Готові списки джерел за темами / Competence definition

Добірка наукової літератури з теми "Competence definition"

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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Статті в журналах з теми "Competence definition"

Pavlenko, Olena. "FORMATION OF THE FUTURE SPECIALIST’S COMMUNICATIVE COMPETENCE AND COMPETENCIES IN CONDITIONS OF UNIVERSITY EDUCATION." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 29, 2022): 155–23. http://dx.doi.org/10.31499/2307-4906.2.2022.262942.

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Анотація:

The article focuses on the need to implement a competency-based approach as a methodology for designing and forecasting the goals and results of professional and communicative training of social work specialists, aimed at the development of competence and the acquisition of communicative competencies that ensure the formation of communicative culture, taking into consideration both personal and social needs and interests. The analysis of scientific sources on the features of the competence approach, competence and competencies was put through. The author’s interpretation of the definition of “competence approach” is given. The range of communicative competencies that must be adopted by future social work specialists in the process of professional training in the system of university education is outlined. The neediness of introducing a competency-based approach to the educational process is explained by several factors. As the first, the transition from an industrial economy to the “knowledge economy” requires competencies for successful development in conditions of unpredictability and uncertainty. As the second, the most world’s influential business leaders and employers are increasingly saying, that the educational system must better meet the needs of everyday life and be prepared for work in the face of today’s and future complex challenges. As the third, modern information technologies of education allow transforming and optimizing the learning process, professional training of future specialists in the system of university education. Acquired competencies will enable a social worker to be competitive in the labor market, freely possessing their professionalactivities, the acquired baggage of communicative knowledge, skills, and to be ready for constant professional self-improvement. Keywords: competence approach; competence; competences; communicative competences; future social work specialist; university education; author’s definition; social worker’s professional activity.

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Semenova, Natalia Nicolaevna. "Features of a competency approach to the university education content implementation." Samara Journal of Science 5, no. 4 (December 15, 2016): 224–28. http://dx.doi.org/10.17816/snv20164316.

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The following paper deals with the reasons for the reorganization of the educational system, as well as the reasons for updating the content of education and technology. The author describes the goals of modern education, the problems of future teacher training, the problems of the Russian education system modernization, requirements for graduates of higher education institutions, the reasons of the transition from the knowledge and skills to competences, the content of the competence concept with respect to educational activities, the problems of professional competence development at graduates whose major is Teacher Education, the process of future teacher professional competence development. The author states that the competence approach implementation will affect the quality of education. The paper also deals with the problem of raising the level of future teacher professional competence. Crucial competencies are described. The paper contains the definition of professional competence, focusing on the professional competence of the teacher, the definition of value-semantic competence, general cultural competence, educational and cognitive competence, informational competence, communicative competence. The article analyzes the problems of competence-based approach implementation in the educational system, as well as the necessity of educational activities content change in higher education institutions.

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Attard, Josephine, and Donia Baldacchino. "The demand for competencies in spiritual care in nursing and midwifery education: a literature review." Revista Pistis Praxis 6, no. 2 (September 13, 2014): 671. http://dx.doi.org/10.7213/revistapistispraxis.06.002.dv02.

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Spirituality is embedded in nursing and midwifery practice and within the role of nurses and midwives. As a result, spirituality is an important element in nursing and midwifery education and practice, an area which has largely been ignored, in spite of the constant call of Professional Bodies for spiritual care competence in the provision of holistic care. This review aimed to analyze the existing literature and research to define competency and identify the key issues around the demand for competencies and education in spiritual care in nursing and midwifery. A search for articles in English was carried out using various search engines, using keywords: ‘competence, competency, definition, nursing, midwifery practice’. The findings showed that consensus on the definition of competency is still inconsistent. The majority of literature acknowledges the dimensions of knowledge, skills and attitudes which support the three components in Bloom’s Taxonomy namely, the cognitive, affective and psychomotor domains. Competence in spiritual care is guided by Benner’s theory: From novice to expert. Key issues were identified explaining the demand for competence in spiritual care such as, the complexity of spirituality and spiritual care which requires formal integration of spiritual care within the curricula by incorporating both the ‘taught’ and ‘caught’ perspectives of teaching and learning. Assessment of competence in nursing/midwifery education demands the formulation of generic and specific competencies oriented towards knowledge, skills and attitudes towards spiritual care. Thus, further research is suggested to develop a framework of competencies to be achieved by undergraduate and postgraduate students.

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Ivanov, Andrey, and Vadim Sdobnikov. "Development of Translator Competences as the Main Task of Translator Trainers." Nizhny Novgorod Linguistics University Bulletin, no. 51 (September 30, 2020): 117–31. http://dx.doi.org/10.47388/2072-3490/lunn2020-51-3-117-131.

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The article discusses development of translator competences as the main task of translator trainers. Based on the accepted definition of the notion of “competence” and the modern reali-ty of the profession, the authors propose a model of professional translator competence as the general ability to perform translation/interpreting which includes specific competences: com-municative competence, linguistic competence, textual competence, technological competence, socio-cultural competence, instrumental competence, theoretical competence, and ethical competence. The authors argue that all specific competences are interconnected, and their combination determines the character of the professional personality of a translator / interpreter.

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Nykytyuk, О. А., and V. М. Novikov. "Definition and Analysis of the Main Requirements for Laboratory Competence." Metrology and instruments, no. 2 (May 21, 2020): 68–71. http://dx.doi.org/10.33955/2307-2180(2)2020.68-71.

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The work is devoted to the study of the actual issue of technical regulation and metrology — determination of criteria of competence of laboratories. The results of the worldwide accreditation work are subjective in nature and therefore require continuous improvement in the assessment methods used to determine the compliance of laboratories with standard competency requirements. The analysis of the main elements of the management system, which, in accordance with the Paretto principle, mainly form the competence of laboratories in its accreditation in the national body was held. For the first time, the authors, with the involvement of all stakeholders, have analyzed and identified major competency requirements for laboratories across a wide range of DSTU ISO / IEC 17025: 2017 requirements. Also, for the first time, the technology of peer review was applied to the analysis of the criteria of competence of laboratories. The recommendations of ILAC, EA and EUROLAB international organizations for the criteria of competence of laboratories are analyzed in detail. Particular attention is given to the introduction of specific requirements for staff competence and accreditation criteria, which are in one way or another related to the competence of the laboratory staff. It has been established experimentally (by the method of expert evaluation) that such elements of the management system as risk management, personnel management, internal audit, intralaboratory control and interlaboratory comparisons are considered today to be the most important in confirming the competence of a laboratory.

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Borovskikh, Aleksei Vladislavovich. "Truth against the law, or once again about competence." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2018): 12–33. http://dx.doi.org/10.51314/2073-2635-2018-2-12-33.

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The article discusses the origin, meaning and the essence of the concept of competence and competencies, the impossibility of their formation, the appointment and role of the competencial bureaucracy in the national education. The main theses that are justified: competence approach born from a problem of incompetence; competence as a concept is a ghost (ghost definition is given in the article); competence is relative; competence was originally a phenomenon; when you try to change this phenomenon, he falls into a completely different way formed human characteristics, saving for that the term «competence» is meaningless; the use of competency approach in Federal State Educational Standards is designed to destroy the national education rather than to transform him and domestic economic policy in accordance with current problems and challenges.

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Shevchenko, Alexander, and Liudmyla Shtefan. "Formation of valeological competence in non-medical students." Engineering and Educational Technologies 9, no. 4 (December 31, 2021): 8–23. http://dx.doi.org/10.30929/2307-9770.2021.09.04.01.

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Competence approach is generally accepted in modern education. Competence is the ability to perform a variety of practical tasks in life and professional activities at a sufficient professional level, which is due to cognitive abilities and skills, social interaction, motivation and will. There are lingual, informational (digital), communicational, cultural, ecological, valeological (health saving) and other competencies should be formed in the student, regardless of the profile of his education. In Ukrainian legislation, valeological competence is referred to the category of "civic and social competences". Valeological competence in educational standards given less importance than, for example, ecological competence. We have not found a clear definition of valeological competence. In our opinion, valeological competence is the ability to lead a healthy lifestyle, practice safe behavior and provide emergency care. For its formation in students of non-medical higher educational institutions we have proposed the initial academic discipline "Health Pedagogy". The study is theoretical, based on the analysis of scientific sources and regulations of Ukraine, including national educational standards. Preliminary data on the introduction of the author's program of the discipline "Pedagogy of Health" in the educational process of the Ukrainian Engineering Pedagogics Academy for students of "011 - Educational, Pedagogical Sciences" specialty "Bachelor" and "Master" educational levels are also taken into account. Requirements for valeological competence formation in non-medical students on accordance with the level of education, the proposed components of the curriculum and components of competence (cognitive, activity, motivational-value and personal) are formulated. The author's definition of valeological competence is supplemented with a list of its components subject to qualimetric assessment. The list of competencies, necessary for the valeological competence formation, as well as those competencies that are formed or improved simultaneously with the valeological competence during the study of valeological discipline "Health Pedagogy" by non-medical students.

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Абильтарова, Эльвиза. "ESSENCE AND CONTENTS OF PROFESSIONAL COMPETENCE OF LABOR PROTECTION SPECIALISTS." Науковий вісник Інституту професійно-технічної освіти НАПН України. Професійна педагогіка, no. 18 (June 24, 2019): 82–88. http://dx.doi.org/10.32835/2223-5752.2019.18.82-88.

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The paper is devoted to the problem of professional competence formation in educational practice. The author emphasizes the relevance and necessity of training labor protection specialists, who should have such qualities as: professionalism, responsibility, communication skills, moral stamina, self-organization and impartiality in the modern labor market. The purpose of the paper is to substantiate the essence of the concept “professional competence of the specialist in the field of labor protection”, the definition of the main types of professional competence of the specialist in the field of labor protection and their contents. The following types of scientific research are used in the work: analysis of scientific and pedagogical, psychological literature on the research problem, classification and systematization of scientific works, practical experience, questionnaire, statistical method of ranking, expert assessment. The paper presents the theoretical analysis of scientists’ views on the problem of competence-based approach in education. The results of studies on the definitions of “competence”, “competency”, “professional competence” are presented. The concept “professional competence of the specialist in the field of labor protection” has had further development. The types of professional competence of the specialist in the field of labor protection are determined empirically: legal, organizational and managerial, information-analytical, monitoring, expert, labor protection, communication, pedagogical. The substantial characteristic of the specified types of competences is presented.

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Haider, Shahzad. "https://habibiaislamicus.com/index.php/hirj/article/view/247." Habibia Islamicus 6, no. 1 (March 30, 2022): 01–16. http://dx.doi.org/10.47720/hi.2022.0601e01.

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This paper had two main objectives; 1) to analyze the historical evolution of the concept of competence and 2) to analyze and assess various descriptions and definitions of the term competence. This literature review was carried out by reviewing and assessing the selected research studies ranging from 1959 to date through various research databases. To find out the literature, keywords like competence, competency, professional competence, etc were used. At first, a total of 190 research articles were identified. In the second phase, detailed and comprehensive analysis and assessment were done to make sure the relevance of the selected research studies with the objectives of this particular research. In this manner, only 65 research studies were selected for this literature review. This literature review revealed that the term competence is being used in various fields with varying contexts. It also suggested that the term has varying descriptions and definitions based on its utilization and a single, unified and unanimous definition of the concept of competence is still needed.

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Kurniati, Tuti. "Pengembangan Bahan Ajar Berbasis Instructional Approach Learning pada Mata Kuliah Kemampuan Dasar Mengajar Kimia." Jurnal Inovasi Pendidikan Kimia 16, no. 1 (January 2, 2022): 16–21. http://dx.doi.org/10.15294/jipk.v16i1.29570.

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Teachers must have competency standards in carrying out their duties. The competencies that must be possessed by professional teachers are pedagogic competence, professional competence, personal competence and social competence. In order for students to master the four competence and basic skills of teaching it is necessary to develop modul materials based on instructional approach learning. The purpose of this research is to develop modul materials. Ths research following 3D model of Thiagarajan which consists of the definition stage, the design stage and the development stage. Â The result of the research shows are the validity of the material aspect is 97.5% and the media is 87.5% in valid criteria. Practicality based on the value of the student response questionnaire in the individual trial was 95.8% and the small group test wa 89.6% which was considered very practical.

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Більше джерел

Дисертації з теми "Competence definition"

Pavliga, Gail K. "Toward a Conceptual Definition for Social Competence: An Exploratory Study." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1209056212.

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Uddholm, Mats. "Om professionella aktörers musikpedagogiska definitionsmakt : En kulturhistorisk studie av samband mellan musikpedagogisk teori och definitionsmakt." Doctoral thesis, Stockholms universitet, Kungl. Musikhögskolan i Stockholm, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-75073.

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The aim of this thesis is to illuminate which role theories of music education can have in the dialectic between discourse and competence in the practice of music pedagogy. The thesis stems from a problem-oriented project that resulted in the formulation of the following research question: how can the connection between music education theory and the power of definition be described and problematized from a cultural-historical perspective using Vygotsky's thesis of Semiotic Thinking? In his research on the dual function of language Vygotsky makes a distinction between the usage of concepts and conceptualization. In this study this distinction has been crucial to determining the relationship between music education theory and the power of definition as practised in music pedagogy. The research project comprised a background study and three sub-studies. The focus of the background-study was the conditions for musical learning and development in persons with severe cognitive dysfunctions. The first sub-study dealt with how social workers in this area of special education conceptualise their view of music in relation to their understanding of music activities in their own practice. The second sub-study aimed to explore which concepts music-therapists use in their meta-reflections on musical situations in this area of special education. The purpose of the third sub-study was to formulate a theoretical perspective on the relationship between music education theory and the power of definition using Vygotsky's hypothesis of semiotic thinking. The main conclusions are: first, that music education theory can be understood as a structural coupling between the power of definition that is embedded in music-pedagogical discourse as a whole, and the power of definition possessed by music pedagogues; second, that the development of the power of definition in the practice of music pedagogy is a creative process that in turn entails a critical questioning of music education theory.

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Butler, Michelle. "Definitions of midwifery competence : implications for professional learning." Thesis, University of Nottingham, 2001. http://eprints.nottingham.ac.uk/11243/.

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This study explores the nature of competence required to fulfil the role of the midwife, learning to become competent, and professional learning beyond registration. The research was undertaken through a qualitative, case study approach, exploring competence as a phenomenon, as experienced by thirty-nine student midwives as they went through the final stages of pre-registration midwifery education programmes, were assessed to be competent, and took on the role of the midwife. The views of the thirty-nine participants of competence and of their own capability, development and learning, were compared with the views of teachers, assessors, other midwives, and supervisors of midwives, working with participants. Also explored are the characteristics of the expert and the characteristics of good and bad midwives. The case is made early on in the thesis that a definition of competence is required for midwifery to develop as a profession, to protect the public, and to facilitate midwife development pre and post registration. Towards achieving this, the research begins to construct a model of midwifery competence as an integrated, holistic concept. The research explores the relationship between the various components and dimensions in the integrated model and the factors involved in being competent across contexts and from situation to situation. Factors involved in the maintenance of competence over time and in learning beyond registration are identified by exploring the nature of learning beyond registration and the characteristics of good and bad midwives.

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Axäll, Jenny. "KOMMUNIKATIVT LEDARSKAP ett ledarskap för moderna organisationer : Kvalitativ studie med ansats att definiera begreppet." Thesis, Uppsala University, Media and Communication, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-130894.

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AbstractTitle: Communicative leadership – a leadership for modern organizationsQualitative research attempting to define the concept.(Kommunikativt ledarskap – ett ledarskap för moderna organisationerKvalitativ studie med ansats att definiera begreppet.)Author: Jenny AxällAim: The aim of this essay is to try to find the essence of and a definition of the communicative leadership. Questions asked are: How can communicative leadership be described? How can it be practiced? What does it demand of those who practice it? What organizational conditions are required? And what results and performances can this leadership lead to?Method: Qualitative explorative research method. The study contains an academic lit-erature review of the science of leadership and communication in general and the more specific communicative leadership. It also includes two personal in-terviews. After analysing the interviews, the result is compared with the litera-ture and discussed in the last chapter. The essay concludes with a definition of communicative leadership.Main results: The following definition of communicative leadership was formulated after concluding the study: In communicative leadership communication is used as the main means of control in order to create joint action and thereby excellent company results. The leadership is based on a conscious and open communication that leads to understanding and participation among employees, as well as to sound and thoroughly founded decisions and well-informed business development. The leadership is constantly practised in formal and informal conversation and dialogue situations where true exchange of opinions and sense making is de-sired. For the communicative leader the employees are the most valuable re-sources in the organization. He or she assumes that employees want to suc-ceed, and will do so, if the right conditions are in place. The communicative leader wants to lead and inspire, emanates joy and comfort, and receives as manager the trust of being a leader.Number of pages: 63Course: Media and Communications Studies DUniversity: Division of Media and Communication, Department of Information Science, Uppsala UniversityDate of submission: 2005-01-17, autumn term of 2004Tutor: Professor Lowe HedmanKeywords: Communicative leadership, communicative competence, communicative fol-lowership, communicative processes, decentralized organizations, leadership, organizational culture, internal communication, definition of leadership.

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Spring, Erin K. "The Interdisciplinary Collaborative Competency in Music Therapy: Terminology, Definitions, and Teaching Approaches." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1275666925.

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Al, Harbi Toraiheeb. "Navy definitions of leadership and LMET/NAVLEAD competency clusters compared to selected leadership theories." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA306113.

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Mendes, Diana Patrícia Almeida. "Gestão de competências : olhar para o passado para perspetivar o futuro, meta-análise." Master's thesis, Instituto Superior de Economia e Gestão, 2017. http://hdl.handle.net/10400.5/14307.

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Mestrado em Gestão de Recursos Humanos
Hoje em dia, vive-se num ambiente altamente competitivo, resultante da globalização e da revolução tecnológica. Tem-se assistido a diversas mudanças que ocorrem ao nível do mercado e que influenciam a vida organizacional. Para conseguirem dar resposta às exigências diárias com as quais são colocadas à prova, as organizações têm-se debatido pelo desenvolvimento de estratégias para mostrarem as suas mais-valias e, por sua vez, não perderem quota de mercado. Para que as organizações consigam manter a sua posição, no mercado em que operam, exige-se aos profissionais que delas fazem parte, o domínio de competências na função que desempenham, mas que também apresentem competências que não se resumam à sua área de atuação. De forma a identificar e desenvolver essas mesmas competências, cabe às organizações, apostar numa política de gestão de recursos humanos baseada em competências. Assim sendo, surge o conceito de gestão de competências que tem vindo a ser alvo de interesse global quer académico, quer profissional. A gestão de competências permite uma gestão estratégica e integrada dos sistemas de recursos humanos, devendo estar sempre em consonância com os objetivos da organização, e contribuir para o alcance dos mesmos. O presente estudo tem por base uma meta-análise, através de uma revisão de literatura, cujo objetivo se prende em provar que a definição de competências tem evoluído, ao longo do tempo.
Nowadays, we live in a highly competitive environment, resulting from globalization and the technological revolution. There have been several changes that occur at the level of the market and that influence the organizational life. To meet the daily demands, organizations have struggled to develop strategies to show their gains and, in turn, not to lose market share. For organizations to maintain their position in the market in which they operate, the professionals who are part of them are required to master their role in the function they perform, but also to present competencies that go beyond their area of expertise. To identify and develop these same competencies, it is the organization?s responsibility to focus on a competency-based human resource management policy. Thus, since the emerge of the concept of competencies management that has been the target of global interest, both academic and professional. The management of competencies allows a strategic and integrated management of the human resources systems, always being in line with the objectives of the organization, and contributing to their achievement. The present study is based on a meta-analysis, through a literature review, whose objective is to prove that the definition of competencies has evolved, over time.
info:eu-repo/semantics/publishedVersion

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von, Bahr Mikael. "Religion och socialt arbete : En religionssociologisk diskussion av olika förståelser av religion i socialt arbete riktat mot unga." Thesis, Uppsala universitet, Teologiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-353257.

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Abstract Religion and social work has a historical connection. A lot of social work comes from religious roots. In my career as a social worker I have wondered why religious aspects of social work are marginalized. The aim of this paper is to discuss how religious dimensions can be included to develop culture competence in social work with youth in Sweden The research questions asked are: - What views on religion held by young people are presented in the text “Främmande är skrämmande”? - How can this be analysed based on theories of the functioning of religions in the lives of young people? - What approaches in previous research may be relevant to pay attention to religious dimensions to develop understanding of cultural competence in social work? The method I used was qualitative thematic analysis and the theories for the analysis were deprivation theory and socialization theory. The conclusion shows that the young people in the text differentiate their own view of religion and others' views on religion. Clearly, they describe the views of others on religion on the basis of a functional religious definition where religion becomes the explanation model for devastating behavior, for example in the media's production of perpetrators in terrorism councils and the like. The work shows that earlier research examples of the introduction of religion in social work would also be possible approaches for attending to religious dimensions in order to develop the understanding of cultural competence in social work in Sweden today. This in terms of education, method and approach.

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Maymone, Duarte. "Infecção associada aos cuidados de saúde no utente admitido numa unidade de cuidados intensivos cardiológicos a aguardar implante de pace-maker definitivo/cardioversor-disfibrilhador implantável." Master's thesis, Instituto Politécnico de Setúbal. Escola Superior de Saúde, 2017. http://hdl.handle.net/10400.26/17614.

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Relatório de Trabalho de Projeto apresentado para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Enfermagem Médico-Cirúrgica
O presente relatório é o resultado de um percurso académico realizado com o intuito de adquirir competências comuns e específicas do Enfermeiro Especialista em Enfermagem Médico-Cirúrgica, bem como as competências inerentes ao grau de Mestre em Enfermagem Médico-Cirúrgica, através da frequência do 4º Mestrado em Enfermagem Médico-Cirúrgica da Escola Superior de Saúde do Instituto Politécnico de Setúbal. Apresentamos uma apreciação crítica e reflexiva do caminho percorrido, sendo que a sua génese teve como base o trabalho realizado utilizando a metodologia de trabalho de projeto, durante os Estágios I, II e III, inseridos no plano de estudos. Todos os estágios foram realizados numa Unidade de Cuidados Intensivos Cardiológicos e a temática abordada é a Infeção Associada aos Cuidados de Saúde (IACS) em Utentes a aguardar Implante de Pacemaker Definitivo/Cardiodisfibrilhador Implantável. Foi realizado um Projeto de Intervenção em Serviço (PIS) visando a temática acima referida de modo a possibilitar a aquisição das competências de Enfermeiro Especialista em Enfermagem Médico-Cirúrgica e as competências de Mestre em Enfermagem Médico-Cirúrgica, bem como a operacionalização das mesmas. Durante a elaboração deste foi possível identificar práticas incorretas relacionadas com a higienização das mãos e utilização de equipamentos de proteção individual tendo sido elaboradas sessões de formação de modo a reciclar conhecimentos sobre estas temáticas. Foi também realizado um Projeto de Aquisição de Competências (PAC) de modo a realizar uma reflexão crítica acerca das competências adquiridas, à luz do Modelo de Sinergia da American Association of Critical Care Nurses (AACN).
This report is the result of an academic path made with the objective of securing common and specific Medical- Surgical Specialized competences as well as competences in Medical-Surgical Masters, by attending the 4th Masters in Medical- Surgical Nursing in Escola Superior de Saúde of the Instituto Politécnico de Setúbal. In this report we can find a critic and reflexive appreciation of the path taken which was based on the work done using the Work Project methodology during the Internships I, II and III, part of the study plan. All the internships were developed in a Cardiac Intensive Care Unit and the theme was Health Care Related Infections in Clients Waiting for Pacemaker Device Implantation. An Intervention Project was created about the thematic referred above to make it possible for the student to acquire all the Medical-Surgical Specialized Nursing competences as well as the Masters competences in Medical-Surgical Nursing and their application. While building this project it was possible to identify incorrect practices related to hand hygiene and individual protection equipment. Training sessions were held to review concepts about these themes. For the critic reflexion about the acquired competences a Competence Acquiring Project was produced in the light of the American Association of Critical Care Nurses Synergy Model.

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Houston, George Gregory. "Spirituality and Leadership: Integrating Spirituality as a Developmental Approach of Improving Overall Leader Effectiveness." Antioch University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1393592882.

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Книги з теми "Competence definition"

Yonata, Levy, and Schaeffer Jeannette C, eds. Language competence across populations: Toward a definition of specific language impairment. Mahwah, N.J: L. Erlbaum Associates, 2003.

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Byram, Michael. Definitions, objectives and assessment of socio-cultural competence. Strasbourg: Council of Europe, 1994.

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Association, British Complementary Medicine. Handbook of complementary medicine qualifications: The definitive guide for doctors and patients : how to find a competent, safe and qualified complementary medicine practitioner. Cheltenham: BCMA, 2001.

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(Editor), Yonata Levy, and Jeannette C. Schaeffer (Editor), eds. Language Competence Across Populations: Toward a Definition of Specific Language Impairment. Lawrence Erlbaum, 2002.

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Schaeffer, Jeannette C., and Yonata Levy. Language Competence Across Populations: Toward a Definition of Specific Language Impairment. Taylor & Francis Group, 2003.

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Schaeffer, Jeannette C., and Yonata Levy. Language Competence Across Populations: Toward a Definition of Specific Language Impairment. Taylor & Francis Group, 2003.

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Schaeffer, Jeannette C., and Yonata Levy. Language Competence Across Populations: Toward a Definition of Specific Language Impairment. Taylor & Francis Group, 2003.

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Schaeffer, Jeannette C., and Yonata Levy. Language Competence Across Populations: Toward a Definition of Specific Language Impairment. Taylor & Francis Group, 2013.

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Schaeffer, Jeannette C., and Yonata Levy. Language Competence Across Populations: Toward a Definition of Specific Language Impairment. Taylor & Francis Group, 2003.

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Schaeffer, Jeannette C., and Yonata Levy. Language Competence Across Populations: Toward a Definition of Specific Language Impairment. Taylor & Francis Group, 2003.

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Частини книг з теми "Competence definition"

Posselt, Tim. "A Service-dominant Definition of Servitization." In Organizational Competence for Servitization, 59–91. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-20096-1_3.

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Daniel, Kristy L., Carrie Jo Bucklin, E. Austin Leone, and Jenn Idema. "Towards a Definition of Representational Competence." In Models and Modeling in Science Education, 3–11. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-89945-9_1.

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Howes, Carollee. "Friendships in Very Young Children: Definition and Functions." In Social Competence in Developmental Perspective, 127–29. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-009-2442-0_8.

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Brown, Laura S. "Diversifying the definition of trauma." In Cultural competence in trauma therapy: Beyond the flashback., 95–111. Washington: American Psychological Association, 2008. http://dx.doi.org/10.1037/11752-004.

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Dubini, Paola. "Business Definition and Competence Development Process in Benetton." In Corporate Transformation, 391–413. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4615-6263-4_15.

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Maire, Quentin. "The Definition of Recognised Academic Competence in Credential Markets." In International Study of City Youth Education, 81–107. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80169-4_4.

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Lumme-Tuomala, Riitta. "The Meaning of Competence, Commitment, and Contribution in Talent Definition." In Managing Talent, 53–74. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95201-7_4.

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Vanderpool, Harold Y. "The Competency of Definitions of Competency." In Philosophy and Medicine, 197–210. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3614-3_11.

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Marín, Victoria I., and Linda Castañeda. "Developing Digital Literacy for Teaching and Learning." In Handbook of Open, Distance and Digital Education, 1–20. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0351-9_64-1.

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AbstractDigital literacy is a critical competence for empowering citizenship in a digital world. It has become a key element in teaching and learning across the different educational stages that has been addressed since the last decade of the twentieth century within the field of open, distance, and digital education. The literature so far has not agreed on a common definition, but multiple international, national, and even local, frameworks exist to foster digital literacy and to evaluate and certificate it, especially with a focus on educators and students in different educational levels, but also with the citizen perspective. These frameworks are reviewed in this chapter, along with the evolution and conceptualization of digital literacy and some strategies to foster digital literacy in different educational sectors, with a focus on the educator as a key player in this fostering action. The most remarkable challenges for developing digital literacy for teaching and learning include the same conception of digital literacy, which is multiple and situated, the digital divide and the actual consideration of digital literacy as a social practice. Being digital literacy a transversal competency nowadays, clear implications for education can be drawn, such as reshaping organizations to the digital conditions, thinking on digital literacy as a collective effort, and enriching the global discourse through diversity in debates.

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Marín, Victoria I., and Linda Castañeda. "Developing Digital Literacy for Teaching and Learning." In Handbook of Open, Distance and Digital Education, 1089–108. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-2080-6_64.

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Тези доповідей конференцій з теми "Competence definition"

Unger, Michelle, and Phil Hopkins. "Competency Standards for the Pipeline Industry." In 2018 12th International Pipeline Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/ipc2018-78477.

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Pipeline standards and regulations explicitly require personnel to be both competent and qualified to work on pipelines, but they neither define competent or qualified, nor provide methods or processes to demonstrate competence and qualifications. This paper defines competence and qualification and introduces and describes “competency standards.” These standards are used to assess the competence of an individual and are an integral part of the process to qualify individuals as being competent. Individuals are proven to be qualified in a competency if they are successfully assessed against these standards. The paper recommends the contents of a competency standard: the standard should clearly state its purpose and outcomes, and detail the knowledge, training, mentoring, and experience requirements, as well as an assessment method. Examples of these standards are presented, showing how competency standards provide a common definition of a competence and showing how competencies can be assessed against these standards. A case study of an assessment of an individual is also detailed. The choice between a prescriptive and a performance-based competency standard is discussed, and it is shown that the choice is affected by the level of the competence, the complexity of the competence, the homogeneity of the industry, and the government regulator’s resources and capabilities to police the standard. The paper explains that qualifications must be “portable”: as individuals move jobs, the qualifications they obtain need to be recognized by all companies. Portability is achieved by having the qualification “certified”. This certification is conducted by an independent body, which certifies that the processes followed (including any assessments) meet the requirements of the competency standard, and that the assessment and the award of the qualification have been audited and verified. Hence, a qualification is a two-step process: award and certification.

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Goncharova, Yana, Tatyana Savchenko, and Olga Sheveleva. "Security Competence as an Integral Part of Competence-Based Learning Approach: Russian and European Experience." In Congreso Internacional de Ingeniería de Sistemas. Universidad de Lima, 2021. http://dx.doi.org/10.26439/ciis2021.5581.

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Since the end of the 20th century, educational standards have been changing, and many countries have switched from a traditional approach to a competence-based one. Despite the numerous works on the issue, there is still no standardized definition of competencies and their components. The study of the competencies, including new digital competencies, is necessary because education within the framework of the competence-based approach helps to reduce the gap between theory and practice, which makes it possible to train specialists ready to work in a new digital era, where one of the main tasks is the formation of the digital economy. The digital economy implies the development and creation of digital, high-tech products within the country. The ability to safely operate digital products is reflected in security competence, which is important not only in professional activities but also when using the internet, computer programs, and so on, for personal purposes. In this article, we will analyze different approaches to the concept of security competence within the prism of competence-based learning in Russia and Western countries, including European and American experiences.

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Zehetmeier, Daniela. "About Students’ Abstractions - Evaluation of Items Requiring Abstract Thinking Competence." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9393.

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Abstract thinking is one of the most important competences in computer science. When starting my research, there was no complete definition of the competence nor was there a tool to assess first-semester students’ competence level. Thus, I developed a competence model of abstract thinking, which allowed me to derive an assessment tool. In this work, I will present first insights gained by analyzing the tests of 134 incoming students of computer science and scientific computing. The analysis confirms the assumption that incoming students often lack in this essential competence. Moreover, the overemphasis of the data aspect of classes in object oriented programming can be confirmed for university level education. Further investigations will follow. In the future, the insights gained can be used to develop teaching units or whole teaching concepts.

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Zlatić, Lidija. "Status istraživanja komunikacione kompetentnosti nastavnika u proteklih deset godina." In Nauka i obrazovanje – izazovi i perspektive. University of Kragujevac, Faculty of Edaucatin in Uzice, 2022. http://dx.doi.org/10.46793/noip.157z.

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The complexity of new teachers’ roles during their continuous professional development requires equally developed communication skills. The paper presents a short theoretical framework of the development of teachersʼ communication competences, and its primary aim was the selection and analysis of papers in the field of the development of teachersʼ communication competence within the past decade, usingprimarily samples in higher education. To this end, content analysis was carried out. The results show great heterogeneity and diversity in terms of approaches to studying and improving the communication competence of teachers and future teachers. There is a need for a more precise definition of these competences in order to emphasize the importance of communication in higher education teaching.

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Andreeva, Ekaterina Evgenievna. "TO THE QUESTION OF DEFINITION OF THE CONCEPT LEGAL COMPETENCE OF HIGH SCHOOL STUDENTS." In Международный педагогический форум "Стратегические ориентиры современного образования". Уральский государственный педагогический университет, 2020. http://dx.doi.org/10.26170/kso-2020-311.

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Strelnikov, P. A. "METHODOLOGICAL ANALYSIS OF THE EXISTING PRACTICE OF UNIVERSITY TRAINING IN TERMS OF GRADUATES' INTEGRATED COMPETENCIES." In THEORETICAL AND APPLIED ISSUES OF LINGUISTIC EDUCATION. KuzSTU, 2020. http://dx.doi.org/10.26730/lingvo.2020.81-98.

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The article presents the results of the methodological analysis of the existing practice of University training in terms of graduates' integrated competencies. The analysis was carried out at the general philosophical (system and genetic approaches), general scientific (process-effect approach), specific scientific (competence, personal-activity and situation-problem approaches) and methodological and procedural levels (integrative and interdisciplinary approaches). Systemic shortcomings that impede the educational productivity of the existing training practice in terms of the efficiency of educational integration are identified and described. The definition of educational integration is given as the process of integration of individual competencies acquired by a student in the process of mastering individual disciplines into a single system totality, which is an integral tool for the graduate's professional activity.

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Kaliský, Ján. "TEACHERS´ UNDERSTANDING OF CRITICAL THINKING DEFINITION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end045.

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"Introduction. The need to develop critical thinking has been growing in the 21st century. It has become a key competence included in the school national programs also in Slovakia. The Slovak teachers’ critical thinking conceptualization is analyzed by qualitative study in this research as teachers are those ones responsible for its development in the educational system. Aim & Method: The study aim was to analyze the Slovak primary and high school teachers’ critical thinking conceptualization (N=99, 73% of females, Mage=44 years, SD 10.56) and to explore their critical thinking interpretations. Text content analysis is an important part of qualitative research. There are two basic methods – descriptive-interpretative and hermeneutic one, but the best solution is to combine them. The starting point was a basic file reconnaissance by qualitative content analysis to orient in a file, and then to start interpreting the file in the context of hermeneutic approach. The aim was to analyze data from Critical Thinking Questionnaire of our provenience on critical thinking conceptualization in 2020. Results & Discussion: The study results from the qualitative research analysis extracted 2374 words used to describe critical thinking understanding by the research participants. The qualitative frequency content analysis created data matrix decomposition. In the last phase, the synonymous and similar words clusters based on a word stem were formed to create critical thinking categories. The critical thinking “criteria dictionary” was based on frequency hierarchy. The results were compared with standardized critical thinking definitions. The results also proved 55% of respondents used wider or narrow critical thinking definition and 7% of them explained critical thinking completely incorrectly. The study was created as a part of newly established Slovak Philosophy for Children Center and of the KEGA 028UMB-4/2021 project."

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Dem'ianenko, Marina Aleksandrovna. "Foreign language communication as the basis for the professional training of future engineers at the university." In Аll-Russian scientific and practical conference, Chair Andrei Vasilevich Leifa. TSNS Interaktiv Plus, 2021. http://dx.doi.org/10.21661/r-554330.

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This article is devoted to the problem of the formation of foreign language communication among university students of technical specialties. The approaches of Russian researchers to the definition of the concepts of "foreign language communication", "competence of foreign language communication", "professional foreign language communication" are considered.

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Miltuze, Anika, and Sanita Litiņa. "Students’ digital competence: A scoping review of measuring instruments." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.21.

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In today’s society, digital competence is becoming increasingly relevant, as this competence is necessary to function on both a personal and professional level. Digital competence is essential for students, since it enables them to exist in a digitalised world. Over the last few decades, the concept of digital competence has been used more frequently (Spante et al., 2018), and now it is actively discussed, particularly in terms of policy documents (European Council, 2018; European Commission, 2014; European Commission 2021). During the discussions related to policy, the following questions have been raised: 1) what kind of skills and knowledge people should possess in a knowledge society, and 2) what should be taught to young students and how it has to be done (Ilomäki et al., 2016). The purpose of the present scoping review is to provide a comprehensive overview of relevant research regarding the instruments commonly used to measure digital competence of university students. Arksey and O’Malley’s (2005) five-stage framework underpins the scoping review. Three databases were used to conduct a scoping literature review, including ERIC, ProQuest and EBSCO. The inclusion criteria were peer-reviewed publications written in English within the period from 2014 till 2020. Initially, 395 articles in total were selected; the full texts of 43 articles were assessed. Finally, only 13 out 395 articles that met the inclusion criteria were considered in the present research. This paper reports on three main categories: (1) definition of digital competence, (2) development and characteristics of an instrument measuring digital competence, and (3) key findings. The most commonly used framework found during this research was The European Digital Competence Framework for Citizens 2.0. (Vuorikari et al., 2016). A larger part of studies reports on a designed self-assessment questionnaire comprising of multiple-choice items and quantitative evaluation of the competence. The scoping review showed that the majority of the existing tests enable to assess students’ digital information searching, communication and technical skills. The findings of previous studies indicate that students tend to overestimate their digital competence and lack knowledge of basic topics, the ones related to information and data literacy. Our findings point to the necessity to use different approaches for assessing digital competence on different levels.

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Manerova, K., and E. Zakharova. "INTERNET HYPES IN GERMAN LANGUAGE CLASS." In NEMECKIJ JaZYK V TOMSKOM GOSUDARSTVENNOM UNIVERSITETE: 120 LET ISTORII USPEHA. Publishing House of Tomsk State University, 2021. http://dx.doi.org/10.17223/978590744247/16.

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The present paper gives information about using of different Internet hypes in German language class. In this regard, media pedagogy and media didactics are discussed, the media competence is described. The definition of the Internet phenomena is explained, and examples are given. Great emphasis is placed on memes (pictures with inscriptions). Thereafter the authors give examples of lessons, which are supported with different hypes.

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Moiseienko, Mykhailo V., Natalia V. Moiseienko, Iryna V. Kohut, and Arnold E. Kiv. Digital competence of pedagogical university student: definition, structure and didactical conditions of formation. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3851.

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The article defines and substantiates didactic conditions of digital formation competences of students of pedagogical universities: actualization of motivational value training of students of pedagogical universities; organization of interaction between students and teachers of pedagogical universities on the Internet through the creation of digital information educational environment; creation of individual educational trajectories of students.

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Morkun, Volodymyr, Sergey Semerikov, Svitlana Hryshchenko, Snizhana Zelinska, and Serhii Zelinskyi. Environmental Competence of the Future Mining Engineer in the Process of the Training. Medwell Publishing, 2017. http://dx.doi.org/10.31812/0564/1523.

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A holistic solution to the problem of formation of ecological competence of the future engineer requires the definition of its content, structure, place in the system of professional competences, levels of forming and criteria of measurement the rationale for the select on and development of a technique of use of information, communication and learning technologies that promote formation of ecological competence. The study is of interest to environmental competence of future mining engineer as personal education, characterized by acquired in the process of professional preparation professionally oriented environmental knowledge (cognitive criterion), learned the ways of securing environmentally safe mining works (praxiological criterion) in the interests of sustainable development (axiological criterion) and is formed by the qualities of socially responsible environmental behavior (social-behavioral criterion) and consists of the following components: understanding and perception of ethical norms of behaviour towards other people and towards nature (the principles of bioethics); ecological literacy; possession of basic information on the ecology necessary for usage in professional activity the ability to use scientific laws and methods in evaluating the environment to participate in environmental works to cany out ecological analysis of activities in the area industrial activities to develop action plans for the reduction of the anthropogenic impact on the environment; ability to ensure environmentally balanced activities, possession of methods of rational and integrated development georesource potential of the subsoil.

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Luparenko, Liliia. The Use of Electronic Open Journal Systems in Scientific and Pedagogic Research: Results of Experiment. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4465.

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The article deals with the problem of the use of electronic open journal systems in scientific and pedagogical research as well as the formation of ICT competence of researchers on the use of such systems. The concepts of electronic journal system (EJS) are considered. The most common kinds of electronic journal systems are revealed (proprietary, local (in-house), open and cloud journal systems). The criteria for accessing the effectiveness of the electronic open journal systems (EOJS) use in scientific and pedagogical research are described (normative, organizational and communication, effective), as well as their indicators. The organizational and pedagogical model of EOJS use in scientific and pedagogical researches is developed. The definition of "ICT competence of researchers on the use of EOJS in scientific and pedagogical research" is provided; its components are described; criteria (axiological, cognitive, praxeological, adaptive) and indicators of its formation are defined. The model of formation of this competence is provided. The main stages of the experimental process (2010–2018) are described. The results of the formation of ICT-competence of researchers and information-analytical monitoring of the scientific journals of the National Academy of Educational Sciences of Ukraine are presented.

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Tarasenko, Rostyslav O., Svitlana M. Amelina, and Albert A. Azaryan. Features of the use of cloud-based translation systems in the process of forming information competence of translators. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3256.

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The current trends in the translator training are shown, which reflect the orientation towards the use of cloud-based automated translation systems. The possibilities of studying cloud-based translation systems in the educational process of training the translator are considered. The role of mastering modern translation tools for forming information competence of translators, particularly technological component, was described. The definition of the list and type of basic translation tools that should be mastered in the studying process was discussed. These tools should include automated translation systems and terminological management systems. It is advisable to provide for the study of both desktop and cloud-based systems. The inclusion in the content of the training translators the study of cloud-based systems of automated translation after desktop systems is proposed. A number of advantages of cloud-based translation systems for the use in the process of training the translators is defined and substantiated. A comparative analysis of the functional of cloud-based automated translation systems (Wordfast Anywhere, XTM Cloud, and MemSource) with the aim of including them in the content of the training program for translators has been carried out.

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Бакум, З. П., and В. О. Лапіна. Educational Dialogue in the Process of Foreign Language Training of Future Miners. Криворізький державний педагогічний університет, 2014. http://dx.doi.org/10.31812/0564/395.

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On the basis of scientific analysis the article authors develop a scheme that allows planning and organizing the process of learning foreign languages with the use of dialogic didactic means during foreign language training of future miners. The article gives a definition of „educational dialogue‟, observes its structure, and defines its stages: modeling (a future educational dialogue model designing and ways of its implementation at a lesson); motivational (identifying problem, task for solving which encourage further active learnsearch activity of educational dialogue participants); searching (finding out/discovering an effective or new method of problem solving; searching answers to the question); disputing (presenting and discussing results, different positions, viewpoints); concluding (analyzing results, summarizing, substantiating the best chosen way of solving tasks, versions, and opinions). The authors give recommendations for dialogic interaction organizing in the process of forming a foreign professionally oriented speech competence of mining students

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Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.

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Дирда, І. А., and З. П. Бакум. Linguodidactic fundamentals of the development of foreign students’ polycultural competence during the Ukrainian language training. Association 1901 "SEPIKE", 2016. http://dx.doi.org/10.31812/123456789/2994.

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The paper shows the analysis of scientists’ views to the definitions of terms “approaches to studying”,”principles”, “methods” and “techniques”. The development of foreign students’ polycultural competence is realized in particular approaches (competence, activity approach, personal oriented, polycultural approach); principles (communicative principle, principles of humanism, scientific nature, visual methods, systematicness and succession, consciousness, continuity and availability, individualization, text centrism, native language consideration, connection between theory and practice); usage of some methods (method of reading, direct, purposeful and comparative, purposeful and practical, communicative methods) and techniques (explanation of the teacher, usage of speech clichés, sound and letter analysis, etc.).

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Бакум, З. П., and І. А. Дирда. Linguodidactic Fundamentals of the Development of Foreign Students' Polycultural Competence During the Ukrainian Language Training. Криворізький державний педагогічний університет, 2016. http://dx.doi.org/10.31812/0564/398.

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Анотація:

The paper shows the analysis of scientists' views to the definitions of terms "approaches to studying", "principles", "methods" and "techniques". The development of foreign students' polycultural competence is realized in particular approaches (competence, activity approach, personal oriented, polycultural approach); principles (communicative principle, principles of humanism, scientific nature, visual methods, systematicness and succession, consciousness, continuity and availability, individualization, text centrism, native language consideration, connection between theory and practice); usage of some methods (method of reading, direct, purposeful and comparative, purposeful and practical, communicative methods) and techniques (explanation of the teacher, usage of speech clichés, sound and letter analysis, etc).

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Vakaliuk, Tetiana, Valerii Kontsedailo, Dmytro Antoniuk, Olha Korotun, Serhiy Semerikov, and Iryna Mintii. Using Game Dev Tycoon to Create Professional Soft Competencies for Future Engineers-Programmers. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4129.

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The article presents the possibilities of using game simulator Game Dev Tycoon to develop professional soft competencies for future engineer programmers in higher education. The choice of the term “gaming simulator” is substantiated, a generalization of this concept is given. The definition of such concepts as “game simulation” and “professional soft competencies” are given. Describes how in the process of passing game simulations students develop the professional soft competencies. Professional soft competencies include: the ability to work in a team; ability to cooperate; ability to problem-solving; ability to communicative; ability to decision-making; ability to orientation to the result; ability to support of interpersonal relations; ability to use of rules and procedures; ability to reporting; ability to attention to detail; ability to customer service; ability to sustainability; ability to the manifestation of professional honesty and ethics; ability to planning and prioritization; ability to adaptation; ability to initiative; ability to Innovation; ability to external and organizational awareness.

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Khan, Amir Ullah. Islam and Good Governance: A Political Economy Perspective. IIIT, October 2020. http://dx.doi.org/10.47816/01.004.20.

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It is readily apparent to everyone that there are multiple and serious concerns that face Muslim societies today. Terrorism, civil strife, poverty, illiteracy, factionalism, gender injustices and poor healthcare are just a few of the challenges to governance across the Muslim world. These are core issues for governance and public administration in any form of government. However, before we can engage with good governance within the context of Islam, we need to be clear what mean by good governance itself. A simple definition of good governance is that of an institutionalised competency of administration and institution leading to efficient resource allocation and management[1]. Another way of looking at it is as a system which is defined by the existence of efficient and accountable institutions[2]. Civil society now tends to look at good governance by way of impact measurement and how a certain set of processes result in a set of measurable and desirable outcomes.

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