Set Of Competencies Research Articles

Strengthening district health management and planning: an evaluation of a multi-country initiative in Eastern and Southern Africa

Background District health management and leadership capacity is increasingly recognised as critical to health system performance. District health managers play a central role in effective implementation and tailoring of national health policies, and they need adequate skills and support. The District Health System Strengthening Initiative (DHSSi) was implemented over 2019-22 in Malawi, Kenya, Tanzania and Uganda to strengthen sub-national capacity for evidence-based planning and a broader set of management competencies needed to operationalize district plans. To support learning and adaptation, a three-year evaluation was conducted to assess progress against outcomes and to inform ongoing implementation and future investment. Methods The evaluation used a mixed-methods theory-based approach. Evaluation questions were structured using criteria of relevance, coherence, efficiency, effectiveness, sustainability and impact, and corresponded to outputs, outcomes and impacts in the DHSSi Theory of Change. The evaluation was conducted over three annual rounds, and combined data from document review, observation, interviews and group discussions with cross-country, national and district stakeholders, and analysis of secondary quantitative data. Results Experience of DHSSi implementation indicated the relevance of supporting district management and planning, with gaps in current capacity, government interest, and indications of the potential to improve district practice. DHSSi experience also highlighted challenges to effective achievement of stronger capacity, and to translation of skills to improved management practice and, ultimately, to improved service delivery. A range of factors beyond skills affected district capacities, motivation and opportunities for effective planning and management, including areas such as funding, planning templates, health information systems, staff turnover, partner alignment and political structures. Conclusions Strengthening sub-national health management is an important agenda in efforts to expand high-quality primary health care. Future initiatives should prioritize detailed understanding of the range of influences on district management, and work to strengthen the enabling environment for effective district practice.

Framing the digitally capable university

The proliferation of “literacies” in educational discourse reflect a diverse array of interests, encompassing computer, information, technical, media literacies, and also forms like academic, financial, and health literacies. As digital literacies have become a concern for the higher education curriculum, there has been a tendency to define it as a practical type of operational know-how. This paper sets out a university-wide, holistic and critical approach that breaks from the legacy of institutional framings that narrow digital literacies to a set of skills or competencies. In developing a Digital Literacies Framework, La Trobe University articulated a shared understanding of digital literacies as the capabilities and attitudes that are needed by staff and students ‘in a digitally connected world’. This marks a shift from strategies that primarily deploy institutional curriculum mapping and measurement approaches; rather it argues for an institutional approach that requires collaboration and strategic engagement of students and academic and professional staff in order to meet goals related to building digital capability. The La Trobe Digital Literacies Framework takes a whole of university perspective that integrates policy and practice, providing a rationale for the critical importance of digital literacies in domains of life, work and learning, addressing an implicit ‘Why?’ question from staff and students. The University Library coordinated the Framework development. It was a scholarly undertaking that gathered evidence and reviewed international best practice. In this endeavour, the La Trobe University Library is a leader in the implementation of a university-wide strategy for digital literacies in Australia.

Использование цифровой образовательной среды в профессиональной деятельности педагога

The article is devoted to one of the important problems of the modern education system – the creation of a modern digital educational environment in educational organizations through the use of digital educational resources, which requires the teacher to have a set of professional competencies. Particular attention is paid to digital educational platforms that can be used to organize educational activities using distance learning technologies and e-learning.

AS SOFT SKILLS DESENVOLVIDAS PELOS ALUNOS DA FACULDADE DE TECNOLOGIA DE CATANDUVA POR MEIO DO ESTÁGIO SUPERVISIONADO

Changes in the business environment have led to a number of transformations which have contributed significantly to increased concern about employability. Another current concern is whether graduates have the skills required by employers. Data shows that soft skills are currently more important than hard skills. In view of this, the aim of this article is to identify whether soft skills and social competencies are developed by students at the Catanduva Faculty of Technology during their supervised internship. Soft skills are interpersonal skills that involve a set of competencies, including social competencies, related to individual interaction. Both are complementary and of great importance in improving professional performance. In this study, it was examined whether the skills developed through the internship are important for a professional career, as well as the benefits to academics and organizations. The research was of an applied nature, with a quantitative-qualitative approach, a case study with a descriptive objective. A semi-structured questionnaire was applied to 39 (50%) student interns from the Business Management, Information Technology Management and Industrial Automation courses. Cronbach's alpha coefficient was used to validate the instrument, with a value of 0.96. The results indicate that the students possess the competences analyzed, some of which are highlighted as essential by employers by 2025, according to information released by the World Economic Forum. Notably, the most developed skills were problem-solving and interpersonal relationships.

Development of Definitory and Classificatory Thinking in Geometry through Storytelling and GBL Activities

Little is discussed regarding the meaning of “definition” in primary school, where children often memorize definitions. In geometry, students frequently confuse “definition” with the “description” of a geometric object. The aim of this study is to verify whether a new hybrid methodology between storytelling and game-based learning called Geometrikoland exercises skills that fall within what we understand as “definitory thinking”, which the set of competencies and meta-competencies is associated with acquiring a true mastery of definitions in geometry. This goal can be achieved because the dynamics of Geometrikoland alter the approach to definitions. The methodology applied is a hybrid of storytelling and adventure game-based learning applied to a “engine” of quadrilateral theory. The experiment took place in a fifth-grade class in an Italian school. The analysis of some data based on the accuracy of geometry actions during workshops and qualitative analysis based on the analysis of oral arguments produced during the labs lead to the conclusion that, on average, children have gained a greater awareness of what it means to define a geometric object and a better understanding of the relationships between various subsets of the set of quadrilaterals, previously seen as separate sets. Further confirmation has been provided by comparing the results of two mini-tests (a placement test and an exit test), which are useful for assessing the skills associated with the criterion of arbitrariness, the criterion of uniqueness, and classificatory thinking.

Concert performance of operas in the educational process: goals, examples, innovations, perspectives

Statement of the problem. A pianist-concertmaster is a well-trained, technically equipped, multidisciplinary, comprehensively developed musician. Accordingly, teachers of concertmaster departments in institutions of higher education are entrusted with a great responsibility for the training of highly professional and competitive specialists. In this context, the study of entire opera works, not individual numbers or scenes, the result of which can be a concert performance of operas, deserves special attention. This is an extremely important area of training for future concertmasters, which allows young performers to acquire the complex of knowledge and skills necessary for further work in the musical theatre. Objectives, methods, and novelty of the research. Various aspects of concertmaster skill are studied in numerous scientific works (Borovytska, 2018; Zub, 2021; Iniutochkina, 2010; Kretov, Novik-Kretova, 2017; Molchanova, 2015, 2017; Pidporinova, 2023). The tasks of this article are to determine the goals of performing operas in the concert version by students of the class of accompanist mastery; to put together methodical instructions regarding the concertmasters’ work on the opera as a whole; to outline the prospects of a special project that has been carried out for many years at the Department of Concertmaster Skill of the Kharkiv I. P. Kotlyarevsky National University of Arts under the leadership of its head Ye. Nikitska. For the first time, on the basis of the application of genre and performing research approaches, methodical guidelines for the work of a student-concertmaster on a concert performance of an opera have been systematized. Research results and conclusion. The purpose of concert performance of operas by student pianists of the class of accompanist skills is to make them ready for future professional activities as concertmasters of musical theatres. That is why concert performances of operas as entire works play an important role in the system of teaching concertmaster skill. In the process of preparatory work on complete opera compositions, practical situations that pianists-concertmasters face in their further professional activities are modelled and reproduced. This allows one to develop a set of knowledge, abilities, skills and competencies that are necessary for a concertmaster in a musical theatre. The work on a concert performance of a complete opera requires a certain algorithm of actions, a teaching method, the components of which are: 1) a careful choice of the opera; 2) selection of soloists; 3) drawing up the compositional and dramaturgical plan-scheme of the opera and, accordingly, making decisions regarding the edition / cut out of the choral and choreographic (mass) scenes and the removal of minor characters; 4) if necessary, compiling the literary basis; 5) work with students on the piano part of the opera in its integrity in various aspects (interaction between concertmaster and vocalist; overcoming pianistic technical difficulties; achieving an “orchestral” sound; supporting the temporhythm of the performance as a whole). The practical worth and viability of the educational and creative project in question has been confirmed by time and numerous successful concert performances of opera works in the halls of the Kharkiv I. P. Kotlyarevsky National University of Arts and on the concert stages of the country; and its life-giving force will be the expansion of the repertoire and the appeal to world and Ukrainian opera art of the 20th–21st centuries.

Predicting career success in the hospitality industry of Cyprus: a competency-based approach

ABSTRACT In today’s highly disruptive business environment, the development of a new set of specific key competencies is crucial for career and organizational success. Based on a survey study carried out within the context of the hospitality industry of Cyprus, this paper proposes a novel framework for competency development, grounded in the insights of hospitality industry professionals. The study addresses the gap in existing competency frameworks in light of recent technological advancements and sectoral restructuring. The proposed model encompasses six key core competency categories: communication, operational knowledge, cultural diversity, human resource management, leadership, and information technology; each integral to organizational performance and individual career success. The resulting framework offers invaluable guidance for educators, hospitality industry managers, and government institutions in designing effective educational programs, thereby equipping hospitality management graduates with the necessary competencies for a successful career in a turbulent digital globalized economic realm.

Inclusive Teaching Competency for Successful Implementation of Inclusive Education

Inclusive education is a transformative approach aimed at providing equitable opportunities for all learners, regardless of their backgrounds, abilities, or differences. Successful implementation of inclusive education necessitates educators to possess a multifaceted set of competencies tailored to address the diverse needs of learners. This paper proposes a holistic framework for cultivating inclusive teaching competency, encompassing five key themes: Knowledge of Diverse Learners, Creating an Inclusive Classroom Climate, Pedagogical Strategies Knowledge, Collaboration & Communication, and Evaluation and Monitoring. Knowledge of Diverse Learners underscores the importance of educators understanding the unique backgrounds, abilities, and learning styles of each student. By recognizing and appreciating diversity, educators can effectively tailor their instruction to meet individual needs. Creating an Inclusive classroom climate involves fostering a welcoming and supportive environment where all students feel valued, respected, and empowered to participate actively in the learning process. Pedagogical Strategies Knowledge involves arming educators with a toolbox of inclusive teaching methods, including tailored instruction, Universal Design for Learning (UDL), and culturally sensitive teaching practices. These tools enable educators to effectively address the varied learning needs of their students, fostering an environment where every individual can engage with and benefit from the educational process. Collaboration & Communication highlight the crucial significance of unified efforts among educators, students, families, and community members in cultivating inclusivity and conquering educational challenges as a cohesive unit. Evaluation and Monitoring are essential for assessing the effectiveness of inclusive practices and making data-informed decisions to enhance student outcomes. By bringing together these five important ideas, this framework gives teachers a complete roadmap to improve how they teach inclusively. It's like a detailed guidebook that helps educators become better at including all students in their classrooms and making sure inclusive education works well for everyone involved.

Domains, competences and learning outcomes for undergraduate education in periodontology.

This review is intended to adapt the current conceptual framework in dental education based on four domains to propose a set of competences, learning outcomes and methods of teaching, learning and assessment for undergraduate education in periodontology. Based on the current framework of competences and learning outcomes recommended by the Association for Dental Education in Europe (ADEE), undergraduate education in periodontology has been updated using the classification and clinical practice guidelines for the diagnosis and treatment of periodontal and peri-implant diseases. Specific learning outcomes have been proposed within each competence area, that is in Domain I (n = 10), Domain II (n = 13), Domain III (n = 33) and Domain IV (n = 12). Teaching methods and learning activities based on the different dimensions of the cognitive process have been proposed. Additionally, 10 key learning outcomes have been proposed as exit outcomes, which implies their accomplishment within the final assessment of any graduating student.

АНАЛИЗ ИСПОЛЬЗОВАНИЯ ЧЕЛОВЕЧЕСКОГО КАПИТАЛА НА ПРИМЕРЕ АГРАРНОГО РЕГИОНА (РЕСПУБЛИКИ ТАТАРСТАН)

Human capital has always been of great importance for the stable economic and social progress of society. The way humanity accumulates experience and develops the potential of society in its various forms is the way of life of society. One of the forms of application of human capital is the agro-industrial complex, which is rightfully considered the foundation of any human economic activity. Purpose of the study: to determine the theoretical basis for the practical use of human capital in the agro-industrial complex of the Republic of Tatarstan and to develop recommendations for its implementation in specific conditions of economic activity. Methodology: analysis of statistical data, description, synthesis, systematic approach, etc. Scientific novelty: The level of socio-economic development of Tatarstan is largely determined by the presence of human capital that can compete with similar capital in other regions. In addition, it is human capital that contributes to the activation of production factors aimed at introducing innovation into production processes and increasing the efficiency of the economic system. The agro-industrial complex of modern Russia is an important industry, the level of development of which determines the country's food security. The political crisis and sanctions have necessitated changes in production technologies and requirements for the qualifications of relevant personnel with the necessary set of competencies, including digital competence.

Graduating Accountancy Students’ Digital Competencies on Industry 4.0 Career Preparedness Moderated by: Experiential Learning

Industry 4.0 continues to revolutionize every sector in the industry, including the accounting profession, requiring a new set of technical skills and competencies from aspiring accountants. A gap exists between what the industry requires and what the academe produces. Thus, the research aims to investigate the role of experiential learning on digital competencies and career preparedness, in the context of Industry 4.0, of the graduating accountancy students at Don Honorio Ventura State University (DHVSU). This study employed a correlational research design. The participants are the 115 graduating accountancy students of DHVSU Main and Mexico Campuses. A three-partsurvey questionnaire was administered through Google Forms. Descriptive statistics, Pearson-r, and multiple regression analysis were used in the analysis of data. The findings indicated a high level of digital competence, career preparedness, and knowledge gained from experiential learning. The variable digital competence significantly corresponded to the students’ career preparedness under Industry 4.0. The effect of experiential learning on digital competency and career preparedness was also found to be significant. The findings carry significant implications for key stakeholders, underlining the importance of students acquiring a higher degree of digital competence to effectively navigate the challenges that Industry 4.0 has brought to the accounting profession.

Human capital development programme for mid-career agricultural extension workers: The case of Sokoine University of Agriculture BSc. agricultural extension and education training programme

Of recent, there is changing work environment for agricultural extension workers as they operate under the multi-stakeholders’ phenomenon. This increasingly poses a challenge to frontline extension workers trained on linear model (extension-researcher-farmer linkage) in extension services delivery. This is because, facilitating the multi-stakeholder processes requires competent agricultural extension workers well-versed in human relations. In recognizing the importance of human capital development for agricultural extension service delivery in Tanzania, Sokoine University of Agriculture established a mid-career agricultural extension training programme in 1998. Informed by the human capital theory, this study employed an evaluative study design to assess the impact of the Sokoine University of Agriculture (SUA) mid-career BSc. Agricultural Extension and Education training programme on human capital development. The study was conducted in five agro-ecological zones, that is, Eastern, Western, Central, Southern Highlands and Lake zones in Tanzania. The development of the sampling frame was done in collaboration with the Ministry of Agriculture (MoA), Ministry of Livestock and Fisheries (MLF) and President’s Office-Regional Administration and Local Government (PO-RALG). A total of 200 respondents-100 alumni and 100 farmers were sampled proportionately. A snowball sampling technique was used to replace the respondents who were selected randomly but could not be reached for interview. Data were collected from respondents through a questionnaire that covered a set of competences through analysis of the mid-career agricultural extension curriculum and consultations with public and private employers. In addition, literature review and observations were also used to supplement the collected information. The findings indicate that the agricultural training programme at Sokoine University of Agriculture (SUA) equipped graduates with appropriate knowledge, competencies and skills that improved their job performance and productive capacities that enabled them to interact with various stakeholders and facilitate multi-stakeholders’ processes. This is in line with the purpose of establishing the programme. Hence, this points to the need for continuous human capital building and motivations of agricultural extension workers for the improvement of their performance. Key words: Mid-career, Agricultural extension workers, Curriculum, Human capital, Multi-stakeholder processes

Building competences for researchers working towards ocean sustainability

The challenges of achieving just, equitable and sustainable ocean futures require a new type of transdisciplinary and action-oriented science that integrates across disciplines and knowledge systems. Scientists and researchers in academia, industry or government, who contribute to knowledge creation, innovation, and policy development for the ocean, must be empowered with a fresh set of competences. This paper maps the knowledge, skills, and attitudes required to enable such a shift. The proposed skillset serves as a foundation for the design and operationalisation of modern training for ocean sustainability and is envisaged to be used by researchers both individually and in teams. It also highlights the potential for career diversification beyond the traditional 'blue jobs' legitimated by existing sectors. To ensure the short-term practical implementation of the competence framework, self-awareness and self-reflection are encouraged among learners and teachers, along with pragmatic actions to overcome barriers to transdisciplinarity. For long-term impact, system interventions will be necessary to improve organisations’ readiness to absorb and valorise researchers trained in this new framework. This will require re-training the current pedagogical workforce as well as reframing existing knowledge systems and incentives.

Online psychotherapy as a first clinical experience during the Covid-19 pandemic: A new generation of psychotherapists in the digital age

The temporary closure of the Outpatient Psychotherapy Clinic at the Sigmund Freud Private University in Vienna during the Covid-19 pandemic demanded an immediate and unexpected reaction to assure further psychotherapeutic services. Both psychotherapists and patients were forced into a rapid transition to online psychotherapy. While Covid-19 research has comprehensively described challenges of online psychotherapies, we were interested in learning specifically how early stage psychotherapists-in-training, who started their clinical work with patients exclusively in the online setting, experienced this unprecedented clinical situation.Sixteen in-depth interviews were conducted with psychotherapists in training. The data were analyzed using a thematic analysis. The analysis revealed how psychotherapists in training were able to cultivate a set of early-training resources and competencies in the online therapy setting without evidence-based guidelines from supervisors and the institution. This study highlighted the necessity of incorporating specific and novel educational input that is necessary for achieving specific online skills in the early training phase. Recognizing that the therapeutic landscape has undergone an irreversible transformation, the data suggest that distinct techniques are necessary to equip early-training psychotherapists for the now commonly practiced alternation between online setting and in-person setting in psychotherapeutic processes.

Envisioning Academic Global Oncologists: Proposed Competencies for Global Oncology Training From ASCO.

Recognizing the rising incidence, prevalence, and mortality of cancer in low- and middle-resource settings, as well as the increasingly international profile of its membership, ASCO has committed to expanding its engagement at a global level. In 2017, the ASCO Academic Global Oncology Task Force sought to define the potential role for ASCO in supporting global oncology as an academic field. A set of recommendations to advance the status of global oncology as an academic discipline were created through a consensus-based process involving participation by a diverse group of global oncology and global health practitioners; these recommendations were then published. The recommendations included developing a set of global oncology competencies for trainees and faculty interested in a career in academic global oncology. Here, we describe the global oncology competencies developed by this task force. These competencies consist of knowledge and skills needed in general global health as well as cancer-specific care and research, including understanding global cancer health disparities, defining unique resources and needs in low- and middle-resource settings, and promoting international collaboration. Although the competencies were originally developed for US training programs, they are intended to be widely applicable globally. By formalizing the training of oncologists and supporting career pathways in the field of global oncology, we can make progress in achieving global equity in cancer care and control.

Nutrition students’ employability skills: need for a graduate employability framework

For a qualified nutritionist to obtain registration with the Nutrition Society of Australia they must first demonstrate that they meet a set of competencies relating to required nutrition knowledge and skills(1). However, theoretical knowledge and a technical skillset may not be enough to actively contribute to the workforce as a new graduate(2). Employers have previously expressed a desire for nutrition graduates to also develop employability skills in undergraduate studies to be better prepared for the workforce(3). Universities across Australia appear to have heterogeneous approaches to building nutrition students employability skills. To better understand student workforce readiness and employability skills, the research team undertook a mixed-methods study. A validated work-ready tool was used to survey undergraduate nutrition students self-perception of work readiness (n = 88) and semi-structed interviews of students pre/post nutrition industry placements (n = 18) were conducted to assess factors impacting student understanding and development of work readiness. Preliminary data from the survey showed higher levels of perceived ability related to higher age in, written communication (P<0.05), decision making (P<0.05), working unsupervised (P<0.05) and managing challenges (P<0.05). Lower age showed lower perceived ability in understanding how to apply skills (P<0.001). Lower levels of work experience showed lower perceived ability to work in a team (P<0.01), collaborate (P<0.01), work under pressure (P<0.05), and identify problems (P<0.01). Thematic analysis from interviews revealed themes related to improved confidence following a placement experience, communicating to stakeholders, the importance of translation skills, the benefits of networking and self-efficacy. The results suggest there are numerous identified gaps and significant room for improvement. To have a systematic approach to skill development, universities training nutrition students should consider developing a framework that builds understanding and scaffolds skill development across year levels. An employability framework has the potential to increase students employability skills and knowledge, enhance student confidence and increase graduate employment.

Evaluation of different models of general practitioners working in or alongside emergency departments: a mixed-methods realist evaluation.

Emergency healthcare services are under intense pressure to meet increasing patient demands. Many patients presenting to emergency departments could be managed by general practitioners in general practitioner-emergency department service models. To evaluate the effectiveness, safety, patient experience and system implications of the different general practitioner-emergency department models. Mixed-methods realist evaluation. Phase 1 (2017-8), to understand current practice: rapid realist literature review, national survey and follow-up key informant interviews, national stakeholder event and safety data analysis. Phase 2 (2018-21), to collect and analyse qualitative (observations, interviews) and quantitative data (time series analysis); cost-consequences analysis of routine data; and case site data for 'marker condition' analysis from a purposive sample of 13 case sites in England and Wales. Phase 3 (2021-2), to conduct mixed-methods analysis for programme theory and toolkit development. General practitioners commonly work in emergency departments, but delivery models vary widely in terms of the scope of the general practitioner role and the scale of the general practitioner service. We developed a taxonomy to describe general practitioner-emergency department service models (Integrated with the emergency department service, Parallel within the emergency department, Outside the emergency department on the hospital site) and present a programme theory as principal output of the study to describe how these service models were observed to operate. Routine data were of variable quality, limiting our analysis. Time series analysis demonstrated trends across intervention sites for: increased time spent in the emergency department; increased emergency department attendances and reattendances; and mixed results for hospital admissions. Evidence on patient experience was limited but broadly supportive; we identified department-level processes to optimise the safety of general practitioner-emergency department models. The quality, heterogeneity and extent of routine emergency department data collection during the study period limited the conclusions. Recruitment was limited by criteria for case sites (time series requirements) and individual patients (with 'marker conditions'). Pandemic and other pressures limited data collection for marker condition analysis. Data collected and analysed were pre pandemic; new approaches such as 'telephone first' and their relevance to our findings remains unexplored. Findings suggest that general practitioner-emergency department service models do not meet the aim of reducing the overall emergency department waiting times and improving patient flow with limited evidence of cost savings. Qualitative data indicated that general practitioners were often valued as members of the wider emergency department team. We have developed a toolkit, based on our findings, to provide guidance for implementing and delivering general practitioner-emergency department services. The emergency care data set has since been introduced across England to help standardise data collection to facilitate further research. We would advocate the systematic capture of patient experience measures and patient-reported outcome measures as part of routine care. More could be done to support the development of the general practitioner in emergency department role, including a core set of competencies and governance structure, to reflect the different general practitioner-emergency department models and to evaluate the effectiveness and cost effectiveness to guide future policy. This study is registered as PROSPERO CRD42017069741. This award was funded by the National Institute for Health and Care Research (NIHR) Health and Social Care Delivery Research programme (NIHR award ref: 15/145/04) and is published in full in Health and Social Care Delivery Research; Vol. 12, No. 10. See the NIHR Funding and Awards website for further award information.

МОДЕЛИРОВАНИЕ ПРОЦЕССОВ ОПТИМИЗАЦИИ ВЫБОРА ПРОГРАММ ПОДГОТОВКИ И ПЕРЕПОДГОТОВКИ СПЕЦИАЛИСТОВ С ИСПОЛЬЗОВАНИЕМ ГЕНЕТИЧЕСКОГО АЛГОРИТМА

The article considers the problem of modelling the processes of training (retraining) specialists to take into account changes in their professional field in a timely manner. It is considered that specialists sent for training (retraining) may have a different set of initial competencies. As a result, organizations engaged in educational activities may have various training (retraining) programs aimed at a different contingent of students. However, these organizations have limited capacity to carry out the activities of this type. In addition, these programs may vary significantly in terms of their development cost, both due to the cost of resources used by the educational organization and the cost of sending specialists by the dispatching organization. Therefore, organizations forwarding their specialists for training (retraining) need to select the optimal composition of training (retraining) programs for experts, providing each specialist with the greatest number of new competencies within a given constraint on financing this activity. To solve this problem, a mathematical model is developed and the choice of a numerical method based on using a genetic algorithm is substantiated. For this purpose the authors propose descriptions of genes, chromosomes, and individuals, as well as rules for forming a population, an evaluation function for individuals’ fitness, a selection operation, a crossover, and a method of individuals’ mutation. The conducted numerical experiments show the high efficiency of this numerical method.

Peculiarities of Professional Training of Civil Defence Specialists in Ukraine Under a Martial Law

The State Emergency Service of Ukraine is a central executive body directed and coordinated by the Cabinet of Ministers of Ukraine through the Minister of Internal Affairs and implementing the state policy in the field of civil defence, protection of the people and territories from emergencies and prevention of their occurrence, elimination of the consequences of emergencies, rescue, firefighting, fire, and industrial safety, activities of emergency services, and hydrometeorological activities. This institution has two higher education schools offering BA training for civil defence bodies and units. At the same time, Russia’s invasion of Ukraine has led to a number of changes in educational training programs for civil defence specialists. Understanding the current threats and recognizing the role of civil defence requires revision of the standards of all specialties, in particular in terms of awareness and preparedness for emergency situations, as well as separation of a set of knowledge, competencies and skills into a separate specialty “civil defence”.

Trait emotional intelligence revisited: Development and validation of a short measure for personal intelligence

This paper introduces an expanded Trait EI model to address deficiencies in existing models, aiming for a more comprehensive understanding of the affective dimensions of personality. The new model of Personal Intelligence (PI) incorporates emotional, social, and motivational intelligence as a set of interconnected non-cognitive competencies. In line with this new model, the present study sought to develop a short measure of the PI construct. Three adult samples were used: 1) a derivation sample (N = 846) for item selection and factor structure development; 2) an independent sample (N = 1100) for testing the replicability of the derived factorial structure; and 3) an additional sample (N = 289) for testing the replicability of the factor structure using participants who completed only items from the final version of the short measure. The 27-item instrument demonstrated good factorial structure in all samples, invariance across gender, and good internal reliabilities for all dimensions. The new scale also accounted for a considerable amount of the variability in alexithymia scores, above and beyond that accounted for by Five Factor personality traits. Overall, the new instrument provides a short and multidimensional approach to measuring the personal intelligence construct.