Thematische Bibliographien / Acquisition of competence

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Auswahl der wissenschaftlichen Literatur zum Thema „Acquisition of competence“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 16. Februar 2022

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Zeitschriftenartikel zum Thema "Acquisition of competence"

Ayers, James. „Competence Literate but Context Lacking? Investigating the Potential of Study Abroad Programs to Promote Sustainability Competence Acquisition in Students“. Sustainability 12, Nr. 13 (03.07.2020): 5389. http://dx.doi.org/10.3390/su12135389.

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The examination of pedagogies that promote effective sustainability learning has led to vigorous academic discussion, as has research regarding the role of competence-based learning for sustainability. This paper investigates the role of a study abroad program, the Engineers without Borders Design Summit, in promoting the acquisition of sustainability competencies in its students. This study analysed both content of the program pedagogy and the written learning reflections of 137 student participants to examine if the program resulted in sustainability competence acquisition. The study’s findings suggested that students did acquire sustainability competencies during the program, but also that students may become competence-literate but context-lacking as they acquire competency skillsets without understanding their purpose for use as sustainability tools or to promote sustainability outcomes. Therefore, this study recommends that competence-based education for sustainability requires situation of competence acquisition within sustainability contextualisation to ensure full competence potential is fulfilled. This study suggests that contextualisation can occur in a number of ways, including the use of defined sustainability principles as boundary conditions to frame learning environments, the use of sustainability epistemic teachers as “guides” to connect learning to sustainability and the facilitation of student experiences with unsustainability to promote personally motivated action towards sustainability.

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Orozco, Mariana, und Amparo Hurtado Albir. „Measuring Translation Competence Acquisition“. Meta 47, Nr. 3 (30.08.2004): 375–402. http://dx.doi.org/10.7202/008022ar.

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Abstract The following article describes the development of instruments for measuring the process of acquiring translation competence in written translation. Translation competence and its process of acquisition are firstly described, and then the lack of empirical research in our field is tackled. Thirdly, three measuring instruments especially developed to measure translation competence acquisition are presented: (i) to measure notions about translation, (ii) to measure students’ behaviour when faced with translation problems, and (iii) to measure errors. Pilot studies were carried out for three years to test, improve and validate the measuring instruments. Finally, a future research project, which shows a possible application of the measuring instruments, is presented, and the main elements of the research project are described: the construct, dependent and independent variables, hypotheses, moments of measurements and the samples to be used.

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Vysotskaya, Tatyana. „STUDENTS-TRANSLATORS PROFESSIONAL COMPETENCE DEVELOPMENT: THEORETICAL OUTLINE“. SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (26.05.2016): 258. http://dx.doi.org/10.17770/sie2016vol1.1485.

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The paper deals with the problems of students-translators professional competence development in the framework of terminological expertise acquisition. Terminological work is stated to be one of the key means of translation competence development. The emphasis is made on theoretical aspect of the matter. The clarification of basic concepts – competence, translation competence, and terminological competence – is provided. Translation competence is viewed as a set of several sub-competences, characterizing translator’s social, communicative and properly text-oriented skills. Terminological competence is viewed as the constituent of translation competence. The objectives and the tasks of terminological work for Translation students are stated. Curriculum components resulting in terminological expertise acquisition are analyzed. The system of exercises aimed at terminological competence development is outlined.

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Youssef, Valerie. „The Acquisition of Varilingual Competence“. English World-Wide 12, Nr. 1 (01.01.1991): 87–102. http://dx.doi.org/10.1075/eww.12.1.06you.

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Hurtado Albir, Amparo, und Paul Taylor. „The Acquisition of Translation Competence. Competences, Tasks, and Assessment in Translator Training“. Meta 60, Nr. 2 (03.09.2015): 256–80. http://dx.doi.org/10.7202/1032857ar.

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The aim of this paper is to present the fundamental aspects of competence-based translator training. It begins with an overview of research on Translation Competence (TC) and its acquisition (ATC), with particular emphasis on the PACTE group’s TC and ATC models, which have been validated through experimental research. It subsequently deals with four cornerstones of competence-based translator training, namely the pedagogical approach called competence-based training; specific competences in translator training; the translation task and project-based approach as a methodological and curriculum design framework; and competence assessment in translator training. The paper provides examples of how to design translator training curriculums that centre on competence development and establishes assessment guidelines.

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Aksenova, Inga N. „Psychological and pedagogical conditions of collocational competence development of students based on the complex task “Dictogloss”“. Tambov University Review. Series: Humanities, Nr. 185 (2020): 56–64. http://dx.doi.org/10.20310/1810-0201-2020-25-185-56-64.

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The main goal of foreign language teaching is the development of foreign language communicative competence that implies the development of speech skills. Due to the prevalence of the competency-based approach in the methods, as well as based on the lexical approach, special attention is paid to the collocational competence development. Since the vocabulary acquisition is founded on the acquisition of the compatibility of words and phrases, and collocations are certain words in the language that tend to be used together, we should talk about the inclusion of collocational competence into the communicative competence. Informatization of education influences the methods of foreign language teaching. For the successful implementation of educational process in the modern world, the development of linguocomputer competence is necessary for both students and the teacher. Analysis of the methodic literature showed that the issue of the psychological and pedagogical conditions for the collocational competence development of students is not well covered in domestic and foreign methodic literature, and requires a more detailed study. In the presented study: 1) we conduct an analysis of the domestic and foreign scientists works on the psychological and pedagogical conditions for the competencies development; 2) we prove the importance of collocation competence development of students; 3) we study the issue of linguocomputer competence development of both students and teachers; 4) we identify the key place of the complex task “dictogloss” as a mean of collocational competence development, as well as a mean of linguocomputer competence formation and development.

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Zaitseva, Larisa. „e-CF Competences in Software Engineering Course“. Applied Computer Systems 24, Nr. 1 (01.05.2019): 32–37. http://dx.doi.org/10.2478/acss-2019-0005.

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Abstract The article describes the definition of competences formed during the acquisition of the study course “Software Engineering” at Riga Technical University. The European e-Competence Framework (e-CF) is adopted for this purpose. Using the steps to determine e-competences, it is established that students can develop 9 competences in the Bachelor and 15 in the Master study programme. Evaluation of practical assignments allows assessing the achievement level of the required competences. Some professions presented in e-CF and the competencies they need are also reviewed.

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Esteban, Perez-Calderon. „Competence acquisition and its relationship to employability. A case study“. New Trends and Issues Proceedings on Humanities and Social Sciences 3, Nr. 1 (28.06.2017): 210–20. http://dx.doi.org/10.18844/gjhss.v3i1.1769.

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Singh, Chandan Deep, und Jaimal Singh Khamba. „A Case Study of a Two Wheeler Manufacturing Unit on Manufacturing Competency & Strategic Success“. International Journal of Engineering Research in Africa 19 (Oktober 2015): 156–70. http://dx.doi.org/10.4028/www.scientific.net/jera.19.156.

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Competence management comprises the management, building, leveraging and deployment of strategic and operational competencies, the causal relationships and linkages between them, and the way competencies are embedded in organizational and individual resources. In-house development and external acquisition to contextual factors, for small manufacturing firms, such as the firms’ strategic orientations are inter related. This paper presents a detailed case study in a two wheeler manufacturing unit.Keywords: Manufacturing Competency, Strategic Success, Case Study, Two Wheeler Manufacturing Unit

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Hurford, James R., und Jean-Louis Dessalles. „The problematic transition from specific competences to general competence“. Behavioral and Brain Sciences 25, Nr. 6 (Dezember 2002): 690–91. http://dx.doi.org/10.1017/s0140525x0240012x.

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Postulating a variety of mutually isolated thought domains for prelinguistic creatures is both unparsimonious and implausible, requiring unexplained parallel evolution of each separate module. Furthermore, the proposal that domain-general concepts are not accessible without prior exposure to phonetically realized human language utterances cannot be implemented by any concept-acquisition mechanism.

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Dissertationen zum Thema "Acquisition of competence"

Cheetham, Graham. „The acquisition of professional competence“. Thesis, University of Sheffield, 1999. http://etheses.whiterose.ac.uk/3487/.

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The research began by examining professions, both historically and as they are today. It went on to investigate the nature of professional practice and professional competence. In particular, it attempted to throw fresh light on how professional competence is acquired and maintained. The research consisted of an extensive literature study and empirical work which included in- depth interviews with practitioners from 20 different professions. This was followed by a series of larger-scale postal surveys across six of these. The chosen professions ranged from traditional ones, including the Church, the Bar and Medicine, to newer professional-type occupations, such as Training, Personnel Management and Information Technology Consultancy. A total of 80 people were interviewed and a further 372 completed survey questionnaires. Following a review of existing models of competence, a new, 'provisional model of professional competence' was developed. This drew on a number of earlier models and related concepts, and was influenced by both reflective practitioner and competence based approaches to professional development. The new model was exposed to expert and academic criticism through a series of conference and journal papers, comments being received from a total of 70 people. The model was also tested empirically, after which a revised version was developed. The empirical stage of the research had a number of strands, in addition to being used for testing the model. It examined the nature of modem professions and tested the validity of certain characteristics traditionally associated with professions - altruism, autonomy, self- regulation, etc. It also examined the nature of professional practice and tested the validity of two competing epistemologies - 'technical-rationality' and 'knowing-in-action' (reflective practice). It investigated how professional competence is acquired, examining the contribution made by both formal development programmes and various kinds of informal experience to which practitioners are exposed. It sought to identify the conditions and environments that are important to professional learning, especially in early practice. Finally, it looked at how professionals maintain their competence through personal learning and continuing professional development (CPD). Both qualitative and quantitative methods were employed throughout. Analysis of results led to the identification of 12 general learning processes or 'learning mechanisms'. These formed the basis of a taxonomy which was used to classify the range of informal learning experiences and events reported by respondents. Outputs from the research included: "a new model of professional competence; "a taxonomy of informal professional learning methods; "a proposed new (or modified) epistemology of professional practice; "a proposed new paradigm of professional development, together with a linked self- development paradigm; an exemplar professional development model; and "a number of practical suggestions for improving professional development programmes. The research has contributed to knowledge by throwing new light on the nature of both professional practice and professional competence, and providing insights into the ways in which people become effective in their professional roles

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Nehmzow, Ulrich. „Experiments in competence acquisition for autonomous mobile robots“. Thesis, University of Edinburgh, 1992. http://hdl.handle.net/1842/582.

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This thesis addresses the problem of intelligent control of autonomous mobile robots, particularly under circumstances unforeseen by the designer. As the range of applications for autonomous robots widens and increasingly includes operation in unknown environments (exploration) and tasks which are not clearly specifiable a priori (maintenance work), this question is becoming more and more important. It is argued that in order to achieve such flexibility in unforeseen situations it is necessary to equip a mobile robot with the ability to autonomously acquire the necessary task achieving competences, through interaction with the world. Using mobile robots equipped with self-organising, behaviour-based controllers,experiments in the autonomous acquisition of motor competences and navigational skills were conducted to investigate the viability of this approach. A controller architecture is presented that allows extremely fast acquisition of motor competence such as obstacle avoidance, wall and corridor following and deadend escape: these skills are obtained in less than five learning steps,performed in under one minute of real time. This is considerably faster than previous approaches. Because the effective wiring between sensors and actuators is determined autonomously by the robot, sensors and actuators may initially be wired up arbitrarily,which reduces the risk of human error during the setting up phase of the robot. For the first time it was demonstrated that robots also become able to autonomously recover from unforeseen situations such as changes in the robot's morphology, the environment or the task. Rule-based approaches to error recovery obviously cannot offer recovery from unforeseen errors,as error situations covered by such approaches have to be identified beforehand. A robust and fast map building architecture is presented that enables mobile robots to autonomously construct internal representations of their environment, using self-organising feature maps. After a short training time the robots are able to use these self-organising feature maps successfully for location recognition. For the first time the staged acquisition of multiple competences in mobile robots is presented. First obtaining fundamental motor competences such as wall following and deadend escape (primary skills), the robots use these in a second stage to learn higher levels of competence such as the navigational task of location recognition (secondary skills). Besides laying the foundation of autonomous, staged acquisition of high level competences, this approach has the interesting property of securely grounding secondary skills in the robot's own experience, as these secondary skills are defined in terms of the primary ones.

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Sherr, Avrom. „Competence and skill acquisition in lawyer client interviewing“. Thesis, University of Warwick, 1991. http://wrap.warwick.ac.uk/2541/.

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This study considers the competence of lawyers. in carrying out the work of interviewing their clients and the value of training and experience in acquiring client interviewing skills. Literature on legal skills is first surveyed to assist in understanding the concept and help decide on methodology. Literature on client, interviewing' and the educational value of experiencee reviewed to provide background to subsequent studies. The first study provides an overall framework for solicitors' work and monitors, through observation and questionnaire, the work of a number of solicitors over a four day period. Client interviewing is found to take up a larger proportion of solicitors' professional work than other categories noted, and observation proves to be a more sound basis for studying detail than a questionnaire approach. The second study assesses the competence of 27 new trainee solicitors at interviewing clients through a detailed monitoring of their performance over thirteen tasks using eighteen different techniques and providing thirteen heads of information. Their performance exhibited many of the deficiencies recognised in the literature. The trainees were then randomly allocated to three treatment groups. One group received full training, one received training without audio-visual feedback of first interviews and the third (control) received no training at all. They all then undertook a second interview which was similarly assessed. Training was found significantly to enhance performance over the spectrum of measurement, an audio-visual feedback) especially enhanced behavioral aspects of performance. In the final study, solicitors and trainees ranging widely in experience were videotaped interviewing their clients and similarly assessed. Experience was not found to have- the expected effect of enhancing performance significantly except in some minor respects, but it did increase the feeling of confidence in interviewing ability. In conclusion, suggestions are made for stronger linking of training with experience in the production of new lawyers.

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Christmann, Leandro. „Acquisition of meiotic competence in growing porcine oocytes“. Thesis, University of Cambridge, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339451.

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AL-ISMAIL, YAZID A. „TOWARDS AN INTEREST-BASED APPROACH TO TERMINOLOGICAL COMPETENCE ACQUISITION“. Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1499860593150818.

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Pople, Jan. „Acquiring communicative competence : a case study of language socialization /“. Thesis, Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19882452.

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Kramer, Anneke. „Acquisition of clinical competence during postgraduate training in general practice“. [Maastricht : Maastricht : Universiteit Maastricht] ; University Library, Maastricht University [Host], 2003. http://arno.unimaas.nl/show.cgi?fid=6330.

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Wills, Frank. „Therapeutic attitudes and the acquisition of competence during CBT training“. Thesis, University of Bristol, 2007. http://hdl.handle.net/1983/757fa4c4-a22f-4d29-8536-7a196a07cde1.

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Psychotherapy has differentiated into models of practice based on diverse principles. Current policies in the UK favour expansion of empirically supported treatments, especially cognitive behaviour therapy (CBT). This is likely to result in therapists seeking training in CBT after previously adhering to other models.

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Rahmatian, Rouhollah. „Acquisition d'une competence linguistique en français chez des étudiants iraniens“. Toulouse 2, 1996. http://www.theses.fr/1996TOU20065.

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Cette etude porte sur la competence linguistique des etudiants iraniens lors de l'apprentissage du francais. Elle presente l'apprentissage du francais en iran. La premiere partie de cette these decrit la situation geographique, l'histoire et la langue persane ainsi que l'enseignement des langues etrangeres notamment la situation du francais dans ce pays. La deuxieme partie est consacree a l'etude comparative. Nous y decrirons l'interet de l'etude comparative dans l'enseignement des langues etrangeres. Dans cette partie nous realisons une etude comparative entre le francais et le persan sur le syntagme nominal (le nom, le genre, le nombre, le determinant. . . ) et le verbe (les notions, les morphologies, les classes, les fonctions, les complements, les temps grammaticaux et l'emploi des verbes dans les deux langues. L'etude comparative nous permet de prevoir les difficultes des etudiants dans leur apprentissage du francais et de les resoudre. La troisieme partie est une etude sur l'interlangue. Dans cette partie, pour justifier nos hypotheses, nous presentons deux corpus (resultas des tests realises aupres des etudiants iraniens a toulouse et en iran). Au terme de cette recherche, nous presentons le bilan d'ensemble, perspectives et les propositions didactiques
This study is a didactic research about the linguistic competence of the persian students in their learning of french. First of all, it presents the polemic in foreign language teaching and the situation of french teaching in iran. The first part concerns the history of iran, and the teaching of the foreign languages, specially the situation of the french language in iran. The second part is about the theoretical problems : contrastive analysis, terminology, method. This part is a real contrastive analysis : nominal syntax (noun, gender, number, determinent, adjective. . . ) and verb (notion, morphology, classes, functions, complements, tenses, and use of verbs in two languages). The comparison of predictable difficulties with caused errors helps to understand better and solve persian students' problems in learning french. In the third part we will present theories about interference and error analysis. The result of our test evaluation, applied in classes, will be presented for justify our hypothesis of the contrastive study. It offers thus pedagogical suggestions

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Echeverría, Daniela, Gregorio Godoy, Carolina Norambuena, Marcela Rivera, Quirian Sani, Eduardo Tapia, Consuelo Toro, Katherine Varas und Javiera Zamora. „Acquisition of Lexical Competence in English as a Second Language“. Tesis, Universidad de Chile, 2007. http://repositorio.uchile.cl/handle/2250/110496.

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Bücher zum Thema "Acquisition of competence"

Sherr, Avrom. Competence and skill acquisition in lawyer client interviewing. [s.l.]: typescript, 1991.

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L2 interactional competence and development. Bristol: Multilingual Matters, 2011.

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Birdsong, David. Metalinguistic performance and interlinguistic competence. Berlin: Springer-Verlag, 1989.

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Mougeon, Raymond. The sociolinguistic competence of immersion students. Bristol: Multilingual Matters, 2010.

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Mougeon, Raymond. The sociolinguistic competence of immersion students. Buffalo, N.Y: Multilingual Matters, 2010.

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Dorothy, Molyneaux, Hrsg. The dynamics of communicative development. Englewood Cliffs, N.J: Prentice Hall, 1992.

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Second language competence: The acquisition of complex syntax in Spanish. Newcastle upon Tyne: Cambridge Scholars Pub., 2011.

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1972-, Howard Martin, und Lemée Isabelle 1968-, Hrsg. The acquisition of sociolinguistic competence in a study abroad context. Buffalo: Multilingual Matters, 2009.

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Bilingual competence and bilingual proficiency in child development. Cambridge, Mass: The MIT Press, 2012.

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Rehner, Katherine. Developing aspects of second language discourse competence. München: Lincom Europa, 2005.

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Buchteile zum Thema "Acquisition of competence"

Shorten, Andrew. „Linguistic Competence and Citizenship Acquisition“. In Citizenship Acquisition and National Belonging, 105–22. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230246775_7.

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König, Clelia. „L2 Acquisition and Interactional Competence“. In A Conversation Analysis Approach to French L2 Learning, 43–62. 1. | New York : Taylor and Francis, 2019. | Series: Routledge advances in second language studies: Routledge, 2019. http://dx.doi.org/10.4324/9780429031489-4.

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Martínez-Flor, Alicia, und Esther Usó-Juan. „Towards acquiring communicative competence through listening“. In Studies on Language Acquisition, 29–46. Berlin, New York: Mouton de Gruyter, 2006. http://dx.doi.org/10.1515/9783110197778.2.29.

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Martínez-Flor, Alicia, Esther Usó-Juan und Eva Alcón Soler. „Towards acquiring communicative competence through speaking“. In Studies on Language Acquisition, 139–58. Berlin, New York: Mouton de Gruyter, 2006. http://dx.doi.org/10.1515/9783110197778.3.139.

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Usó-Juan, Esther, und Alicia Martínez-Flor. „Towards acquiring communicative competence through reading“. In Studies on Language Acquisition, 261–78. Berlin, New York: Mouton de Gruyter, 2006. http://dx.doi.org/10.1515/9783110197778.4.261.

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Usó-Juan, Esther, Alicia Martínez-Flor und Juan C. Palmer-Silveira. „Towards acquiring communicative competence through writing“. In Studies on Language Acquisition, 383–400. Berlin, New York: Mouton de Gruyter, 2006. http://dx.doi.org/10.1515/9783110197778.5.383.

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Schauer, Gila A. „Measuring Intercultural Competence“. In The Routledge Handbook of Second Language Acquisition and Language Testing, 359–70. New York: Routledge, 2020. | Series: The Routledge handbooks in second language acquisition: Routledge, 2020. http://dx.doi.org/10.4324/9781351034784-38.

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Galaczi, Evelina D., und Lynda B. Taylor. „Measuring Interactional Competence“. In The Routledge Handbook of Second Language Acquisition and Language Testing, 338–48. New York: Routledge, 2020. | Series: The Routledge handbooks in second language acquisition: Routledge, 2020. http://dx.doi.org/10.4324/9781351034784-36.

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Za, Stefano, und Eusebio Scornavacca. „Designing a Competence Acquisition Mobile App“. In Lecture Notes in Information Systems and Organisation, 59–69. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38974-5_6.

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Orozco, Mariana. „Building A Measuring Instrument for the Acquisition of Translation Competence in Trainee Translators“. In Developing Translation Competence, 199. Amsterdam: John Benjamins Publishing Company, 2000. http://dx.doi.org/10.1075/btl.38.19oro.

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Konferenzberichte zum Thema "Acquisition of competence"

Santucci, Vieri G., Gianluca Baldassarre und Marco Mirolli. „Intrinsic motivation mechanisms for competence acquisition“. In 2012 IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL). IEEE, 2012. http://dx.doi.org/10.1109/devlrn.2012.6400835.

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Kapaeva, Angelika. „THE DEVELOPMENT OF BACHELORS' CULTURAL COMPETENCE IN FOREIGN LANGUAGE ACQUISITION“. In ЯЗЫК. КУЛЬТУРА. ПЕРЕВОД = LANGUAGE. CULTURE. TRANSLATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/lct.2019.13.

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The article is dedicated to the development of Bachelors' cultural competence. The analysis of cultural competence definitions provided the selection of the most effective methods, aids for the development of Bachelors' cultural competence to communicate successfully with native speakers in everyday life as well as in professional sphere.

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Métioui, Abdeljalil, und Louis Trudel. „ACQUISITION OF SCIENTIFIC AND PEDAGOGY COMPETENCES BY PRIMARY PRE-SERVICE TEACHERS: MYTH OR REALITY?“ In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.70.

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In the present research of a qualitative type, we present the results of an experimentation led with 94 pre-service primary teachers from Quebec in Canada. The experimentation, which lasts four months at the rate of three hours per week, took place in two phases. The first phase took place in 4 steps in order to help student teachers to acquire knowledge competency in science and pedagogical knowledge competency, in accordance with the curriculum of the ministry of the education of the government of Quebec. In the second phase, the students had to prepare two teaching sequences centered on laboratory experimentations to the intention of their future pupils of the first, second or third cycle (please note that each cycle lasts for two years). For it, they had to follow an approach similar to the one experienced in the first phase. Finally, they had to complete a questionnaire to specify the difficulties of a scientific or pedagogical nature that they encountered during the conceptions of their teaching sequences. The analysis of the sequences constructed and of the data of the questionnaire shows an effort important on their behalf, in spite of the difficulties they met and that will be presented. Key words: training, pre-service teachers, primary school, knowledge competence, pedagogical knowledge competence.

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Kan, Liu. „Strategic Support for Managers by Core Competence“. In 2011 Fourth International Symposium on Knowledge Acquisition and Modeling (KAM). IEEE, 2011. http://dx.doi.org/10.1109/kam.2011.14.

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Solodkova, Irina M., und Liliya R. Ismagilova. „Acquisition of Socio-Cultural Competence via Dynamic Learning Environment“. In 2nd International Forum on Teacher Education. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.07.62.

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Munoz-Guijosa, J. M., A. Di´az-Lantada, J. Echa´varri, J. L. Mun˜oz, E. Chaco´n, P. Lafont, V. Rodri´guez, D. Ferna´ndez und E. de la Guerra. „Preparing Mechanical Engineering Students for Product Design Professional Practice Through PBL: Planning and Execution of the Subject “Product Design Methodology”“. In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48078.

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Annotation:

Along with theoretical knowledge acquisition, knowledge application and professional competence acquisition must be important teaching objectives in any engineering subject. This is especially remarkable for subjects aiming the acquisition of product design knowledge, provided that, in actual professional practice, product design is done in multidisciplinary teams, taking into account technical and non-technical criteria, and with tight deadlines and budgets. This work describes the contents and teaching planning and execution for the subject “product design methodology” at the Mechanical Engineering Department of Universidad Polite´cnica de Madrid, aiming for the student acquisition of important professional competences to be used on professional product design practice, such as systematic decision making, global company view, task prioritizing, internal and external entrepreneurship, or teamwork, as well as hard competences such as design procedures, quality or project economics. Student teamwork examples from the problem-based learning (PBL) experience, together with internal and external surveys are shown to check the validity of the proposal.

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Mikhridinova, Nargiza, Carsten Wolff und Bassam Hussein. „Data Acquisition Framework For Competence Profiles Selection and Project Staffing“. In 2019 10th IEEE International Conference on Intelligent Data Acquisition and Advanced Computing Systems: Technology and Applications (IDAACS). IEEE, 2019. http://dx.doi.org/10.1109/idaacs.2019.8924379.

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Gao, Hongli, und Xianfeng Feng. „The Influence of Intercultural Awareness on Acquisition of Linguistic Competence“. In 2016 International Seminar on Education Innovation and Economic Management (SEIEM 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/seiem-16.2016.42.

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Qibin, He. „Computer-Assisted Language Learning and the Improvement of Communicative Competence“. In 5th International Symposium on Knowledge Acquisition and Modeling (KAM 2015). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/kam-15.2015.42.

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Chen, Jingpu. „Evolutionary Research on Financial Core Competence Based on Complex Systematic Theory“. In 2009 Second International Symposium on Knowledge Acquisition and Modeling. IEEE, 2009. http://dx.doi.org/10.1109/kam.2009.133.

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Berichte der Organisationen zum Thema "Acquisition of competence"

Green, Robert S. Proposed Core Competencies for Acquisition. Fort Belvoir, VA: Defense Technical Information Center, Februar 1998. http://dx.doi.org/10.21236/ada405908.

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Kinne, Christopher E. Leadership Competencies for the USAF Acquisition Community. Fort Belvoir, VA: Defense Technical Information Center, April 2002. http://dx.doi.org/10.21236/ada420656.

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