Competence Levels Of Students Research Articles

Preceptor Feedback on Utilization and Pre-APPE Performance Expectations of Pharmacy Practice Skills

ObjectiveThis study aimed to determine the frequency with which preceptors perform skills in their practice setting and the degree of competency that preceptors expect from students to perform those skills upon starting their advanced pharmacy practice experiences (APPEs). MethodsA survey assessing skill utilization and expected pre-APPE student competency level upon entry to APPEs was developed by pharmacy practice faculty and distributed to preceptors. Preceptors were asked to rank their utilization of skills and expected pre-APPE student competency of each skill. Investigators assigned each skill a categorical ranking of high, moderate, or low priority. ResultsThe survey was completed by 448 pharmacy preceptors. Skills related to communication, patient education, documentation, collecting medication histories, and drug therapy review/reconciliation were the most utilized. Skills related to physical assessment and point-of-care testing were the least utilized, and the expected student competency level was also low. Skills identified as highest-priority included those related to patient counseling/education, problem-solving/critical thinking, and information gathering and management. ConclusionThe results of this survey suggest that the frequency with which preceptors perform specific skills in practice and their corresponding competency expectations for APPE students vary and are skill-dependent, allowing for prioritization. Stratifying individual skills according to how commonly they are encountered in practice and the competency levels expected by APPE preceptors can assist institutions in prioritizing skills-based laboratory content and assessment and in addressing curricular bloat and hoarding.

Analyzing Mother Tongue Interference in Turkish EFL Students' Written Products: A Lexical and Syntactical Perspective

It is clear that languages vary in numerous aspects and are considered to be dynamic and evolving entities. It is evident that each language possesses distinct characteristics, and the way it interacts with another language over the extensive process of language acquisition is of great interest to many experts in the subject of Second Language Acquisition. Language learning is a continuous process that involves exposure to various elements. Despite extensive research, the idea of language transfer remains enigmatic as studies have not fully elucidated it. The objective of this study is to identify the errors that arise due to the influence of the first language on the learning of written English by Turkish learners of English as a foreign language in a formal environment. The objective is to examine the linguistic domains impacted by transfer and to analyze the consequences of this transfer on the educational process. The additional objective is to ascertain whether a correlation exists between the rates of error and the levels of proficiency in the second language (L2). The research questions are addressed through the utilization of qualitative and quantitative data analysis approaches. A total of 252 students were included in this study after excluding the 16 non-native Turkish speakers out of the initial 268 participants. The study's findings indicate that negative transfer is seen in both lexical and syntactical language categories. Empirical evidence has demonstrated a strong correlation between certain error kinds and the competence levels of students. Moreover, further specific recommendations have been proposed to enhance the discipline of Second Language Acquisition (SLA). The constraints of this study have also been incorporated.

Fostering critical thinking: Designing problem-based learning student worksheet on environmental change topic

The growing awareness of the increasingly complex environmental changes requires an educational approach that fosters critical thinking. Through the implementation of PBL, students will gain a deeper understanding and develop an attitude of environmental care, particularly towards their surroundings. This study aims to evaluate the effectiveness of PBL-based student worksheets on environmental change material to train critical thinking skills based on the completeness of learning outcomes and student responses. This research employs the 4D model of development, encompassing the stages of defining, designing, developing, and disseminating. Nonetheless, this study is confined to the third stage of development. The validation used includes material validation media validation. The data at the development stage is sourced from expert validators and subsequently analyzed using the descriptive analysis method. The validation results affirm that the developed worksheet is deemed suitable for implementation. Therefore, it is highly recommended to implement the learning process using this worksheet. Its utilization can significantly contribute to fostering student competency levels. Furthermore, disseminating its benefits widely would further amplify its positive impact across various educational settings.

Incorporating AIGC into design ideation: A study on self-efficacy and learning experience acceptance under higher-order thinking

The concept of higher-order thinking skills (HOTS) is universally acknowledged as a key component for the development of exceptional talents in the 21st century. Addressing the challenge of how to accurately and effectively nurture these skills in students has emerged as a pivotal topic in educational discourse. This research delves into the practical use of artificial intelligence-generated content (AIGC) in the realm of design thinking pedagogy, investigating its potential impact in bolstering students' HOTS. The research aims to discern the differences in student self-efficacy and receptivity to learning experiences between AIGC and conventional teaching methodologies, particularly across various student competency levels. An empirical study involving 119 students was conducted, offering both quantitative and qualitative insights into their self-efficacy and receptiveness to learning experiences, highlighting notable distinctions among diverse student groups. The findings suggest a significant edge of AIGC in enhancing student self-efficacy, with consistent results across different skill levels. However, variations in learning experience receptivity were observed among students of different abilities. An extensive analysis and discussion of these data underscore the necessity for educators to intricately understand and address the unique needs and challenges of students when devising and implementing AIGC-based teaching strategies. This approach ensures a more targeted and effective support for the learning and development of students with varying capabilities. The study offers empirical evidence and theoretical direction for the application of AIGC in educational settings, empowering educators to more precisely cater to the diverse learning needs and developmental trajectories of their students.

THEORETICAL AND METHODOLOGICAL FOUNDATIONS OF DESIGNING AND IMPLEMENTING STEM EDUCATION

In the course of developing the strategy and theoretical and methodological foundations for designing and implementing STEM education of students, in the context of the prospects for social and labor development, it is necessary to harmonize their psychological sphere and form the ability to interact productively through education in the context of the general secondary education system. In the process of interaction, according to the proposed algorithm, with certain forms, methods and means of education, consciousness is formed at a new level of development, which is due to the ability to introspect and the accumulation of multifaceted psychological experience. The result is the ability to engage in productive activities that meet the interests, capabilities and aptitudes in the context of adaptability to employers' needs. The student's perspectives are considered as a dynamic characteristic of professional self-determination and a forecast of changes in the labor market, which allows to project the success of adaptation to existing conditions and to identify the compliance of their own capabilities with the requirements of productive activity through STEM education.
 Modern STEM education should ensure the formation of competence levels of students who are able to analyze productive activities and solve problems, be ready for continuous learning and development in a rapidly changing technical and technological environment. It has numerous trends, as it is dynamically developing and adapting to the requirements of the modern world and rapidly changing technologies. The trends outlined in the report indicate the systemic development of STEM education as an important component of the modern educational process aimed at preparing students for life and work in the modern innovation space.
 The development and implementation of STEM education is based on theoretical and methodological principles that define the basic principles and approaches to its development. These theoretical and methodological foundations help to create a basis for the productive implementation of STEM education, contributing to the development of students' competence levels and preparing them for productive interaction in the modern world. At the same time, the development of educational and methodological support (EMS) for STEM education includes several key stages and requires the cooperation of various specialists in the fields of science, technology, engineering and mathematics.
 Testing and evaluating the effectiveness of organizational forms, methods and means of implementing STEM education in the process of competence formation are important for ensuring the quality of education and further improving the educational process. The next stage of further research in this area is to develop the content of STEM education and requirements for student training, which should systematize the links between the purpose, means and results of the formed qualities, values and competencies and the conditions for their productive application.

Integrating technology in teaching and learning practices: students’ competencies

Technology usage in teaching and learning is not a new pedagogical practice and the benefits of its adoption are noted in the literature. However, an area that is often neglected when integrating technology into teaching and learning is the competency level of the would-be learners or students. This study investigated student competency levels based on factors such as their prior exposure to computers and the availability of facilitating conditions such as human or technical support. The study adopted a descriptive approach and was quantitative in nature. Data was collected from 368 students by means of a questionnaire. Descriptive statistics were obtained through quantitative analysis and the computer-based assessment acceptance model (CBAAM) was adopted. The results showed that the provisioning of facilitating conditions in a technology-integrated academic environment positively influences student competency in the use of technology. Furthermore, results showed that prior exposure to computers significantly impacts student competency levels in such an environment.

The Implementation of Merdeka Curriculum in English Subject

Merdeka Curriculum is a brand-new curriculum that was designed to give the students a fun learning experience, without any stress and pressure to reveal their natural talent in learning. The purpose of Merdeka Curriculum is to create a learning environment without any stress and pressure that the students experience in the learning process. This study will analyze the implementation of Merdeka Curriculum of grade X English subject in SMA Negeri 85 Jakarta Barat. The study method that was used in this study is Qualitative approach by collecting information in the observation process in grade X class while conducting English subject, and interview with the grade X English teacher with the data collection type of “what” and “why” subjectively. The results of data analysis shows that there are challenges in implementing the Merdeka Curriculum in grade X English subject in balancing the differentiation competency levels of students that were too far. The findings imply that teachers need special training in implementing the Merdeka Curriculum to solve the problem that was mentioned

The Implementation of Merdeka Curriculum in English Subject

Merdeka Curriculum is a brand-new curriculum that was designed to give the students a fun learning experience, without any stress and pressure to reveal their natural talent in learning. The purpose of Merdeka Curriculum is to create a learning environment without any stress and pressure that the students experience in the learning process. This study will analyze the implementation of Merdeka Curriculum of grade X English subject in SMA Negeri 85 Jakarta Barat. The study method that was used in this study is Qualitative approach by collecting information in the observation process in grade X class while conducting English subject, and interview with the grade X English teacher with the data collection type of “what” and “why” subjectively. The results of data analysis shows that there are challenges in implementing the Merdeka Curriculum in grade X English subject in balancing the differentiation competency levels of students that were too far. The findings imply that teachers need special training in implementing the Merdeka Curriculum to solve the problem that was mentioned

An Automated Essay Scoring Based on Neural Networks to Predict and Classify Competence of Examinees in Community Academy

AES has been widely used in assessing student learning outcomes. However, few studies use Automated Essay Scoring (AES) to simultaneously determine the community academy's competency test scores and levels. This study aims to apply AES to assess essays on the competency certification test. The AES can predict the examinees' scores and classify examinees' competency levels. The method used to build AES uses Back Propagation Neural Networks (BPNN). BPNN was chosen because of its simplicity and ease in building the model. The results showed that the AES for predicting the examinee's competency value showed the MAE value is 0.061621 and the accuracy value is = 97.9665 %. The results of the classification of student competency levels show Accuracy= 0.9063, Precision= 0.9167, Recall= 0.8888, and F1 Score= 0.8857.

Effectiveness of Interprofessional Education Modules on Cultural Competency of Physical Therapy and Occupational Therapy Students

Purpose: The United States is a melting pot of diverse ethnicities and cultures. Graduate-level teaching methods must prepare students to work with diverse populations and in various contexts. The outcome of instruction should be technically competent and culturally humble health care providers. The purpose of this study was to investigate the effectiveness of collaborative interprofessional instruction on cultural competency levels of Doctor of Physical Therapy Program (DPT) and Master of Science Occupational Therapy Program (MSOT) students. Methods: This was a pre-posttest quasi experimental study. A total 58 students from the DPT (28) and MSOT (30) programs participated and provided demographic information for this study. Cultural competency levels of the students were determined at the beginning of their first year and prior to graduation. The paper version of the Inventory for Assessing the Process of Cultural Competence Among Healthcare Professionals - Revised (IAPCC-R) was used to assess cultural awareness, cultural knowledge, cultural skill, cultural encounters, and cultural desire. Instructional methods included: webinars, implicit bias assessments, self-reflection, class interactions, and an interprofessional student panel discussion. Paired t and Multiple mixed-design ANOVA tests were used to compare the pre-instruction and post-instruction cultural competency scores and to compare key demographic characteristics. Results: Post-instruction cultural awareness, knowledge, skill, and total scores of the IAPCC-R were statistically significantly higher than pre-instruction scores (p0.05). Between group comparisons revealed that female and male students showed similar improvements on total and all subscales of the survey (p>0.05). Caucasian students showed greater improvements on cultural skills and encounters subscales than minority students (p0.05). Conclusion: Collaborative interprofessional cultural competency focused instruction is effective in improving cultural competency levels of healthcare DPT and MSOT students. Healthcare professional programs should consider the benefits of interprofessional education in areas such as cultural competency/humility. The efficacy of the instruction on a topic such as cultural awareness/humility/competence should have quantifiable and qualitative outcome measures to determine the benefits of the instruction, monitor students' progress, and provide a rationale for content inclusion in curricula.

Exploring connections between teacher interpersonal behaviour, student motivation and competency level in competence-based learning environments

Studies of connections between teacher behaviour and student outcomes are numerous, but those specifically addressing such connections in a competence-based vocational education setting are limited. For a sample of Indonesian students, this study examined the connection between two dimensions of teacher interpersonal behaviour (proximity and influence) and student competency levels, as well as whether or not these relations are mediated by students’ intrinsic motivation. Additionally, it examined if these relations differed in learning environments with high versus low characteristics of competence-based education (HCBE vs. LCBE). Three questionnaires responded to by 506 first-year students were analysed using multigroups structural equation modelling. Teacher cooperative behaviour affected student motivation positively, and the influence was stronger in LCBE learning environments. Teacher controlling behaviour reduced student-perceived competency levels, with the reduction stronger in HCBE learning environments. Implications of the findings for teaching and learning in vocational education are discussed.

The engineering skills training process modeling using dynamic bayesian nets

The subject of research in the article is the process of intelligent computer training in engineering skills. The aim is to model the process of teaching engineering skills in intelligent computer training programs through dynamic Bayesian networks. Objectives: To propose an approach to modeling the process of teaching engineering skills. To assess the student competence level by considering the algorithms development skills in engineering tasks and the algorithms implementation ability. To create a dynamic Bayesian network structure for the learning process. To select values for conditional probability tables. To solve the problems of filtering, forecasting, and retrospective analysis. To simulate the developed dynamic Bayesian network using a special Genie 2.0-environment. The methods used are probability theory and inference methods in Bayesian networks. The following results are obtained: the development of a dynamic Bayesian network for the educational process based on the solution of engineering problems is presented. Mathematical calculations for probabilistic inference problems such as filtering, forecasting, and smoothing are considered. The solution of the filtering problem makes it possible to assess the current level of the student's competence after obtaining the latest probabilities of the development of the algorithm and its numerical calculations of the task. The probability distribution of the learning process model is predicted. The number of additional iterations required to achieve the required competence level was estimated. The retrospective analysis allows getting a smoothed assessment of the competence level, which was obtained after the task's previous instance completion and after the computation of new additional probabilities characterizing the two checkpoints implementation. The solution of the described probabilistic inference problems makes it possible to provide correct information about the learning process for intelligent computer training systems. It helps to get proper feedback and to track the student's competence level. The developed technique of the kernel of probabilistic inference can be used as the decision-making model basis for an automated training process. The scientific novelty lies in the fact that dynamic Bayesian networks are applied to a new class of problems related to the simulation of engineering skills training in the process of performing algorithmic tasks.

Developing a Framework to Measure Competency Levels of Students with Special Needs to Attend Advanced Vocational Courses

: Students with special needs (MBK) should not be considered students who fail or have no future. Although MBKs are those with intellectual problems or shortcomings, they may have strengths or powers in other areas that need to be identified and improved. The respondents who were the sample of this study were 44 people consisting of MBK with intellectual disability, dyslexia, and visual impairment. This research employed instruments of academic success perception (α = 0.78, construct validity = 0.85), multiple intelligences (α = 0.86, construct validity = 0.87), and interview protocol to recognise the dominant aspects of MBK to build further the framework of courses advanced/vocational following the interests of the respondents. The dominant aspect for the perception of academic success was External / Future (μ = 3.43, SD = 0.38), while the most dominant aspect for multiple intelligences was Visual-Spatial Intelligence (μ = 3.22, SD = 0.46). The dominant aspects were also very relevant to MBK’s choice of advanced/vocational courses, particularly cooking, bakery, sewing, carpentry, entrepreneurs, logistics, and mechanics. It is hoped that this study’s conclusions can present information on the courses that are the authentic choice among MBKs for consideration by stakeholders in offering advanced/vocational courses to this group.

Adoption of the Theory of Inventive Problem Solving (TRIZ) in The Malaysia Education Policy and Curriculum for STEM Subject

The STEM body of knowledge has become a core focus for the Ministry of Education of Malaysia to be embedded in the mainstream education curriculum but one of the challenges is to improve the level of student competency in problem-solving skills. A new policy has been developed at the governmental level to ensure the change can be successfully made and executed successfully at the school level. One of the initiatives is to enhance the complex problem-solving skills of the students by introducing the Theory of Inventive Problem Solving (TRIZ) topic in the Curriculum and Assessment Standard Document for Design and technology subject. The integration of the TRIZ is streamlined with other creativity theories and thinking models. The adoption of TRIZ is strategically designed to support and complement the student in developing a technological project and design competencies. The teaching and learning process of TRIZ in the subject has started in 2018 as the first official textbook has been used in all schools around Malaysia. A survey has been carried out to 1032 respondents that involved in the process of teaching and learning the TRIZ topic in the subject. The result has shown positive feedback from respondents, and further issues have been highlighted to improve the process of teaching and learning in school.

Empirical evaluation of basic Information and Communication Technology (ICT) skills of final year students of Federal College of Education (Technical), Omoku

This research work titled “Empirical Evaluation of Basic Information and Communication Technology (ICT) Skills of Final Year Students of Federal College of Education (Technical), Omoku” used UNESCO ICT-Competency Framework for Teachers version 3, 2018 as a conceptual framework to assess basic ICT skills and competency level of students. It employed evaluative survey design using questionnaire as the instrument of data collection, designed and administered to all the 51 Part-Time final year students. Analysis of the research result using SPSS Version 20 shows that 4 (7%) of the students lack basic ICT skills, 13 (25%) of them are average in the use of ICT tools and 14 (27%) of them have above average ICT skills. A mean of 3.7 shows that 74% of the students agree that their ICT Instructors possesses the requisite professional skills and competencies to teach. Since 25% of the students can averagely use ICT tools, the researcher recommends that the Government should implement the Monitory and Evaluation of its huge investment in ICT in Education by making sure ICT Facilities are used for teaching and learning in schools.

Fresno test to measure evidence-based practice knowledge and skills for Portuguese undergraduate nursing students: A translation and adaptation study

BackgroundThe Fresno Test was originally identified as an instrument to assess evidence-based practice knowledge and skills through cognitive testing and performance assessment in medical students. Further studies have been recommended to establish the measurement properties of the Fresno Test in different learner populations. ObjectivesTo perform a cross-cultural adaptation of the Fresno Test for Portuguese undergraduate nursing students and to analyze the interrater reliability. DesignCross-cultural adaptation study with interrater reliability assessment carried out in two phases during 2017–2018. SettingsOne of the main nursing schools, Portugal. ParticipantsFourth year undergraduate nursing students. MethodsThe study was performed in two phases, firstly the cross-cultural adaptation (performed in five stages) and secondly the analysis of interrater reliability. ResultsStages I, II, III and IV of the cross-cultural adaptation proceeded smoothly and the expert panel produced and agreed upon the pre-final version of Adapted Fresno Test. In stage V (the pre-test stage), students reported a general understanding of the items, but they reported a lack of knowledge to answer the test. An expert panel subsequently agreed that modifications were needed to ensure the test was within the student's competency level and to decrease risk of assessment bias. For phase II, 50 complete questionnaires were randomly selected to be rated by three independent nurses using the modified rubric to score the test. The overall interrater reliability was 0.826 with a range from 0.271 to 1.000 for each item. ConclusionsThe Adapted Fresno Test presented in this paper is the first instrument translated for European Portuguese and adapted specially for undergraduate nursing students. Despite good interrater reliability, further validation studies with more robust samples are suggested to definitively establish psychometric properties beyond the interrater reliability.

A study of higher education students' self-perceived digital competences for learning and everyday life online participation

PurposeAn increasing amount of research and debate has emerged over the last few years, emphasising the need for developing digitally competent, literate, able, skilled, capable people within a constantly changing technological and online environment. Existing definitions and perspectives in this area go beyond the use of technological tools or media for the creation of a digital literacy mindset, which develops throughout one's life. However, Higher Education strategies have not yet caught up with this agenda.Design/methodology/approachA student survey with Library and Information Science students from three higher education institutions in Scotland, Ireland and Greece was conducted as a basis of empirical data to support the theoretical propositions of the study. The survey centred on the technical and higher-level digital competences of students and drawing from students' self-perceived digital competences for learning and for the everyday life digital context, addressing e-leisure, e-learning, e-democracy, e-government and e-health activities. The survey critically enabled students to assess digital competences from their perspectives as digital participants.FindingsStudents' self-assessment of digital competences were lacking in a number of areas, which involved the development of information literacy, digital creation, digital research and digital identity management. In addition, students' digital competences were found to be linked to previous experiences within the everyday life digital environment. The higher the self-perceived digital competence levels of students were on the basis of dealing with everyday life digital tasks, the more likely they were to also develop high self-perceived digital competence in other digital areas related to their education.Originality/valueHigher education has not fully embraced digital competences as a core, fundamental literacy which addresses both technology mastery and a digital citizenship mindset. As emerging models begin to challenge traditional teaching and learning paradigms, with global connectivity and personalised approaches, existing digital divides may be further accelerated. This requires revisiting digital competences with emphasis on the diversity of the contexts where it develops and of the learners involved, in the overall continuum of learning for life.

Digital Platform for Creating Personalized Adaptive Online Courses

The purpose of the research is to develop a digital platform for creating personalized adaptive online courses that can integrate into the university’s e-learning environment. The Digital Tutor platform is designed to provide the online learning process with tools that allow for the adaptation of the content of the electronic course in accordance with the individual level of student competency through adaptive testing tools in order to achieve the level of student competency established by educational and professional standards.Materials and research methods. The research methodological base consists of methods and technologies of system analysis and knowledge management. Conclusions and provisions of the work are based on the analysis of domestic and foreign literature on the use of digital technologies in education. In preparing the article, materials obtained by the authors during the scientific and practical development of the prototype of the Digital Tutor platform were used to create personalized adaptive online courses at Plekhanov Russian University of Economics.Results. The digital platform for hosting the repository of educational objects and the online courses themselves is available on the University’s information resources with the possibility of integration into the University’s electronic educational environment. The implementation of this project will allow: students and the audience to use educational content prepared on the basis of relevant educational material, as well as to participate in its creation and discussion; to develop more dynamic and high-quality training courses that contribute to the formation of the required competencies among students and the audience; significantly reduce the burden on lecturers when working with remote students, free up more time for updating the training material, the formation of practical and design tasks; implement the concept of personalization of training - the creation of educational material aimed at a particular student; provide support for the creation and updating of their own MOOC; transform the system of continuing education to the requirements and needs of the business; respond ahead of time to the needs of society for qualified personnel for the digital economy.Conclusion. A new model for the implementation of online education has been proposed and tested, which consists in the automatic construction of online courses from the educational objects of the repository in accordance with the monitoring of its activities and a personal trajectory to achieve the required learning outcomes. The concept of transformation of the model of online education is based on the creation of a modern educational based on advanced digital, intelligent technologies. Compared with existing analogues, the project has competitive advantages in the implementation of a new business model of education, based on the availability of a mechanism for automatic updating of educational content and preparing courses on the basis of a repository of educational objects that form the necessary competencies in accordance with the Federal State Educational Standard and approved professional standards.

Assessing competency levels of students on learning of energy and weather concepts using partial credit model

This research described a competence levels of students on learning natural sciences in elementary school. Specifically, we measure student’s capacity in understanding of energy and weather concepts. This research involved 64 students on elementary school. The data takes from class promotion test with consisting multiple choice questions (MCQ) and Essay Test. Data analysis was produced using the Partial Credit Model (PCM) Rasch measurement. The Rasch PCM specifies that each item has its own scale rating structure, so the two test types can be analysed simultaneously. The results showed that in general the students had difficulty to concluding the observation that the motion of the object was influenced by its shape and size; and pointed out of the relation between cloud and weather conditions. On the separate part, students clearly realize how to conserve the energy in everyday life; and interpret the effects of weather for human life. Furthermore, the MCQ test is problematic than the Essay Test for students. The average male student has better ability than the female students to comprehend the learning materials.

The effect of speech-language pathology students on clinician time use and activity

Purpose: This prospective study investigated the impact of supervising students on public health speech-language pathologists’ (SLPs) time and patient activity levels in order to broaden evidence in the profession.Method: Thirty-four SLPs supervising students collected data profiling their time use and activity during the first, middle and penultimate placement week. They also collected data for a week when not supervising students. Pre- and post-placement surveys were used to supplement quantitative data with additional information such as clinician and student experience levels.Result: Overall clinical time (face-to-face and indirect) and the number of patients seen neither increased nor decreased during student placements. However, clinicians’ use of time altered across placement periods. For example, SLP time delivering clinical services decreased but time observing students providing clinical services increased as the placement progressed. Some differences in time spent in non-clinical activities (e.g. student teaching and SLP administration) were found. Comparing data from placements with varying supervision models or student competence level showed few significant differences in time use, activity or productivity.Conclusion: There was no significant difference in overall clinical time used, nor patient activity or productivity whether clinicians were supervising students or not. Further research is required within SLP services.