Готові списки джерел за темами / Competence of graduates

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Добірка наукової літератури з теми "Competence of graduates"

Автор: Grafiati

Опубліковано: 30 травня 2022

Оновлено: 31 травня 2022

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Статті в журналах з теми "Competence of graduates"

Syamhadi, Ira Pebrianti, and Nelly Martini. "Pengaruh Tingkat Pendidikan Dan Pelatihan Terhadap Kompetensi Lulusan Peserta Pada Lembaga Pelatihan Kerja (LPK) PT. Satria Tamtama Rahayu." Journal of Economic, Bussines and Accounting (COSTING) 4, no. 2 (March 18, 2021): 612–20. http://dx.doi.org/10.31539/costing.v4i2.1698.

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This research aims to know, analyse, and explain: The extent of the relationship between education level and training on competency of participants graduates. Partial influence between the level of education and training on the competence of graduates of participants. Simultaneous influence between the level of education and training on the competence of graduates of participants. Data collection techniques using questionnaire and literature. The population in this research is a participant who graduated at PT Satria Tamtama Rahayu and has been placed in the industrial company with samples used as many as 135 respondent. Data obtained from respondents was processed using test aids using IBM SPSS 22. The results showed that:) There was an influence on the level of education on the competency of participant graduates. There is no training influence on the competency of participant graduates. There are influences on the level of education and training on the competency of participant graduates. The value of coefficient of determination (R2) amounted to 0,662 or66,2% which means that 66,2% of participants graduates competencies are influenced by education and training levels, while the remaining 33,8% are influenced by other variables not examined in this study. Keywords: Competency Graduates participants, education level, training.

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Siswadi, Yudi, Radiman Radiman, Jufrizen Jufrizen, and Muslih Muslih. "Model Faktor Determinan Kompetensi Lulusan Perguruan Tinggi Islam Swasta di Kota Medan." JUPIIS: JURNAL PENDIDIKAN ILMU-ILMU SOSIAL 12, no. 1 (April 30, 2020): 230. http://dx.doi.org/10.24114/jupiis.v12i1.17229.

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This study aims to determine how the determinant factor model of competence of graduates of private Islamic tertiary institutions in the city of Medan. The population in this study are all Private Islamic College Students in Medan. The respondents will be taken 135 respondents. Data collection in this research was conducted by means of interviews, questionnaires and documentation. The data analysis method used was the Structural Equation Model. The results showed that Foundation Management affected Governance, Foundation Management affected Lecturer Performance, Foundation Management affected graduate Competence, University Governance affected Lecturer Performance, University Governance affected Graduates' Competence, and Lecturer Performance influenced Graduates Competence. Private Islamic College in the City of Medan. Foundation Management influences Lecturer Performance and Foundation Management influences graduate Competence through governance and University Governance influences graduate Competency through lecturers' performance in Private Islamic Universities in Medan.

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Made Mandalika, I., Sukardi ., and Asnul Dahar Minghat. "Characteristics of Electricity Competency Test at Vocational High School." International Journal of Engineering & Technology 7, no. 4.33 (December 9, 2018): 144. http://dx.doi.org/10.14419/ijet.v7i4.33.23519.

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One of the requirements to be able to enter the business world and industry in the electricity sector is the existence of an electricity competence certificate. The electricity competency certificate is obtained after passing the electricity competency test. The electricity competency certificate is given by the Vocational High School in recognition of students who are declared competent to conduct electricity work through the electricity competency test process conducted by creditable education units and professional certification bodies. Expert competence test or often referred to as UKK is one part of the National Examination that aims to; (1) measure the achievement of students' competencies in accordance with the competencies taken; (2) facilitate students who will complete their education for graduation from education units; (3) optimizing the implementation of competency certification oriented to the achievement of vocational graduation in accordance with the Indonesian National Qualification Framework; (4) and facilitate business and industry cooperation so that the competence of graduates is in accordance with what is needed by the business world or the industrial world. The results of the competency test become indicators of the graduate competency standards contained in the Minister of National Education Regulation No. 28 of 2009, while for stakeholders will be used as information on the competencies of the workforce or vocational high school graduates. This study has following objective; (1) describe competencies in competency testing, (2) describe criteria for competency skills testing programs that are more effective, efficient, so that graduates in the Vocational High School receive full recognition from the business and industrial world.

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Evseev, A. B. "Psycholinguistic aspect in shaping the secondary linguistic personality of post-graduate students." Alma mater. Vestnik Vysshey Shkoly, no. 11 (November 2021): 80–84. http://dx.doi.org/10.20339/am.11-21.080.

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Presented is the paradigm of professional and linguistic competencies of postgraduate students of a Russian humanities university. The author proves the importance of a competency-based approach in teaching foreign languages to assist post-graduates in their successful adaptation to persistently changing conditions in the labour market. The research substantiates the necessity of shaping a secondary linguistic personality in post-graduate students capable of successful intercultural communication. The article analyzes various interpretations of “competence”, as a notion, postulates the communicative approach in learning foreign languages based on the psycholinguistic aspect. The author suggests new methods of assessment of the linguistic competence maturity in post-graduates at various levels of education.

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Gnitetskaya, Tatyana N., Elena V. Karnauhova, Natalia Kovalchuk, and Elena B. Ivanova. "Competence Portfolio for Students of Physics and Engineering Majors." Applied Mechanics and Materials 670-671 (October 2014): 1667–70. http://dx.doi.org/10.4028/www.scientific.net/amm.670-671.1667.

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The authors introduce the concept of competence portfolio for graduates of physical and engineering majors, the relevance of which is undoubtful due to recently emerged dynamic of the content of physical and engineering majors. One needs to make up a portfolio to achieve two goals. The first - is to create a complete "picture" of the content of graduates’ competencies for employers, which is modified annually. Such portfolio, along with achievements of social and scientific activities includes competency structure as a hierarchical graph. The nodes of the graph contain learning disciplines, the study of which helps students of physical and engineering majors to develop this competence. The second goal – is the accumulation of graduate’s memory bank, which includes semantic structure of educational problems of physical and engineering disciplines that make an important contribution to the development of competencies. This article describes the strategy of achieving the first goal.

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Woya, Ashenafi Abate. "Employability among Statistics Graduates: Graduates’ Attributes, Competence, and Quality of Education." Education Research International 2019 (January 3, 2019): 1–7. http://dx.doi.org/10.1155/2019/7285491.

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An aspect of quality in higher education is the quality of the outcomes achieved. Higher education adds value by developing job-related skills and competencies. It is also not known to what extent, graduates’ competence goes in line with the demands of the employers. This study was to assess the employability and competency of statistics graduates. Data were collected using a structured questionnaire and analysis the using SPSS version 23. This study employed a Kaplan–Meier estimate to compare the duration of unemployed times from two or more groups. To assess whether there is a real difference between groups, we used Log-rank test. From a total of 303 statistics graduates, 17.7% were unemployed and 82.3% were employed. Of employed graduates, 65.8% had a permanent worker and the rest 16.5% of graduates had a temporary worker. The mean duration of unemployed statistics graduate at Bahir Dar University was 12.9 month (95% CI, (9.9, 15.9)). This study revealed that there is a percentage of graduates who are not yet employed and never been employed. Therefore, the department must be a linkage with the different government organization and NGO.This may improve the employability of statistics graduates.

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Czerwińska-Lubszczyk, Agnieszka, Michalene Grebski, and Dominika Jagoda-Sobalak. "Competencies of Graduates – An Industry Expectation." Management Systems in Production Engineering 30, no. 2 (May 19, 2022): 172–78. http://dx.doi.org/10.2478/mspe-2022-0021.

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Abstract Changes in the environment of industry may affect the expectations related to the competencies of the employees. Changes to the education system and curricula may be required. The main purpose of this research paper was to analyze the expectations of the industries related to competencies of graduates of engineering programs. The paper presents preliminary research. The survey was conducted at twenty-eight companies within the area of technical university in Poland. Based on the survey, data was collected related to the level of preparation of engineering graduates as well as the industry expectations related to the preparation of engineering graduates. This was done for the purpose of determining the gap between industry expectations and the level of preparation of the engineering graduates. Enterprises expect a wide range of competences from engineering graduates. The most important areas of competence included soft competences and practical knowledge and skills. The biggest gap between industry expectation and graduate’s preparation are the soft skills. Recommendations were suggested which would be incorporated in the engineering curriculum for the purpose of continuous quality improvement.

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Ghozali, Muhammad Ikhsan, and Heri Retnawati. "Competency Characteristics of Graduates Viewed from User Satisfaction Using Nonhierarchical Clusters." Al-Ta lim Journal 28, no. 3 (December 29, 2021): 261–72. http://dx.doi.org/10.15548/jt.v28i3.671.

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This study aims to classify graduates based on the similarity of competency characteristics by referring to the indicators of graduate user satisfaction. The indicators are implementation of Islamic values; integrity, ethics, and morals; expertise based on knowledge (professionalism); foreign language skills; ability to use ICT; communication; teamwork; and self-development. The survey was aimed at graduates of five study programs totaling 211 people. Determination of respondents using the purposive sampling technique. Data was collected through a questionnaire containing statements about the eight indicators. Data analysis uses descriptive and multivariate statistics with the non-hierarchical cluster method or K-Means cluster analysis, assisted with SPSS (Statistical Package for Social Science) software. The results show that based on the similarity of competency characteristics, graduates are grouped into three clusters, namely Cluster 1 with 13.27% with characteristics of graduates with low competence, Cluster 2 with 32.7% with characteristics of graduates with high competence, and Cluster 3 with 54.03% with the characteristics of graduates with moderate competence. Thus, a strategic program that is systematic, comprehensive, and continuous is needed to develop human resources to shape the quality mentality and competence of students and to be competitive with students and by the needs of the workforce or users. For this reason, it is necessary to develop an e-tracer system that is integrated with the campus web and to strengthen synergistic cooperation with stakeholders, including users.

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Ishengoma, Johnson Muchunguzi. "Incorporating the Tuning Approach in Higher Education curricular reforms and course design in Tanzania for enhancing graduates’ competencies: stakeholders’ views." Tuning Journal for Higher Education 5, no. 1 (November 30, 2017): 121–69. http://dx.doi.org/10.18543/tjhe-5(1)-2017pp121-169.

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Available documentary and researchevidencesreveal that the majority of Tanzania universities’ graduates (public and private universities) lack competencies or technical skills (employability skills) required for the job market and by potential employers, despite massive curricular reforms implemented in the public higher education sector since the early 1990s. Lack of employability skills which consequently leads to graduate unemployment or un-employability is attributable to the fact that curricular reforms and design in Tanzania public universities undertaken by lecturers and professors do not incorporate basic Tuning principles of competence-based teaching and learning which puts emphasis on competencies and skills by identifying generic and specific competencies during course design or curriculum reform. This study using the University of Dar es Salaam (UDSM)’s School of Education sought to: (1) explore faculty and students’ views on the application of the Tuning approach in curricular reforms and degree/course design as a mitigation of university graduates’ unemployment and un-employability, (2) solicit stakeholders’(academic staff and students) perceptions of Tuning approach and its relevance in higher education curriculum reforms and design to make higher education more competence-based, and (3) find out students perceived causes of graduate unemployment and un-employability and whether the application of Tuning approach in curriculum reforms and design in universities can be a solution to graduate unemployment. Findings from the study reveal that both faculty and students concur that application of Tuning approach in higher education reforms and curricular design could enhance graduates competences and skills and reduce graduate unemployment.Published online: 30 November 2017

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Zeenny, Rony M., Marwan Akel, Aline Hajj, Hala Sacre, Souheil Hallit, and Pascale Salameh. "Descriptive assessment of graduates' perceptions of pharmacy-related competencies based on the Lebanese pharmacy core competencies framework." Pharmacy Practice 19, no. 2 (June 22, 2021): 2320. http://dx.doi.org/10.18549/pharmpract.2021.2.2320.

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Background: Pharmacists possess a unique and complex body of knowledge, skills, attitudes, and behaviors necessary to enable them to optimize health outcomes. Pharmacy organizations publish routinely updated versions of professional competencies that help pharmacy schools integrate advances into their curricula. In Lebanon, no national framework for pharmacy education is officially adopted yet. In 2017, the Official Pharmacists’ Association in Lebanon [OPL - Order of Pharmacists of Lebanon] took the initiative to develop a pharmacy core competency framework. Objective: The primary objective of this survey was to evaluate graduates' perceptions of pharmacy-related competencies “taught” across Lebanese pharmacy schools/faculties, based on the suggested Lebanese Pharmacy Competencies Framework. This study also explored the association between graduates' demographics, university attributes, and self-assessed competency performance. Methods: A cross-sectional study involving pharmacists who graduated from Lebanese universities was performed through a 40-minute online questionnaire distributed over social media platforms and groups of pharmacists. Results: Pharmacists perceived their competence as moderate upon graduation, the lowest scores being in fundamental knowledge and medicine supply; the highest reported scores were in personal skills and safe/rational use of medicines. Moreover, females, younger graduates, PharmD holders, and pharmacists working in hospitals/clinical settings and academia had the highest perception of their competencies. Pharmacists in the public sector and medical laboratory directors had the lowest perception of competence. Conclusions: When comparing the taught curriculum to the suggested Lebanese Pharmacy Competency Framework, all domains need to be improved to optimize the perception, education, and practice of pharmacists. It is essential to emphasize fundamental knowledge, medicines supply, and public health competencies in undergraduate curricula and improve continuing professional education.

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Дисертації з теми "Competence of graduates"

Khoury, Ogareet. "Investigating the translation competence of graduates of Bachelor degree programmes in Jordan." Thesis, Aston University, 2017. http://publications.aston.ac.uk/31551/.

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This thesis investigates perceptions of competence held by graduates, translator trainers, and employers. Previous research in Jordan had revealed that graduates struggle to secure a job in translation because translator training programmes do not prepare them sufficiently enough to meet the market requirements (Shunnaq, 2009; Yousef, 2004, Al-Hamad, 2014). This research takes these initial studies further by using the PACTE multi-componential translation competence model (2000, 2003, 2011). The study was conducted at two different phases in consequential procedures, combining quantitative and qualitative analyses. It revealed that while the graduates mildly agree on the development of their translation competence, the teachers and the employers disagree on this development and perceive several ‘core competences’ as lacking in graduates. The study contributes to translator pedagogy in Jordan by providing detailed data on the competences that are underdeveloped in graduates relating them to the suggestions of the teachers on what needs to be stressed in the curriculum. Furthermore, it unveils the competences that are required the most by the employers versus those that are lacking in graduates. Based on the findings, the curriculum design can be amended to ensure more efficient programmes and thus a better development of translator competence. This study also contributes to research into translation competence development by arguing that competence is not only a defined notion or a multi-componential model. Competence is a perception that is governed by a socio-cultural and academic context. In a context where the experts themselves are lagging behind in research and where the stakeholders are working out of sync, the concept of translation competence still seems to be basically determined by the bilingual competence. Furthermore, the study also contributes to translation pedagogy by revealing that when the students’ role is suppressed, the students show poor ability to assess their development, thus over-estimate themselves.

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Amerson, Roxanne M. "The influence of international service-learning on cultural competence in baccalaureate nursing graduates and their subsequent nursing practice." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1263396701/.

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Fioramonte, Amy. "A Study of Pragmatic Competence: International Medical Graduates' and Patients' Negotiation of the Treatment Phase of Medical Encounters." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5478.

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Despite advances in medical technologies, interpersonal communication remains the primary tool physicians use to exchange information, make diagnoses, and treat patients (Cameron & Williams, 1997; Groopman, 2007; Ong, de Haes, Hoos, & Lammes, 1995). In the medical encounter effective communication between physician and patient is essential so that beneficial health and wellbeing outcomes are achieved for patients. Taking a discourse analytic approach, this study examined interactions occurring between international medical graduate (IMG) residents, attending physicians, and patients during the treatment advice phase of the supervised medical encounter. The aim of the study was to examine the co-constructed nature of the delivery and receipt of treatment advice and the ways in which physicians and patients managed interpersonal relations through the negotiated activity. The theoretical framework of pragmatic competence was utilized to underpin the study. Physician-patient interactions served as the primary data source. Medical encounter interactions between five different IMG residents and 31 patients were observed and audio-recorded. Observations and a post-medical encounter survey completed by patients served as secondary data sources. The analysis of the data revealed that this medical speech activity embedded within the medical encounter was realized through the use of a variety of discourse strategies and contributions from multiple participants as they attended to the interpersonal and transactional goals associated with the delivery and receipt of treatment advice. Findings provided insights into how multi-party discourse worked to jointly construct and negotiate treatment recommendations. Findings indicated that IMG residents utilized indirect advice giving strategies. Additionally, both IMG residents and patients utilized interrogatives in various ways to engage actively in the treatment decision-making process. Finally, the data revealed how the participants attended to each other's face needs as they worked to enhance, maintain, or challenge face through the dynamic process of negotiating relationships.

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Lee, Kathleen F. "Clinical competencies required for graduates of an entry-level associate degree respiratory care program to practice competently." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1247887.

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The purpose of this study was to identify the complete scope, cognitive, affective and psychomotor, of clinical competencies required for the successful practice by entry-level associate degree respiratory care graduates entering the workforce. The study was conducted using a Delphi technique. American Association for Respiratory Care House of Delegates nominated a panel of experts to participate in the study. A total of 55 individuals were nominated and 21 agree to participate in the study. The individuals represented both college-based educators and hospital managers and educators. The initial questionnaire requested that each panel member list those cognitive, affective and psychomotor clinical competencies that they believed to be required for successful entrylevel practice. The responses from the first round were grouped into like categories and returned to the panel members to be rated on a four-point scale during the second and third rounds of the study. Consensus was achieved with the third round resulting in a final list of 26 cognitive, 20 affective and 28 psychomotor clinical competencies. The final list of competencies includes the most basic cognitive and psychomotor skills of the profession and did not include many of the areas listed by the National Board for Respiratory Care exam matrix. The study also lists 20 affective attributes as essential for successful practice. There are no current standardized methods in use to evaluate affective skills. Research will need to continue to clarify the skills needed for competent and successful entry-level practice.
Department of Educational Studies

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Davids-Latief, Nuraan. "An examination of the e-Competence requirements of potential information systems graduate employers in the Western Cape and the information systems curriculum at University X." University of the Western Cape, 2016. http://hdl.handle.net/11394/5264.

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Magister Commercii (Information Management) - MCom(IM)
Knowledge, skills and competences (KSC) are regarded as the new global currency of the 21st century, without which a country’s investments in other resources will collapse. These strategic skills and competences, which are related to specific requirements of the knowledge-driven economy and information society, are referred to as electronic skills (e-skills) and electronic competences (e-competences). Possessing e-skills and e-competencies allows for a more effective and inclusive participation within a global knowledge-driven economy and broader society. However, with a history of inequity, South Africa has been adversely impacted by globalisation and rapidly progressing Information and Communication Technologies (ICT), resulting in the country lagging behind in global competitiveness and e-readiness. Since e-skills and e-competencies are considered a pre-requisite for securing professional employment in most of the world, there is a need for Higher Education Institutions to determine firstly, which e-competencies are required in today’s society and then to ensure that these e-competencies are sufficiently provided to their students. This statement is premised on the understanding that quality, relevant and adequate e-skills and e-competences are required for a more effective and inclusive participation within a global knowledge-driven economy and broader society. In the context of a regressing youth unemployment crisis in South Africa and with the backdrop of the global mismatch between demand and supply of e-skills and e-competences, this study investigated the alignment between demand and supply of e-competences in South Africa. Thus, the overarching aim of this study was to determine how well the Information Systems curriculum at a South African university (supply) matched the e-competence requirements of potential employers of Information Systems graduates in South Africa, specifically in the Western Cape Province (demand). This was achieved through two specific objectives which were firstly, to develop a conceptual framework that could be used to assess if there was a mismatch between demand and supply and then 2) to use the conceptual framework to make recommendations towards alignment of demand and supply. By achieving these objectives, this study makes a significant contribution to the current e-skills dialogue and existing body of knowledge by positing a conceptual framework ofe-Competences for Information Systems graduates in the South African context, which was developed after an extensive examination of the literature related to the demand and supply of e-competences; and eleven existing e-skills and e-competence frameworks. A holistic perspective of e-competences is illustrated in this e-Competence framework, which suggests a vertical and horizontal view of the knowledge, skill and attitude (KSA) components in the e-competence definition. By using three vertical layers, the framework categorises the combination of fifty specific e-competencies expected of undergraduate and postgraduate Information Systems graduates. The first layer indicates the core competence categories, which are Cognitive Competence, Functional Competence, ICT Competence, Personal Competence (which includes Career Management, Ethical and Emotional Intelligence Competences), Global Competence (which includes Behavioural, Intercultural and Social Intelligence Competences) and lastly Meta-competences, which underscore all the other competences. The second and third layers of the framework allocated fifty specific e-competencies to these core competence categories. The study was positioned within a qualitative, interpretive research paradigm and used a case study design. The research sites were twenty two IS graduate employers in the Western Cape Province who participate in the annual internship programme at the IS department of University X. Convenient sampling was used to collect data over a period of five years, from 2010 until 2014. The study used two data collection instruments, which were performance evaluation forms and follow up interviews. These two instruments provided rich data in both qualitative and quantitative forms and the variety of data allowed for the reliability and validity to be ensured with the qualitative data being triangulated with the quantitative data. Content analysis was used to analyse the data through a three-stage open coding process. Nine findings were identified, which indicate that there was a mismatch between the demand and supply of e-competences in the selected case study. The mismatches were found to be either in the knowledge, skill or attitude component of e-competence. It was noted that twenty one of the fifty e-competencies in the conceptual framework were taught at University X, eleven were assumed to be embedded within the IS curriculum and eighteen e-competencies are not taught at University X. Significantly, most employers regarded attitudes as a more important requirement for e-competence than knowledge and skills.

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Bradshaw, Rachael J. "Training and Attitudes of Recent Graduates Regarding the Provision of Culturally Competent Genetic Counseling Services to Latinos." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1089997093.

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Ayitey, Kobina. "Exploring the Glocal Competence of Students Through the Global LeadershipCenter : A Qualitative Case Study on the Lived Experience of Graduates." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522961048449413.

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Stroupe, Walter E. "A study of West Virginia State Police Academy graduates' perceptions of their degrees of competence and the relevance of the Marshall University Community and Technical College police science curriculum." Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=207.

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Doucette, Wendy C. "Becoming a Competent Graduate Librarian." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5358.

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As I enter my fourth year as a graduate librarian (and my 10th year of academic librarianship and my 29th year of teaching), I’m struck by how my approach to graduate students continues to shift. To my surprise, every academic year has brought a new revelation concerning what our students don’t know and do need, which necessitates a corresponding revision of service on my part. Although “competence” is a relative term, I feel strongly that the needs of our graduate students—and the skills necessary for us as providers to fulfill these requirements—are similar to those at other institutions and would like to share some of these findings with my fellow graduate librarians. Points for discussion will be: getting to know student needs (for real); empathy and perspective; problem-based and lifelong learning; partnerships. I will provide examples of how these shifts in perspective have manifested with regard to explanatory content for students, particularly with literature review and the writing process overall. I will also discuss the search for internal versus external sources, which I expect will foster input and dialogue from participants.

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Marshall, Bennie Lee Davis. "Empirical foundations: the core competencies of registered nurse graduates." W&M ScholarWorks, 1999. https://scholarworks.wm.edu/etd/1539618544.

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Rising health care costs, introduction of new technologies, changing societal demographics and changes in reimbursement policies and practices are some of the forces creating an urgent need for a more efficient and effective health care delivery system. With the growth of managed care and the delivery of health care increasingly in community-based settings, the roles and responsibilities of health care personnel, especially nurses are also changing.;The purpose of this descriptive study was to identify the knowledge, skills, and abilities graduates of basic nursing education programs need, upon entry to practice, to function across work settings. Nursing staff, nurse executives and nursing faculty within the Commonwealth of Virginia were surveyed. their perceptions of required competencies were compared and contrasted.;Although faculty rated Critical Thinking/Problem Solving and Psychosocial Skills significantly more important than did nursing staff and nurse executives, there was general consensus among the three groups regarding the core competencies for new graduates. When comparing acute care, long term care and community-based health care settings, there were no statistically significant differences in the core competencies identified by nurses from these settings. Five competency constructs, representing 19 competencies, were identified as essential for new graduates. Also, respondents identified six additional competencies. Further study is needed to empirically confirm the identified competencies. It is anticipated that these research findings will be used by nursing faculty for curricula design and revision. In addition, staff development educators and continuing education providers may also use the findings for design of orientation and career development programs.

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Книги з теми "Competence of graduates"

A, Arias Erich, ed. NMS Q & A USMLE step 2 CK. 4th ed. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins, 2011.

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Steven, Hoffman, and National Center for Education Statistics., eds. The national assessment of college student learning: Identifying college graduates' essential skills in writing, speech and listening, and critical thinking : final project report. Washington, DC: National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 1995.

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Karpova, Elena, and Elena Chumachenko. Finances of organizations (enterprises). ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1003768.

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The tutorial discusses the finances of organizations (enterprises), which are an independent part of financial system that supports the production of goods and services. It is in this part of financial system accounts for a significant part of national income of the country, carried out the distribution of income within organizations and partial redistribution through the budget system and the system of extra-budgetary funds. Meets the requirements of Federal state educational standards of higher education of the last generation. Structure of the study was developed based on the requirements to level of preparation of graduates in accordance with the competence model of higher education. For students enrolled in fields of study 38.03.01 "Economics" and 38.03.02 "Management". May be of interest to graduate students, teachers of economic universities, as well as for employees of financial services of commercial organizations.

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Group, Dental Sedation Teachers. Conscious sedation in dentistry: The competent graduate. London: Dental Sedation Teachers Group, 2000.

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National League for Nursing. Ad Hoc Committee to Revise the Role and Competencies of Graduates of Diploma Programs in Nursing. Role and competencies of graduates of diploma programs in nursing. 2nd ed. New York: National League for Nursing, 1989.

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National League for Nursing. Council of Diploma Programs. Role and competencies of graduates of diploma programs in nursing. 2nd ed. New York, NY: National League for Nursing, 1989.

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National League for Nursing. Council of Practical Nursing Programs. Entry-level competencies of graduates of educational programs in practical nursing. 2nd ed. New York: National League for Nursing, 1989.

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Susan, Tinley, Seibert Diane, American Nurses Association, and International Society of Nurses in Genetics, eds. Essential genetic and genomic competencies for nurses with graduate degrees. [Silver Spring, Md.]: American Nurses Association, 2012.

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J, Lopez Shane, and Oehlert Mary E, eds. Competency-based education and training in psychology: A primer. Springfield, Ill: C.C. Thomas, 2000.

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Частини книг з теми "Competence of graduates"

Parks, Elinor. "Language Graduates with ‘Deep Translingual and Transcultural Competence’." In Developing Critical Cultural Awareness in Modern Languages, 32–65. New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429341236-3.

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Yang, Rongzhi, Xin Liu, Ruijie Wang, Haoran Zhu, and Yun Du. "Research on Core Competence Training of Command Type Graduates." In Man-Machine-Environment System Engineering, 61–71. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2323-1_8.

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Burkhanova, Irina Y., Olga I. Vaganova, Maxim M. Kutepov, Zhanna V. Smirnova, and Elena A. Chelnokova. "Possibilities of Social Design in Formation of Competence of Graduates of Higher Education." In Lecture Notes in Networks and Systems, 1057–63. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15160-7_106.

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Tu, Yu-Ching, Cheng-Chieh Tsai, and Hsiu-Rong Cheng. "A Study of Nursing Competence for Nursing Graduates Among Different Vocational Education Programs." In Advances in Intelligent Systems and Computing, 397–405. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93882-0_38.

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Grishaeva, Elena, and Veronica Razumovskaya. "Language and Culture Complementarity as a Tool for Creating a Holistic Pragmatically Induced Professional Competence of University Graduates." In Integrating Engineering Education and Humanities for Global Intercultural Perspectives, 933–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47415-7_100.

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Kumar, Sanjeev, Parth Patel, and Verma Prikshat. "Work-Readiness of Indian Graduates: A Multi-stakeholder Approach to Assess Competence Deficits and Causes, and Possible Solutions." In Work, Organization, and Employment, 85–105. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0974-8_6.

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Cesarano, Valentina Paola, Marianna Capo, Maria Papathanasiou, and Maura Striano. "Guidance Models and Practices Adopted Internationally to Promote the Exploration of Skills Relating to the Employability of Students with Disabilities. A First Meta-Analysis." In Employability & Competences, 327–40. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.38.

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Employability is defined as an interweaving of a person’s human, social and psychological capital, mediated by situational variables, which allows individuals to enter the job market with a professional personal project (Grimaldi, Porcelli, Rossi 2014). Nowadays, young people enter the job market through long, precarious, and poorly contextualized paths, while the socialization processes become recursive, discontinuous, and fragmented (Lodigiani 2010). A key role can be played by guidance services, which can start at university, to meet the demands of the (many) young people who are discouraged and disillusioned to the point where they cannot even imagine a job while still at university. In the employability stakes, what is even more complex is the encounter between young people with disabilities and the world of work, due to the persistence of stereotypes and stigmas. Research questions: What are the intervention models and guidance practices adopted by university guidance services internationally to promote the exploration of skills relating to the employability of students with disabilities? Objectives: To analyse the main intervention models and guidance practices adopted internationally to explore the skills associated with employability in students with disabilities. Methodology: It was decided to carry out a theoretical analysis of 20 scientific articles concerning the models and practices adopted to explore the competences relating to employability in certain university orientation services for students with disabilities in Italy, France, the UK, and the United States. NVivo software was used (Richards 1999) to systematically explore the scientific literature. Preliminary Findings: A first scientific paper showed that, like in Italy and France, the «Competence Balance Sheet» (Ardouin 2010) is the guiding practice in the USA, while in the UK, it is the Career Guidance Approach (Reid, Scott 2010). In the literature, orientation models and practices are also closely linked to the various patterns of employability. Final remarks: The implementation of guidance counseling paths aimed at exploring the skills associated with employability among all students and graduates is crucial to the completion of a viable strategic action in the University’s social function, as a part of new organizational models that take the plurality of learning opportunities into account

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Cairns, Len, and Margaret Malloch. "Competence, Capability and Graduate Attributes." In Technical and Vocational Education and Training: Issues, Concerns and Prospects, 103–23. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41713-4_5.

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Boffo, Vanna. "Employability and Transitions: Fostering the Future of Young Adult Graduates." In Employability & Competences, 117–27. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.19.

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Starting from questions inspired by the tremendous changes taking place in the worlds of education and employment, this research focuses on the role of employability in the building of new skills in higher education contexts. This longitudinal survey conducted on a sample of 52 graduates from the Educational Science sector found certain key characteristics in the transitions to the world of work, allowing reflection on those educational activities whose impact is more favourable to develop job placement

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Torlone, Francesca. "The Value Proposition of Organizations for Young Graduates and their Employability." In Employability & Competences, 459–70. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.49.

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Certain young people are being propelled towards a more promising future than in the past, due to – amongst other things – continuous learning, which guarantees their productive capabilities. Employers are called upon to arrange a cogent value proposition to support young people in their constant growth that would also help them create an autonomous professional identity

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Тези доповідей конференцій з теми "Competence of graduates"

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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Suswanto, Hary, Juwita Annisa Fauzi, and Aji Prasetya Wibawa. "VHS Competency Test, Implementation of Industry Demands, and Graduates’ Competence in Indonesia." In Proceedings of the 2nd International Conference on Vocational Education and Training (ICOVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icovet-18.2019.14.

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Skirmantienė, Jolanta, and Kristina Vaičiutė. "COMPETENCE EVALUATION OF TRANSPORT MANAGEMENT SPECIALISTS: RESEARCH ON GRADUATES’ ATTITUDES REGISTERED AT LABOUR EXCHANGE." In Business and Management 2016. VGTU Technika, 2016. http://dx.doi.org/10.3846/bm.2016.55.

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Constantly changing labour market poses new challenges for transport management specialists. Employers require specialists characterised not only by their professional knowledge, but also capable of adapting to changing circumstances, making individual decisions, creating value added. Successful integration into labour market not only depends on external factors, such as state policies, but also on internal factors as social, personal and information competence. The conducted research enabled to assess attitudes of transport management graduates towards knowledge and competencies acquired during study process, preparedness for labour market. Research participants’ attitudes enabled to distinguish the most important skills and general competencies. Research have shown that graduates most often face the shortage of practical training, financial knowledge and poor ability to develop business plans.

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Bagirova, Anna. "GRADUATES COMPETENCE AS A RESULT OF PROFESSORS WORK." In SGEM 2014 Scientific SubConference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b13/s3.044.

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Adams, Dave K. "Increasing the Confidence and Competence of Structural Engineering Graduates." In Structures Congress 2007. Reston, VA: American Society of Civil Engineers, 2007. http://dx.doi.org/10.1061/40946(248)29.

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Dislere, Vija, and Natalja Vronska. "Self-Assessment of Career Counsellor Competencies in the Field of Career Guidance Depending on the Place of Residence." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.047.

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The importance of career guidance and the competences of a career counsellor is described and highlighted in this article. The counsellors are seen as key professionals assisting individuals in their educational and job transitions during their career, addressing both individual and labour market requirements. The aim of the study is to analyse the self-assessment of career counsellor competencies in the field of career guidance depending on the place of residence in Latvia. The self-evaluation of career counsellors regarding their competence was used. In the study 340 respondents took part from all Latvia regions, they were graduates of the last eleven years of the Career Counsellors Master's Program and other in-service career counsellors and school career counsellors working in schools, employment agencies and private consulting companies. The data were analysed statistically by using SPSS computer program: 1) crosstab method, 2) chi-squared test. The significance of the results and the most important conclusion: analysing the frequency of respondents’ responses of excellent and good career counsellor competence depending on the place of residence, it can be concluded that excellent (Pearson Chi-Square p-value = 0.867) and good (Pearson Chi-Square p-value = 0.892) career counsellor competence not depending on the place of residence of the respondents, the excellent and good career counsellor competence is equally good everywhere in Latvia.

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Ottaviani, Maria Gabriella, and Roberto Ricci. "The transition from university to work: a case study." In Assessing Student leaning in Statistics. International Association for Statistical Education, 2007. http://dx.doi.org/10.52041/srap.07401.

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Teaching statistics to future statisticians should take into account both statistical knowledge and personal skills needed in the statisticians’ professional life. Based on a questionnaire designed to assess competencies actually needed by statisticians in the workplace, this paper aims to detect if the competence framework helps to better understand the transition from university to work. With this objective, three metric profiles are proposed to locate knowledge, “relational skills” and actually performed activities, and graduate scores. The graduates in Statistical Sciences from ”Sapienza” University of Rome from March 2000 to March 2001 were acquired as emblematic cases in Spring 2004. There were 146 respondents out of the total of 296 graduates in the time period. The Rasch analysis is applied to analyze the data and to build on the profiles. In particular the analysis was performed applying the Rasch family response models to polytomous items. The item parameters and the latent trait value for each respondent are estimated by the joint maximum likelihood method. The analysis results could be useful in order to design curricula for university degrees in Statistics that would make the university-workplace transition process easier.

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Bugakova, Nina Y. "Formation Of Environmental Competence Of Graduates Of A Technical University." In Conference on Land Economy and Rural Studies Essentials. European Publisher, 2022. http://dx.doi.org/10.15405/epsbs.2022.02.62.

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Monday, Ann. "Embedding the Graduate Quality ‘Collaborative Working’ into the Curriculum through Reflective Learning." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2674.

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Graduates of today are not only required to demonstrate academic competence and the ability to learn, they are also required to demonstrate a range of employment skills that will enable them to make the transition from university to work. This paper explores reflective learning as an approach to embedding the graduate quality of collaborative working into an undergraduate bus iness course. It explores a range of activities used and reports on the results of the approach to date.

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Perekopskiy, Aleksandr, Aleksandr Dobrinov, and Andrei Golokhvastov. "Competence requirements of employers to graduates of agro-engineering universities (specialties)." In International Scientific days 2016 :: The Agri-Food Value Chain: Challenges for Natural Resources Management and Society. Slovak University of Agriculture in Nitra, 2016. http://dx.doi.org/10.15414/isd2016.s8.14.

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Звіти організацій з теми "Competence of graduates"

Bukataru, Y. S., O. V. Horbatiuk, and T. I. Filatenko. Means of forming the professional competence of students of TEI. Wschodnioeuropejskie Czasopismo Naukowe, 2020. http://dx.doi.org/10.31812/123456789/4546.

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The paper studies the process and means of forming the professional competence of students of TEI, which are an important structural element for the formation of effective activities at relevant institutions. The interpretation of the concept of the categories “personality competence”, “competence” and “web-quest” is analyzed. Problem quests concerning theoretical and practical training of students, and procedures of internship practice on professional specialization are investigated. The pedagogical conditions of creation of professional competence of students in the preconditions of professional and practical training are studied. The model of organization of professional competence of the perspective specialist-graduates of TEI is formed and the ways of reorganization of educational process and organizational-methodical insurance are defined. It has been established that the quality of education at TEI largely depends on the method of formation of the educational process, the chosen forms and methods. The role and basic objectives of the preliminary preparatory work on the part of the teacher are formed. It has been investigated that the web-quest is unanimously recognized as a motivational, resource-oriented technology that forms the course of creative potential of the student, which guarantees the effectiveness of all types of educational process and ensures the creation of appropriate professional competence of students.

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Бакум, З. П., and В. В. Ткачук. Open Education Space: Computer-Aided Training of the Future Engineer-Teacher. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/426.

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One of the challenges facing higher education is training of graduates for professional activity in the information society. The solution of this problem is connected with students’ competence formation in the field of computer science, computer engineering and information and communication technology. Activation of the formation process of "engineer-teacher" profession requires solving the problem of computer-aided training of specialists in the field of engineering and pedagogy, taking into account global experience, as well as issues of training specialists, that are common to the national higher school. In the article the computer-based disciplines for the field of training 6.010104 "Vocational Education (according to specialty) have been analyzed as professional. The attention is focused on the open education space as one of the means of optimization of these subjects teaching in view of modern popularization of continuous open access to the educational process.

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Cheek, Wanda, and Barbara Frazier. Shifting paradigms: Competencies for 21st century retail/merchandising graduates. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-785.

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Klochko, Oksana V., Vasyl M. Fedorets, Aleksandr D. Uchitel, and Vitaliy V. Hnatyuk. Methodological aspects of using augmented reality for improvement of the health preserving competence of a Physical Education teacher. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4405.

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The article deals with the results of the research aimed at the improvement of methodology of use of augmented reality for the development of health preserving competence of a Physical Education teacher under conditions of post-graduate education. From the point of Umwelt phenomenology, augmented reality is characterized by correspondence to nature, its cognitive, metaphoric, diverse, interactive, anthropomorphic nature. The article analyzes the vectors of using augmented reality in the professional activity of a Physical Education teacher, particularly the one that is aimed at health preservation. The software that may be used with this purpose has been described. The attitude of Physical Education teachers to the use of the augmented reality for preserving their students’ health and development of their motion skills, intellect and creativity was determined in the research. The results of the survey show that the majority of teachers positively react to the idea of using augmented reality in their professional activity. However, in some cases, not a fully formed understanding of this issue was observed. The ways of solving the stated problem could be the inclusion of augmented technologies’ techniques into the process of post-graduate education, taking into consideration the anthropological, ethical, cultural contexts as well as teacher involvement in the stated process.

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Yevtuch, Mykola B., Vasyl M. Fedorets, Oksana V. Klochko, Mariya P. Shyshkina, and Alla V. Dobryden. Development of the health-preserving competence of a physical education teacher on the basis of N. Bernstein's theory of movements construction using virtual reality technologies. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4634.

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The article studies the results of the research aimed at the improvement of the methodology of develop- ment of the health-preserving competence of a Physical Education teacher in conditions of post-graduate education on the basis of Nikolai Bernstein’s theory of movement construction using virtual reality technologies. Based on the use of AR/VR technologies a software application “Virtual Model Illustrating Nikolai Bernstein’s Theory of Movement Construction” was developed. The stated model is one of the tools of the “Methodology of development of the health preserving competence of a Physical Educa- tion teacher on the basis of Nikolai Bernstein’s theory of the levels of movement construction”. The experimental study determines that the application of the virtual model within the stated methodology is an effective tool for the development of the health preserving competence of a Physical Education teacher. The application of the virtual model allows the actualization of the health preserving, conceptual, gnoseological, biomechanical, inclusive, corrective potentials of Nikolai Bernstein’s theory of movement construction. The use of the virtual model presents the ways of targeted and meaningful use of Nikolai Bernstein’s theory of the levels of movement construction by a Physical Education teacher and the improvement of physical and recreational technologies and concrete physical exercises and movement modes. Due to the application of virtual reality tools, health-preserving, preventative, corrective and developmental strategies are being formed among which the significant ones are: “Application of syner- gistic movements to adaptation to movement activity, and recreation”, “Application of spatial movements for actualization of the orientation and search activities and development of spatial thinking”, “Use of movements with a complicated algorithm for intellect development”.

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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.

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Serna Porras, Nelson Augusto, and Guillermo Giraldo Vargas. Factores que intervienen en la ubicación laboral de los egresados de la UNAD ECACEN ZOOC. Universidad Nacional Abierta y a Distancia, May 2021. http://dx.doi.org/10.22490/ecacen.4706.

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El acceso al empleo constituye uno de los factores que ocupan en mayor mediada a las diferentes naciones debido al desajuste existente entre la demanda laboral y la oferta de personal competente, asunto que se relaciona directamente con la productividad de los países y que preocupa a cada individuo que necesita generar ingresos para su subsistencia, hecho que impacta en la población de los recién egresados de las Instituciones de Educación Superior (IES), que están sometidos a las difíciles exigencias de en un mundo laboral altamente competido, dado que su falta de experiencia profesional constituye un detractor al momento ser elegido en n procesos de selección, este asunto forma parte del presente estudio de carácter cuantitativo en el cual se ha consultado información mediante la aplicación de una encuesta. La investigación de tipo cuantitativo y carácter exploratorio buscó conocer las opiniones de los egresados sobre aspectos presentes al buscar empleo, que tienen que ver, en parte, con las gestiones de la universidad y con la disposición del sector productivo para contratar recién egresados de la Universidad Nacional Abierta y a Distancia (UNAD) en la Escuela de Ciencias Administrativas, Contables, Económicas y de Negocios (ECACEN) de la Zona Occidente (ZOCC); el instrumento fue aplicado en el mes de noviembre de 2020 a una población de 1164 egresados de la ZOCC con una muestra de 289 de los graduados y se obtuvo un total de 324 respuestas, también se buscó información en fuentes secundarias. Los resultados logrados permiten observar como un gran porcentaje de los egresados considera que su paso por la universidad ayudó a desarrollar competencias aplicables en el mercado laboral, adicionalmente, al consultar sobre los principales factores presentes en el proceso de búsqueda de empleo, se pudo ver que sobresalen palabras como: experiencia, formación, competencias, conocimiento y oportunidades; la falta de respuesta a otras preguntas dejan la sensación de una posible lejanía o desinterés de los egresados hacia la UNAD ECACEN ZOCC, además se puede mencionar sobre los datos recabados que, se evidencia un desinterés de los encuestados en relación con la necesidad de aprender a gestionar bolsas de empleo al momento de buscar una ubicación laboral; lo cual puede ser usado como material para nuevas investigaciones orientadas a lograr una relación mas cercana entre los graduados y la institución.

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MSIS 2016: Global Competency Model for Graduate Degree Programs in Information Systems. ACM, May 2017. http://dx.doi.org/10.1145/3129538.

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