Competence Profile Research Articles

Employment and Competencies of Employees in the Energy Sector in Poland

Employment and the competencies of employees in the energy sector are coming into particular prominence in economies around the world. It is one of the few sectors positively affected by the COVID-19 pandemic. As a result, a significant global change in the awareness of society occurred in favor of increasing pro-health and pro-environmental activities, which can be seen in the green transformation. Poland can also boast such changes in recent years, as evidenced by the dynamic development of renewable energy sources (boom for photovoltaics) and the increase in prosumption. Correlated with this is the increase in demand for employees with specific competencies, the so-called multi-competencies that are a compilation of technical, business, and soft and hard competencies, as well as interdisciplinary ones. The paper emphasizes the need to better adjust the education system to the real needs of the labor market in a turbulent environment with the use of the Sectoral Qualifications Framework in Energy, developed in cooperation with stakeholders from the industry. Therefore, the authors analyzed the employment structure in the energy sector in Poland, with particular emphasis on the factors and conditions of this structure and made an attempt to identify and create a competency profile of employees in this area. For the purposes of this article, two key research problems were formulated: What are the key competencies of employees in the energy sector? How is employment changing in this area? The following research hypothesis was also put forward: The transformation of the energy sector towards green energy affects the increase in employment in this area and the increase in the demand for soft competencies. The analysis was based on statistical data, reports, job advertisements, and a review of the results of empirical research to date.

The Development of the Canadian Physiotherapy Assessment of Clinical Performance (ACP) 2.0 - Alignment with the 2017 Competency Profile.

Clinical education and assessment of students' performance during clinical placements are key components of Canadian entry-to-practice physiotherapy curriculum and important in developing entry-level physiotherapy practitioners. The Canadian Physiotherapy Assessment of Clinical Performance (ACP) is the measure currently used to assess physiotherapy student performance on clinical placements in most of the entry-to-practice physiotherapy programmes across Canada. The release of the 2017 Competency Profile by the National Physiotherapy Advisory Group resulted in a revision of the existing ACP. The purpose of this study is to report the process used to develop a revised version of the ACP based on the 2017 Competency Profile, henceforth called the ACP 2.0. Using a multistage process, we sought input from Canadian clinical education academics, an expert consultant panel, as well as physiotherapists across Canada using a questionnaire, meetings, and an online survey, respectively. Twelve of 15 clinical education academics responded to a questionnaire. The expert consultant panel (n = 12) met three times. There were 144 physiotherapists who initiated the national, online, survey and met the inclusion criteria; 84 completed the survey. In the ACP 2.0, rating scales and comments boxes were grouped, and additional text was added to 12 items for further clarification. The ACP 2.0 came to have 18 items and 9 comment boxes in addition to summative comments, in contrast to the original ACP's 21 items and 9 comment boxes. In November 2020, Canadian clinical education academics reviewed the proposed draft ACP 2.0 and unanimously accepted it for implementation in Canadian physiotherapy university programmes.

Does earlier acquisition of motor competence promote pubertal physical activity in Japanese elementary school children: A 4-year follow-up study

ABSTRACT This 4-year follow-up study investigated which profile of motor competence (MC) in early childhood more strongly correlated with moderate-to-vigorous physical activity (MVPA) in early pubescence. A total of 247 first-grade children (152 boys) aged 6 to 7 years old participated in the baseline measurement. MVPA was measured using an accelerometer annually until the fifth grade. Body fat percentage was assessed using dual-energy X-ray absorptiometry at baseline. MC included fundamental movement skills (FMS) and motor performance, which were assessed in terms of locomotor and object control. FMS was assessed by the Test of Gross Motor Development-2, while motor performance (locomotor: run, hop, jump, and side-step, object control: throw, kick, and hand dribble) was assessed by Japanese Physical Fitness and Motor Abilities Test at baseline. Multiple regression analysis showed that locomotor and object control performance were significant predictors of MVPA in later grades in boys but not in girls. These associations between locomotor performance and MVPA mainly remained significant after controlling for body fat and MVPA at baseline. FMS in both genders was not a significant predictor of MVPA in early pubescence. This study suggests that appropriate strategies for increasing MVPA from prepubescence to early pubescence may differ between boys and girls.

Research Competence of Graduate Students of the College of Education, Northwest Samar State University, Philippines

Graduate students are expected to demonstrate research know-how in order to successfully complete their educational goals (CMO 53, s. 2007). This study assessed the research competence of the graduate students of the College of Education, Northwest Samar State University, Philippines. More so, this utilized descriptive-correlational design employing the use of a questionnaire to gather data on the profile and level of research competence of the graduate students. Data were analyzed and statistically treated with frequency, percentages, mean, standard deviation, and Pearson r. Results revealed that Graduate students were of middle age, mostly female, single, have been teaching for less than ten years, mostly Teacher 1, have only attended 4 to 5 days of training and whose mean length of research involvement was 1.19 year. Graduate students perceived themselves as “competent” in the indicators of research competence. Furthermore, no significant relationship was found between Graduate students’ profile and their research competence. It was also revealed that the inadequacy of training and seminar, lack of technical assistance, difficulty in identifying the researchable issues and constructing research titles, too many teaching loads/assignments, and lack of enough time to carry out research in the school were the problems encountered. Thus, it is suggested that the Graduate students must undergo enhancement training for improved research competence. Keywords: research competence, graduate students, profile, descriptive-correlational design, research-related problems

Competency-Based Tests as a Tool for Teacher Evaluation in Higher Education Institutions

Purpose: This study aims to verify the quality of the teacher competency inventory as a pedagogical competencies measure of teachers in higher education institutions. Design methodology: The development and testing of the teacher competency inventory covered three phases: (1) item generation, (2) dimension identification and data reduction (factor analysis), and (3) scale evaluation. The current study tests its construct validity, using an independent samples t-test, variance analysis, and Anova in two different environments. Findings: Results indicate that the inventory measures unitary constructs and provide its predictive capacity. The developed instrument measures levels of future-oriented pedagogical competencies with comparable reliability and validity. Practical implications: Teacher competency inventory may be applied to teachers’ recruitment, selection, development, and performance evaluation with the goal to identify current and required levels of competencies. The inventory allows one to compare teacher competencies with the expected competency profile. Possible differences may indicate deficits or overruns in relation to the expected profile. Originality: Teacher competency inventory is a meaningful tool to improve human resource practices – including recruitment, selection, and teacher performance monitoring – and to indicate the current and required level of competencies. The identified competency gap can help plan teacher development to increase job performance.

Teaching (Meta) Competences for Digital Practice Exemplified by Building Information Modeling Work Processes

Extensively digitized workplaces require advanced competence profiles from employees, not least due to new options for teleworking and new complex digital tools. The acquisition of advanced competence profiles is to be addressed by formal education. For example, the method of Building Information Modeling (BIM) aims at digitizing the design, construction, and operation of structures and as such requires advanced competence profiles. In this study, two educational scenarios based on teleworking and complex digital tools are compared, each with one cohort and consisting of two learning activities. The first cohort initially completes, as the first learning activity, a semester-long course that aims at BIM-domain competences. The semester-long course of the second cohort fosters meta competences, such as communication, collaboration, and digital literacy. At the end of the semester, both cohorts solve a BIM practice task in a second learning activity. The research questions are: (1) Do the two educational scenarios promote the competences to be addressed? and related: (2) What is the impact of the initial course that fosters domain competences or meta competences? Methodologically, the learning outcomes are assessed by measuring the domain competences three times during the educational scenario using online tests in the two cohorts (n = 11). Further, students’ perceptions are surveyed in parallel, using online questionnaires. In addition, semi-structured interviews are conducted at the end of the educational scenarios. The quantitative and qualitative results of the study—designating the training of meta competencies partly as a substitute for imparting domain competences—are presented. Further, the influence of both educational scenarios on competence development for extensively digitized workplaces is discussed.

Empathy and Type D personality as the correlates of level of social skills of primary healthcare nurses

Abstract Introduction. Social skills are a very important element in the work of a nurse. These skills support patient-centered care and improve the quality of care, and for nurses, they are a protective factor against burnout syndrome, also they improve team work. Therefore, it is so important to search for their determinants. The objective of the article was to evaluate the relation between empathy and type D personality with the level of social competences of primary healthcare nurses. Material and methods. The research was conducted among primary healthcare nurses from the Lubelskie Voivodeship, using the following tools: The Social Competences Profile (PROKOS); Type D Personality Scale (DS-14), Empathic Understanding of Other People Questionnaire (KRE) and the sociodemographic data questionnaire. Results. We analyzed the responses of 446 nurses. In the study group 65% of the nurses had an average level of social competences. The research also evaluated the level of empathy demonstrated by primary healthcare nurses. The mean score for the level of empathy was M=64.63 points (SD=10.16). When it comes to 39% of the researched group of nurses (n=172), they demonstrated type D personality. The correlation analysis proved that the level of empathy among primary healthcare nurses significantly (p<0.001) supported their social competences. Furthermore the negative affectivity and social inhibition correlated significantly negatively (p<0.001) with social skills of nurses. Conclusions. Our research enabled us to discover the relations between empathy and type D personality with the level of social competences of primary healthcare nurses. Research further indicated insufficient level of social skills of nurses and the need to investigate factors, which could support their shaping. Further, in-depth research is required in this field, including quantitative analysis.

Assessing and developing an organization’s innovation competency profile

PurposeLike the management of quality in the 1970s, innovation has become everyone’s job and requires the management talents of every function. But the authors’ research demonstrates that innovation success also requires a complex bundle of diverse and often disparate skills, and finding individuals who possess them is a daunting task. Leaders must learn to diagnose skill deficiencies, develop a portfolio of competencies at both individual and team levels in the organization, and then drive a culture of innovation from the top.Design/methodology/approachLeaders must learn to diagnose innovation skill deficiencies, develop a portfolio of competencies at both individual and team levels in the organization, and then drive a culture of innovation from the top. The authors have identified five unique bundles of behaviors that, taken together, comprise an innovation capability.FindingsThe Innovation Mindsets Assessment tool is a questionnaire for assessing 44 behaviors underlying the five skills.Practical implicationsObtaining accurate feedback requires that an innovator be able to vividly ‘presence’ the future, to be able to make it feel real to peers, potential customers and partners.Originality/valueNow that innovation has become everyone’s job and requires the management talents of every function, defining and assessing the capabilities of all team members so that individual and group skill gaps can be remedied is a priority.

Level of social competencies of nurses in primary health care and their selected work-related determinants-A cross-sectional study.

The aim of our study was to assess the level of social competencies among primary health care nurses, and to identify the work-related determinants. Developing social skills of nurses are necessary to establish better relations with patients. Improving these skills allows for higher quality of patient care, as well as patient and nurse satisfaction. For the study, 253 primary health care centres were randomly chosen in the Eastern Poland; 600 questionnaires were sent to the nurses employed in these facilities. After checking whether the data met the requirements, 446 nurses took part in the survey. The data were collected using the Social Competencies Profile, the Copenhagen Psychosocial Questionnaire, and the catalogue of primary health care nurse activities. Older nurses possess lower level of social skills (r = -0.10, p = 0.04). Postgraduate education in the last 2 years differentiated the results of social competencies (p = 0.03) as well as place of residence in the subscale community awareness (p = 0.04). The predictors of social skills among psychosocial work conditions were as follows: Influence at Work (p = 0.02), Possibilities for Development (p < 0.001), Meaning of Work (p < 0.001), Social Support (p = 0.001), Quality of Leadership (p = 0.03), Job Satisfaction (p < 0.001), and General Health (p = 0.001). On the other hand, tasks like Activities in the treatment room (p = 0.003) and Promotion and prevention (p < 0.001) carried out by a nurse anticipated higher level of social skills. The results of the research proved that work-related factors such as influence at work, professional development, sense of social support, understanding of the meaning of work, perception of the quality of leadership, and higher job satisfaction influence the development of social competencies of nurses; therefore, shaping an appropriate work environment is an important task, especially for leaders and managers of nursing. We recommend that nursing leaders and health policy makers adopt new strategies and educational programs, which include social skills training as part of the curriculum for the development of the social competencies of nurses.

The Evaluation of Technological Competencies among Leaders of the Renewable Energy Industry: The Case of SMEs in Baja California, Mexico

This research explores and analyzes the context of the renewable energies industry sector of Baja California, Mexico, regarding the adoption, appropriation, knowledge and usage of Information and Communication Technologies (ICTs) by focusing on human resources, mainly its business managers and directors, as key actors of strategic plans in terms of research and technological development. For this task, a Technological Competencies Profile (TCP), meant for evaluating the incorporation of ICTs by business leaders, was constructed by reviewing the definition of “technological competency” in 140 publications, and by considering the European e-Competence Framework (e-CF), the Skills Framework for the Information Age (SFIA), and other related guidelines. This profile was later applied to analyze 13 SMEs and their leaders’ technological competencies. The investigation was further enriched with the information extracted from 13 interviews made with renewable energy experts in Baja California. The conclusions of this study show that, although SME leaders do have knowledge of ICTs and use them effectively for their own communicative and personal purposes, they do not consider them as a part of their business operation that can optimize their processes and impact its innovative capabilities.

A person-centered approach to resilience and vulnerability in emerging adulthood: Predictions from parenting and personality in adolescence.

In this person-centered study, we identified different profiles of resilience and vulnerability in emerging adulthood in response to previously experienced stressful life events. Additionally, we examined whether mothers' and fathers' parenting and participants' personality traits in adolescence predicted these profiles. Data from the Flemish Study on Parenting, Personality, and Development (N = 346 families) were used. At T1 (2004; Mage = 11 years), T2 (2007), and T3 (2009), mothers and fathers reported on their parenting and their child's personality. At T4 (2018; Mage = 25 years), emerging adults retrospectively self-reported the occurrence and impact of 22 stressful life events and rated current behavior problems and subjective well-being. Latent profile analysis revealed three profiles: Competent (71%; low stress, low behavior problems, high subjective well-being), Vulnerable (21%; average stress, high behavior problems, low subjective well-being), and Resilient (9%; high stress, average behavior problems, average subjective well-being). Emerging adults in the Resilient profile had experienced higher levels of maternal positive parenting and were less emotionally stable and conscientious than those in the Competent profile. Furthermore, emerging adults in the Vulnerable profile were less emotionally stable than their peers in the Competent profile. These findings reveal new insights into the heterogeneous patterns of emerging adults' adaptation following stressful life events.

CLIL for medical universities

This article offers insights into the knowledge, skills and attitudes medical educators need to teach effectively to culturally diverse cohorts of medical students. “CLIL in Medical Education: Reaching for Tools to Teach Effectively in English in a Multicultural and Multilingual Learning Space” (CLILMED), an Erasmus+ Strategic Partnership, designed a profile to assist medical educators in the process of intentional goal-setting and self-reflection around their pedagogy, language and culture. It is the pluricultural outcomes of education that will be addressed here, since favouring the development of knowledge, attitudes and skills related to otherness, plurality and diversity have a direct impact on the quality of healthcare provision (Bradshaw, 2019; Corbett, 2011; Tiwary et al., 2019). Understanding what competences medical educators need in an intercultural classroom greatly influences their ability to intentionally design, implement and develop their teaching. The CLILMED Glocal Competence Profile for Medical Educators, centred around the intended pluricultural outcomes of Content and Language Integrated Learning (CLIL), is intended to clarify and support lifelong learning for helping medical professionals interact effectively and appropriately with students from other linguistic and cultural backgrounds.

Nurse preceptors' orientation competence and associated factors-A cross-sectional study.

To identify distinct orientation competence profiles amongst nurse preceptors and explain the associated factors. A cross-sectional study design. The data were collected during the winter of 2020-2021 from registered nurses (N=8279, n=844) at one university hospital in Finland through an online questionnaire that included a self-administered electronic version of the Preceptors' Orientation Competence Instrument. K-means clustering was then used to identify nurse preceptor profiles. Chi-square, Fisher's exact test, Kruskal-Wallis and Mann-Whitney tests were used to analyse factors associated with competence profiles. The results were reported as frequencies, percentages, mean and standard deviation. A total of three distinct orientation competence profiles (A, B, C) were identified. Profile A nurses evaluated their orientation competence at the highest level, whereas profile C nurses evaluated their competence at the lowest level. Sufficient clinical and theoretical experience, a motivation to work, willingness to orient new employees and participation in orientation and/or mentoring education were found to be associated with competence profiles. The findings expand the current knowledge base of nurse preceptors' orientation competence. Health care organizations should recognize different orientation competence profiles amongst the nursing staff since the selection of a preceptor should always be based on possessing the necessary orientation competence rather than availability. The results indicate that preceptors (who reported taking on various tasks and covering multiple roles) need support from co-workers to sufficiently concentrate on employee orientation tasks. The results also indicate that preceptors need further orientation education, which should-for example-outline the learning goals for new employees and how preceptors can assess employee performance. What problem did the study address? Prior research has not applied a robust theoretical framework covering all aspects relevant to a preceptor's competence. What were the main findings? A nurse's clinical and theoretical experience, motivation to work, willingness to orient new employees, and prior participation in orientation and/or student mentoring education were found to influence their level of orientation competence. Where and on whom will the research have an impact? Healthcare organizations can use the results of this study to make the selection of preceptors competency-based rather than their availability. Nurse leaders can use the results of this study to pinpoint which areas of nurses' orientation competence and associated factors need to be improved. Increased orientation competence will enable clinical nurses to provide high-quality orientation to new employees, which is crucial to the retention of nursing staff and the quality of patient care.

Introducing a Guide in Physical Therapy Addressing Sexual Function in Adults with Neuromuscular Disorders

ABSTRACT Introduction Physical therapists are part of the rehabilitation team following individuals with neuromuscular disorders (NMD). Due to their impairments, people with NMD can have difficulties engaging in sexual activities. One study reported that 70% of people living with chronic disorders present difficulties related to sexuality and only 18% can overcome them by themselves [1]. Objective The guide has 3 main objectives: 1) To document interventions regarding sexual impairments in people with NMD that can be applied by physical therapists in clinical practice; 2) To propose approaches for addressing sexuality with their clients; 3) To highlight issues that require advanced physical therapy expertise in pelvic floor rehabilitation. Methods The guide is based on a review of the literature and the clinical experience of physical therapists with expertise in NMD or sexuality in Canada. It was developed using the “Rare knowledge mining methodological framework” [2]. Two frameworks were also followed: “Essential Competency Profile for Physiotherapists in Canada (2017)” [3] and the “EX-PLISSIT model” [4, 5]. Results A total of 75 articles retrieved were considered in our review. Twelve physical therapists and four other health professionals were consulted for this guide. It is recommended to introduce the topic of sexuality early in therapy and follow the steps of the EX-PLISSIT model [4, 5] before offering specific suggestions. Physical therapists should address different aspects in their assessment: interpersonal relationships, assistance required or not during sexual activities, urinary, vaginal or anorectal symptoms, erectile dysfunction, pain, fatigue and impact of the disease on sexuality. Some of the impairments or limitations that may be identified during an objective assessment can have an impact on sexual function and it is important to be aware of these issues: strength, grip, dexterity, sensibility, pain, bed mobility, motor control, etc. Interventions are presented in detail in the guide regarding physical activity, positioning, muscle weakness, fatigue, decreased mobility, erectile dysfunction, sensitivity disorders, lubrication, pain, incontinence, and cardio and respiratory implications. Conclusions To the best of our knowledge, this is the first guide on the role of physical therapists in sexuality. Physical therapists should integrate sexual function into their assessments and interventions. They are an essential part of the rehabilitation team, and they should collaborate with other health professionals to have a multidisciplinary approach, especially in NMD patients. More studies are needed to evaluate the effects of intervention on sexual function in this population. Disclosure No

Self-reported Professional Competence Among Swedish Contact Nurses in Cancer Care: A Cross-sectional Study

Background: Since 2011, patients in Swedish cancer care have been offered a contact nurse (CN). The CN role is to improve patient participation, care continuity, and provide information and manage patients’ symptoms and needs across the whole continuum of the cancer pathway. A competence profile for the CN role is yet to be developed, and it is important to assess CNs’ self-reported competence to assure that they are well equipped for the role. Objectives: To assess self-reported professional competence among contact nurses working in Swedish cancer care and relate the findings to education level and clinical experience. Methods: The Nurse Professional Competence scale short form (35 items) was used to assess the nurses’ professional competence. Data were collected through a web-based survey in 2017 in 2 regional cancer centers in Sweden. Results: One hundred eight CNs participated in the study and reported highest scores in “value-based nursing care” and lowest scores in “development, leadership, and organization of nursing care.” Higher age, extended clinical work experience, and academic degree were significantly associated with higher competence. Conclusions: CNs with extensive work experience and CNs with an academic degree reported higher scores concerning their generic competence. There is a need in future studies to assess CNs’ specific competence in cancer care. Implications for Practice: There is room for improvement in the competence development of CNs, primarily in the areas of leadership and organization of nursing care. What is Foundational: CNs’ competence regarding leadership and organization should be improved, preferably as part of academic education.

Surgery goes EPA (Entrustable Professional Activity) – how a strikingly easy to use app revolutionizes assessments of clinical skills in surgical training

ObjectiveEntrustable Professional Activities (EPAs) are increasingly being used in competency-based medical education approaches. A general lack of time in clinical settings, however, prevents supervisors from providing their trainees with adequate feedback. With a willingness for more administrative tasks being low in both trainees and educators, the authors developed a radical user-friendly mobile application based on the EPA concept called “Surg-prEPAred”.DesignSurg-prEPAred is designed to collect micro-assessment data for building competency profiles for surgical residents according to their curriculum. The goal of Surg-prEPAred is to facilitate the performance and documentation of workplace-based assessments. Through aggregated data the app generates a personalized competency profile for every trainee. During a pilot run of 4 months, followed by ongoing usage of the application with a total duration of 9 months (August 2019 to April 2020), 32 residents and 33 consultants made daily use of the application as a rating tool. Every rating included knowledge, skills and professional attitudes of the trainees. Before the initiation of the App and after the 9-month trial period trainees and supervisors where both sent questionnaires to evaluate the user friendliness and effectiveness of the App.ResultsFive hundred ten App based assessments were generated. Out of 40 pre-defined EPAs, 36 were assessed. 15 trainees and 16 supervisors returned the questionnaires and stated the surg-prEPAred App as very valuable, effective and feasible to evaluate trainees in a clinical setting providing residents with an individual competence portfolio to receive precision medical education.ConclusionsThe authors expectation is that the Surg-prEPAred App will contribute to an improvement of quality of medical education and thus to the quality of patient care and safety. In the future the goal is to have the App become an integral part of the official Swiss surgical curriculum accepted by the Swiss professional surgical society.

β-Glucan: Mode of Action and Its Uses in Fish Immunomodulation

β-glucan is considered as an effective immunostimulant because of its binding capacity to different receptors on leukocytes leading to the stimulation of immune responses including bactericidal activity, cytokine productivity, and survival fit ability at cellular levels. In response to immune cell surface receptors, β-glucan stimulates to release cytokines and chemokines. It has been found that these signaling proteins eventually stimulate the immunocompetent cells in fish such as monocytes, macrophages, and neutrophils for killing pathogens by phagocytosis, oxidative burst, and cytotoxic killing activities. They also procreate immunological memories and specific antibodies through activation of T and B lymphocytes. Researchers have proved that β-glucan can modulate some important biochemical (serum hemoglobin, serum protein, and total hemocyte count) and immunological (lysozyme activity, phagocytic activity, oxidative burst activity, and phenoloxidase activity) properties providing more competent immune profile for treating fish and aquatic organisms. β-glucan-supplemented fish showed limited sensitivity of genes involved in acute inflammatory reactions. Findings have shown that β-glucan exerts a positive impact on fish and aquatic organisms’ immunity, enhancing their disease resistance by increasing functional and decreasing deleterious responses. This review focuses on the basic bump of β-glucan on fish and shellfish immunity and recent information on the uses of β-glucan in progressive aquaculture.

Preovulatory serum estradiol concentration is positively associated with oocyte ATP and follicular fluid metabolite abundance in lactating beef cattle.

Cattle induced to ovulate a small, physiologically immature preovulatory follicle had reduced oocyte developmental competence that resulted in decreased embryo cleavage and day 7 embryo quality compared with animals induced to ovulate a more advanced follicle. RNA-sequencing was performed on oocytes and their corresponding cumulus cells approximately 23 h after gonadotropin-releasing hormone (GnRH) administration to induce the preovulatory gonadotropin surge suggested reduced capacity for glucose metabolism and oxidative phosphorylation in the cumulus cells and oocytes from follicles ≤11.7 mm, respectively. We hypothesized that induced ovulation of a small, physiologically immature preovulatory follicle results in a suboptimal follicular microenvironment and reduced oocyte metabolic capacity. We performed a study with the objective to determine the impact of preovulatory follicle diameter and serum estradiol concentration at GnRH administration on oocyte metabolic competence and follicular fluid metabolome profiles. We synchronized the development of a preovulatory follicle and collected the follicle contents via transvaginal aspiration approximately 19 h after GnRH administration in lactating beef cows (n = 319). We determined ATP levels and mitochondrial DNA (mtDNA) copy number in 110 oocytes and performed ultra-high-performance liquid chromatography–high resolution mass spectrometry metabolomic studies on 45 follicular fluid samples. Intraoocyte ATP and the amount of ATP produced per mtDNA copy number were associated with serum estradiol concentration at GnRH and time from GnRH administration to follicle aspiration (P < 0.05). mtDNA copy number was not related to follicle diameter at GnRH, serum estradiol concentration at GnRH, or any potential covariates (P > 0.10). We detected 90 metabolites in the aspirated follicular fluid. We identified 22 metabolites associated with serum estradiol concentration at GnRH and 63 metabolites associated with follicular fluid progesterone concentration at the time of follicle aspiration (FDR < 0.10). Pathway enrichment analysis of significant metabolites suggested altered proteinogenesis, citric acid cycle, and pyrimidine metabolism in follicles of reduced estrogenic capacity pre-gonadotropin surge or reduced progesterone production by the time of follicle aspiration.

창의적 사고 역량 향상을 위한 수업 및 평가방법 탐색

The purposes of this study were confirmed the student's creative thinking competency profile and the instructions and evaluation methods that affect the profile. LPA was performed using divergent thinking, creative flexibility, curiosity and adventure, and inquiry as index variables, and the degree of individualization, interaction, and students' classroom engagement was used as the instruction method, and process fortified assessment and evaluation feedback were used as evaluation methods. For the analysis, the 6th year of the Korean Education Longitudinal Study 2013 were used. As a result of the study, first, creative thinking competency was classified into three latent profiles. Second, individualization was an influential variable that differentiated the ‘higher competency’ profile. Third, interaction did not affect creative thinking competency profile differentiation. Fourth, students' classroom engagement was the most important variable affecting the differentiation of all profiles. Fifth, process fortified assessment differentiated the ‘general competency’ and ‘higher competency’ profiles. Sixth, evaluation feedback affected the differentiation of all profiles. In order to improve creative thinking competency, it is necessary to create an environment that can foster learners' activeness and initiative attitude for student engagement classes. In addition, it should support process fortified assessment and evaluation feedback that can check the process as well as the result of learning.

People and Technology - Employee Competency Profile in Industry 4.0

The purpose of the paper is to analyse the impact of Industry 4.0 on employee competencies and labour market changes. It is pursued with the research hypothesis that Industry 4.0 affects how employee competencies are shaped today. The original research was based on expert literature and statistical analysis of reported data. The survey involved 154 representatives of nine sectors. The questionnaire was intended mainly for businesses that employ modern technologies. The relationships were analysed using the Spearman's rank correlation coefficient. The research leads to the conclusion that the most in-demand competencies in the modern economy are prompt action, logical thinking, team player skills, and ability to change. At the same time, engineering diploma and technical education, project management skills, and ability to work in a multi-generational environment have lost their importance. It has been demonstrated that most sectors preferred similar competencies.