scholarly journals Research Professors’ Self-Assessment of Competencies

2021 ◽  
Vol 13 (2) ◽  
pp. 41
Author(s):  
Gabriela Torres Delgado ◽  
Neil Hernández-Gress
Keyword(s):  
Assessment Model ◽  
First Year ◽  
Self Assessment ◽  
Teaching Competence ◽  
Digital Competency ◽  
Second Year ◽  
Four Levels ◽  
Basic Level ◽  
Assessment Of Competencies

Research professors develop scientific products that impact and benefit society, but their competencies in doing so are rarely evaluated. Therefore, by employing a mixed two-stage sequential design, this study developed a self-assessment model of research professors’ competencies with four domains, seven competencies, and 30 competency elements. Next, we conducted descriptive statistical analysis of those elements. In the first year, 320 respondents rated themselves on four levels: initial, basic, autonomous, and consolidated. In the assessment model’s second year, we compared 30 respondents’ results with those of their initial self-assessment. The main developmental challenge was Originality and Innovation, which remained at the initial level. Both Training of Researchers and Transformation of Society were at the basic level, and Digital Competency was at the autonomous level. Both Teaching Competence and Ethics and Citizenship attained the consolidated level. This information helps establish priorities for accelerating researchers’ training and the quality of their research.

scholarly journals Research Professors’ Self-assessment of Competencies

2021 ◽  
Author(s):  
Gabriela Torres ◽  
Neil Hernández-Gress
Keyword(s):  
Assessment Model ◽  
First Year ◽  
Self Assessment ◽  
Teaching Competence ◽  
Digital Competency ◽  
Second Year ◽  
Four Levels ◽  
Basic Level ◽  
Assessment Of Competencies

Research professors develop scientific products that impact and benefit society, but their competencies in doing so are rarely evaluated. Therefore, employing a mixed two-stage sequential design, this study developed a self-assessment model of research professors’ competencies with four domains, seven competencies, and 30 competency elements. Next, we conducted descriptive statistical analysis of those elements. In the first year, 320 respondents rated themselves on four levels: initial, basic, autonomous, and consolidated. In the assessment model’s second year, we compared 30 respondents’ results with those of their initial self-assessment. The main developmental challenge was Originality and Innovation, which remained at the initial level. Both Training of Researchers and Transformation of Society were at the basic level, and Digital Competency was at the autonomous level. Both Teaching Competence and Ethics and Citizenship attained the consolidated level. This information helps establish priorities for accelerating researchers’ training and the quality of their research.

scholarly journals Assessment of the Potential of 1-Methylcyclopropene Treatments to Maintain Fruit Quality of the Common Fig (Ficus carica L. cv. ‘Bursa Siyahi’) during Refrigerated Storage

2014 ◽  
Vol 42 (2) ◽  
pp. 516-522 ◽  
Author(s):  
Okan OZKAYA ◽  
Songül ÇÖMLEKÇIOGLU ◽  
Hatice DEMIRCIOGLU
Keyword(s):  
Respiration Rate ◽  
Cold Storage ◽  
Ficus Carica ◽  
Soluble Solids ◽  
First Year ◽  
Limited Effect ◽  
Growing Seasons ◽  
The Common ◽  
Second Year

The fig fruit is a unique, climacteric, highly perishable subject to rapid physiological breakdown. Application of 1-methylcyclopropene (1-MCP) was tested to delay ripening of black fig (Ficus carica L. cv. ‘Bursa Siyahi’) during storage overtwo growing seasons. Fruits were pre-cooled to 1 °C for 6 hours and afterwards treated with 500 or 1000 nl l-1 of 1-MCP for24 hours. Treated fruits were stored for 10 days at 1 °C, 90-95% RH and then evaluated. 1-MCP treatments showed thatethylene production, respiration rate, weight loss and concentrations of glucose, fructose and total soluble solids (TSS) were negatively correlated to the 1-MCP doses during cold storage (with the exception of TSS in the first year of experiment and respiration rate in the second year of the experiment). In contrast, pulp firmness and colour (ho) during cold storage werepositively correlated to the 1-MCP applied doses. Results of this study showed that although 1-methylcyclopropene applications slowed down fruit softening during the 10 days of storage, 1-methylcyclopropene appeared to have a relatively limited effect on slowing ripening of ‘Bursa Siyahi’ figs.

scholarly journals Winter Wheat Grain Quality, Zinc and Iron Concentration Affected by a Combined Foliar Spray of Zinc and Iron Fertilizers

Agronomy ◽  
2019 ◽  
Vol 9 (5) ◽  
pp. 250 ◽  
Author(s):  
Etienne Niyigaba ◽  
Angelique Twizerimana ◽  
Innocent Mugenzi ◽  
Wansim Aboubakar Ngnadong ◽  
Yu Ping Ye ◽  
...  
Keyword(s):  
Winter Wheat ◽  
Foliar Application ◽  
Iron Concentration ◽  
Foliar Spray ◽  
Triticum Aestivum L ◽  
First Year ◽  
Zn Concentration ◽  
Yield Quality ◽  
Second Year

Wheat (Triticum aestivum L.) is one of the main foods globally. Nutrition problems associated with Zinc and Iron deficiency affect more than two billion individuals. Biofortification is a strategy believed to be sustainable, economical and easily implemented. This study evaluated the effect of combined Zn and Fe applied as foliar fertilizer to winter wheat on grain yield, quality, Zn and Fe concentration in the grains. Results showed that treatments containing high Fe increased the yield. Grain crude fat content remained unaffected. Crude fiber was enhanced up to three-fold by 60% Zn + 40% Fe5.5 (5.5 kg ha−1 of 60% Zn + 40% Fe). Moreover, 80% Zn + 20% Fe5.5 (5.5 kg ha−1 of 80% Zn + 20% Fe) was the best combination for increasing crude protein. Zinc applied alone enhanced Zn concentration in grain. In addition, Fe was slightly improved by an application of Zn and Fe in the first year, but a greater increase was observed in the second year, where 100% Fe13 (13 kg ha−1 of 100% Fe) was the best in improving Fe in grain. Foliar application of Zn and Fe is a practical approach to increase Zn and Fe concentration, and to improve the quality of wheat grains.

scholarly journals Quality Improvement Initiatives in Reforming Patient Support Groups—Three-Year Outcomes

2020 ◽  
Vol 17 (19) ◽  
pp. 7155
Author(s):  
Chieh-Liang Wu ◽  
Chia-Hua Liou ◽  
Shih-An Liu ◽  
Cheng-Hsu Chen ◽  
Wayne H-H Sheu ◽  
...  
Keyword(s):  
Quality Improvement ◽  
Support Groups ◽  
Nurse Practitioners ◽  
Medical Laboratory ◽  
First Year ◽  
Patient Support ◽  
The Third ◽  
Change Team ◽  
Second Year

Background: Little has been done regarding the research on quality and quantity of patient support groups (PSGs) and how they can be improved. Here, we present three-year experiences of a quality improvement (QI) program of our PSGs. Methods: We launched earlier on a three-year project to improve our PSGs, including the number and quality of curricula. Data were collected on the number of PSGs, curricula, and participants. Results: In the first year, we organized relevant resources of our hospital and established a standard protocol for applying financial support and reporting the results. In the second year, we elected “the best patient” to promote sense of honor and better peer supports. In the third year, we surveyed through questionnaires participants’ health literacy to improve their feedback. Competitions and exhibitions of achievements were held each year to share results of every PSG. Finally, we had increased the volume of participation of patients and family over these three years (3968, 5401 (+35.5%) and 5963 (+50.3%)). Participation of staff also increased significantly (489 and 551 (+12.7%)). Furthermore, more interdisciplinary curricula were generated, with fewer doctors (38.2% to 29%), but greater numbers of the following: nurses (4.9% to 17.4%), nurse practitioners (0.4% to 14.5%), medical laboratory scientists (2.5% to 16.3%), social workers (4.7% to 41.7%), and teachers from outside (0% to 1.8%). Conclusion: In this first study on QI efforts on PSGs, we enlisted a core change team, drew a stakeholder map, and selected an improvement framework with good results.

Use of water by six grass species. 1. Dry-matter yields and response to irrigation

1979 ◽  
Vol 93 (1) ◽  
pp. 13-24 ◽  
Author(s):  
E. A. Garwood ◽  
K. C. Tyson ◽  
J. Sinclair
Keyword(s):  
Perennial Ryegrass ◽  
Tall Fescue ◽  
Field Capacity ◽  
Italian Ryegrass ◽  
Grass Species ◽  
First Year ◽  
Full Irrigation ◽  
Yield And Quality ◽  
Second Year

SUMMARYThe yield and quality of herbage produced by six grasses (perennial ryegrass, cocksfoot, timothy, rough-stalked meadow grass, tall fescue and Italian ryegrass) were examined both without irrigation and under two irrigation regimes. Water was applied according to the potential soil water deficit (potential SWD): the soil was either partially returned to field capacity (FC) after each cut or fully returned to FC whenever the potential SWD reached 25 mm. The swards were cut either at 3 (C3) or 6 (C6) week intervals over a 2 year period.Partial irrigation increased yields by 12–14% in the first year and by 36–58% in the second. Full irrigation produced little more growth than partial irrigation in the first year (maximum SWD, 188 mm) but increased yield by 78–93% in the second, very dry, year (maximum SWD, 311 mm). Under treatment C3 response per unit of water applied was similar with both partial and full irrigation, but under C6 the response was greater with partial (2·86 kg D.M./m3) than with full irrigation (1·79 kg D.M./m3).There were marked differences between the species in their ability to grow under drought conditions in the second year of the experiment. Without irrigation, roughstalked meadow grass and Italian ryegrass did not survive the drought. The performance of tall fescue was markedly superior to both perennial ryegrass and cocksfoot in these conditions. Of the surviving grasses timothy made least growth.

scholarly journals QUALITY OF LISTENING TEST VALIDITY OF THE NATIONAL LEAVING EXAM FOR SMA

2016 ◽  
Vol 1 (1) ◽  
pp. 33-44
Author(s):  
Wuwuh Yunhadi
Keyword(s):  
Content Analysis ◽  
Content Validity ◽  
Item Difficulty ◽  
Test Validity ◽  
First Year ◽  
Test Format ◽  
Listening Test ◽  
Second Year ◽  
English Listening Test

This study reports quality of content validity of items of  listening test of National Leaving Exam for SMA in Samarinda is constructed.  The quality was identified from task coverage, item difficulty, objective of item, and test format. This study used content analysis with qualitative design. The study revealed that content validity revealed three major findings. Task coverage is dominated by the first and the second year of SMA (8 items are from first year, 8 items are from second year, and 4 items are from third year of SMA).  Of 20 items, 9 (45%) are easy, 7 (35%) moderate, 4 (2o%) hard. The questions in the items are specified into 9 (45%) general, 5 (25%) comprehension, 4 (20%) application, and 2 (10%) analysis. The analysis on the Table of Specification reconstructed from the English listening test showed that the test has low content validity.  

scholarly journals Pengembangan Program Usaha Ekonomis Produktif dalam Pemberdayaan Perempuan di Kabupaten Sumenep

2019 ◽  
Vol 1 (2) ◽  
pp. 148
Author(s):  
Dwi Listia Rika Tini
Keyword(s):  
Rural Areas ◽  
Positive Impact ◽  
First Year ◽  
Analysis Method ◽  
Business Programs ◽  
Business Program ◽  
Program Policy ◽  
Second Year ◽  
The Village

This study aims to explain the Development of Productive Economic Business Programs in Sumenep Regency in the context of empowering women and improving the quality of women as development resources.  The Development of Productive Economic Business Program is an effort of Sumenep Regency in order to build a better economy going forward related to the village economy.  The method used in this study is a qualitative analysis method in which references are the basis for analysis.  The Productive Economic Business Program Policy in Sumenep Regency is implemented under the auspices of the Community and Women's Empowerment Agency (BPMP) in the form of craftsmen business groups that utilize Natural Resources and Human Resources in each Village.  This phase of UEP development activities is carried out through an empowerment process carried out over a period of 3 (three) years and the phasing plans are 1) First Year (2013), namely the Growth Stage;  2) Second Year (2014) Development Phase and 3) Third Year (2015) Independence Phase.  From the UEP development activities that have a positive impact on women in rural areas, they can make money and help husbands without having to work far outside the home.

scholarly journals Når skolens behov blir viktigere enn formell kompetanse: Hvordan veilede nyutdannede lærere til å undervise i skolefag de ikke har?

2016 ◽  
Vol 10 (2) ◽  
pp. 290-310 ◽  
Author(s):  
Merete Føinum
Keyword(s):  
Work Conditions ◽  
Professional Support ◽  
First Year ◽  
Qualified Teachers ◽  
School Subjects ◽  
Teaching Competence ◽  
Teachers Professional Development ◽  
Mentoring Support ◽  
Newly Qualified Teachers

Studien undersøker veiledning av nyutdannede lærere ved en norsk ungdomsskole. Artikkelen problematiserer de ekstra krevende arbeidsbetingelsene som disse nye lærerne møtte i sitt første år, da de ble satt til å undervise i skolefag de ikke hadde studert. Forskningsspørsmålet er: Hvordan fremstiller nyutdannede ungdomsskolelærere sine opplevelser med å undervise i skolefag de ikke selv er formelt kvalifisert i, og på hvilke måter kan veiledning bidra med støtte? Artikkelen presenterer utdrag fra veiledningssamtaler som eksemplifiserer to nye læreres fremstilling av eget arbeid med elevvurdering når de mangler formell kvalifikasjon i faget. De nyutdannedes perspektiv, og mentorens, fremheves som et samspill gjennom inter­aksjonsanalyse. Artikkelens teoretiske bidrag er analysebegrepene – «psykologisk-emosjonell mentorstøtte» og «faglig-profesjonell mentorstøtte» – som brukes for å identifisere ulike varianter av mentorstøtte i veiledningssamtaler. Innenfor hovedtypen «faglig-profesjonell mentorstøtte» utdypes distinksjonen videre når det skilles analytisk mellom mentor-bidrag som vektlegger spisset drøfting av skolefag (faglig) og mentor-innspill av pedagogisk eller mer generell didaktisk karakter (profesjonell). Dermed bidrar studien til å vise hvordan ulike kvaliteter i faglig-profesjonell lærerveiledning kan gjenkjennes i praksis. Funnene viser hvor avgjørende det er at mentor har kompetanse i det skolefaget det skal veiledes i, såfremt skoler ønsker å tilby nyutdannede lærere spisset veiledning i skolefag. Funnene har implikasjoner for skolelederes/-eieres tilrettelegging av arbeidsforhold og organiseringen av veilednings­støtte for nyutdannede lærere.Nøkkelord: nyutdannede (førsteårs)lærere, mentor(ing), veiledning, undervisningskompe­tanse, skolefag, ungdomsskolen, lærerutdanningAbstract Research on teachers’ professional development establishes the first year of teaching as a vulnerable phase for many newly qualified teachers (NQTs). While existing studies shed light on various challenges of NQTs, few studies pay attention to the strains created when NQTs are put in positions of teaching subjects they are not formally qualified for. This study problematizes implications of such work conditions, asking: How do NQTs bring up and discuss issues of teaching school subjects without formal qualifications, and how can mentors support them? Mentoring of NQTs at a lower secondary school in Norway was observed. The NQTs’ perspectives on this matter are displayed by presenting conversation excerpts from mentoring situations. The study demonstrates that while NQTs need both subject specific professional support and psychological-emotional support, the quality of the professional support depends on the mentors’ subject qualifications. Knowledge from the study bears implications for choices relating to the work conditions of NQTs and mentor-mentee matching when school leaders and administrators facilitate mentoring support for NQTs.Keywords: newly qualified teachers (NQTs), mentoring quality, teaching competence, school subjects, teacher education

scholarly journals CASE STUDY INFORMATION REFLECTING FARMER USE OF PAWERA RED CLOVER IN NORTHERN NORTHLAND

1986 ◽  
pp. 179-182 ◽  
Author(s):  
Gavin Ussher
Keyword(s):  
Dry Matter ◽  
Red Clover ◽  
First Year ◽  
High Quality ◽  
Matter Production ◽  
Potential Problems ◽  
Second Year ◽  
Very High

Low summer production in Northern Northland can be largely overcome by the use of 'Grasslands Pawera' red clover. Daily dry matter production of 100+ kg/ha/day over the penod late October to early March, have been recorded over two years. Yearly production of 22,OOOkg DM/ha in the first year, and 17,500 to 21,000 in the second year, have been recorded from pure stands of Pawera. This growth is of very high quality occurring at a tlmc when growth and quality of existing Rye or Kikuyu based pastures, are low. Potential problems from the use of Pawera are discussed. Keywords: Pawera red clover, quality, Northland, problems.

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