Academic literature on the topic 'Competence knowledge'
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Journal articles on the topic "Competence knowledge"
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Tehseen, Shehnaz, Farhad Uddin Ahmed, Zuhaib Hassan Qureshi, Mohammad Jasim Uddin, and Ramayah T. "Entrepreneurial competencies and SMEs’ growth: the mediating role of network competence." Asia-Pacific Journal of Business Administration 11, no. 1 (2019): 2–29. http://dx.doi.org/10.1108/apjba-05-2018-0084.
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PurposeThe purpose of this paper is twofold. First, to examine the influence of two dimensions of entrepreneurial competencies, namely, strategic competency and ethical competency on the growth of small and medium enterprises (SMEs); and second, to explore the role of network competence as a mediator among these understudied variables.Design/methodology/approachThe data for this study were collected from wholesale and retail-based SMEs in Malaysia through a standard structured questionnaire. PLS–SEM approach was utilised to analyse the data.FindingsAlthough the findings did not reveal a direct effect of strategic and ethical competencies of entrepreneurs on SMEs’ growth, these competences, however, were found to be influential in driving their growth when network competence was used as a mediator.Originality/valueThe existence of a mediation effect between strategic and ethical competencies and SMEs’ growth via network competence has provided insights which add new knowledge to the extant entrepreneurship and SMEs’ performance literature.
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Wibisono, Galih, Bernardus Sentot Wijanarka, and Habanabakize Theophile. "The Link and Match between the Competency of Vocational High Schools Graduates and the Industry on CAD/ CAM and CNC." Jurnal Pendidikan Teknologi dan Kejuruan 26, no. 1 (2020): 26–34. http://dx.doi.org/10.21831/jptk.v26i1.27932.
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This study describes (1) the work process analysis of the production stage in the industry, (2) the required competency and skills of CAD/ CAM and CNC in the industry, (3) the implementation of the basic competency of CAD/ CAM and CNC in vocational high schools, (4) the link and match between the competency of vocational high schools graduates and the industry on CAD/ CAM and CNC. The descriptive-qualitative method was employed by involving 8 people from Mega Andalan Kalasan Ltd (MAK) and 5 people from vocational high schools. The data were collected through observation and interviews which were further analyzed descriptively. The findings indicate (1) the work process analysis map the competencies that must be owned by the workforce including CAD drafter, CAM programmer, and CNC operators in which each workforce involved 4 work process sequences, (2) the competency of CAD/ CAM and CNC described the knowledge and psychomotor activities. In detail, the activity of the CNC machine setting produced knowledge competence and the skills of 36.5% and 26.7% respectively. The operating CNC machine produced the knowledge competence and skills of 25.4% and 23.3% respectively. The 3D drawing and 2D CAD systems produced the knowledge competence and skills of 19% and 23.3% respectively, CAM Programming generated the knowledge competence and skills of 19% and 26.7% respectively, (3) the implementation of basic competencies can be categorized as good, (4) there are two competencies fulfilled the link and match between the vocational high schools' competencies and industry, namely manufacturing drawing competency with CAD as well as mechanical competency with CNC and CAM.
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Kallestrup, Jesper. "Epistemología de virtudes grupal." Análisis. Revista de investigación filosófica 3, no. 2 (2017): 189. http://dx.doi.org/10.26754/ojs_arif/a.rif.201621566.
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Resumen De acuerdo con Sosa (2007; 2009; 2011), el conocimiento es creencia apta, donde una creencia es apta cuando es correcta debido a la destreza (competente). Sosa (2010; 2015) añade a su análisis CAD del conocimiento un análisis RFS de la competencia, en donde una competencia completa combina su recinto, su forma y su situación. Una gran parte del in uyente trabajo de Sosa supone que los agentes epistémicos son individuos que adquieren conocimiento cuando dan con la verdad mediante el ejercicio de sus habilidades individuales, de maneras apropiadas y en situaciones apropiadas. Este artículo explora una extensión del modelo de Sosa al escenario social en el que los grupos constituyen agentes epistémicos adicionales a sus miembros individuales. La a rmación es que es posible adscribir conocimiento a los grupos en virtud de que dan con la verdad mediante el ejercicio de sus competencias en formas apropiadas y situaciones apropiadas. Mientras que el conocimiento en el nivel colectivo podría divergir del conocimiento en el nivel individual, las competencias grupales no son nada adicional a las competencias combinadas de sus miembros. La postura resultante tiene, por lo tanto, implicaciones para el debate sobre la reducción y la sobreveniencia en epistemología colectiva. Palabras Clave: epistemología colectiva, competencia grupal, creencia apta, competencia completa. Abstract According to Sosa (2007; 2009; 2011), knowledge is apt belief, where a belief is apt when accurate because adroit (competent). Sosa (2010; 2015) adds to his triple-A analysis of knowledge, a triple-S analysis of competence, where a complete competence combines its seat, shape and situation. Much of Sosa’s in uential work assumes that epistemic agents are individuals who acquire knowledge when they hit the truth through exercising their own individual skills in appropriate shapes and situations. This paper explores an extension of Sosa’s framework to a social setting in which groups constitute epistemic agents over and above their individual members. The claim is that groups can be ascribed knowledge in virtue of hitting the truth through exercising their competences in appropriate shapes and situations. While knowledge at the collective level may diverge from knowledge at the individual level, the competences of groups are nothing over and above the combined competences of their members. The ensuing view thus has implications for the debate over reduction and supervenience in collective epistemology.Keywords: collective epistemology, group competence, apt belief, complete competence.
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Nechyporuk, Nataliia. "Formation of intercultural competence as a pedagogical problem." ScienceRise: Pedagogical Education, no. 4(43) (July 30, 2021): 36–41. http://dx.doi.org/10.15587/2519-4984.2021.238018.
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As knowledge of English becomes a priority for the development of the Armed Forces of Ukraine, a modern military specialist is faced with a number of requirements, one of which is the formation of professionally oriented intercultural competence. Thus, a cadet, who has a certain conceptual and terminological apparatus in his/her specialization, has the opportunity to test his/her own knowledge and skills, to provide self-analysis of the level of formation of both intercultural and subject competences, as well as to receive an impartial feedback from foreign experts on the readiness for professional activity.
 The article considers the main notions that reveal the conceptual field of intercultural competence. The concepts of "competence", "competency", "culture", "intercultural competence" are defined and their historical-comparative analysis is carried out. It is found, that the professional training of cadets is carried out as a complex pedagogical influence, which has the purpose of developing a number of competences, among which the priority is currently considered to be intercultural competence. The essence of the concept of "competence" and variations of its interpretation by scientists, as well as differentiation with the concept of "competency", are clarified. The role of the humanities in general and the foreign language in particular in the development of professional competences of military specialists is noted.
 The generic function of the competence approach, which combines many traditional approaches, is mentioned. Intercultural competence is presented as a system of interconnected elements that position the personality in interaction with society through communication, which, in turn, is a means of adapting to the cultural values of society and acquiring educational competences to form a qualified graduate of a higher military educational institution.
 The hierarchy of competences is defined, which consists of three levels: general, special and professional, which are represented by integral, general and professional competences, respectively
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McPhillips, Marita, and Magdalena Licznerska. "Open Innovation Competence for a Future-Proof Workforce: A Comparative Study from Four European Universities." Journal of Theoretical and Applied Electronic Commerce Research 16, no. 6 (2021): 2442–57. http://dx.doi.org/10.3390/jtaer16060134.
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Digital transformation is a key driving force of open innovation to capture and transfer knowledge inside and outside of a company’s bounds. New challenges in organizing multiple knowledge flows imply the need for increased competences related to this paradigm of future employees. In this article, we organize and aggregate the competencies required for open innovation collaboration and develop a competence profile that organizes individual competencies in an open innovation context. Based on elements of the European Entrepreneurship Competence Framework, we delineate an OI Competence Profile and list the core competencies to manage and accelerate the inflow and outflow of knowledge. We explore this profile by comparing data from 2332 students from four European universities to find differences in the distribution of OI competencies between countries. The study contributes to understanding the individual competencies that target the future OI needs of companies necessary in the context of digital transformation. It also introduces an interdisciplinary approach to integrate the research streams of management practice, open innovation, and entrepreneurial education.
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Ilahi, Mounira, Lilia Cheniti Belcadhi, and Rafik Braham. "Semantic Models for Competence-Based Assessment." International Journal of Human Capital and Information Technology Professionals 5, no. 3 (2014): 33–46. http://dx.doi.org/10.4018/ijhcitp.2014070103.
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Recognizing the inadequacy of current traditional knowledge-based assessment systems in Higher Education to achieve performance visibility, it is needed to rethink how to design new assessment approaches that can respond to the corporate requirements of the 21st century and reflect the learners' competences. This paper considers the Competence-Based Assessment. It explores the importance of competency and competence modeling conceptual understanding. The research reviews the benchmark literature on the concepts, models and approaches of competence and competency and explores the confusions surrounding the pair of concepts; thus enabling to build the competence-based assessment approach within e-learning environments in an effective and efficient way. The proposed approach is characterized by the convergence of lifelong, formal, non formal and informal competence-based learning activities.
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Syahrial, Syahrial, Asrial Asrial, Dwi Agus Kurniawan, et al. "The impact of etnocontructivism in social affairs on pedagogic competencies." International Journal of Evaluation and Research in Education (IJERE) 8, no. 3 (2019): 409. http://dx.doi.org/10.11591/ijere.v8i3.20242.
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<span>Teacher Competency Test is a test of mastery of professional and pedagogic competencies in the cognitive domain as a basis for establishing continuous professional development activities and part of teacher assessment. The test is a source and as a material for mapping the competencies that a teacher has regarding professional and pedagogical competence in an area. The low competence of the pedagogical field shows that teachers are not professional. Therefore the teacher will find it difficult to be able to provide a good pursuit of students. One way to improve the competence of teachers in pedagogic fields is by increasing teacher understanding and knowledge of local wisdom in learning. The essence of local and national cultural values in the education curriculum is now a bustling thing to be talked about by the people of Indonesia. Social ethnoconstructivism is able to be a solution amid the current developments and cultural shifts. This study wants to see how high the impact of ethnoconstuctivistic knowledge on teacher pedagogical competencies. In addition, age and gender are also separate discussions to see their influence on pedagogical competence. This research uses descriptive qualitative research. Samples in this study were elementary school teachers in three districts/cities in Jambi Province. The results show that teachers' ethnoconstructivism knowledge has an influence on the teacher's <br /> pedagogical competence. The age of a teacher also has an impact on <br /> pedagogical competence, but gender does not affect the teacher's <br /> pedagogical competency.</span>
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Fariska, Aria, and Fahmi Syahbudin. "PENGARUH KOMPETENSI AGEN ASURANSI TERHADAP LOYALITAS NASABAH PADA PERUSAHAAN ASURANSI JIWA BERSAMA BUMIPUTERA 1912 KANTOR CABANG SYARIAH PALMERAH." JURNAL EKONOMI DAN PERBANKAN SYARIAH 3, no. 1 (2020): 21–36. http://dx.doi.org/10.46899/jeps.v3i1.152.
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ABSTRAK: Penelitian ini bertujuan untuk mengetahui pengaruh Kompetensi Agen Asuransi syariah, yaitu kompetensi pengetahuan, kompetensi skill, dan perilaku agen terhadap loyalitas nasabah asuransi AJB Bumiputera 1912 syariah cabang palmerah. Penelitian ini adalah penelitian kuantitatif. Data yang akan digunakan adalah data primer dengan kuesioner. metode yang digunakan adalah metode SEM (structural equation model). Hasil tes menunjukan bahwa pengetahuan secara parsial mempunyai pengaruh negative yang tidak signifikan. Sedangkan skill memiliki hubungan positif dan signifikan mempengaruhi loyalitas nasabah. Hal ini sejalan dengan perilaku agen yang juga signifikan mempengaruhi loyalitas. Secara bersamaan ketiga variable ini secara signifikan mempengaruhi loyalitas nasabah.Kata kunci: Kompetensi Pengetahuan, kompetensi Skill, kompetensi Perilaku, loyalitas nasabah dan SEM.ABSTRACT: This research aims to know the influence of the Insurance Agent's competence consists of knowledge of the agen and the Agent's skills towards the customer loyality on AJB Bumiputera 1912 Palmerah sharia branch office. Type of this research is quantitative research . Methods and techniques of data analysis in this study using Structural Equation. Based on the test, Partially substantiated knowledge competency that influence negative and not significant on customer loyalty, while competency with respect to the skills is significant and positive impact on customer loyalty, also competency of behaviour has positive relation but not significant to customer loyality. Simultaneously proved that these three independent variables (knowledge competencies, skills competence and behavior competence) have an influence positively and significantly to the dependent variables (customer loyalty.Keywords: Knowledge Competence, Skill Competence, Behavior Competence, Customer Loyalty, SEM
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Khmel, Violetta. "DEVELOPMENT OF THE PROFESSIONAL COMPETENCE OF SPECIALISTS IN THE CONTEXT OF PROVIDING QUALITY TRAINING FOR THE REAL ECONOMY." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 2, no. 3 (2010): 29–38. http://dx.doi.org/10.48127/spvk-epmq/10.2.29b.
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The Republic of Belarus in series implements an elaborate model of socially oriented market economy. The analysis of the educational level of the Belarusian population revealed that the high rate of state development is provided by specialists with specialized secondary education. The analysis of teaching situation in specialized secondary schools in respect to accountants’ training allowed to discover contradictions in the formulated aims and planned results of vocational education. Although the Republic of Belarus has not joined the Bologna process yet, it does not reject the key approaches of European education used to ensure the organizational and pedagogical conditions of the teaching process. The competency-based approach to choosing of the contents of teaching is not only widely researched, but is being introduced into the educational standards of different specialties. But the system of competences of a graduate proving its competence remains sometimes ill-conceived. The system analysis of concepts of the competency-based approach in Pedagogics and Management let us formulate the essence of competences of a specialist working in the real economy. In this research the professional competence is determined as willingness and ability of specialists to implement their knowledge, skills and experience in the real conditions of professional activity. The peculiarities of forming of professional competence are reflected by the example of accountants’ training. In the context outlined above professional competence of an accountant can be defined as an integrative personality characteristic of a specialist formed on the basis of and in the process of learning theory as well as getting expertise in economics, finance and accounting, acquiring professional skills and experience. It reflects the readiness of a specialist to solve professional problems in the dynamics of their development. The analysis of the peculiarities of accountants’ work that are important in terms of innovative development of economy and the synthesis of theoretical approaches to the concept of professional competence allowed us to substantiate and formulate the methodology of determining the professional component of specialists’ competence. The essence of the methodology lies in the fact that during the development of the model of professional component of a specialist’s competence consisting of a system of competences, the following conditions should be taken into account: • Competencies pertaining to knowledge and skills which pass down from generation to generation, the ability to use them in professional activities as well as professional consciousness. These competences are generalized and systematized in the educational standard of the specialty; • Competencies that define the essence of the process and the results of professional activities described by Human Resource Management and dependant on the current state and development of the society. The proposed algorithm was tested among the students of the specialty 2-25 01 35 Accounting, analysis and control at the level of specialized secondary education in the Republic of Belarus. Key words: professional competence, specialized secondary education, professional activities, competency-based approach.
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., Hasnawati. "KOMPETENSI GURU DALAM PERSFEKTIF PERUNDANG - UNDANGAN." Inspiratif Pendidikan 9, no. 1 (2020): 68. http://dx.doi.org/10.24252/ip.v9i1.14125.
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Teacher competence is the ability of a teacher to do duties responsibly and properly. Competence is the ability and authority of teachers to carry out their teaching profession. Teacher competence is also the skill or ability possessed by teachers regulated in Law Number 14 in 2005 concerning Teachers and Lecturers, Ministry of Education Number 16 in 2007, and Government Regulation Number 74 in 2008. Teacher competency standards is a set of knowledge, skills and behaviors that must be possessed, comprehended, mastered, and actualized by the teacher to fulfill their professional duty. Teacher competences as referred to article (1) PP 74/2008 include pedagogical, personal, social, and professional competences obtained through professional education. These four teacher competences are holistic which means whole integrated and interrelated. Specifically for PAI (Islamic education) teachers, based on regulation of Religion Ministry Number 16 in 2010 Article 16, there is an additional competency namely leadership.
Dissertations / Theses on the topic "Competence knowledge"
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Turner-Bisset, Rosemary Anne. "Subject matter knowledge and teaching competence." Thesis, University of Exeter, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337754.
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Recent research literature on learning to teach has several important strands: the role of subject matter; the extent to which pedagogical knowledge and procedural routines are significant; concepts of learning and teaching; and the role of reflection in learning to teach. The present study adds both to the debate on the links between subject knowledge and pedagogy, and to the case law on learning to teach. A two-year longitudinal comparative case study was carried out on four postgraduate student-teachers. Data sets included: biographical data; details of course content and structure; diaries kept by the students on courses and teaching experiences; tests at entry to the course and exit on subject knowledge in maths, science, music and English; tests on iesson planning (pedagogical content knowledge); questionnaires on beliefs about teaching; lesson observation transcripts and notes on the two teaching practices; prelesson planning questionnaires; post-lesson interviews and general interviews with students and staff; and similar lesson observation and interview data for the first year of teaching. The student-teachers were selected on the basis of a number of criteria, including specialism within the course of maths, music or science; performance in subject knowledge tests; participation in the follow-up study during the first year of teaching; the quantity and quality of diary evidence foreach student; and the initial assessment of lesson quality made by the trained observers. A major part of the research involved the analysis of discourse in lessons for evidence of subject matter knowledge and teaching competences. This part of the analysis was underpinned by theoretical models of teacher knowledge and teaching competence. From these detailed analyses a fine-grained evaluation was made of a sample of each student-teacher's lessons. The case studies were written so as to present data chronologically and from a number of different viewpoints.The analysis of the various data sets and comparison of the sample students has revealed patterns about the relationship of subject knowledge and teaching performance. These have implications for teacher education, especially for the relationship between university-based training and schoolbased work.
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Johnsson, Matilda. "Knowledge sharing in a competence intensive company." Thesis, Uppsala universitet, Avdelningen för datalogi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-256566.
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The overall purpose of this study is to investigate a competence intensive company, evaluating their knowledge sharing. By identifying barriers and in what way IT can have a positive impact on the knowledge sharing, the study investigates how knowledge can be shared more efficiently within the company. A thorough case study was conducted and furthermore analysed with respect to a model proposed by the author. The model consist of three dimensions of knowledge creation, the “how, where and what”, together with identified barriers: individual, organisational and technological. Some of the identified barriers are lack of time, insufficient captures and evaluations of past mistakes, lack of supporting organisational structure, rewards and recognition. IT is vital for the everyday work and with improved tools time can be set free. To share knowledge more efficiently the management should mediate the value of knowledge sharing as well as implement knowledge sharing initiatives. There should also be expressed rewards for sharing knowledge motivating the employees to take their time and share knowledge. Another approach, focusing on the employees’ socialisation rather than documentation, should be advocated and more time needs to be set free. Upgrading the IT tools and harvesting lessons learnt from project could accordingly enable a more effective knowledge sharing for the company.
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Jayawickrama, Uchitha. "Knowledge management competence for ERP implementation success." Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3498.
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The global business environment has changed dramatically in recent years, as competition in complex knowledge-based economies has increased. Enterprise Resource Planning (ERP) systems have been viewed as a way to manage increased business complexity, leading to the rapid adoption and implementation of such systems, as ERP can support enterprises to improve their competitiveness. Knowledge management (KM) is crucial for ERP systems implementation, however a highly demanding task. Therefore, the primary concern of this research is to examine the effectiveness of knowledge management activities that would contribute to achieve ERP implementation success. This study adopted mixed methods approach by combining semi-structured interviews and a questionnaire to collect empirical data from ERP professionals in both manufacturing and service sector organisations. In the qualitative phase, it develops the “framework of integrative knowledge” based on empirical evidence, that can improve KM competence for ERP implementation success. Data analysis has been undertaken using a combination of thematic analysis and comparative analysis with respect to 14 ERP implementations in the UK. The framework integrates multiple perspectives in terms of knowledge components to enhance KM competence, including knowledge types, knowledge layers, KM lifecycle and knowledge determinants. It discovered 19 knowledge determinants to drive knowledge management activities during ERP projects, which is another vital contribution to the existing knowledge. Furthermore, the study develops the “knowledge network model” for ERP implementations in order to facilitate the knowledge flows between various stakeholders involved in ERP implementations, which can help to understand the interactions between the knowledge components. Moreover, sub-knowledge types (knowledge elements) under each knowledge type were discovered through empirical evidence. The quantitative phase was adopted to extend the findings of the qualitative phase. The knowledge types and knowledge elements were prioritised using Analytic Hierarchy Process (AHP) method through an online AHP based questionnaire with 77 responses from ERP professionals involved in UK ERP implementations. Furthermore, knowledge prioritisation demonstrates how effectively the framework of integrative knowledge can be used during ERP implementations with the help of prioritised knowledge. In total 4 knowledge types and 21 knowledge elements were ranked based on their contribution to achieve ERP success; four variables of information quality, systems quality, individual impact and organisational impact were used to measure ERP success. This study has number of theoretical contributions including framework of integrative knowledge, knowledge network model for ERP implementations and ERP knowledge prioritisation. Moreover, the framework of integrative knowledge can provide ERP practitioners with useful guidance on what the key knowledge determinants are and how the relationships between knowledge components should be best managed to achieve ERP implementation success in business reality.
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Larsson, Nicklas, and Emmanuel Ekedozie. "Fostering Knowledge sharing through HRM practicesin Competence Call Center." Thesis, Högskolan Dalarna, Institutionen för kultur och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-37574.
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It is no longer news that organizations are now highly dependent on knowledge assets as a primary source of competitive advantage. It is for this reason that knowledge is considered as powerful because it one aspect that guarantees sustainable source of success of any organization. This thesis survey the postulation of knowledge codification and non-codification in the knowledge management perspective in a chosen company. The study of knowledge management perceives codification and noncodification as knowledge that can be retained, reused, shared and management. However, the existing studies pay little or no attention as to how both codificationand non-codification can be adopted at same time in an organization as a process to better improve value. In these regards, the research poses to examine, how both concepts can be used by human resource managers to foster knowledge within the organization. The research was carried out by examining several departments with special interest on the Human Resource Section of a consulting and service providing company (Competence Call Center) situated in Barcelona, Spain. It is important to note that this company has several branches and as such have a central repository where knowledge is stored for use and reuse by all workers. The study was actioned using a qualitative approach where interviews were made to the participants. Being a consulting and service providing company, the study focused on finding how codification of knowledge and human resource management practices which is linked to non-codified knowledge can be used to foster the sharing of knowledge in the organization and also, to know how the company codifies knowledge in such a way that it is not lost and can be reused by workers. The study finds that CCC being a company that check contents on social media platforms, such as Facebook, has a central repository were knowledge is stored, and a major finding is that such knowledge is stored in different languages which can be accessible to employees. Even though we examine the Barcelona branch of this company, it was discovered that all branches have similar working culture (cultural-fit) entailing that during recruitment decisions, that some sort of cultural training especially in information technology (IT) is carried out by the Human resource management department. These findings indicates that the knowledge domain of this company is of a codified nature and can be easily accessed but in addition CCC also ensures that noncodified knowledge is shared between workers through HRM practices. In the analysis, focus is on how codified and non-codified knowledge is shared inside the company. By this statement, we pose to say that the knowledge sharing is more than just codifying information or sharing non-codified knowledge, in contrast knowledge sharing is to create, to share, to retain and to reuse knowledge between individuals, individuals sometimes find difficult the process of knowledge sharing. Hence, in the adoption of codified and non-codified knowledge within the organization, the combination of working culture and other structured strategies or standardized professional roles for individual development, can pave way for the employee transparency and aid in improving individual domain knowledge.
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Brown, Marie Rossmann. "Teachers' knowledge and perception of cultural competence : a qualitative analysis /." Saarbrücken : VDM Verl. Dr. Müller, 2008. http://catalogue.bnf.fr/ark:/12148/cb414232647.
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Wilstrand, Karin. "STILL HERE : RECLAIMING TRADITIONAL SAMI KNOWLEDGE THROUGH A COMPETENCE CENTRE." Thesis, Umeå universitet, Arkitekthögskolan vid Umeå universitet, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-148423.
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A couple of years ago, I received a Sami drinking vessel called “goksie” (in umesamiska) from my dad. The fact that it was my grandmother’s who had crafted it some time around the 70’s was news to me. The goksie has been closely investigated as a part of this thesis and a way for me to reconnect with the Sami culture. The more I learned during this investigation the more I considered to follow my grandmother’s footsteps exploring and crafting my own goksie and reclaiming knowledge through the process of making. Through this journey, questions about architecture and cultural identity evolved.Due to the degrading views of Sami culture that many generations have experienced in the history, a lot of Sami cut ties with their background. The colonization of Sápmi have contributed to the loss of Sami culture in different ways. Except from appropriating the land that the Sami used, the Swedish state split the Sami people by deciding who was the “real” and “authentic” Sami and who wasn’t. The Sami was considered racially inferior predestined only for reindeer herding. It becomes clear that the colonization affected generations like my grandmother when realizing that the consequences can be traced all the way to myself not having the knowledge to create my own goksie or the cultural heritage of speaking Sami. Being Sami today can therefore, from my perspective, relate to a feeling of loss and a fragmented identity. Except reconnecting with my own Sami heritage, the making of the goksie has become a method for collaborative work creating relationships with newly discovered relatives and people from the Sami community. Interviews with Sami and non-Sami operators working on different national levels and with different issues has also been an important method to gather information. The methodologies are based on the strategy of “digging were I stand” - a way to learn more about my own history and through that knowledge reveal stories and voices of others, adapt to the needs and aspiration of the community, break free from stereotypes and simplified images about the cultural community and to always be critical are some of the guidelines that have constituted the Preface7role of the architect within this project. It is difficult to find a wider discussion about Sami typology and architecture on the Swedish side of Sápmi, concerning both traditional and contemporary structures. The colonization has left marks even within contemporary architecture designed by non-Sami were the stereotype and romantic image of the culture becomes dominant. Is it enough to symbolize the Sami culture with simple forms and expressions or are there other values that enrich not only the Sami community but also the view of architecture? In order to give something back to the Sami community this thesis explores how to create a space were knowledge can be reclaimed and passed on, proposing a building located in Malå in the county of Västerbotten. The aim is to combine traditional Sami building techniques with modern and contemporary solutions as well as to reflect on the typology of the South Sami kåta, the nomadic lifestyle and trying to understand the full complexity of Sami building traditions. In a wider context, the Sami Competence centre aims to ensure that the integrity of traditional Sami knowledge is maintained for generations to come.
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Yu, Hao. "A knowledge based system for construction health and safety competence assessment." Thesis, University of Wolverhampton, 2009. http://hdl.handle.net/2436/88533.
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Organisational and individual Health and Safety (H&S) competence is an essential element to the successful completion of a construction project in a safe way and without hazards to the health of all workforce. Under the Construction (Design and Management) (CDM) Regulations 2007, the client should take reasonable steps to ensure that the appointed duty-holders and engaged people are H&S competent to design, build or co-ordinate the project. Although the CDM Regulations 2007 and its Approved Code of Practice (ACoP) have established ‘Core Criteria’ to guide the client to assess duty-holders’ H&S competence in the outset of a project, it is still difficult for most inexperienced clients to discharge the duty of making the key decisions in H&S competence assessment. In order to help the client implement H&S competence assessment, it is important to develop a tool that can effectively and efficiently support the client to make reasonable decisions in the selection of H&S competent duty-holders. According to the findings of the case study of existing formal H&S competence assessment schemes undertaken as part of this work, H&S competence assessment was characterised as a subjective, qualitative and non-linear regulation-compliance checking process. In addition, the case study helped identify the latent shortcomings in the ‘Core Critiera’ and the operational drawbacks in current practice of implementing H&S competence assessment. Based on a review of Information Technology (I.T.) and Artificial Intelligence (A.I.) applications in construction, Knowledge-Based System (KBS) is identified as being a suitable tool to support decision-making in H&S competence assessment, mainly due to its appropriateness to solve regulation-compliance checking problems and support subjective and qualitative decision-making process. Following a decision-making framework for H&S competence assessment, a KBS decision-support model was developed, applying three mechanisms to support the reasonable decision-making for H&S competence assessment. In order to develop an appropriate and practical KBS for H&S competence assessment, a textual knowledge base was developed, specifying the minimum satisfaction standards and a rating indicator system for ‘Core Criteria’. As a result, an online KBS was developed using Java Server Pages (JSP) technology and MySQL. The online KBS applied the textual knowledge base to support the screen, rating, ranking and reporting decision-supporting mechanisms. Simultaneously, the case inquiry and expert inquiry facilities were also included in the KBS for effective decision-making. Finally, construction experts and practitioners in H&S management evaluated the validity and usability of the KBS through a questionnaire survey. The prototype KBS was borne out to be an effective and efficient decision-support tool for H&S competence assessment and have the potential to be applied in practice.
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Gronow, Stuart. "Explicit appraisals, valuation knowledge and professional competence : for what it's worth." Thesis, University of South Wales, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341943.
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Mikkola, T. (Tuuli). "Creating customer knowledge competence through the development of key account management." Master's thesis, University of Oulu, 2013. http://urn.fi/URN:NBN:fi:oulu-201305201277.
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This study takes intraorganizational perspective to key account management (KAM) and combines the matter with customer knowledge processing. The aim of the study is to create a framework that enables the creation of customer knowledge competence by developing key account management system so that it facilitates internal coordination and enhances customer knowledge processing. The framework of this study is based on an extensive theoretic review on key account management and customer knowledge management. The combination of these topics creates scientific findings of this study. The framework created in this study is reflected to practice through a case company that needs re-organization of its key account management processes.
This study utilizes subjectivist approach to the matter and uses constructivist research methods. Besides accumulating theoretical knowledge this study aims also in developing through theory the KAM processes of the case company. Thus it relates also closely to action research, where the researcher takes also a role as a consultant besides the role of a researcher. The empiric evidence is reflected to the theoretical framework. However as studies concerning this matter are limited the aim is through qualitative methods to produce new knowledge and not to test existing theory.
Empirically this study is based on an exploratory case study that has some features of descriptive study also. The empiric research confirms the theoretical framework from most parts. Results of this thesis suggest that key account management system can be utilized as a coordination mechanism in order to create customer knowledge competence. However compared to previous studies the results of this study accentuate esprit de corps i.e. organizations capacity to work toward mutual goals as an antecedent of other key account management processes and reinforces the role of formalization of the key account management approach as an prerequisite for efficient customer knowledge processing.
Based on the finding of this study, future studies could concentrate on determining the level of formalization needed for succeeding in the creation of customer knowledge competence. It also suggests that the role of esprit de corps is more important. Thus the development of this would also be valuable in the future.
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Pettersson, Martin. "Competence management in Swedish companies : Design & Implementation." Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-142639.
Full textBooks on the topic "Competence knowledge"
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Zumbach, Jörg, Neil Schwartz, Tina Seufert, and Liesbeth Kester, eds. Beyond Knowledge: The Legacy of Competence. Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8827-8.
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Lindgren, Rikard. Competence systems. Viktoria Institute and Dept. of Informatics, Göteborg University, 2002.
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An intelligent organization: Integrating performance, competence and knowledge management. Capstone, 2002.
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The limits of competence: Knowledge, higher education, and society. Society for Research into Higher Education & Open University Press, 1994.
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1939-, Walker C. Eugene, ed. Your practicum in psychology: A guide for maximizing knowledge and competence. American Psychological Association, 2005.
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Giacomo, Elias, ed. Elogio dell'incompetenza: Riflessioni a quattro mani. Rubbettino, 2010.
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Matthews, Janet R., and C. Eugene Walker, eds. Your practicum in psychology: A guide for maximizing knowledge and competence (2nd ed.). American Psychological Association, 2015. http://dx.doi.org/10.1037/14672-000.
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Kesti, Marko. The tacit signal method in human competence based organization performance development. LUP, Lapland University Press, 2012., 2012.
Find full textBook chapters on the topic "Competence knowledge"
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Johnson, Kent, and Ernie Lepore. "Knowledge and Semantic Competence." In Handbook of Epistemology. Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-1986-9_20.
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Hessami, A. G., and M. Moore. "Manage Competence Not Knowledge." In Integrated Systems, Design and Technology 2010. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-17384-4_19.
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Zumbach, Joerg, Neil Schwartz, Tina Seufert, and Liesbeth Kester. "Beyond knowledge." In Beyond Knowledge: The Legacy of Competence. Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8827-8_1.
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Vorbeck, Jens, and Ina Finke. "Motivation and Competence for Knowledge Management." In Knowledge Management. Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/978-3-662-04466-7_3.
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Sellman, Derek. "Reclaiming Competence For Professional Phronesis." In Phronesis as Professional Knowledge. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-731-8_9.
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Wheelahan, Leesa. "Knowledge, Competence, and Vocational Education." In The Wiley Handbook of Vocational Education and Training. John Wiley & Sons, Inc., 2019. http://dx.doi.org/10.1002/9781119098713.ch6.
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Collins, Harry. "Cultural Competence and Scientific Knowledge." In Exploring Expertise. Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1007/978-1-349-13693-3_6.
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Coliva, Annalisa. "Practical Knowledge and Linguistic Competence." In Eva Picardi on Language, Analysis and History. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95777-7_16.
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Hilsen, Anne Inga, and Dorothy Sutherland Olsen. "Competence and Knowledge at Work." In The Importance and Value of Older Employees. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2861-0_2.
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AbstractThe theme of this book is long career competence in the workplace and competence of course includes a range of skills, ability and knowledge, which makes it possible for the individual to function and contribute in the workplace. What is considered appropriate competence will vary in different organisations and be dependent on the work, profession or tasks an employee is expected to carry out. The close link between competence and work means that it is not enough to simply know something; one must know how to carry out a task. There are many theories of knowledge and how competence is developed and used; here we focus on how competence and work-related knowledge have been conceptualised and how they have been used in relation to older employees. We include organisational knowledge, situated knowledge, professional knowledge and expertise and discuss how these concepts might be useful in understanding late career competence and older employees.
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Heller, Jürgen, Thomas Augustin, Cord Hockemeyer, Luca Stefanutti, and Dietrich Albert. "Recent Developments in Competence-based Knowledge Space Theory." In Knowledge Spaces. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35329-1_12.
Full textConference papers on the topic "Competence knowledge"
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Collins, Karen, Michelle Unger, and Amanda Dainis. "How Do I Ensure “Staff Competency” in My Pipeline Safety Management System?" In 2020 13th International Pipeline Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/ipc2020-9374.
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Abstract Standards and regulations are clear: all staff who work on pipelines need to be both “competent” and “qualified.” Standards such as API 1173 are clear about competence within a safety management system: “The pipeline operator shall ensure that personnel whose responsibilities fall within the scope of the PSMS [Pipeline Safety Management System] have an appropriate level of competence in terms of education, training, knowledge, and experience.” The burden of defining and specifying competence falls on pipeline operators, but they have little guidance regarding the required skills, knowledge and levels of competency. Additionally, we are all biased — different operators will have different ideas and emphases on competencies, which will affect their decision-making. The only way to avoid these cognitive biases is to use consensus standards supported by rigorous surveys that capture the required competencies. This paper explores some of the more common biases that can affect decisions and presents the results of a controlled, independent, survey aimed at both specifying and quantifying the necessary competencies needed by a specific engineer working within a PSMS: a pipeline integrity engineer. The paper identifies and ranks these necessary competences. The survey was completed by 100 pipeline integrity engineers from 25 different countries. Its specific objective was to investigate the key skills and knowledge requirements needed in a junior engineering position (i.e., a pipeline engineer with less than three years of relevant experience) working under supervision to be ‘competent’. It listed eight core competencies (identified by subject matter experts) considered essential for a pipeline integrity engineer. Each of these core competencies contained a set of skills. Respondents were first asked to rank the eight core competences, and then rank the skills within the competency. An analysis of the data provides insights into how 100 pipeline integrity engineers view the key skills required to be “competent.” The results of the survey can assist pipeline companies in setting objective competency requirements for their engineering personnel, developing learning programs to address any gaps, and improve the overall safety of their pipeline system.
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Unger, Michelle, and Phil Hopkins. "Competency Standards for the Pipeline Industry." In 2018 12th International Pipeline Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/ipc2018-78477.
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Pipeline standards and regulations explicitly require personnel to be both competent and qualified to work on pipelines, but they neither define competent or qualified, nor provide methods or processes to demonstrate competence and qualifications. This paper defines competence and qualification and introduces and describes “competency standards.” These standards are used to assess the competence of an individual and are an integral part of the process to qualify individuals as being competent. Individuals are proven to be qualified in a competency if they are successfully assessed against these standards. The paper recommends the contents of a competency standard: the standard should clearly state its purpose and outcomes, and detail the knowledge, training, mentoring, and experience requirements, as well as an assessment method. Examples of these standards are presented, showing how competency standards provide a common definition of a competence and showing how competencies can be assessed against these standards. A case study of an assessment of an individual is also detailed. The choice between a prescriptive and a performance-based competency standard is discussed, and it is shown that the choice is affected by the level of the competence, the complexity of the competence, the homogeneity of the industry, and the government regulator’s resources and capabilities to police the standard. The paper explains that qualifications must be “portable”: as individuals move jobs, the qualifications they obtain need to be recognized by all companies. Portability is achieved by having the qualification “certified”. This certification is conducted by an independent body, which certifies that the processes followed (including any assessments) meet the requirements of the competency standard, and that the assessment and the award of the qualification have been audited and verified. Hence, a qualification is a two-step process: award and certification.
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Gamito, Rakel, Pilar Aristizabal, and María Teresa Vizcarra. "Pre-school Education Degree students´ prior knowledge and perception of digital competence." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8218.
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Currently Information and Communication Technologies (ICTs) are necessary for everyday life. That is why digital competence is one of the eight key competences for lifelong learning established by the European Parliament in 2006. In this regard, DigComp is the European framework of digital competence and includes five areas and twenty-one digital subcompentes: Information and data literacy, Communication and collaboration, Digital content creation, Safety and Problem solving. Knowing Pre-School Education Degree students´ prior knowledge and perceptions of digital competence is important to strengthen future teachers´digital skills. This work has examined and explored Pre-School Education Degree students´ digital competence level. Results have provided concepts and ideas to guide the work to strengthen future teachers´ digital skills and to guarantee digitally competent teachers. Pre-School Education Degree students´ have good skills in Information and data literacy and Communication and collaboration areas but need training in skills related to Digital content creation, Security and Problem solving.
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Unger, Michelle, and Phil Hopkins. "Training and Education: The Great Competence Divide..." In 2016 11th International Pipeline Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/ipc2016-64500.
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All industries need ‘competent’ staff, and pipeline standards and regulations expect all staff in the pipeline industry to be competent. This is emphasized by a North American pipeline regulator stating in its report on a failure: ...the management of training and competency is particularly critical for an organization [operating pipelines]’. Competence is a mix of skills, knowledge, and experience, and is obtained from training, mentoring, and experience. Consequently, industry knows how to develop competencies, but how can companies prove their staff are competent? Staff can attend the many training courses on offer, but how can the industry know these courses are the required quality, and that staff have acquired and absorbed the necessary skills/training? This evidence and demonstration are major problems in the pipeline industry, and need urgent solutions. Fortunately, the industry can learn from academia, who have been providing demonstrable skills for centuries. Most current industry training courses are presented by good trainers, using good materials, through good training providers. Unfortunately, most of these courses/trainers/organisers are not accredited by any reputable organisation, the materials are not quality assured, the necessary competence levels are neither specified nor defined, and there is no assessment to demonstrate understanding. This learning process may be good and delivered in good faith, but it is disorganised, unregulated, with no control or benchmarking, and no assessment. This leads to a lack of credibility. Academia has a well-established, but relatively simple system to ensure its learning process is credible. It has: courses that are assessed to a specified learning level, with clear objectives, outcomes, and qualification requirements; materials that are independently quality assured; lecturers that are qualified to teach; and, an assessment, qualification, and certification process that demonstrates the student has acquired all the stated skills. This leads to credibility. This paper assesses current training in the pipeline industry, and highlights the good points and bad points, and the deficiencies in the learning process, that prevent demonstrable competencies. It then describes how academia has a rigorous learning process that allows this demonstration. The paper ends with a ‘way forward’ for the pipeline industry, in its goal of demonstrating competency in its workforce.
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VINTERE, Anna. "MATHEMATICAL COMPETENCES AND COMPETENCE-BASED MATHEMATICS LEARNING FOR SUSTAINABLE DEVELOPMENT." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.152.
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This paper is the result of scientific analysis and assessment of scientific literature and a number of information sources taking into consideration the authors’ reflection experience and observations in connection with the mathematics role in sustainable development which may be characterized by a number of factors, including, mathematical competence compliance with competencies for sustainable development as well as coherence between mathematical competence and capacity which should have new professional. The methodology of the research is based on Danish KOM (Competencies and the Learning of Mathematics) project which set up eight mathematical competences: abilities to ask and answer questions in and with mathematics and he ability to deal with and manage mathematical language and tools. Students from Latvia University of Agriculture and Riga Technical University were asked to evaluate (using self-evaluation method) their mathematical competence by writing in the questionnaire numbers from 0 to 3, where 0 - I have not mastered this skill, but 3 - I can apply mathematical knowledge in different situations of life, I can formulate a mathematical problem, solve it. The survey results are analysed by respondents mathematics learning experience as well as needs for mathematics knowledge and skills in modern labour market conditions as well as in accordance with factor for social capital building.
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Ashimkhanova, Gulbanu S., and Akbota N. Autaeva. "About the professional competence of special education teachers." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-370-376.
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In this article, the authors consider the main conditions and ways to improve the quality of professional competence of teachers of special education. The main conditions for successful professional competence are the improvement of psychological and pedagogical and special knowledge about the competent interaction of a teacher and a child with special educational needs, the organization of the educational process aimed at developing the professional competence of teachers in teaching and raising children with special educational needs.
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Horva´th, Imre. "Design Competence Development in an Academic Virtual Enterprise." In ASME 2006 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2006. http://dx.doi.org/10.1115/detc2006-99162.
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Development of competence has been one of the major issues and goals of modern academic design and engineering education. Nevertheless, our literature study revealed that we are still far from a common interpretation of design competence. There are different views on it which we called reductionist and holistic. In the reductionist view, design competence is considered to be not else than a set of low level competencies such as drawing skills, spatial vision, specialized knowledge, intuitiveness and creativity, verbal communication, and technical writing, which have been typically addressed disjointedly. In the holistic view, design competence is a synergetic construct of some generic capacities. We followed this latter view in our work. We studied the implementation opportunities and manifestation of holistic design competence at the development and conduct of our recent European Global Product Realization course. Based on our past experiences and the information from the literature, we assumed that holistic design competence is a construct of five generic capacities: capabilities, attitude, knowledge, skills, and experiences, and can be efficiently developed by concurrently focusing on each of these, respectively. The professional content and didactic approach of the course were designed accordingly. An academic virtual enterprise was formed with the involvement of an industrial company and universities of five countries. The course included two instructional streams, which have been called professional navigation and industrial project. This paper presents our interpretation of holistic design competence, the didactic aspects of developing the underpinning generic capacities, and their manifestation in the European Global Product Realization course. A qualitative research has been completed with the involvement of 46 students to make out how our approach contributed to the development of the elementary design competencies. The conclusion has been that our approach equally well supports the development of both the holistic design competence and the elementary design competencies that are needed by product designers to be able to successfully operate in geographically dispersed virtual enterprises. The students’ opinion has been that the course was challenging but rewarding from the point of view of their future carrier as product designers.
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Yonglei, Sun, and Dang Xinghua. "Strategic orientation, knowledge competence and innovation performance." In 2013 6th International Conference on Information Management, Innovation Management and Industrial Engineering (ICIII). IEEE, 2013. http://dx.doi.org/10.1109/iciii.2013.6703610.
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Xu, Fangqiu. "Knowledge Competence Appraisal of Old Northeast Industrial." In 2011 International Conference on Management and Service Science (MASS 2011). IEEE, 2011. http://dx.doi.org/10.1109/icmss.2011.5999217.
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Cherkashina, Tatiana Tihonovna. "Multicultural Competence As Indicator Of Communicative Leadership." In International Scientific Congress «KNOWLEDGE, MAN AND CIVILIZATION». European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.05.360.
Full textReports on the topic "Competence knowledge"
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Ilosvay, Kimberly. A Qualitative Study of Language Beliefs and Linguistic Knowledge in Preservice Teachers Using the Intercultural Communicative Competence Framework. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.233.
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Sánchez-Sánchez, C., and J. Fernández-Cavia. The perception of professionals and academics regarding the knowledge and competencies required by today’s advertising industry. Revista Latina de Comunicación Social, 2018. http://dx.doi.org/10.4185/rlcs-2018-1254en.
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Shaw, Kenneth A. Forging the Future: Establishing Core Competencies and the Skills, Knowledge and Abilities of Navy Junior Medical Service Corps Officers. Defense Technical Information Center, 2008. http://dx.doi.org/10.21236/ada493957.
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Palacios, Cindi L. Forge into the Future: Identifying Core Competencies and Important Skills, Knowledge, and Abilities (SKAs) for Junior Navy Medical Service Corps Officers. Defense Technical Information Center, 2008. http://dx.doi.org/10.21236/ada493952.
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Bolton, Laura. Climate and Environment Learning Resource Guide. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.060.
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This guide is designed to provide information about online resources and materials that can be used to develop or refresh knowledge relevant to FCDO’s climate and environment technical competencies. It is not an exhaustive list and further resources may be added. The guide briefly explains what each resource is, what it covers, and an estimate of how long it takes to read/complete (where information is available). The courses and resources are mostly aimed at people with a general level of knowledge about climate and the environment. Particularly useful resources have been highlighted with *Key Report* at the top of the tables in sections 3, 4, and 5.
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Sanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso, and J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.
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The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. The methodology will be conceived to develop experiential knowledge, involving academics, entrepreneurship experts, and mentors in its development and implementation. Besides, the exchange of experience, competences, and approaches facilitated by social networking will pave the way to crowdsourcing new ideas, improving training methodologies, and stimulating academics’ entrepreneurial skills.
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Petersen, Rodney, Danielle Santos, Matthew C. Smith, Karen A. Wetzel, and Greg Witte. Workforce Framework for Cybersecurity (NICE Framework). National Institute of Standards and Technology, 2020. http://dx.doi.org/10.6028/nist.sp.800-181r1.
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This publication from the National Initiative for Cybersecurity Education (NICE) describes the Workforce Framework for Cybersecurity (NICE Framework), a fundamental reference for describing and sharing information about cybersecurity work. It expresses that work as Task statements and describes Knowledge and Skill statements that provide a foundation for learners including students, job seekers, and employees. The use of these statements helps students to develop skills, job seekers to demonstrate competencies, and employees to accomplish tasks. As a common, consistent lexicon that categorizes and describes cybersecurity work, the NICE Framework improves communication about how to identify, recruit, develop, and retain cybersecurity talent. The NICE Framework is a reference source from which organizations or sectors can develop additional publications or tools that meet their needs to define or provide guidance on different aspects of cybersecurity education, training, and workforce development.
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.
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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.