doi.org/10.1080/14774003.2012.11667775.
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Bila, V. R. "Public Administration’s Regulatory Acts: Classification Issues." Bulletin of Kharkiv National University of Internal Affairs 87, no. 4 (December 22, 2019): 71–80. http://dx.doi.org/10.32631/v.2019.4.07.
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The author has attempted to group public administration’s normative acts. The advantages of classification as the method of cognition of state and legal phenomena and rules of its conduction have been outlined. The criteria for classification of public administration’s regulatory acts have been clarified. That made it possible to specify the content of the components identified as a result of the classification. The author has emphasized the necessity of forming theoretical system of regulatory acts as forms of public administration, establishing their clear hierarchy and competent independence.
Based on the competence of the public administration entity, it has been offered to distinguish general, departmental, interagency and local regulatory acts. The author has offered to improve the competence of public administration agencies with regard to normative and legal regulation of public administration relations. The author has indicated on the need to rethink the scope of the concept of local regulatory acts and has offered to include exclusively the acts of professional self-government agencies of socially important professions. The author has emphasized on the necessity to set general requirements for local rule-making in order to avoid procedural violations.
According to the functional purpose, the author has offered to distinguish program, regulatory, law enforcement, competence, statutory and structural acts, as well as planning acts. Competent acts define the sphere of responsibility, main tasks and powers, managerial relations within the agency of public administration and its organizational and legal form; structural acts – the territorial and functional structure of public administration agencies, distribution of powers, etc., statutory acts – the procedure of management and functioning of public institution. Program and planning acts do not cause the immediate effects of legal consequences such as the emergence, change or termination of subjective rights and legal obligations and related legal relations, which, however, does not mean that they do not lose the features of normativity. The legal force of such acts will depend on the entity that approved the act: the higher its place in the hierarchy of executive authorities, the higher its legal power.
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ALEMANNO, Alberto. "The European Response to COVID-19: From Regulatory Emulation to Regulatory Coordination?" European Journal of Risk Regulation 11, no. 2 (April 28, 2020): 307–16. http://dx.doi.org/10.1017/err.2020.44.
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Due to its borderless nature, COVID-19 has been a matter of common European interest since its very first detection on the continent. Yet this pandemic outbreak has largely been handled as an essentially national matter. Member States adopted their own different, uncoordinated and at times competing national responses according to their distinctive risk analysis frameworks, with little regard1 for the scientific and management advice provided by the European Union (EU), notably its dedicated legal framework for action on cross-border health threats.2 To justify such an outcome as the inevitable consequence of the EU’s limited competence in public health is a well-rehearsed yet largely inaccurate argument3 that calls for closer scrutiny.
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Carter, David P. "Intermediary Attributes, Regulatee Experiences, and Perceived Expertise in Third-Party Regulation." Administration & Society 51, no. 8 (August 20, 2017): 1282–307. http://dx.doi.org/10.1177/0095399717725350.
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Expertise is a common rational for relying on third-party intermediaries in the administration of regulatory standards. Yet, little is known regarding how perceived competence varies across the diversity of intermediaries observed in empirical regulatory settings. This article offers a better understanding of perceived intermediary expertise through an examination of regulatee perceptions of certifier competence in the administration of U.S. organic regulations. From the results of a nationwide organic producer survey, the article concludes that what intermediaries look like matters less than how they fulfill their regulatory functions. These results suggest that diverse intermediaries have the potential to be similarly effective at supporting regulatory program goals, and that program credibility is not inherently threatened by an administratively diverse third-party landscape.
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Kimani, Mary Nyambura, and Dr Patrick Mwangangi. "INFLUENCE OF SUPPLIER EVALUATION CRITERIA ON PERFORMANCE OF METALS AND ALLIED FIRMS IN KENYA." International Journal of Supply Chain and Logistics 2, no. 1 (October 26, 2018): 93. http://dx.doi.org/10.47941/ijscl.v2i1.255.
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Purpose: This study aimed at examining the influence of supplier evaluation on performance of metal and allied firms in Kenya by focusing on supplier’s financial capability, supplier’s regulatory compliance, supplier’s technical capability and supplier’s level of human resource competency. The study was guided by Lean Supplier Competence Model, Institutional Theory, Resource Based Theory and Social Exchange Theory.Methodology: The population target of the study comprised of 213 respondents drawn from managerial, supervisory and junior positions in procurement departments in all 71 metal and allied firms in Kenya. The study adopted a census method where it included all members of the target population. Questionnaires and data collection sheets were used to collect primary and secondary data respectively. The collected data was coded and analyzed qualitatively and quantitatively through Statistical Package for Social Sciences (SPSS) version 21. Data was analyzed using both descriptive and inferential statistics where regression analysis was used to establish the effect of independent variables on the dependent variable. Descriptive and inferential results were presented in form of tables and figures. Pilot study was conducted prior data collection to test reliability and validity of data collection instruments.Results: The findings of the study revealed that supplier’s financial capability, supplier’s regulatory compliance, supplier’s technical capability and supplier’s level of human resource competence have a positive and significant influence on performance of metal and allied firms in Kenya.Recommendations: The study recommends that metal and allied firms should focus on supplier’s financial capability, supplier’s regulatory compliance, supplier’s technical capability and supplier’s level of human resource competence when conducting supplier’s evaluation since the practices have a positive and significant influence on performance of metal and allied firms.
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Dobson, Natalie L. "Competing Climate Change Responses: Reflections on EU Unilateral Regulation of International Transport Emissions in Light of Multilateral Developments." Netherlands International Law Review 67, no. 2 (June 10, 2020): 183–210. http://dx.doi.org/10.1007/s40802-020-00167-2.
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Abstract In 2016, the International Civil Aviation Organization (ICAO) and International Maritime Organization (IMO) made important strides towards the regulation of emissions from international aviation and maritime transport. This was partially catalysed by the ‘ultimatum strategy’ of the European Union (EU), where the Union persistently threatened to take unilateral steps in the absence of multilateral action. As this article analyses, it appears that the Union is reluctant to relinquish its unilateral approach and align fully with both the ICAO Carbon Offsetting and Reduction Scheme and the IMO Global Data Collection Scheme. This raises questions under public international law as to the relationships between these competing measures. Amidst rising political pressures, this article considers the extent to which the unfolding multilateral policies of the ICAO and IMO may limit the regulatory competence of the EU. While the EU is an independent legal entity, it has been conferred far-reaching competences by its Member States who are themselves members of these other international organisations. Given the lack of clarity on clear hierarchical rules, an important role remains for the customary law of state jurisdiction in governing regulatory competence more generally. The final part of this article engages with recent discussions on the existence of an obligation to exercise jurisdictional self-restraint. It reflects on the tensions arising between respect for states’ regulatory autonomy and the prevention of ‘dangerous’ anthropogenic climate change.
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Opanasenko, Nataliia, and Halyna Chernenko. "FORMATION OF THE PROFESSIONAL COMPETENCE OF FUTURE PRIMARY TEACHERS WITH THE USE OF MODERN TEACHING METHODS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 20, 2020): 163. http://dx.doi.org/10.17770/sie2020vol2.4964.
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The article considers the problem of formation of professional competence of future primary teachers. The regulatory framework governing the professional activities of teachers in Ukraine (“Concept of development of Pedagogical Education”, “Professional Standard “Primary School Teacher of Secondary Education”) is analyzed. The urgency of the problem of future schoolteachers' professional training for the modern school, which is being studied within the framework of the project “New Ukrainian School – New Teacher” is proved. The definitions of “competence”, “professional competence”, “professionalism” of both national and international scientists are analyzed.It is proved that professional competence is an integrative characteristic of business and personal qualities of a specialist, reflects the level of knowledge, skills and experience required to achieve the goal of a certain type of professional activity, as well as the moral position of a specialist.The article presents modern methods of training future primary school teachers: “design-thinking” as a creative way of thinking, aimed at creating non-standard solutions and innovations for the formation of professional competence of future teachers of primary education (stages of “design- thinking”: empathy, focusing, ideas generation, prototyping, testing); interactive teaching methods (“lotus blossoming”, mixed media, jury, presentations, etc.), focus group research.The article proves the idea that the formation of key competences of students in the New Ukrainian School, competitiveness and ability to enter the world global space depend on the professional competence of the teacher.