Competence Of Participants Research Articles

Strengthening Relationships: Children’s Participation in a Family Group Approach to Family Violence

Family violence strains family relationships and cultural ties. A family group approach strengthens these relationships by centering the family, their relatives, and close supports in safeguarding all members. Risk-averse jurisdictions, however, may prohibit the practice, and workers may hesitate to invite the children. Such responses diminish the opportunity for adults to be inspired by the children to act and for children to gain participatory competence and pride in their family. To support the involvement of family, this article offers strategies shaped to local settings. Reaching into their extensive experience of family group conferences or circles in child welfare, the authors overview inclusive practices in four diverse places: Aotearoa New Zealand, United Kingdom, Mi’kmaq in Canada, and Israel.

Rethinking education for democracy: a study of co-determination in a Norwegian school

Through a two-day intervention in a class of 12-year-olds, this study facilitated lessons where the pupils could themselves decide methods of learning, and themes to focus on, searching for spaces and methods to activate the pupils participatory competencies. National student pupils’ surveys in Norway have repeatedly shown that pupils do not feel as though they can participate in their learning at schools. The pupils in this study reported that they enjoyed this intervention and were ambitious regarding what they wished to achieve. While this may seem irrelevant or superficial at first glance, reflecting on the engagement the pupils expressed, enjoyment of learning may have been the most significant driving force for the pupil’s participation. Indeed, the majority worked in groups with peers and demonstrated ownership of their thematic area and projects. However, a few pupils became insecure and passive when given the opportunity to decide for themselves. The pupils’ ownership, level of ambition, and expert role in their projects indicate that their participatory abilities were activated, thus suggesting the importance of introducing co-determination as a didactical tool in school.

Adaptive Syllable Training Improves Phoneme Identification in Older Listeners with and without Hearing Loss.

Acoustic-phonetic speech training mitigates confusion between consonants and improves phoneme identification in noise. A novel training paradigm addressed two principles of perceptual learning. First, training benefits are often specific to the trained material; therefore, stimulus variability was reduced by training small sets of phonetically similar consonant-vowel-consonant syllables. Second, the training is most efficient at an optimal difficulty level; accordingly, the noise level was adapted to the participant's competency. Fifty-two adults aged between sixty and ninety years with normal hearing or moderate hearing loss participated in five training sessions within two weeks. Training sets of phonetically similar syllables contained voiced and voiceless stop and fricative consonants, as well as voiced nasals and liquids. Listeners identified consonants at the onset or the coda syllable position by matching the syllables with their orthographic equivalent within a closed set of three alternative symbols. The noise level was adjusted in a staircase procedure. Pre-post-training benefits were quantified as increased accuracy and a decrease in the required signal-to-noise ratio (SNR) and analyzed with regard to the stimulus sets and the participant's hearing abilities. The adaptive training was feasible for older adults with various degrees of hearing loss. Normal-hearing listeners performed with high accuracy at lower SNR after the training. Participants with hearing loss improved consonant accuracy but still required a high SNR. Phoneme identification improved for all stimulus sets. However, syllables within a set required noticeably different SNRs. Most significant gains occurred for voiced and voiceless stop and (af)fricative consonants. The training was beneficial for difficult consonants, but the easiest to identify consonants improved most prominently. The training enabled older listeners with different capabilities to train and improve at an individual 'edge of competence'.

Analysis of Competencies, Individual Behavior and Trainee Satisfaction in Human Reseource Development Center Regional Bukittinggi

This study aims to analyze the competence ofparticipants in theera of the covid-19 pandemic at the Bukittinggi Regional Human Resources Development Center (PPSDM Pusat Pengembangan Sumber Daya Manusia Regional Bukittinggi), analyze the individual behavior of trainees in the era of the covid-19 pandemic at the Bukittinggi Regional PPSDM, analyze the satisfaction of trainees in the era of the covid-19 pandemic at the Bukittinggi Regional PPSDM. This type of research is quantitative with descriptive methods and is carried out at the Bukittinggi Regional PPSDM. The data collection technique spread the questionnaire with a population of 120 trainees and validation tests using softwere Statistical Product and Service Solution (SPSS) version 24. The results of this study illustrate 1) Kompetension got the highest mean score of 4.675 and TCR of 93.5% is already very good. 2) Individual behavior, getting the highest mean value of 4.325 and TCR of 86.5% is good. 3) The e-learning method is a statement with the lowest value, namely with a mean value of 3.26 and TCR of 65.167% knowledge which is still low. 4) Customer satisfaction is a statement with the lowest value, namely with a mean value of 3.26 and TCR of 65.167% knowledge which is still low. 4) Customer satisfaction is a statement with the lowest value of 3.26 and TCR of 65.167% knowledge which is still low. 4) Customer satisfaction is a statement with the lowest value of 3.26 and TCR of 65.167% knowledge which is still low. got the highest score of the mean of 4.65 and the TCR of 93% with a good category. It can be concluded that of the 4 variables, 3 of them with a high category are good while the low category is in the knowledge variable of e-learning learning methods.

Embedding systems thinking in tertiary chemistry for sustainability

Abstract In response to the IUPAC call to introduce systems thinking in tertiary chemistry education, we have developed and implemented two interventions at the first-year undergraduate level: one was designed to integrate systems thinking in first-year organic chemistry using the topic of surfactants and the other in a first-semester service course to engineering students using the stoichiometry of the synthesis of aspirin. We demonstrate how the systems thinking approach in both interventions did not lose the focus of the chemistry content that needed to be covered, exposed students to the concept of systems thinking, started to develop some systems thinking skills, and made a case for the contribution that chemistry can and should make to meet the UN sustainable development goals. Through both the design and the implementation process, it has become clear that introducing systems thinking is complex and it remains a challenge to keep the complexity manageable to avoid cognitive overload. Both interventions leveraged the power of group work to help students deal with the complexity of the topics while also developing participatory competence required for sustainability. The development of systems thinking skills and a capacity to cope with complexity requires multiple opportunities. Infusing syllabus themes that relate to real chemical systems with a systems thinking perspective can provide such an opportunity without compromising chemistry teaching. We believe that skills development should continue throughout the undergraduate chemistry degree to deliver chemistry graduates who can make a difference to global sustainability.

What Does it Take to be aCchangemaker? A Comprehensive Review of Social Entrepreneurship Competences

The growing interest in social entrepreneurship has led to a nascent research interest into social entrepreneurship competences. This paper is the first to systematically review this research, examining studies on the competencies needed for social and sustainable entrepreneurship. Our review results in the synthesis of three competence groups: impact competences (analytical competence to understand wicked problems, future thinking competence, impact assessment competence, normative competence, commitment competence), entrepreneurship competences (problem solving competence, opportunity identification competence, action competence under uncertainty, opportunity exploitation competence, innovation diffusion competence) and engagement competences (perspective-taking competence, interpersonal communication competence, stakeholder commitment competence, participatory competence, tensions management competence). Our findings provide several avenues for future research. Comprehensive measurement scales are required to research dependencies and trade-offs among competences, the level of competences needed by whom at which stage and on what level of competence, their impact on the economic, ecologic and social performance of the venture, on its governance structure and its entrepreneurial ecosystem.

PREDICTING PARTICIPANT COMPETENCE TEST RESULT USING MACHINE LEARNING APPROACH

The 3in1 training for electronics operators aims to deliver competent participants. Therefore, it is necessary to improves the learning curriculum and materials. However, the organizer and teaching staff lack information about the factors that determined the success rate of participant's competence tests. Therefore, this paper aims to build a model for predicting participant competence test result. The data of participant's assessment scores were first collected and prepared as the dataset. The prediction model builds by applying a machine learning approach. These cover the use of ANOVA to ranked the course subjects towards the competency test results (C and NC) and build the prediction model using the Random Forest algorithm. From the results, we found that the competency test results are more affected by the practical subjects rather than theory subjects. From the ANOVA results, the most significant practical subject is the screwing lesson, while for theory subject is 5S-Kaizen. The prediction model obtains an accuracy of 94,6% for 5-subjects and 91,9% for 8-subjects from the original dataset. However, from the precision rate, it was found that the oversampling and hybrid sampling dataset shown better results. This confirms that the resampling technique is working to solve the imbalanced dataset problem.

Strengthening students’ academic digital competencies through development of learning patterns

Today students are met with expectations of being able to navigate in a broad spectrum of digital challenges. The STAK project aims at developing specific digital didactic designs in the form of learning patterns that support and develop students' digital competencies, within areas such as digital sharing, open access, online collaboration and other emerging technological opportunities and challenges.The concept of “Learning Patterns” covers a method used to capture experience about best practice from educators and other experts, and disseminate these into concrete learning patterns and activities. These concrete learning patterns are then systematised and described in such a way that it is possible for others to understand them and reuse them. As a product, learning patterns can be described as a “how-to”-formula that you can transfer to your own teaching.The STAK project have developed more than 100 learning patterns within four categories: Digital information competencies, digital participatory competencies, digital production competencies, and digital responsibility-and security competencies. The concrete learning patterns are available on an OER (open educational resource), https://open-tdm.au.dk/blogs/stak/,along with models and templates for how to develop learning patterns. In the presentation, we focus on our work processes with developing learning patterns in the project and present a concrete learning pattern. We are also going to provide you with insight into how you can use this method to develop your own learning patterns. The STAK project (Studerendes Akademiske Digitale Kompetencer på videregående uddannelser) is a Danish national project where six education - and research libraries collaborate with CUDIM (Centre for Teaching Development and Digital Media) at Aarhus University on developing learning patterns to strengthen students’ digital competencies.

Strengthening students’ academic digital competencies through development of learning patterns

Today students are met with expectations of being able to navigate in a broad spectre of digital challenges. The STAK project aims at developing specific digital didactic designs in the form of learning patterns that support and develop students' digital competencies, within areas such as digital sharing, open access, online collaboration and other emerging technological opportunities and challenges.
 The concept of “Learning Patterns” covers a method used to capture experience about best practice from educators and other experts, and disseminate these into concrete learning patterns and activities. These concrete learning patterns are then systematised and described in such a way that it is possible for others to understand them and reuse them. As a product, learning patterns can be described as a “how-to”-formula that you can transfer to your own teaching.
 The STAK project aims at developing approximately 300 learning patterns within four categories: Digital information competencies, digital participatory competencies, digital production competencies, and digital responsibility- and security competencies. As the STAK project progresses, the concrete learning patterns will be available on an OER (open educational resource) along with models and templates for how to develop learning patterns.
 In the presentation, we focus on our work processes with developing learning patterns in the project and present a concrete learning pattern. We are also going to provide you with insight into how you can use this method to develop your own learning patterns.

PARTICIPATIVE TEACHER TRAINING IN PEDAGOGICAL UNIVERSITIES

The relevance of the problem of participative training of students in pedagogical universities arises from the socio-economic changes that required a revision of the main positions of higher pedagogical education. Based on the conceptual and terminological analysis, a terminological set of basic concepts of the studied issue was created. These terms include participative, participativity, pedagogical participativity, participative teacher training. Following the analysis of the authors’ understanding of participative training of students in pedagogical universities, the main characteristics of participative teacher training were identified. The article presents the authors’ definition of the concept of participative teacher training, which is understood as a training system (theoretical, methodological, practical) that pursues the formation of participative competence, reflecting the new subject-subject relations of a teacher and a student, characterized by equality, cooperation, co-management, common interests, views and values, creativity and pedagogical empathy. As a result of the theoretical comprehension of the studied issue, a competence-based andprocessmodel of participative teacher training was created. The model reflects the essence and the dynamics of the process under investigation. Theprocess model consists of value-based motivational, activity-contensive and reflective-corrective units. The value-based motivational unit determines the activity that ensures the adoption of pedagogical and universal values forming the internal, emotional orientation of the behavior and the activities of a future teacher. The activity-contensiveunitdetermines the formation of participative competence and the features of this process. The capability for critical introspection and awareness of one’s activity on the basis of reflection characterizes the reflective-corrective unit. The competence-based model represents the formation of participative competence on the part of the formation of participatory competencies: basic and special ones. The basic competencies show in a most general way the participative activities of future teachers while thespecial competencies reflect its specific characteristics. The methodological analysis of the essence of the studied issue made it possible to identify the methodological foundations: system-activity, participative and competence-based approaches.

Empowerment of the mothers of children in a pediatric intensive care unit.

to analyze the process of empowerment of the mothers of children hospitalized in a pediatric intensive care unit (PICU) according to Cheryl H. Gibson's framework. a qualitative study with a non-directive interview in groups was carried out with 14 mothers in the PICU of a pediatric teaching hospital in the state of Rio de Janeiro, whose data were submitted to thematic analysis. all mothers underwent at least one phase of the process of empowerment. Some of them achieved the phase of participatory competence in the care for their children, being heard by the team and expressing their needs, opinions, and questions. Final considerations: attentive listening and information sharing with mothers is necessary, in order to provide essential support so that they undergo the process of empowerment, thus involving themselves in care and decision-making regarding their children.

Ecological relevance of the Iowa gambling task in patients with Alzheimer's disease and mild cognitive impairment

BackgroundIn spite of their extensive use, the ecological relevance of tasks dedicated to assessing real-world decision-making in a laboratory setting remains unclear. ObjectivesOur study aimed to evaluate the relationship between decision-making and behavioral competency and awareness of limitations. MethodsA total of 20 patients with Alzheimer's disease (AD), 20 with amnestic mild cognitive impairment (aMCI) and 20 healthy controls (HC) were assessed for decision-making using the Iowa Gambling Task (IGT). Behavioral competency was evaluated by the Patient Competency Rating Scale (PCRS), which requires each participant and a relative to answer the same 30 questions on participant's competency and to rate each item, while awareness of limitations was evaluated by subtracting the self-rated score from the relative-rated score. ResultsUsing the median-split approach, the proportion of disadvantageous decision-makers was higher in both the MCI and AD groups than in HC (P=0.02 and P=0.03, respectively), with no differences between clinical groups. The percentage of participants with poorer behavioral competency was also higher in the MCI and AD than in the HC (self-rated: P=0.025 and P=0.01, respectively; relative-rated: P=0.008 and P=0.008, respectively), again with no differences between MCI and AD. All groups were comparable in awareness. For all participants, disadvantageous decision-making was associated with both reduced behavioral competency and poor awareness of limitations (OR: 3.47, P=0.03 and OR: 5.4, P=0.004, respectively). ConclusionOur findings support the ecological relevance of the IGT. Behavioral competency integrity and awareness of limitations are both associated with advantageous decision-making profiles.

Acquired and Participatory Competencies in Health Professions Education: Definition and Assessment in Global Health.

Many health professions education programs in high-income countries (HICs) have adopted a competency-based approach to learning. Although global health programs have followed this trend, defining and assessing competencies has proven problematic, particularly in resource-constrained settings of low- and middle-income countries (LMICs) where HIC students and trainees perform elective work. In part, this is due to programs failing to take sufficient account of local learning, cultural, and health contexts.A major divide between HIC and LMIC settings is that the learning contexts of HICs are predominantly individualist, whereas those of LMICs are generally collectivist. Individualist cultures view learning as something that the individual acquires independent of context and can possess; collectivist cultures view learning as arising dynamically from specific contexts through group participation.To bridge the individualist-collectivist learning divide, the author proposes that competencies be classified as either acquired or participatory. Acquired competencies can be transferred across contexts and assessed using traditional psychometric approaches; participatory competencies are linked to contexts and require alternative assessment approaches. The author proposes assessing participatory competencies through the approach of self-directed assessment seeking, which includes multiple members of the health care team as assessors.The proposed classification of competencies as acquired or participatory may apply across health professions. The author suggests advancing participatory competencies through mental models of sharing. In global health education, the author recommends developing three new competency domains rooted in participatory learning, collectivism, and sharing: resourceful learning; transprofessionalism and transformative learning; and social justice and health equity.

Curriculum Development Training Improvement in the Competence Geological Disaster Mitigation Community Based

This research was motivated still many natural disasters in Indonesia. Geological disasters would always be an important issue in the Indonesian Nation as a consequence Indonesia's geological conditions unique region, rich in natural resources but full of potential disasters. Disaster handling required the participation of all components of the nation led to the importance of the massive dissemination of disaster information to all levels of society. The role of the community in the society was considered to be very strategic as agents of change. Unfortunately, the competence of members of the community who were still considered weak in disaster mitigation and counseling techniques became constraints the achievement of objectives disaster-conscious society. Increased competence was absolutely necessary and training could be selected as an option to improve competence. Research conducted using the method of research and development which was divided into three main stages. First, the needs analysis as a preliminary study, the second, the development of a model curriculum, and the third trials of the curriculum model to determine the effectiveness in improving the competence fields of geological disaster mitigation. This study was conducted to determine the curriculum development process proper training to improve competence in community-based geological disaster mitigation. The results showed that the model developed training curriculum based on the needs analysis proven effective in improving participants's competence to do counseling disaster mitigation. Pre-post test results showed an increase in the cognitive aspects of participants in Trial I and Trial II. Significant improvement occurred on the competence of counsel which showed a success rate of Trial II in improving the competence of counsel practice of training participants. Factors supporting the development of a model curriculum Extension Disaster Mitigation Training Community-Based Ground Motion were: (a) the competence of lecturers geological disaster mitigation; (B) the interests of members of community volunteers; and (c) the support of policy makers, while the factors that impeded the development of curriculum models were limited clump of competence training in geology, low educational background and knowledge of the geology and ground motion, and limited time.

Exploring the Coherence of the Goals Achieved through a Youth Development Programme

High goal coherence of a course has a positive effect on the participant's competence development. However, studies on the goal coherence of the youth development programmes are scarce. The participants were 153 teachers who attended to the LQ teachers’ workshop. They filled in the questionnaire before and after the training. In addition, 61 teachers who comprised the comparison group answered also to the questionnaire twice but they did not participate in the LQ. The LQ questionnaire consisted of two elements, namely, how participants experienced the importance of the goals and their perceived competence in promoting the LQ goals. Four pairs of variables describing the participants’ perceived importance of a course goal and the participants’ perceived competence towards implementing it were produced in exploratory factor analysis. The coherence values for variable pairs using distance values were calculated by subtracting the perceived importance from the perceived competence for each goal. The coherence increased at the second measurement point among both the intervention and comparison groups. The LQ intervention resulted in a significantly increased coherence in the ‘safe environment’ and ‘promoting SEL’ variable pairs among training participants compared with the comparison group. Participating in the LQ training did not, however, increase the coherence significantly with regards to the ‘help others’ or ‘healthy life’ variable pairs compared with the comparison group. This piece of research highlights an interesting means of investigating the effectiveness of teacher training.

Psychological Empowerment and the Pursuit of Social Change: Outcomes of Foster Youth Engagement

Youth aging out of foster care are assumed to embody a disempowered group, for whom civic engagement opportunities are rare. Utilizing a targeted initiative, this study explores individual- and community-level outcomes derived from foster youth civic engagement. Data were collected via: (a) interview and survey research with foster youth advisory board leaders; (b) interview and survey research with civic youth workers; and, (c) non-participant observation of five foster youth advisory board meetings. Directed content analysis revealed three emergent themes, which transcended the data inductively (Opportunity through Access; Positive Conceptions of New Jersey's Department of Children and Families; and, Participatory Competence). These themes support and extend our current understanding of empowering outcomes for this population. Implications for research, policy, and practice are discussed.

What Ignites and Sustains Activism: Exploring Participatory Competence

Qualitative methods were employed to investigate processes and competencies experienced by self-described activists, who represent social welfare and civil rights causes in a single northeastern state. In the tradition of phenomenological research, a small number (eight participants) was secured, and in-depth interviews were conducted. Analysis of interview data explored pathways into—and maintenance of—activist orientation. Within this sample, it was determined that activism contextualizes a long-term empowering process and contributes to participatory competence among study participants. The authors argue that this framework is useful for social work educators to facilitate empowerment through activism for students.

Using Kollar's solution-focused pastoral counseling for bereaved clients: the process of empowerment from clients' perception.

The purpose of this study was to investigate how bereaved clients recovered from grief and loss after receiving Kollar's solution-focused pastoral counseling (KSFPC) from a perspective of empowerment. Ten Taiwanese Christian clients (3 men, 7 women; M age = 42.5 yr., SD = 8.5), who had experienced a significant loss of a loved one within the past two years, were recruited from churches in northern Taiwan, forming a convenience sample. The clients, based on their time availability, were randomly assigned to one of the two pastoral counselors and had four KSFPC sessions. The grounded theory procedure was adopted for qualitative data analysis. Four prominent categories emerged from the open-ended questions, in-depth interviews, and interactive counseling notes, including First Encounter with Solution-focused Pastoral Counseling (SFPC), Transitional Life Re-Decision-Making Process, Reflections and Changes, and New Participatory Competencies, within which 12 axial categories and 42 meaning units were identified. The results support the use of KSFPC to empower clients' competence in recovery from grief and loss. Implications for future research and KSFPC practice are suggested.

Students' Adoption of Social Networks as Environments for Learning and Teaching: The Case of the Facebook

Little is known about the conditions and consequences of using the Facebook in learning. This research attempts to describe such conditions and consequences when teachers experiment using it as students in a second degree course. Fifteen students/teachers aged from 24 to 53 years old participated in the course in which they were required to attend mathematical Facebook sites. The research findings arrived at using the grounded theory show that the conditions which affected the teachers/students' work in the Facebook were: (1) causal conditions: the course's requirement; (2) intervening conditions: the participant's image of the Facebook, the participant's work characteristics and the participant's competence in computers and the internet; (3) contextual conditions: The site's subject and the environment's characteristics or conditions. These conditions influenced students' learning actions and interactions in the Facebook, especially their level of participation. The actions/interactions of the participants, together with the various conditions influenced the consequences of students' educational work in the social networking site. These consequences varied, starting from discovering how to utilize the Facebook for teaching and being aware of the advantages/ disadvantages of doing so, to proceeding with the use of the Facebook in contexts other than those being suggested in the course.

Development and Prospects of Deliberative Democracy in China: The Dimensions of Deliberative Capacity Building

Since the landmark volume The Search for Deliberative Democracy in China (Leib and He eds. 2006), a growing number of theoretical and empirical studies in the context of China have advanced our knowledge of deliberative democracy in comparative settings. This paper aims to discuss the recent development and prospects of deliberative democracy in China, with particular focus on the approach of a deliberative system that has not been adequately addressed in the context of China. This paper proposes an analytical framework for the concept of deliberative capacity building in the context of contemporary China. The paper analyses three dimensions of deliberative capacity building: social capacity, institutional capacity; and participatory capacity of a deliberative system. The three dimensions lay particular emphasis on the public sphere, empowered space, and deliberative actors respectively. The multi-dimensional framework considers deliberative capacity building as a process by which the three dimensions synergize and evolve with each other to produce a functional deliberative system incorporating isolated deliberative practices. The multi-dimensional analyses suggest that deliberative capacity building is critical to democratization in China, as it produces a stronger public sphere, more effective government responsiveness and improved participatory competence.