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Journal articles on the topic 'Acquisition of competence'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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1

Ayers, James. "Competence Literate but Context Lacking? Investigating the Potential of Study Abroad Programs to Promote Sustainability Competence Acquisition in Students." Sustainability 12, no. 13 (July 3, 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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2

Orozco, Mariana, and Amparo Hurtado Albir. "Measuring Translation Competence Acquisition." Meta 47, no. 3 (August 30, 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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3

Vysotskaya, Tatyana. "STUDENTS-TRANSLATORS PROFESSIONAL COMPETENCE DEVELOPMENT: THEORETICAL OUTLINE." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 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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4

Youssef, Valerie. "The Acquisition of Varilingual Competence." English World-Wide 12, no. 1 (January 1, 1991): 87–102. http://dx.doi.org/10.1075/eww.12.1.06you.

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5

Hurtado Albir, Amparo, and Paul Taylor. "The Acquisition of Translation Competence. Competences, Tasks, and Assessment in Translator Training." Meta 60, no. 2 (September 3, 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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6

Aksenova, Inga N. "Psychological and pedagogical conditions of collocational competence development of students based on the complex task “Dictogloss”." Tambov University Review. Series: Humanities, no. 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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7

Zaitseva, Larisa. "e-CF Competences in Software Engineering Course." Applied Computer Systems 24, no. 1 (May 1, 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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8

Esteban, Perez-Calderon. "Competence acquisition and its relationship to employability. A case study." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 1 (June 28, 2017): 210–20. http://dx.doi.org/10.18844/gjhss.v3i1.1769.

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9

Singh, Chandan Deep, and 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 (October 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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10

Hurford, James R., and Jean-Louis Dessalles. "The problematic transition from specific competences to general competence." Behavioral and Brain Sciences 25, no. 6 (December 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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11

Sachdeva, Ajit K. "Acquisition and maintenance of surgical competence." Seminars in Vascular Surgery 15, no. 3 (September 2002): 182–90. http://dx.doi.org/10.1016/s0895-7967(02)70030-6.

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12

Hale, Mark. "Competence and performance in language acquisition." Behavioral and Brain Sciences 19, no. 4 (December 1996): 730–31. http://dx.doi.org/10.1017/s0140525x00043673.

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AbstractThe implications of Epstein et al.'s critical evaluation of much of the existing literature on L2-acquisition extends far beyond the domain they discuss. I argue that similar methodological clarification is urgently needed in analyses of the role of UG in L1-acquisition, as well as in discussions in such seemingly “distant” areas as the study of language change.

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13

Pittich, Daniel, Ralf Tenberg, and Karsten Lensing. "Learning factories for complex competence acquisition." European Journal of Engineering Education 45, no. 2 (January 24, 2019): 196–213. http://dx.doi.org/10.1080/03043797.2019.1567691.

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14

Alpers, B., and M. Demlova. "Competence acquisition in different learning arrangements." Teaching Mathematics and its Applications 32, no. 2 (April 28, 2013): 57–65. http://dx.doi.org/10.1093/teamat/hrt004.

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15

Sachdeva, Ajit K. "Acquisition and maintenance of surgical competence." Seminars in Vascular Surgery 15, no. 3 (September 2002): 182–90. http://dx.doi.org/10.1053/svas.2002.34653.

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16

Malmström, Malin, and Joakim Wincent. "Modelling competence acquisition in small firms." International Journal of Entrepreneurship and Innovation Management 15, no. 1/2 (2012): 131. http://dx.doi.org/10.1504/ijeim.2012.044072.

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17

Bayley, Robert, and Vera Regan. "Introduction: The acquisition of sociolinguistic competence." Journal of Sociolinguistics 8, no. 3 (August 2004): 323–38. http://dx.doi.org/10.1111/j.1467-9841.2004.00263.x.

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18

Osuch, Wiktor. "Kompetencje w zakresie komunikacji interpersonalnej w dobie postępujących procesów globalizacji." Przedsiębiorczość - Edukacja 7 (January 1, 2011): 333–46. http://dx.doi.org/10.24917/20833296.7.26.

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The subject of the research presented in this article is evaluation of competence of Geography and Entrepreneurship teachers and students who are teachers-to-be. In the teacher training process the crucial role is played by competences, developed mainly in the course of studies and during school practice. The author of this article has for over ten years conducted research on the students’ development of subject competence and didactic competence including the research on Geography teacher-trainees. Personal and interpersonal competencies of graduates of higher education significantly affect their chances on the ever-changing labour market. The presented research results should become an impulse for further analyses and reflection concerning the development of competence in teacher-trainees. Research in this area should successfully contribute to optimization of the teacher-training process, including Geography and Entrepreneurship teachers (not only in Poland), and to the development of an effective and efficient model of education and competence acquisition by graduates.

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19

Vorobets, Anna. "The concept of "lexical competence" in modern methodology of teaching foreign languages." Germanic Philology Journal of Yuriy Fedkovych Chernivtsi National University, no. 822 (2020): 24–35. http://dx.doi.org/10.31861/gph2020.822.24-35.

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The article examines the process, conditions and stages of acquisition of lexical competence by students in the process of learning foreign languages. One of the basic conditions of lexical competence is the work of students with authentic materials. The criteria of using authentic audio- and videomaterials, that will positively inﬂuence the process of learning grammatical and lexical elements of a foreign language by students, are investigated. The purpose of this article is the search and approbation of the most eﬀective methods and means of learning English using authentic English videomaterials that will contribute to the successful development of lexical competence in students. The topicality of the research lies in the fact that the main task for students in the process of learning a foreign language is the acquisition of lexical competence, which is a component of communicative competence. The object is the lexical competence and the subject of the study is the process of the acquisition of lexical competence with the help of the authentic materials. The problem concerning the Ukrainian system of education is that the students possess a number of competences (theoretical knowledge), but are not able to apply them into practice (in the context of our study, students are not able to freely operate foreign language units and use them in real-life situations). The work of students with properly selected authentic materials (according to the students' age, level of knowledge, interests, topic and objectives of a lesson) facilitates students' acquisition of lexical competence and stimulates them to motivational activity.

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20

WARNER, ALFRED G. "BUYING VERSUS BUILDING COMPETENCE: ACQUISITION PATTERNS IN THE INFORMATION AND TELECOMMUNICATIONS INDUSTRY 1995–2000." International Journal of Innovation Management 07, no. 04 (December 2003): 395–415. http://dx.doi.org/10.1142/s1363919603000866.

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Acquisitions are widely argued to be an increasingly common solution for technology needs. This paper uses the information and telecommunications industry as background for assessing how technical knowledge and absorptive capacity, the rate of invention and prior acquisition experience affect the likelihood of acquisition. The results indicate that in this standards-based industry, even firms with relevant patent portfolios and R&D expenditures are as likely as less knowledgeable firms to acquire rather than enter the market with internally developed products. The strong predictors of acquisition are experience in acquisitions and the ability to pay. Thus, while the number of acquisitions has increased dramatically, the use of this approach is limited to a small group of firms and is not a widespread solution.

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21

Bilyk. "COMPETENCE APPROACH IN THE CONTEXT OF PROFESSIONAL TRAINING OF LABOR PROFESSIONALS." Scientific bulletin of KRHPA, no. 12 (2020): 72–82. http://dx.doi.org/10.37835/2410-2075-2020-12-8.

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In the article the system of professional trainin gof the future specialist of labor protectionindustryisanalyzed. Requirements for compulsoryin tegrated, general and special competencie sinaccor dance with the Higher Education Standard in Specialty 015 "Vocational Education (forourspecial ization)" for the firstbachelor's degree of highe reducation are considered. The variation sofspecial competence swhichcanbe expandedby educational and professional training programs of the future specialist of the specialty "Vocational Education (Labor Protection)" aregiven. The contents of suchconceptsas "competence" and "competence" aredisclosed. The competence characteristics of the levels of assimilation of know ledge of personality of the future specialist of the labor protection industry differents tage sofits preparations are determined. It is proved that thetraining of the futurespecial istinhighere ducation institution requires mastery of a number of knowledge in general technical and special educational disciplines, whichare the basis for the formation of general and special competences, through which the project results of the standard of training of education al and vocational program in this specialty are realized. There fore, any educational material (cognitive task) actsas a carrier of the competency approach in the procedures of interacti on the subject with the object of cognition. Dueto the perfect combination of acquired know ledge and skills acquired during the acquisition of normative and elective parts of the curriculum, the highest levels of professional competence and outlook (skills, beliefs, readiness foraction, habit, authoring skills) are formed. a competent specialist in the labor protection in dustry, which increases the ir competitiveness in the labor market. Key words: occupation alsafety, vocational education, competence, educational and cognitive activity, skills, persuasion, readiness foraction, habit, author’s pedagogical credo.

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22

Kuznik, Anna, and Christian Olalla-Soler. "Results of pacte group’s experimental research on translation competence acquisition. The acquisition of the instrumental sub-competence." Across Languages and Cultures 19, no. 1 (June 2018): 19–51. http://dx.doi.org/10.1556/084.2018.19.1.2.

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23

Malmström, Malin, Joakim Wincent, and Jeaneth Johansson. "Managing competence acquisition and financial performance: An empirical study of how small firms use competence acquisition strategies." Journal of Engineering and Technology Management 30, no. 4 (October 2013): 327–49. http://dx.doi.org/10.1016/j.jengtecman.2013.07.004.

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24

Olshtain, Elite. "The Acquisition of New Word Formation Processes in Second Language Acquisition." Studies in Second Language Acquisition 9, no. 2 (June 1987): 221–31. http://dx.doi.org/10.1017/s0272263100000486.

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This paper focuses on the acquisition of new word formation devices in the target language as an indication of near-native competence at the advanced level of second language acquisition. The study reported here is based on data collected via written questionnaires consisting of three parts: (a) a production task requiring respondents to suggest innovations for nouns that have not been named in the existing lexicon; (b) an evaluation task requiring respondents to select the most appropriate innovation; (c) an interpretation task requiring respondents to interpret innovative blends. The questionnaires were administered to native speakers of Hebrew (the target language) and to two groups of learners, one advanced and the other intermediate. The findings show that the advanced group has reached a level of target language competence that enables them to produce and evaluate innovations in ways that approximate native speakers' responses, whereas the intermediate students deviate considerably from target level competence. The acquisition of word formation devices in the target language is presented as a gradual acquisition process.

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25

Deutsch, Gary B., Sandeep Anantha Sathyanarayana, Matthew Giangola, Meredith Akerman, George DeNoto, Jonathan D. S. Klein, Harry Zemon, and Eugene Rubach. "Competence Acquisition for Single-Incision Laparoscopic Cholecystectomy." JSLS : Journal of the Society of Laparoendoscopic Surgeons 19, no. 1 (2015): e2014.00116. http://dx.doi.org/10.4293/jsls.2014.00116.

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26

Lieven, Elena. "Building Language Competence in First Language Acquisition." European Review 16, no. 4 (October 2008): 445–56. http://dx.doi.org/10.1017/s1062798708000380.

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Most accounts of child language acquisition use as analytic tools adult-like syntactic categories and grammars with little concern for whether they are psychologically real for young children. However, when approached from a cognitive and functional theoretical perspective, recent research has demonstrated that children do not operate initially with such abstract linguistic entities, but instead on the basis of distributional learning and item-based, form-meaning constructions. Children construct more abstract, linguistic representations only gradually on the basis of the language they hear and use and they constrain these constructions to their appropriate ranges of use only gradually as well – again on the basis of linguistic experience in which frequency plays a key role. Results from empirical analyses of children’s early multiword utterances, the development of the transitive construction and certain types of errors are presented to illustrate this approach.

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27

Namasivayam, Parameswari. "Acquisition of embryogenic competence during somatic embryogenesis." Plant Cell, Tissue and Organ Culture 90, no. 1 (July 4, 2007): 1–8. http://dx.doi.org/10.1007/s11240-007-9249-9.

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28

Baxter, Cynthia, and Nora Warshawsky. "Exploring the Acquisition of Nurse Manager Competence." Nurse Leader 12, no. 1 (February 2014): 46–59. http://dx.doi.org/10.1016/j.mnl.2013.10.008.

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29

Banathy, Bela H. "The characteristics and acquisition of evolutionary competence." World Futures 23, no. 1-2 (April 1987): 123–44. http://dx.doi.org/10.1080/02604027.1987.9972041.

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30

Roelen, Bernard A. J. "Bovine oocyte maturation: acquisition of developmental competence." Reproduction, Fertility and Development 32, no. 2 (2020): 98. http://dx.doi.org/10.1071/rd19255.

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Although millions of oocytes are formed during embryo and fetal development in the cow, only a small fraction of these will form a developmentally competent oocyte and be fertilised. Development to competence relies on an intimate contact between the oocyte and the surrounding somatic cells in ovarian follicles, via both direct cell–cell contact and paracrine signalling. An important aspect of oocyte maturation is the segregation of homologous chromosomes and subsequently sister chromatids to form a haploid oocyte. Furthermore, the cytoplasm needs to be prepared for the formation of pronuclei and nuclear reprogramming to form a totipotent zygote. Conditions such as high levels of fatty acids or oxidative stress constrain the developmental competence of oocytes, and a better insight into these processes may help improve in vitro and in vivo oocyte maturation success. In addition, identification of the developmentally competent oocyte is useful for the efficiency of (artificial) reproduction.

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31

Yakubova, Lobar Gulomovna. "INCREASING COMPETENCE VIA SUBJECT-SPECIFIC VOCABULARY ACQUISITION." Theoretical & Applied Science 97, no. 05 (May 30, 2021): 29–32. http://dx.doi.org/10.15863/tas.2021.05.97.4.

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32

Wiryanto, Wisber. "The Study of Human Resource Competency Development Policy in Tourism Sector of Bureaucracy Reformation Era." Prosiding Semnasfi 1, no. 1 (May 9, 2018): 156. http://dx.doi.org/10.21070/semnasfi.v1i1.1122.

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The development of the tourism sector ought to be supported by the competent Human Resources (SDM). Human resources of tourism that include human resources apparatus, industrial human resources, and the tourism community until now still facing difficulties of competency gaps and capability certification. Concerning this issue, there will be conducted a research of human resource competency development policy in tourism sector of bureaucratic reformation era. The goal of this research is to explain the development of human resource competencies in the tourism sector of bureaucratic reformation era. This research utilizes literature study method, and secondary data acquisition techniques and qualitative descriptive analysis techniques, conducted in 2017. The results showed that the development of human resource competence apparatus realized by assembling information positions and competence standards positions are still largely in the stage of the process. In the meantime, the development of industrial and community competence of human resources is carried out with capability certification in quest of obtaining optimal target achievement. Human resource personnel in both the ministry of tourism, and the provincial as well as regency/municipal tourism agencies have the right to develop managerial, technical, and social cultural competencies through education and training, seminars, courses and upgrading of at least 20 hours of lessons per year to develop competencies in order to improve performance of human resources of tourism.

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Kasper, Gabriele. "The Development of Pragmatic Competence." EUROSLA 6 55 (January 1, 1996): 103–20. http://dx.doi.org/10.1075/ttwia.55.09kas.

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Unlike other areas of second language study, which are primarily concerned with acquisitional patterns of interlanguage knowledge over time, most studies in inter-language pragmatics have focused on second language use rather than second language learning. The aim of this talk is to profile interlanguage pragmatics as an area of inquiry in second language acquisition research, by reviewing existing studies with a focus on learning, examining research findings in interlanguage pragmatics that shed light on some basic questions in SLA, exploring cognitive and social-psychological theories that might offer explanations of different aspeas of pragmatic development, and proposing a research agenda for the study of interlanguage pragmatics with a developmental perspective that will tie it more closely to other areas of SLA.

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Cabezas-González, Marcos, Sonia Casillas-Martín, and Francisco José García-Peñalvo. "The Digital Competence of Pre-Service Educators: The Influence of Personal Variables." Sustainability 13, no. 4 (February 20, 2021): 2318. http://dx.doi.org/10.3390/su13042318.

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Currently, 21st century students need competences that enable them to adapt to a new type of individual information and individual knowledge relationship, and, therefore, the education system should contemplate new ways for learners to develop in accordance with this so-called information and knowledge society. One of special importance is so-called digital competency. This article presents the results of a research study to determine the influence that the variables of gender, age, and academic degree have on the acquisition of digital competence by pre-service educators, with a sample of 370 students from different education degrees from the University of Salamanca (Spain). A quantitative methodology was used, employing a non-experimental method and the electronic survey technique to collect information on the dimensions of knowledge, as well as the management of and attitude towards information and communication technologies (ICTs). Data were analyzed inferentially from a comparison of means using nonparametric tests. This analysis was completed with the incorporation of Receiver Operating Characteristic (ROC) curves, which allowed us to graphically verify the differences between the subsamples and thus compare the different groups in relation to the proposed dimensions. The main conclusion was that the three variables studied can be considered as influential, though not determinant, in the acquisition of digital competency.

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35

Hayes, Denis. "Opportunities and Obstacles in the Competency-Based Training and Assessment of Primary Teachers in England." Harvard Educational Review 69, no. 1 (April 1, 1999): 1–29. http://dx.doi.org/10.17763/haer.69.1.786253760356v747.

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In this article, Denis Hayes discusses the competence model for teacher training in England in the 1990s. This model uses Circulars — policy guidelines that list competence statements — to outline the level of achievement that student teachers must reach before obtaining qualified teacher status. Hayes considers the impact that the competence approach to monitoring standards of achievement has had on teacher-training institutions and student teachers. He explores questions of terminology and examines the limitations of using a competence model, the difficulties of separating competences for the purposes of assessment and of structuring competence statements in a hierarchy that reflects the way that student teachers progress in their ability to teach. He presents a case study based on his own institution's attempt to develop a hierarchy of competence acquisition and cautions that a competence approach to the training and assessment of teachers is extremely complex. Hayes concludes that, in aligning their programs with the statutory competence model, teacher-preparation institutions must not neglect the developmental aspect of the skills that enable student teachers to reach the competences.

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White, Lydia. "Long and Short Verb Movement in Second Language Acquisition." Canadian Journal of Linguistics/Revue canadienne de linguistique 37, no. 2 (June 1992): 273–86. http://dx.doi.org/10.1017/s0008413100021988.

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Current linguistic theory offers a highly detailed account of what linguistic competence consists of, as well as an indication of how that competence is acquired by L1 learners, via an innate Universal Grammar (UG). In second language (L2) acquisition, a major issue is the nature of the L2 learner’s competence and the degree to which it is similar to or different from the competence attained by native speakers. A theory of linguistic competence is essential to our understanding of what L2 competence might consist of, and should inform L2 acquisition research (Gregg 1989). In this paper, I will adopt certain recent proposals concerning verb movement and the functional categories Agreement and Tense (Chomsky 1989; Pollock 1989), and investigate whether these proposals can provide a suitable explanation of the linguistic behaviour of French learners of English.

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37

Piecychna, Beata. "Cosmetic Translation Competence – A Theoretical Model and Implications for Translator Training." Forum Filologiczne Ateneum, no. 1(8)2020 (November 1, 2020): 101–26. http://dx.doi.org/10.36575/2353-2912/1(8)2020.101.

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In the last decade, cosmetic translation has become increasingly significant as the beauty and cosmetic industry has grown exponentially across the globe. The expansion of international cosmetic brands in many countries around the world necessitates commissioning competent, well-prepared translators, who are able to handle translation problems typical of various types of cosmetic translation, both specialized and those requiring skills specific to a more creative rendition. The main objective of this paper is to discuss a novel theoretical model of cosmetic translation competence, a type of translation which has so far not gained much popularity among translation scholars. The first part of this article offers a concise state of the art of the concept translation competence. Capitalizing on models of translation competence developed by PACTE (Process in the Acquisition of Translation Competence and Evaluation), TransComp and EMT (European Master’s in Translation), an original model of cosmetic translation competence is presented along with its sub-competencies. The second part of this article focuses on implications for teaching cosmetic translation. The paper concludes with general remarks pertaining to avenues for future research into cosmetic translation competence and its acquisition.

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38

Askarova, S., K. Tursynbayeva, and A. Chakibayeva. "COMPETENCE-BASED APPROACH IN THE FORMATION OF INTERCULTURAL-COMMUNICATIVE COMPETENCE IN FOREIGN LANGUAGE TEACHING." BULLETIN Series of Philological Sciences 72, no. 2 (June 30, 2020): 608–13. http://dx.doi.org/10.51889/2020-2.1728-7804.98.

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The main aim of learning a foreign language is the development of students foreign language communicative competence which will allow them to integrate as much as possible into the international professional community. This is an important condition for the social adaptation of students to modern life. In the context of the transition from a knowledge-based approach to teaching to a competency-based approach, a change in value orientations, the teacher needs new methods and technologies that allow the teacher to identify the student’s knowledge, update it, add what is missing, structure the training material, and teach not only to remember and reproduce, but put them into practice. Methods that organize learning through desire, stimulate students' learning and natural curiosity, motivate interest in the independent acquisition of knowledge. The article deals with the role and importance of applying a new "competence-based approach" in the formation and developing students’ intercultural and communicative competence in teaching foreign language. The authors give explanations to such concepts as "competence" and "competency", as well as "competence approach".

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Napal, María, Ana María Mendióroz-Lacambra, and Alicia Peñalva. "Sustainability Teaching Tools in the Digital Age." Sustainability 12, no. 8 (April 21, 2020): 3366. http://dx.doi.org/10.3390/su12083366.

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The increasing presence and relevance of Information and Communications Technology (ICT) in learning scenarios has imposed new demands on teachers, who must be able to design new learning situations while relying on the growing supply of available digital resources. One of the fields that more urgently needs to utilize the potential benefits of ICT to transform learning is sustainability, and more precisely the development of sustainability competences (SCs). Indeed, wider societal changes are needed that ensure a balance between economic growth, respect for the environment, and social justice, and these changes must start with individual action, knowledge, and the capacity and willingness to act (i.e., the definition of “competence”). However, although there is a wide consensus on the fact that education should ensure the acquisition of competences for life, making this a reality may be more problematic. This difficulty stems, partly, from a lack of a definition of the intervening elements (knowledge, skills, values, attitudes) that enables the integration of competences into specific learning sequences and activities. Taking into account all the above and the difficulties that teachers face in choosing relevant resources and incorporating competences into their planning, we propose a series of indicators that serve to characterize the four dimensions of scientific competence: contents of science, contents about science, the value of science, and the utility of science in educational materials. Although primarily intended for filtering multimedia resources in an educational platform, this instrument (as well as the indicators therein) can be extrapolated to the selection and management of a variety of resources and activities, eventually selecting those that are more useful for the acquisition of the scientific competence. They can also provide learning-managers with a common ground to work on by sharing the objectives and indicators related to the acquisition of competences.

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Şerban, Andreea, and Valentina Mureşan. "Register and Translation Competence Acquisition. Investigating Student Attitudes." Studia Universitatis Babeș-Bolyai Philologia 64, no. 4 (December 15, 2019): 213–30. http://dx.doi.org/10.24193/subbphilo.2019.4.13.

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Samarina, V., and O. Shamrai. "THE ACQUISITION OF INTERCULTURAL COMPETENCE IN LANGUAGE COURSES." Bulletin of Kharkov National Automobile and Highway University, no. 87 (December 26, 2019): 138. http://dx.doi.org/10.30977/bul.2219-5548.2019.87.0.138.

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Fair, Trudee. "Follicular oocyte growth and acquisition of developmental competence." Animal Reproduction Science 78, no. 3-4 (October 2003): 203–16. http://dx.doi.org/10.1016/s0378-4320(03)00091-5.

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Sirard, Marc-André. "Folliculogenesis and acquisition of oocyte competence in cows." Animal Reproduction 16, no. 3 (2019): 449–54. http://dx.doi.org/10.21451/1984-3143-ar2019-0038.

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Idris, Norhalimah, Tan Sui Hong, and Nur Naha Abu Mansor. "A qualitative inquiry of women managers’ competence acquisition." Procedia - Social and Behavioral Sciences 40 (2012): 395–403. http://dx.doi.org/10.1016/j.sbspro.2012.03.206.

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Geri, Chiara, Alessandra Turrini, Lucia Giorgetti, Elisa Nicoletti, and Vittoria Nuti Ronchi. "Genome plasticity during the acquisition of embryogenic competence." Genome 42, no. 6 (December 1, 1999): 1134–43. http://dx.doi.org/10.1139/g99-022.

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Hypocotyl explants from carrot and other species experience concomitant segregation events and differentiation of homeotic structures during the first 20 days of culture on 2,4-dichlorophenoxyacetic acid (2,4-D). In addition to these cyto-morphological changes, significant amounts of nuclear DNA are lost, the molecular details of which we investigate in this paper. We have developed a slot-blot analysis assay to study the DNA content of a series of carrot samples; besides the leaves, this survey ranged over different culture timepoints: hypocotyls, cell lines, and somatic embryo stages. We carried on to study the relationship between this DNA loss and sequence complexity modulation. Results from probing sequences that correspond to different degrees of complexity, such as medium repetitive and unique sequences as well as sequences belonging to both classes (ribosomal cistrons, ubiquitin, actin, and chalcone synthase), consistently manifested a reduction in DNA levels during the acquisition of embryogenic competence. In some cases, the cultured cells would contain only 10% of the gene copies observed in the reference tissues. Modulation trends also showed that DNA levels of most sequences recover at the torpedo-plantlet stage, which again correlates DNA modulation and the acquisition of embryogenic competence. These results suggest that similar DNA variations may occur in plants in vivo during meiosis, possibly so that meiotic division may be properly completed.Key words: Daucus carota L., DNA reduction, somatic embryogenesis, totipotency, commitment.

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Kumpulainen, Minna. "Translation competence from the acquisition point of view." Translation, Cognition & Behavior 1, no. 1 (March 2, 2018): 147–67. http://dx.doi.org/10.1075/tcb.00007.kum.

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Abstract This article discusses translation competence (TC) and its acquisition, introducing a framework, which depicts TC as a situation-based construct with interlingual skills at its core. In this framework, translation is defined as any mediation between different languages and cultures, from everyday conversations to professional translation practise. This view is assumed to reflect the acquisition of TC (ATC), since a rudimentary ability to mediate between two languages can be regarded as the first step towards professional translation skills. The model is built around interlingual text production skills, and it conceptualizes various types of extra-linguistic knowledge as task-specific: the extent to which they are needed in translation is situation-bound. The framework is designed to be used as a theoretical framework in empirical studies into ATC, an example of which is presented in the article.

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KEMPE, KAZUO, TAKASHI DAMBARA, TADASHI KAGAMI, and RIE SAKAI. "Acquisition of professional competence in postgraduate medical education." Juntendo Medical Journal 56, no. 5 (2010): 465–71. http://dx.doi.org/10.14789/pjmj.56.465.

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Critser, E. S., M. L. Leibfried-Rutledge, W. H. Eyestone, D. L. Northey, and N. L. First. "Acquisition of developmental competence during maturation in vitro." Theriogenology 25, no. 1 (January 1986): 150. http://dx.doi.org/10.1016/0093-691x(86)90204-9.

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Okamoto, Koji. "Acquisition process of differentiation competence in Dictyostelium discoideum." Developmental Biology 107, no. 1 (January 1985): 198–205. http://dx.doi.org/10.1016/0012-1606(85)90387-2.

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Musekamp, Frank, Georg Spöttl, Mostafa Mehrafza, Jörg-Henrik Heine, and Moritz Heene. "Modeling of Competences for Students of Engineering Mechanics." International Journal of Engineering Pedagogy (iJEP) 4, no. 1 (February 2, 2014): 4. http://dx.doi.org/10.3991/ijep.v4i1.2917.

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Since the implementation of the Bologna process, the quality of engineering study courses should be measured according to what extent academic courses of education facilitate and support the acquisition of engineering competences. So far it is not possible to assess this in a reliable and valid way. The foundation of all competence diagnostics is a model of the competences to be developed as well as the subsequent development and application of test instruments. This article theoretically derives a competence model as the basis for an assessment of learning results in engineering mechanics and places it within the current state of research of empirical educational research. Hypotheses on the competence structure will be derived and, for part of the model, statics, tested on the basis of data from a pilot study.

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