Tesis sobre el tema "Competency"
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Stupariu, Ioana. "Development and evaluation of a professional development framework for pharmacy undergraduate students to support their learning in professional practice". Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557816.
Texto completoKalt, Christine Lee. "Clinical Nursing Faculty Competency". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6228.
Texto completoBergkamp, Jude A. "The Paradox of Emotionality & Competence in Multicultural Competency Training: A Grounded Theory". Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1275422585.
Texto completoDal, Bò Ilaria <1994>. "Competenze trasversali: valutazione empirica di un nuovo modello del Ca'Foscari Competency Center". Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/16361.
Texto completoHutson, Serah. "Mental health nursing competency". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62020.pdf.
Texto completoMinani, David Muhangwa. "Software developer competency framework". Thesis, Cape Peninsula University of Technology, 2013. http://hdl.handle.net/20.500.11838/1360.
Texto completoThe application of software systems in business organizations continue to increase as the Internet technology grows. Business processes that previously required manual interventions are becoming automated using software systems. The use of software systems is fundamental to electronic processing of business transactions. More business organizations, large and small, are utilizing information technology in order to have competitive advantage in the business arena. Software is ubiquitous. Among areas where software plays core roles are e-Banking where software systems are used to process banking transactions, e-Health where software systems are used to facilitate activities in the health sector, e-Commerce where software systems are used to facilitate online business transactions, e-Government where software system are used to facilitate government activities and e-Learning where software systems are used to facilitate the teaching and learning process. Nevertheless, the large number of failing software projects and the increase in software security problems coupled with shortage of skilled software developers are still major obstacles in the software development industry. Among others, the solution can be achieved by improving the competency of software developers so that software systems developed are of good quality, safe, robust, and support business objectives. Software companies and business organizations stand a big chance to increase their return on investment (ROI), if competencies of software developers are improved. A software developer plays critical roles in software development projects. A software developer, however, requires specific skills and knowledge in order to develop software systems that solve problems and deliver solutions. This research is about competencies of software developers. The research focuses on software development activities performed by software companies and business organizations within the Western Cape Province. The unit of analysis is software developers. Data pertaining to tasks performed by software developers, tools used by software developers and skills required were collected, examined and analysed. The objective of the research is to develop a competency framework for software developers. It can be used by institutions and the industry to provide better education. Most importantly, the industry will have access to competent software developers who can perform their job well. As justified in this research, knowledge of a competency framework for software developers is extremely essential.ÿ
Dunn, Kristina Ann. "Nursing Informatics Competency Program". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3985.
Texto completoSarron, Susanne Rutledge Pierce Walter D. "Applying Smelser's theory of collective behavior to minimum competency testing/competency based education". Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8713225.
Texto completoTitle from title page screen, viewed August 3, 2005. Dissertation Committee: Walter D. Pierce (chair), Fay F. Bowren, F. James Davis, Wayne H. Galler, William D. Zeller. Includes bibliographical references (leaves 279-292) and abstract. Also available in print.
Hansen-Salie, Nasieba. "Professional nurses' perceptions of newly qualified professional nurses competency and factors influencing competency". University of the Western cape, 2011. http://hdl.handle.net/11394/5406.
Texto completoIn our constantly changing healthcare system and with large numbers of staff shortages in hospitals, newly qualified professional nurses are expected to be competent and work unsupervised in leadership capacities soon after they have completed their nursing programs. The study was aimed at determining the perceptions of professional nurses of newly qualified professional nurses' competency as well as factors that influence competency. A quantitative approach using a descriptive survey design was employed, using 34 experienced professional nurses working in selected private hospitals in the Western Cape. Data was collected by means of a peer evaluation questionnaire, namely the Competency Inventory for Registered nurses. Data was analyzed, using IBM SPSS 19 with the assistance of a statistician. The results of the 55-item Competency Inventory for Registered Nurses indicate that newly qualified nurses were perceived as highly competent in clinical care, leadership, interpersonal relation, legal/ethical and professional development. Newly qualified nurses were perceived as low in competency in teaching/coaching, critical thinking and research aptitude. All the factors identified using literature, were perceived as having an influence on competency. Recommendations were made to the institutions to assist newly qualified nurses in competence development.
Ley, Tobias [Verfasser]. "Organizational Competency Management – A Competence Performance Approach : Methods, Empirical Findings and Practical Implications / Tobias Ley". Aachen : Shaker, 2006. http://d-nb.info/1170529062/34.
Texto completoLocklear, Brittany Renee. "Continuing Competency: An Evaluation for Retention 180 Days After the Annual Competency Assurance Program". The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306433849.
Texto completoJones, Wittney A. "Health Care Administration Faculty Perceptions on Competency Education, Graduate Preparedness, and Employer Competency Expectations". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1200.
Texto completoDeVries, Emily Rae. "The Self-Percieved Grief Competency of Masters Level Therapists". CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/719.
Texto completoNebbergall, Allison J. "Assessment of social competence and problem behavior the psychometric properties of a social competency rating form /". College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7216.
Texto completoThesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
Eberwine, Julia K. "Methods Used to Assess Critical Care Nurses’ Ability to Detect the Deteriorating Patient and the Perceived Effectiveness of Those Methods". University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1459438932.
Texto completoFields, Sally. "Revision and validation of the Australian Competency Standards for Occupational Therapy Driver Assessors to ensure best practice". Thesis, Federation University Australia, 2022. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/186813.
Texto completoDoctor of Philosophy
Cochran, Graham Ralph. "Ohio State University Extension competency study developing a competency model for a 21st century extension organization /". Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1243620503.
Texto completoCochran, Graham R. "Ohio State University Extension Competency Study: Developing a Competency Model for a 21st Century Extension Organization". The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243620503.
Texto completoÁguila, Ruiz de Somocurcio Paolo del. "The restructuring plan as competency instrument in the insolvent companies market". Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/115887.
Texto completoEl plan de reestructuración es un instrumento que permite a las empresas insolventes continuar en el mercado, bajo cánones de eficiencia y de competencia; con ese fin, se instauran mecanismos integrales para tornar a la empresa en crisis en una unidad de negocios competitiva, sobre la base de los estándares que el mercado y los consumidores esperan de ella. El presente artículo aborda cuatro aspectos esenciales para comprender al plan de reestructuración como un verdadero instrumento de competencia en el mercado de empresas insolvente: (i) su naturaleza oponible; (ii) el tratamiento que brinda a las garantías constituidas por el deudor; (iii) las consecuencias del incumplimiento del plan; y (iv) los alcances dados por el Instituto Nacional de Defensa de la Competencia y de la Protección de la Propiedad Intelectual(IndecopI) acerca de este instrumento concursal.
Mc, Veigh Bryan J. "Army program managers : a competency perspective /". Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1994. http://handle.dtic.mil/100.2/ADA284956.
Texto completo"September 1994." Thesis advisor(s): Reuben T. Harris, Albert J. Hamilton III. Bibliography: p. 124-125. Also available online.
McLaughlin, Duncan Jeffrey. "Competency and the provider-patient contract". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq29075.pdf.
Texto completoHamchaoui, Lara. "A systemic approach to competency management". Thesis, City University London, 2001. http://openaccess.city.ac.uk/7598/.
Texto completoMcVeigh, Bryan J. "Army program managers : a competency perspective". Thesis, Monterey, California. Naval Postgraduate School, 1994. http://hdl.handle.net/10945/30573.
Texto completoGray, Aloma. "Oncology| Improving Nursing Competency and Skill". Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3731288.
Texto completoPatients diagnosed with cancer often require interventions for the accompanying mental health distress of their diagnosis; patients’ mental distress can lead to hopelessness and noncompliance. Improvements for assessment and interventions are needed. This project provides recommendations for improving oncological nursing knowledge by implementing competencies for nurses through educational modules, focusing on nursing approach, confidence, and interventions necessary for understanding methods of treatment and the measurement of distress in oncology and oncological treatment. Using established standards and competencies will improve knowledge and skill in inpatient settings. Current established nursing standards from the American Nursing Association, Institute Of Medicine/National Comprehensive Cancer Network, C-Change, and Public Mental Health Essentials were explored in order to identify gaps and create a list of recommended competencies for oncology nursing. Six associated adaptable educational modules were developed based on the adult education framework of Knowles, and participant training entailed proper use and comprehension of the Distress Thermometer for measurement of distress. The C-Change observation displayed participant (n = 102) results of approximately 119% improvement, which was observed in knowledge, communication, and confidence. Participants used the resources to reduce distress levels by initiating the selected established interventions for management, all of which was made evident in patient self-reported outcomes, using resources from published, established, standardized competencies. Having such training will allow for improved care for patients with cancer, thus having an influence on positive social change.
Speer, Kellie. "Competency-Based Learning in Higher Education". The University of Arizona, 2016. http://hdl.handle.net/10150/621589.
Texto completoDement, Betty Antoinette. "Empowering Cultural Competency in Healthcare Providers". Thesis, Walden University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10822211.
Texto completoRacial and ethnic health disparities are highest in communities of color; providing culturally competent care could address these disparities. Culturally competent communication between the healthcare provider and the patient is an essential behavior that may improve health in racially and ethnically diverse women. A quality improvement project was completed with guidance from the 5 constructs of the Campinha-Bacote model as the conceptual framework, and the method used was the Consumer Assessment of Healthcare Providers and Systems survey. The perspective of 20 Mexican American and 20 African American women in El Paso, Texas between ages 45 and 72 with menopausal symptoms was surveyed to determine if culture had an impact on the presence or absence of communication with their healthcare providers. Results showed women’s perceptions of positive and negative communication behaviors with their healthcare providers was inconclusive; however, results showed that provider communication about health promotions, use of alternative medicine, and shared-decision making regarding health management needs improvement to promote adherence to medical regimen and feelings of mutual respect. Integrating cultural competence into existing evidence-based care can positively impact the delivery of services and help improve the quality of care. Healthcare providers can impact positive social change through the lessening of burdens associated with the lack of diversity in the workforce by including cultural competence training into the curriculum of nursing and medical schools.
Richmond, Pamela Cheatham. "Competency-based therapy: a case study". Thesis, Virginia Tech, 1988. http://hdl.handle.net/10919/45169.
Texto completoMaster of Science
Marinaro, Laura M. "Nutrition Competency of Certified Athletic Trainers". University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1216051727.
Texto completoGoedde, Allison Marie. "FACTORS PREDICTING PRESERVICE TEACHER TECHNOLOGY COMPETENCY". Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1151090686.
Texto completoGupta, Sachin. "Structured assessment of competency in polypectomy". Thesis, Imperial College London, 2012. http://hdl.handle.net/10044/1/9963.
Texto completoMalcolm, Caitlin. "Nursing Student's Perceptions of Cultural Competency". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/honors/75.
Texto completoJennings, LaShay, Renee Rice Moran, Karla Knupp, Edward J. Dwyer y Huili Hong. "Word Recognition Competency Activity for Students". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3388.
Texto completoWelie, Sander Peter Karel. "Criteria for assessment of patient competence : a conceptual analysis from the legal, psychological and ethical perspectives /". Maastricht : Maastricht : University Maastricht ; University Library, Universiteit Maastricht [host], 2008. http://arno.unimaas.nl/show.cgi?fid=12767.
Texto completoMakūnas, Julius. "Konsltantų kompetencijos modelis". Master's thesis, Lithuanian Academic Libraries Network (LABT), 2005. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2005~D_20050608_205017-69835.
Texto completoRupprecht, Beatrice. "Kompetenzorientierte Leistungsmessungen in der Erzieherausbildung des Freistaates Sachsen". Doctoral thesis, Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-175273.
Texto completoRodzevičiūtė, Emilija. "Substantiation of contents and structure of a secondary school teacher's pedagogical competency". Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20091223_133855-21533.
Texto completoŠiuolaikinės besikeičiančios visuomenės spartėjantys pasikeitimai meta iššūkį mokytojams, jų pedagoginiam kompetentingumui. Mokytojo pedagoginis kompetentingumas ir nuolatinis jo tobulinimas yra pagrindinis veiksnys, lemiantis mokytojo profesinį tobulėjimą ir kokybišką veiklą. Disertacijoje siekiama išsiaiškinti, koks turi būti vidurinės mokyklos mokytojo pedagoginio kompetentingumo turinio ir struktūros modelis, kurį būtų galima siūlyti kaip mokytojo standarto rengimo prielaidą aukštojoje pedagoginėje mokykloje.
Khadgi, Vinaya y Tianyi Wang. "Automatic Creation of Researcher’s Competence Profiles Based on Semantic Integration of Heterogeneous Data sources". Thesis, Tekniska Högskolan, Högskolan i Jönköping, JTH. Forskningsområde Informationsteknik, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-21904.
Texto completoKelly, Ann. "The work of clerical trainees in local government council offices : an ethnomethodological study of competence and competency standards /". St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17370.pdf.
Texto completoTintěrová, Markéta. "Competence Management a jeho využití v HRM". Master's thesis, Vysoká škola ekonomická v Praze, 2008. http://www.nusl.cz/ntk/nusl-5343.
Texto completoKawashima, Asako. "Study on cultural competency of Japanese nurses". Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3072.
Texto completoVita: p. 231. Thesis director: Chen-Yun Wu. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Nursing. Title from PDF t.p. (viewed June 30, 2008). Includes bibliographical references (p. 217-230). Also issued in print.
Minami, Masahiro. "Reconstructing multicultural counselling competency : construct explication approach". Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2729.
Texto completoThomas, Myrddin John Wynne. "Competency based curriculum : The student nurses' perspective". Thesis, Keele University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.535800.
Texto completoCourteau, Brigitte. "Competency-based education in plastic surgery training". Thesis, McGill University, 2014. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=122979.
Texto completoEn chirurgie plastique, le Collège royal des médecins et chirurgiens du Canada propose des objectifs d'études bien définis, cependant il n'y a pas de curriculum défini afin d'atteindre ces objectifs. Plusieurs facteurs réduisent l'aspect pratique du modèle en fonction du temps existant, et comme résultat, le modèle d'enseignement basé sur la compétence fut proposé pour remplacer le modèle traditionnel. La réalisation d'un curriculum basé sur la compétence demande autant l'identification des procédures spécifique de cette spécialité que des étapes procédurales. Ce projet tend à développer une méthodologie pour l'identification des étapes procédurales pour chacune des procédures de la chirurgie plastique. Les études précédentes ont démontrées que les résidents manquent d'exposition aux connaissances de plusieurs domaines de la chirurgie plastique, particulièrement vrai pour la chirurgie esthétique. Il est donc important, pour les résidents, d'explorer tous les avenues pour augmenter cette exposition et leurs opportunités de formation. La cible additionnelle de ce projet est d'atteindre ces objectifs par le développement d'un mannequin-simulateur pilote pour l'entraînement en chirurgie esthétique. L'identification des étapes procédurales en chirurgie plastique, en concert avec l'entraînement par simulateur, engendre une nouvelle étape vers la réalisation d'une éducation basée sur la compétence en chirurgie plastique.
Hughes, Lucy. "Psychometric evaluation of therapist competency rating scales". Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/19848/.
Texto completoCooper, Tara L. "Intercultural competency development in student success courses". Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/779.
Texto completoRonn, Harald. "Complexity and leadership : conceptual and competency implications". Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17889.
Texto completoENGLISH ABSTRACT: Globalisation, rapid changes in technology, and demographic trends are all important factors that contribute to conditions that require adaptive capacity in military organisations. The context of a majority of military operations is often asymmetric with blurred boundaries, and military organisations are expected to master a wide range of operations from humanitarian disaster relief to more regular warlike situations in a joint- and multinational framework. The complexity of the challenges facing military leaders in contemporary and future operations makes it relevant to develop a meta-competency model for leadership in complex military systems, which is the main purpose of this dissertation. A Complexity Approach represents a shift from a set of conservative laws to a perception of the world as an open and highly dynamic system, and some characterise complexity as a bridge between modernism on the one hand and post-modernism on the other. Complexity and complex systems have a number of characteristics, some of them being a large number of short-ranged interactions that are dynamic, non-linear and fairly rich. Another significant feature of complexity is the emphasis on emergent patterns that are codetermined through a dynamic process between the history of the system and the interaction with its local environment. Leadership in complex systems might be described by the dynamics of emergence, not merely by incremental influence, and increasingly considered to be a collective social phenomenon. A complexity-oriented leader acts as an enabler of a rich identity interacting in richly constrained play of difference, facilitating “bounded” individual and systemic adaptive capacity. The reigning paradigm in military organisations, however, are closely linked to an autocratic and bureaucratic structure and a fundamental quest for control, equilibrium and stability, all of which are deeply embedded in Newtonian Principles of linearity, reductionism and determinism. The investigation of empirical research on Norwegian Military Officers and the Norwegian Armed Forces reveal a considerable amount of homogenous force substantiating stability and control, at the same time as complexity and uncertainty are acknowledged. This dissertation argues that the definition of competencies as “an underlying characteristic of an individual that is causally related to effective and/or superior performance in a job or situation”, is not suitable for a complexity understanding and proposes competencies to be defined as “interconnected underlying characteristics of an individual or system, which through a dynamic and non-linear process of interaction between local agents and the environment contribute to the emergence of identifiable or unidentifiable patterns of individual or systemic behaviour”. Based on a synthesis of a non-empirical literature study, empirical research and a modelbuilding study, this dissertation suggests that heterogeneity of degree, androgynousity, cognitive flexibility, ethical reasoning, cross-cultural competence, intuition, identity and courage, are necessary meta-competencies for leadership in complex military systems. It is further argued that these meta-competencies must be interpreted as interconnected and interdependent, and the metaphor of a cloud is therefore presented as a suitable image of the intricate dynamics of complexity.
AFRIKAANSE OPSOMMING: Globalisering, vinnige veranderinge in tegnologie en demografiese tendense is belangrike faktore wat bydra tot toestande wat aanpassingsvermoë in militêre organisasies vereis. Die konteks waarin ’n meerderheid militêre operasies hul bevind is dikwels asimmetries met onduidelike grense, en daar word van militêre organisasies verwag om ’n wye verskeidenheid krygsverrigtinge van humanitêre rampverligting tot meer gereelde oorlogsugtige omstandighede in ’n gesamentlike en multinasionale kader te bemeester. Die kompleksiteit van die uitdagings waarvoor militêre leiers te staan kom in huidige en toekomstige krygsverrigtinge is dit gepas om ’n meta-bevoegdheidsmodel vir leierskap in komplekse militêre stelsels te ontwikkel, wat die belangrikste doel van hierdie tesis is. ’n Kompleksiteitbenadering verteenwoordig ’n verskuiwing van ’n stel konserwatiewe wette na ’n waarneming van die wêreld as ’n oop en hoogsdinamiese stelsel, en kompleksiteit word soms gekenmerk as ’n brug tussen modernisme aan die een kant en die post-modernisme aan die ander. Kompleksiteit en komplekse stelsels het ’n aantal kenmerke, waarvan sommige van hulle ’n groot aantal kortafstandinteraksies wat dinamiese, nie-lineêre en redelik ryk is. Nog ’n belangrike kenmerk van kompleksiteit is die klem op die ontluikende patrone wat vasgestel word deur middel van beide ’n dinamiese proses tussen die geskiedenis van die stelsel en die interaksie met die plaaslike omgewing. Leierskap in komplekse stelsels kan beskryf word deur die dinamika van verskyning, nie net deur inkrementele invloed nie, en al hoe meer beskou as ’n kollektiewe sosiale verskynsel. ’n Kompleksiteitgeoriënteerde leier dien as ’n instaatsteller van ’n ryk identiteit wat wisselwerking uitoefen in streng beperkte verskilspel, wat “begrensde” individuele en sistemiese aanpassingsvermoë fasiliteer. Die huidige paradigma in die militêre organisasies word egter nou gekoppel aan ’n outokratiese en burokratiese struktuur, en ’n fundamentele soektog vir beheer, ewewig en stabiliteit, waarvan almal diep in Newtoniaanse Beginsels van lineariteit, reduksionisme en determinisme vasgelê is. Die ondersoek van empiriese navorsing oor die Noorse Militêre Offisiere en die Noorse Weermag openbaar ’n aansienlike aantal homogene mag wat stabiliteit en beheer staaf, terselfdertyd as wat kompleksiteit en onsekerheid erken word. Hierdie tesis is van mening dat die definisie van vaardighede as “’n onderliggende eienskap van ’n individu wat oorsaaklik verwant is aan doeltreffende en/of superieure prestasie in ’n beroep of situasie”, nie geskik is vir ’n kompleksiteitbegrip nie en stel voor dat vaardighede gedefinieer word as “onderling verbinde onderliggende eienskappe van ’n individu of stelsel, wat deur middel van ’n dinamiese en nie-lineêre proses van interaksie tussen plaaslike agente en die omgewing bydra tot die verskyning van identifiseerbare of nie-identifiseerbare patrone van individuele of sistemiese gedrag”. Gebaseer op ’n sintese van ’n nie-empiriese literatuurstudie, empiriese navorsing en ’n bou van modelle studie, stel hierdie tesis voor dat die heterogeniteit van graad, androgienisme, kognitiewe buigsaamheid, etiese beredenering, kruis-kulturele bevoegdheid, intuïsie, identiteit en moed, nodige meta-vaardighede vir leierskap in komplekse militêre stelsels is. Dit voer verder aan dat hierdie meta-vaardighede vertolk moet word as onderling verbinde en onderling afhanklik is, en die metafoor van ’n wolk word dus voorgestel as ’n geskikte beeld van die ingewikkelde dinamika van kompleksiteit.
Li, Yong-Xin y 李永信. "Competency-Based Curriculum: The Research of Project-Based Learning Competence Indicators". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/8buyuj.
Texto completo國立彰化師範大學
工業教育與技術學系
104
The research is to explore the relations of three topics, including “competency-based curriculum (CBC)”, “project-based learning (PBL)” and “competence indicators” (CI). Research has three purposes: (1) understanding the current situation and the emerging trends of PBL and CI by Science and Technology Text Mining; (2) develop, construct and confirm the hierarchy of PBL competence indicators; (3) understanding the relative important of PBL competence indicators. The research methods includes three steps: (1) Using the application of Web of Science (WoS) and CiteSpace, to analyze the current situation and the emerging trends of PBL and CI; (2) Using the Fuzzy Delphi method (FDM) and fuzzy Semantic Scales Method (FSSM), to confirm the hierarchy of PBL competence indicators; (3) Using the Fuzzy Analytic Hierarchy Process (FAHP) and Fuzzy Semantic Scales Method (FSSM), to evaluate relative weight value of PBL competence indicators. The research results includes three aspects: (1) by mining the WoS Core Collection, located 522 references of PBL, and 1343 references of CI, then, by using the applications of WoS and CiteSpace, to identify the main emerging trends and reflect on the current status of PBL and CI; (2) through 15 experts in related fields of PBL, and using FDM and FSSM to identify the hierarchy of PBL competence indicators, including three dimensions (knowledge, skills and attitudes which had ten competence indicators); (3) through 15 experts in related fields of PBL and CI, and using FAHP and FSSM to evaluate the relative weight values of PBL which has three dimension (knowledge, skills and attitudes), and the relative weight value are 0.340, 0.321 and 0.339. The contribution of the research has three aspects: (1) by Science and Technology Text Mining of PBL and CI, to provide a knowledge map for researchers and practitioners; (2) using FDM, FAHP and FSSM are innovative research methods; (3) the hierarchy of PBL competence indicators is an important reference for analysis, design, development, implementation, and evaluation of CBC.
Ho, Chih-Chiang y 何志強. "A Competency-Based Intelligent MobileLearning SystemA Competency-Based Intelligent MobileLearning SystemA Competency-Based Intelligent Mobile Learning System". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/29123769745366129667.
Texto completo輔仁大學
資訊工程學系
98
Mobile learning provides a ubiquitous learning context for the learners to select appropriate learning path and learning objects. Adaptive learning method and correct learning path planning may reach the goal of anytime and anywhere learning. Moreover, the display ability of mobile learning device also becomes the main factor to influence the interesting and learning time of the learners. How to achieve the above functions is the important topic in mobile learning. This thesis uses the content of competency-based learning as the basis to evaluate knowledge deficiency of the learner. We then use carrier selection, fuzzy interpolation computation, and ant-generic algorithm to select the appropriate learning path and objects. Finally, we use the point-to-point technology of NFC to transfer the learning content in the learning device to the larger screen with NFC capability in the environment to display the same content for conducting pervasive learning.
WENG, JUI-MING y 翁瑞明. "Constructing a Competency Model and Competency-Based Program for Archaeology Practitioners". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/qeubr9.
Texto completo南臺科技大學
企業管理系
104
This research aims to develop a competency model and competency-based curriculum for archaeology practitioners, appropriate to the national policy for Occupational Competency Standard. The present competency model is adapted from the Table of Occupational Standard formulated by the Integrated Competency Application Platform of the Workforce Development Agency. Research methods include face-to-face interviews with archaeology practitioners and on-site observation. Data collected are coded with the aid of software Nvivo 11, while the semantic textual content is analyzed using the qualitative method. The coding process consists of 4 stages, namely “Primary Duty & Work Task”, “Behavior Indicator”, “Competency Component (K & S)” and “Competency Level”. The requirement of mental ability in a work task is also taken into consideration so to distinguish between work tasks of different levels and to establish indices for differentiating competency levels. The first draft model with four competency levels is reviewed by experts in the field in paper or online. The four finalized competency levels are: L2 Technician, L3 Research Assistant, L4 Assistant Researcher, L5 Researcher, under which are 7 work categories, 20 duties, 47 work tasks and behavior indicators, 56 types of knowledge, 57 types of skills and 32 types of productivity. Knowledge and skills required are derived from work tasks to develop a competency-based curriculum according to their knowledge dimensions. The curriculum consists of 31 course units under 8 course series. Four quadrants are used to illustrate the differences between the competence levels, with level of mental ability and level of interdependence as the horizontal and vertical axis respectively. The results show that: L2 and L3 are broadly lone workers; L2 often engages in highly repetitive work that demands patience instead of any expertise; L3 requires a small amount of expertise which can be gained from experience; L3 work can be completed by following workflows; L4, whose expertise stem from school education, are required to supervise a small number of low-order practitioners, to cooperate with practitioners of the same order or to work on their own on small projects; L5, equipped with the expertise required by most work, require cross-disciplinary knowledge; the managerial competence of L5 shows that they belong to the highest competency order of all archaeology practitioners.
LU, KUAN-YI y 呂冠沂. "The Construction of Competency Model and Competency-Based Program for Firmware Engineers". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/369b8c.
Texto completo南臺科技大學
企業管理系
104
The current study aimed to propose the competency model and competency-based program respectively for two competence levels of firmware engineers. First, firmware engineers were interviewed with a competency interview, whose interview protocols were analyzed to extract their relevant competencies, knowledge, and skills, and to draft the preliminary competency model. Experts from the academia and the industry were invited to examine and finalized the contents of the proposed competency model in expert meetings. Finally, a recombination analysis was adopted to construct the curriculum map. The results revealed that the competence models of the two competence levels clearly demonstrated their differences in aspects like job duties, with L3 including firmware introduction, inspection, and maintenance, while L4 including preliminary analysis and arrangement, firmware development, qualification, inspection, and improvement. With regard to curriculum maps, L4 covered not only basic ZigBee wireless sensor practicum, advanced electronic graphics, and substrate design, but also more projects and comprehensive certification practicum that required wider integration and applications and that ensured a more advanced and consecutive training on related competencies. It is hoped facilitates the nurture of more competent human resources, thus enhancing competitiveness of the given industry.