Relevant Competencies Research Articles

Foreign military journalists in Manchuria in 1904-1905: features of daily activities

The author examines some aspects of the daily activities of foreign war correspondents who accompanied the Manchurian army in the Russian-Japanese War of 1904-1905. The article is based on texts published by journalists, materials from foreign periodicals, documentation from military and foreign ministries. Attention is paid both to the everyday peculiarities of the professional conditions of accredited journalists in Manchuria, and to the characteristics of the social environment, which had a significant impact on the process of collecting information in the theater of military operations. The issues of interaction of foreign correspondents with representatives of the Russian army, the local Chinese population and other reporters are touched upon, which is closely related to their possession of relevant foreign language competencies. The dynamics of the number of foreign military personnel in the theater of war and its connection with the course of hostilities are analyzed. The use of the historical and comparative method made it possible to identify common and special features in the situation of foreign reporters and other guests of Manchuria. The differences revealed in the characteristics of daily activities between foreign war correspondents and representatives of the Russian press, as a rule, were associated with a language barrier for foreigners and greater distrust of them on the part of censorship authorities. In comparison with military attaches, correspondents noted the complete independence of the journalistic corps in solving everyday issues in Manchuria. In the course of the study, several stages were identified in the dynamics of the number of foreign reporters in the theater of war. The correlation of the pace of correspondents' accreditations with events at the front has been revealed and demonstrated. It has been established that the 1904 campaign, especially its summer and autumn events, received the most attention from foreign journalists. For the first time, a range of issues is outlined for the study of which the legacy of foreign war correspondents may have the greatest scientific and cognitive value.

Strategies for Competence Development in Dynamic Business Landscapes

In today's rapidly evolving business landscape, organizations face unprecedented challenges in sustaining competitiveness due to technological disruptions, globalization, and unpredictable market dynamics. To thrive amidst this turbulence, the cultivation of relevant competences has become a strategic imperative. This study explores competence development strategies tailored for navigating dynamic business landscapes. Through a mixed-methods approach, including qualitative interviews, focus groups, and quantitative surveys, key practices, challenges, and opportunities in competence development are examined. Findings reveal a variety of strategies, including continuous learning initiatives, agile talent management, and innovation ecosystems, employed by organizations to enhance competences. Additionally, the study highlights the importance of organizational resilience, change management, and ethical leadership in fostering adaptability and innovation. Recommendations for organizational leaders, practitioners, and scholars include embracing digital transformation, fostering learning cultures, addressing ethical challenges, investing in talent management, and promoting lifelong learning. While providing valuable insights, the study acknowledges limitations such as sample representativeness and reliance on self-reported data, suggesting avenues for future research. Overall, this study contributes to advancing understanding of competence development in dynamic business landscapes, offering actionable insights for organizational success amidst uncertainty and change.

‘I know that I know nothing’ – the perceptions of remote work competencies of the persons with disabilities

ABSTRACT Remote work arrangements, facilitated through digital entrepreneurship and remote work platforms, represent employment inclusion strategy for persons with disabilities (PWD) who need to possess a certain level of digital entrepreneurial competencies (DEC) and knowledge of remote work platforms to participate in such arrangements. Contemporary academic literature on remote work opportunities for PWD lacks research specifically targeting the competencies required for remote work within this particular group. One approach to measuring the DEC and remote work competencies of PWD is through self-assessment of relevant competencies. Another approach involves assessing their actual competencies through knowledge and ability assessment. This study focuses on the self-assessment of DEC and remote work competencies among a sample of PWD in Serbia (n = 125), and explores their association with various socio-demographic and contextual factors. Statistical analysis included exploratory factor analysis, reliability analysis, and non-parametric tests to compare differences between groups. The results suggest a clear need for capacity building in remote work for PWD. Furthermore, certain socio-demographic and contextual factors were found to have a significant impact on perceptions of PWD remote work competencies.

A Novelty Decision-Making Based on Hybrid Indexing, Clustering, and Classification Methodologies: An Application to Map the Relevant Experts Against the Rural Problem

Goals (SDGs) within intricate rural contexts holds paramount significance. Sustainable rural development holds profound significance for both developed and developing nations. This study was conducted to develop a methodological framework for placing experts with strategically relevant competencies to meet the specific needs of villages, thus enabling the practical application of their expertise in generating innovative solutions to problems in a village. This study entails several pivotal phases. Firstly, it constructs a Community Standard of Living Index (CSLI) using Delphi and Rank Reciprocal (RR). Secondly, it establishes village clustering through a hybrid Fuzzy C-Means (FCM), Self-Organizing Map (SOM), and Xie-Beni (XB). Thirdly, a classification of village development levels is created using Tsukamoto and Smallest of Maximum (SM). Finally, recommendations for placing experts in villages, aligning their skills with identified needs using the Cosine Similarity (CS). The results obtained are compared with factual data of each village to obtain relevant conclusions, where an accuracy value of 0.95 indicates a high success rate in the test results of the proposed technique. This study has the potential to significantly enhance decision-making by introducing opportunities for the development of hybrid methodologies in expert mapping for rural issues.

Healthcare workforce equity for health equity: An overview of its importance for the level of primary health care.

Healthcare workforce crises often stem from healthcare workers' inequities. This study provides an overview of the main PHC workforce policy questions related to health equity, offering examples of evidence necessary to support the implementation of policies and strategies that increase equity in the health workforce and access to the PHC workforce and services. The equity-related policies in PHC and workforce were linked with the indicators listed in the Global Health Workforce Network Data and Evidence Hub and guidelines for health workforce management. The policy-relevant questions in PHC cover many workforce issues such as the optimal size, equitable distribution, relevant competencies to ensure equitable healthcare access, and equitable approaches for retention, training, recruitment, benefits and incentive schemes and governance. This will require intersectionality evidence of the optimised staffing to PHC workload, that PHC practitioners' training demonstrates evidence-based knowledge aligned with locally relevant expertise. Critical for equitable PHC access and health equity is the establishment of efficient measurement of PHC workforce equity and its implications for population health. Using indicators that measure health and workforce equity in research, policy, and practices may improve recruitment and retention, and respond more effectively to the PHC workforce crises.

Longitudinal associations between German and English language competencies in Grade 9 and educational success

Abstract: Standards-based monitoring of student achievement assumes that the assessments measure relevant competencies and skills for educational success. Students who reach proficiency levels in the assessments designed to represent the standards should be more successful in their schooling career than students reaching lower proficiency levels. However, empirical evidence for the predictive validity of test results and, specifically, proficiency levels used in educational monitoring is scarce. We report associations between proficiency levels reached in a German large-scale educational monitoring study ( N = 1183, Mage = 15.5 and 49% female) based on National Educational Standards for German and English and two indicators of school success observed afterwards. First, we describe the relation between proficiency levels and the highest achieved degree in secondary education. Second, we describe the relation between proficiency levels and grades in English and German exams, taken at the end of secondary level I as part of the central exit examination (Grade 10). Using ordered logistic regressions, we find a strong relation between proficiency levels measured by the tests and both outcomes. Results indicate, for example, that students who failed the minimum standard for the first secondary school-leaving certificate in German reading have twice the probability of leaving school without a degree compared to students who just passed the minimum standard. Our findings show that proficiencies assessed in the large-scale educational monitoring study have substantial predictive power for students' educational careers.

Emotional intelligence for translation and interpreting students

Inter and intra personal competencies have been recognized as important generic competencies included in the standards for translation and interpreting professions, issued by the national authorities worldwide These competencies actually comprise the so-called emotional intelligence skills. This is the reason why the authors of this paper, who have been teaching at the Translation and Interpreting Department from Skopje at the “Ss. Cyril and Methodius” University for more than a decade, have recognized the possibility to use language learning to enhance the awareness of the importance of emotional intelligence both for students’ professional and personal development. In addition, students also need positive emotions in the classroom because the future translators and interpreters have stressful experiences on a daily basis as the rate of development of the most relevant competencies for their future professions is continuously assessed by their teachers. This paper presents the results of the implementation of activities that affect emotional intelligence with the subject content activities of an academic course in Cultural Studies, thus fostering both subject and generic competencies relevant for translation and interpreting students We shall discuss the students’ results of the pre course and post course Leadership Toolkit: Emotional Intelligence questionnaire on their EI skills as well as the results from two relevant questionnaires prepared for the purpose of this paper research, on the effects of the emotional activities implemented at the translation and interpreting courses and answered anonymously by the fourth-year students who attended the Course in the summer semester 2023. In order to check the relevance of the implemented EI activities in the Cultural Studies we use the Six Seconds EI Model. / Keywords: emotional intelligence, translation and interpreting, pedagogical aspects, emotion, language

Global Health Competency of Nursing Personnel: A Cross-Sectional Study.

As global health issues become more important, nursing education is undergoing change to reflect the changing global health environment and new knowledge. Nurses are required to be able to understand and interact with patients of diverse cultural backgrounds and characteristics and have relevant global health competencies. The aims of this study were to determine the GHC status of nurses and to analyze the association between GHC and nurse characteristics. This study was a cross-sectional descriptive survey using a convenience sampling method. Data were collected from 473 nurses to collect information about participants' GHC and general characteristics, including gender, age, nursing experience (years), experience of caring for foreign patients, English communication skills, learning experience in global health, and global preparedness. Multiple regression analysis was used to determine the relationship between GHC and nurse characteristics. The mean GHC score of nurses was 2.21 out of 4. "Nursing practice in globalization" was the most important global health competency, while "resource management in globalization" was the one that was most necessary. In addition, "Resource management in globalization" was the highest priority for global health competency. Global preparedness (β = .25, p < .001) and the perceived necessity of GHC in nursing practice (β = .28, p < .001) were statistically significant factors influencing the global health competency of nurses. Based on the relationship identified between GHC and the characteristics of nurses, it is essential to develop an education program for enhancing global preparedness and perception of the necessity of GHC.

Demonstrating Digital Health Clinical Competence in Practice: A Method for Developing Entrustable Professional Activities.

There is broad agreement regarding fundamental digital health competencies that clinical health professionals should possess. However, there is still no clear way to observe and assess their application, during the actual work practices undertaken in clinical settings. The present paper tackles this competency-practice gap. It describes a novel health workforce research process to evolve competency statements into entrustable professional activities (EPAs) for using digital health and informatics in a clinical profession. It illustrates the use of the EPA-DH-CP framework in the context of physiotherapy. This framework offers a systematic approach for any clinical profession to develop EPAs that set out their expectation of how practitioners will demonstrate relevant digital health competencies. It can inform pre-clinical education and continuing professional development in digital health, and implementation of changes in scopes and standards of digital health clinical practice. It can support interprofessional evaluation of digital health EPAs and other EPAs.

РАЗДЕЛ CULTURE CORNER В УЧЕБНО-МЕТОДИЧЕСКОМ ПОСОБИИ: ИНТЕГРАТИВНОЕ ИЗУЧЕНИЕ АНГЛИЙСКОГО ЯЗЫКА И КУЛЬТУРЫ СТРАН АЗИАТСКО-ТИХООКЕАНСКОГО РЕГИОНА

The article describes and analyzes a section of the textbook English Dimensions: Language, Region, Cultures (developed and published in 2023 at APR Regional Studies Department, Irkutsk State University, the authors are Yu.B. Dyundik, O.A. Kaverina, E.E. Kalish, M.V. Novosyolova, N.Yu. Khlyzova, A.V. Chaykisova). The section is based on information about cultural peculiarities of Asian-Pacific countries. The key countries are the USA, Russia, China, South Korea and Japan, the reason for that is what languages the students of this field of education study. In the article the authors share their experience of integrative way of teaching a foreign language (English) and foreign culture(s) to linguistic university students. It gives a variety of exercises which are basic for studying a foreign culture, such exercises develop relevant competencies, required to be effective and highly professional in their major, English. The authors believe that a foreign language (English in this case) can be considered an ideal platform to learn APR countries’ culture, as integration of a foreign language and cultures lets broaden knowledge and experience in almost any sphere, creates a highly-educated broadminded specialist and provides with the skills of analytical mind, creativity, and high level of critical thinking. A foreign language as a subject has a powerful integrative potential, moreover the core is knowledge about the world (about APR countries in this case) and communication are both a purpose and a means of studying.

Alignment of University Competencies With Global Skill Measures

This study analysed two internationally recognised measurements of professional skills: the Programme for the International Assessment of Adult Competencies (PIAAC) and the Digital Competence Framework for Citizens (DigComp 2.2). This analysis aimed to establish a baseline and reference point for a comprehensive understanding of these two scales with the objective of exploring the most relevant competencies and assessing their potential benefits in fostering a technology-driven environment in higher education institutions in Saudi Arabia. The research yielded significant findings regarding the essential competencies that university students should possess, drawing insights from the two assessments and identifying gaps in existing manuals. The research outcomes include valuable insights and best practices that can empower a new generation of university learners to effectively engage with the requirements of Education 4.0.

Competency Development Strategies for Employees in the Context of Community Empowerment

In this era of globalization, social, economic, and technological dynamics continue to evolve rapidly. Community empowerment is becoming increasingly crucial for enhancing well-being and sustainability. In this context, the role of employees with relevant competencies becomes pivotal in supporting community empowerment efforts. Therefore, this research aims to analyze competency development strategies for employees within the context of community empowerment. The study employs a qualitative literature review method, drawing data from Google Scholar within the timeframe of 2006-2023. The study's findings indicate that competency development strategies for employees in the context of community empowerment constitute a holistic approach that plays an integral role in achieving sustainable development goals. From identifying competency needs to implementing individual development programs, these steps form a robust foundation for realizing positive changes within the community. By empowering employees through the enhancement of skills and knowledge, organizations not only strengthen their internal capacities but also make a significant contribution to community well-being.

1945 Hospital at Home - developing a novel simulation induction programme through quality improvement

Abstract Introduction The UK is expanding provision of acute medical care in people’s own homes through Hospital at Home (H@H) and virtual wards. Our H@H service is training junior doctors to meet the growing clinical need in this environment. We describe the use of simulation training to improve the H@H induction process. Methods From their experiences in H@H, junior doctors identified specific training needs to build relevant competencies. From this feedback, PDSA cycle one involved junior doctors designing a dedicated simulation training (H@H-SIM). Stations addressed clinical, practical and advanced communication skills required in H@H using high- and low-fidelity simulation. PDSA cycle two used post-course evaluation to refine H@H-SIM through introduction of FP10 prescribing stations, point-of-care testing (POCT) and greater emphasis on practical skills. Revisions were evaluated via participant questionnaire before and after the H@H-SIM. Results Cycle two of H@H-SIM involved twenty doctors. The clinical scenarios, prescribing and practical skills stations, including POCT and IV administration, were perceived as the most useful parts of training. Overall self-rated confidence in knowledge and skills to work in H@H improved from a mean of 6.9 to 7.7/10. Before H@H-SIM, 60% were ‘not confident’ with recognising end of life (EOL), IV administration or decision-making around remaining at home; 10% with advance care planning (ACP). After H@H-SIM, 10% felt ‘not confident’ with recognising EOL or ACP and 5% with IV administration. Concerns persisted with using equipment, prescribing and availability of senior support. An additional station on recording ECGs was suggested. Conclusions Working in a H@H context and seeing patients in their homes can be daunting for junior doctors. H@H-SIM embedded into induction is one way to prepare doctors for this role, improve their confidence and has potential for wider replication.

A MODERN VIEW ON THE ISSUE OF ADMINISTRATIVE RESPONSIBILITY FOR STATE SECURITY

In the article the author analyzes the shortcomings of the existing system of administrative responsibility in the sphere of state security of Ukraine. Ukraine's internal affairs bodies face a number of constraints in ensuring national security, including a lack of resources and capacity, which hinders their ability to effectively perform their direct functions. Another limitation is the lack of a clear legal framework and guiding principles for their activities, which may lead to inconsistencies in the implementation of the relevant competencies. In addition, internal affairs bodies may be vulnerable to political interference and influence, which may compromise their independence and effectiveness. Within the framework of increasing the level of public security, the author highlighted the following proposals: improvement of the current legislative framework specifically in the legal regulation of security, organization of supervision over the implementation of targeted programs for ensuring national security in Ukraine; improvement of the mechanism of ensuring national security of Ukraine. The author focuses on measures to prevent socially dangerous acts and administrative offenses as the most important condition for national security in Ukraine. Having defined the issues and problems related to administrative responsibility, this article is intended to give recommendations to practitioners who seek to improve the effectiveness of administrative and legal regulation in this area.

The content and structure of the educational discipline "Military-patriotic education" for the preparation of applicants for the specialty 017 "Physical culture and sports"

The full-scale war in Ukraine determined the educational strategy of the state regarding the organization and implementation of military-patriotic education and military-patriotic training of youth. The article presents the content and elements of the structure of the educational discipline "Military-patriotic education" for the preparation of applicants for the "Physical culture and sports" specialty. Research methods used: analysis of educational and methodological literature; study of scientific publications on the subject of research; systematization and generalization of information; study of regulatory documentation regarding the organization of the educational process in institutions of higher education.&#x0D; The training course contains three credits, 2 content modules: the basics of military and patriotic education; physical and military training. The goal of the educational discipline is to form the affirmation of national identity, patriotic consciousness, a sense of loyalty and love for Ukraine, readiness to fulfill the civic and constitutional duty to protect national interests, territorial integrity and independence of Ukraine based on real heroic examples of Ukrainians.&#x0D; The educational course includes the following topics: structure and content of military-patriotic education; history of the Ukrainian army and military service; state symbols of Ukraine; military and patriotic games; general physical training; fire training; topographic preparation; tactical training; tactical medicine.&#x0D; During the study, relevant competences are formed. The system of values, which Ukraine demonstrates by its own example and the highest price of Ukrainian Heroes, is assimilated; the formation of patriotic values, education of respect and dignity, features of the Ukrainian mentality; acquisition of skills and abilities in military applied training.

Mapping competency in public health training – experience of the Europubhealth consortium

BackgroundPublic health education aims at producing a competent workforce. The WHO-ASPHER framework proposes a set of relevant public health competencies organised in 10 sections (e.g. science practice, leadership, law policies and ethics etc). As part of the Europubhealth (EPH) consortium, eight universities collaborate for the delivery of a 2-year international public health master course. The training pathway includes a first “foundation” year, with a choice of four options (components), and a second “specialisation” year with a choice of seven components. In 2020, EPH consortium decided to use the WHO-ASPHER framework in order to map the competencies addressed and the level of proficiency targeted by each component of its master course.MethodsAn 84-item questionnaire covering the whole WHO-ASPHER framework was sent to the 11 EPH component coordinators, asking them to rate the proficiency levels targeted at the end of their courses. Answers from each coordinator were summarised by calculating mean proficiency levels for each of the 10 competency sections. We used Bland & Altman plots to explore heterogeneity of answers and then calculated transformed scores to account for rating heterogeneity. We use tabulation and a heat map to explore patterns of proficiency levels across components.ResultsThere were differences in overall proficiency levels between years with, as expected, higher scores in year two. Year one components reached medium to high proficiency scores for the sections “science practice”, “health promotion” and “communication” with scores ranging from 2.6 to 3 (on a 1-low to 4-high scale). When compared with year one on a heat-map, year two components displayed more contrasted profiles, typically aiming for high proficiency level (i.e. scores above 3.5) on 3 out of the 10 sections of competencies. Except for the “collaborations and partnership” section, the training pathways offered by the EPH master course seem to offer opportunities for a high proficiency level in all domains of competencies.ConclusionsThe mapping proved a useful exercise to identify strengths and complementarities among the EPH consortium. The results suggest that the EPH master course is coherent and offers students opportunities to gain proficiency in most competencies relevant to public health practice.

Developing a competency model for maintenance 4.0 stakeholders

PurposeCompetencies are significant predictors of employee outcome. Nowadays, new technologies are changing maintenance processes and workflow. The role of employees and their competencies will therefore undergo decisive changes in the future. Therefore, a well-designed competency model for maintenance departments is important. The purpose of this paper is to develop a maintenance 4.0 competency model applicable to all industrial sectors by adapting it to the specificities of each sector.Design/methodology/approachThe research methods consist of a comprehensive literature review on the main characteristics of the competency model and the individual competencies needed for the maintenance 4.0 employees. Interviews were conducted in order to validate and prioritize the required competencies for maintenance 4.0 employees identified in the literature.FindingsThe maintenance 4.0 competency model combines the required competencies in maintenance 4.0 and crosses the three hierarchical levels: managers, engineers and technicians. These competencies are organized in terms of four categories: technical, personal, social and methodological. In addition, a degree of importance for each competency is assigned as very important, moderately important and slightly important. As a result, this study identified the essential competencies for maintenance 4.0 stakeholders, where 12 competencies are considered very important for maintenance 4.0 technicians, 19 for engineers and 18 for managers.Research limitations/implicationsThis work has some limitations. First, although the articles related to competencies and their classification were selected very carefully, it is difficult to eliminate the probability of overlooking publications. Second, the limitation of the study is based on the difficulty of implementing the model in a case study, given that a minority of industrial companies have implemented maintenance 4.0 technologies in Morocco.Practical implicationsThis work has practical implications for both individuals and institutions (companies and academies) to cope with new competency requirements in maintenance 4.0. Organizations can use the model in the recruitment process and for the identification of training needs. The results of the research will also contribute to identifying the scope of competencies of the maintenance 4.0 actors (engineer, manager and technician), which, in practice, contributes to the creation of requirements for the candidates applying for a job in the maintenance department. Additionally, educational institutions should make the necessary changes to their curricula to suitably prepare students for the required maintenance 4.0 competencies.Social implicationsThe social implications of the article result from the contribution to the development of maintenance competencies. Individuals can use this model for their own personal development. Furthermore, companies can use this model to define job profiles for vacancies in M4.0. Therefore, using the model for training program implementation has a positive effect on employee job satisfaction and employees ’morale.Originality/valueThis research develops a novel maintenance 4.0 competency model by categorizing the maintenance workforce into three hierarchical levels: managers, engineers and technicians. In addition, the competency requirement is prioritized to three degrees: very important, moderately important and slightly important. According to the previous studies conducted on maintenance 4.0 and employees' competencies, this study revealed that no research has developed a competency model for maintenance 4.0. Hence, this model is unique, generic and integrative since it presents the most relevant competencies for the three hierarchical levels. Moreover, this work combines the results of the literature review and the experts' returns. This model can be useful in the recruitment of new maintenance employees, the evaluation of their performance and the identification of training needs to cope with new changes in maintenance competencies.

SINERGI MANAJEMEN DAN PENDIDIKAN: Model Pembelajaran yang Menunjang Potensi Siswa

Effective education in the digital age requires synergy between school management and education to break the 'one-size-fits-all' paradigm. This study aims to analyze the implementation of potential-based learning models at SMPIT Al Qalam Kendari. In the context of Islamic Religious Education, this study particularly highlights the need for a learning approach that not only prioritizes religious knowledge, but also fosters students' emotional, spiritual, and social intelligence. By assessing educational practices that are often monotonous and unable to accommodate the diversity of students' potential, this study examines how innovative and potential-based learning models can overcome the gap between potential and learning outcomes achieved. Effective school management synergies are needed to support these didactic innovations, empower teachers with relevant competencies, and ensure that student-centred learning achieves holistic educational goals. This model is expected to make a significant contribution to developing students' potential as a whole and sustainably.

Developing a competency framework for integrated care working across healthcare, social care and allied professions

Background/Aims For integrated care to truly become embedded in the UK health and social care system, there is need for a shared understanding of what integrated care looks like at the local level. This study aimed to identify the competencies and behaviours required for working across the full range of health and social care services in the Bedfordshire, Luton and Milton Keynes Integrated Care System. Methods A multi-method approach was used to develop and refine the competency framework. An extensive evidence review of academic and practitioner literature was used to create the initial framework by synthesising previous frameworks. Four multi-agency focus groups were held to conduct utility testing and refine the framework. Quantitative testing was carried out using an 89-item online survey, including questions on the framework, a range of personal and work-related outcomes, and demographic characteristics. The survey was distributed to staff working across 13 different agencies within the integrated care system. Associations between variables were assessed using Spearman's Rho, using the Statistical Package for the Social Sciences. Results The evidence review identified 21 relevant competency frameworks, originating from nine different countries, which were used to create the integrated care competency framework. A total of 91 staff members completed the survey, with results showing acceptable reliability and validity of the final framework (item total correlation &gt;0.2; inter-item correlation ≤0.9). Differences were found between agencies and occupational groups in terms of their integrated care competencies. Those with shorter tenure described greater use of integrated care competencies. Those who demonstrated more integrated care competencies also saw their work as more meaningful and enjoyed greater levels of support from their peers. Conclusions This is the first UK framework of integrated care competencies to be subjected to empirical testing. Initial testing supports the validity and reliability of the framework, as well as showing the positive outcomes associated with integrated working. This framework could be developed and rolled out on a wider scale to support integrated care working.

Przeciwdziałanie przemocy domowej – kilka uwag w kontekście środków przewidzianych w art. 275a § 1 i 3, art. 275 § 3 oraz art. 244 § 1a i 1b Kodeksu postępowania karnego

The paper attempts to answer the question whether the authorities applying the measures under Article 275a § 1 and 3, Article 275 § 3 and Article 244 § 1a and 1b of the Polish Code of Criminal Procedure have relevant competences and/or methods allowing them to adequately apply the measures stipulated for in those provisions. The author has primarily employed the legal-dogmatic method in the research. The analysis has found that: (1) the authorities applying the measures under Article 275a § 1 and 3, Article 275 § 3 and Article 244 § 1a and 1b of the Polish Code of Criminal Procedure currently do not have at their disposal the competences and/or the methods allowing them to adequately apply the measures stipulated for in those provisions; (2) the methods applied by the Polish authorities, on decisions on the application and the scope of application of measures stipulated for in those provisions, must be changed.