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This article investigates the extent to which parents believe they are better than average parents using data from the UK Millennium Cohort Study. The article builds on a long tradition of sociological research focusing on the interconnections between parenting, class, education and inequality. We find that mothers with low levels of education are more likely to say they are average or worse than average parents. Relatedly, we show that those who are highly educated are more likely to consider themselves as being better than average, even when a range of child and mother characteristics such as mother’s mental health and child’s cognitive and socio-emotional development are considered. These findings are linked to research showing how certain groups of parents are stigmatised or valorised in popular and political discourse. Our article also extends scholarship by examining the connection between parental mental health and parental competence beliefs.

Numerous studies have shown that teachers significantly shape student’s learning context. Socially and emotionally competent teachers tend to develop supportive and encouraging relationship with their students by promoting intrinsic motivation, focusing on student’s strengths and abilities, mediating through conflict situations and encouraging appropriate communication and prosocial behaviour. Teachers with good communication skills will create a more successful teaching and learning ambience for the students, and without communication, the teaching and learning process will not take place. Educators, parents and public today recognize the need for an educational agenda to improve academic performance, but also to enhance students’ social and communicational competence. The aim of the present study was to examine social and communication competence of the students of educational sciences and teacher education at the University of Zagreb Department Of Croatian Studies. As part of the most important aspects of the future educational work, the participants pointed out independence at work, the awareness that they would contribute to the future of the society and the awareness that they play a useful role in society. Participants also expressed optimism about their communication skills with students, planning and organizing teaching process and maintaining discipline, and to some less extent their competences for successful cooperation with students’ parents. Results were discussed in terms of possibilities to contribute to future teachers’ education.

The concepts of «competence» and «social and communicative competence» are revealed in the article; the scientists’ views on the development of a competent individual are summarized. It is also stated that there is a possibility of the development of social and communicative competence in senior preschoolers in the process of playng activities.

The article is focused on the importance of sociocultural competence of the students assigned to the specialty 061 «Journalism» during the Ukrainian language learning process in the higher educational establishments of the I-II accreditation level. The object of the article is to defi ne the tools and methods of sociocultural competence formation during the Ukrainian language lessons within the article on the basis of such methods as analysis, description and pedagogical observation. The essence of sociocultural competence of the future junior specialists in journalism is described thereby leading to the self-awareness as a cultural values representative; formation of general culture and universal human values; responsibility for the Motherland’s future; mastering of ethics and ethical norms; building of the dialogue principles concerning representatives of different views, nations, cultures and religions; broad range of speech skills and abilities formation; ability to control innovational processes and activities. Attention is focused on the tools and methods of teaching that develop student’s Ukrainian linguistic identity. Therefore, conducted analysis leads to the conclusion that Ukrainian language education of the students assigned to the specialty 061 «Journalism» promotes spiritual and intellectual development of the specialist as a linguistic identity. In order to provide sociocultural model of Ukrainian language learning, the lesson should be conducted on the basis of national and cultural texts (of different styles, genres, and speech types) which arises cognitive students’ interest and creates intellectual bases for their future activity. Such approach provides conditions for the students to focus their attention on universal human values, promotes growth of interest towards Ukrainian culture and language. To successfully build social competence of the students-editors, it is important to carry out integrated lessons, use traditional and innovative educational forms and methods, and choose interesting didactic material. Complex provision of methods and forms infl uences effi ciency of learning, actualization of thinking, and increased interest to language learning which accordingly will infl uence on sociocultural competence development. It will result in private, social, and educations spheres of communication. Simultaneously, further research of the tools and methods of students-editors’ sociocultural and speech development is considered to be potential.

The article analyzes the peculiarities of the culture and speech personality development of the fi rst grade students at the Ukrainian lessons. It is noted that language learning is extremely important for development of each individual, as it provides the basis for further education, upbringing and development of students, and increases their cultural level. The process of learning language should be directed at the development of culture and speech personality and implemented through the competent approach. The specifi city of teaching fi rst grade students is that knowledges about the language and speech skills are only start their forming, therefore, in the process of teaching writing and reading it is necessary to draw upon the language sense of children. Among many strategic tasks directed at the forming culture and speech personality, the sociocultural development and systematic improvement of student’s speech take central stage. The necessity and the specifi city of realization of the linguoethnographic aspect of sociocultural competence are highlighted. The aspects purpose is forming the fi rst-graders’ national consciousness, spiritual wealth and culture. It is determined that the formation of junior school students’ sociocultural competence is signifi cantly contributed by the linguoethnographic principle. It means supporting on the communicational function of the language in the process of learning basics of communication; the formation of a positive attitude to the studied language and people – native speaker of this language and to its culture. Therefore, the sociocultural content line provides the preparation of students for the acquisition of several competences: regional studies, ethnography, linguistics and sociolinguistic. To master free communication in the Ukrainian for fi rst-graders it is expedient to use the following basic methods and means of forming a culture and speech personality: a) imitation; b) learning by heart and recitation; c) role speech situation; d) didactic games; e) verbal games; f) self-made dictionary; g) thematic lapbook. The directions and sequence of work with fi rst-graders on speech development in the period of studying grammar are generalized:1) selection of the communicative minimum; 2) interpretation of the lexical meaning of words; 3) using of regional studies material in speech; 4) using of ethnographic material in speech, 5) working with folklore texts.

The article is devoted to the important problem of modern linguodidactics in the fi eld of primary education - the development of socio-cultural competence of students. It is emphasized that it is one of the components of communicative competence. Formation of this key competence of the individual has been recognized as the main goal of teaching Ukrainian at elementary school. It is shown that the requirement for the enrichment of the socio-cultural experience of the junior pupil involves the use in studying different language subjects of the didactic material of Ukrainian and regional history. It is recognized that the best form of presentation of this material is textual. The text demonstrates the specifi cs of the functioning of the learned language phenomena and units; he is the bearer of a wide variety of extra linguistic information; by its content can awaken the reader a variety of thoughts and feelings, adjust to refl ections, encourage discussion; The text contains powerful educational opportunities. Therefore, not only will it help to interest children in educational material, but will also stimulate their cognitive interest and growth in terms of national-cultural. The article focuses on the writers of the native land as a reliable didactic basis for the formation of sociocultural competence. The works of Lviv poets Igor Kalynets, Irina Kalynets, Maria Ludkevich, Bohdan Stelmakh, Maria Khorosnitskaya, Maria Chumarnaya are analyzed in the context of their Ukrainian studies and local lore signifi cance. The material of specifi c poems demonstrates possible ways of assimilating language concepts and socio-cultural information, as well as developing language and communication skills and abilities

It is difficult to avoid conflict in interorganizational relationships, and information exchange is critical for resolving conflict. This article reveals a mechanism that shows the separate and joint influences of different dimensions of trust and interdependence on information exchange in the process of conflict resolution. Based on survey data from the construction industry, the empirical results suggest that competence trust, total interdependence, and interdependence asymmetry positively affect information exchange when trust and interdependence act separately. When they act together, in the case of symmetric interdependence, competence trust plays a positive mediating role in the relationship between total interdependence and information exchange, whereas goodwill trust plays a negative mediating role. In the case of asymmetric interdependence, competence trust below the average level strengthens the positive impact of interdependence asymmetry on information exchange. Only when goodwill trust is above, the average level can strengthen the positive effect of interdependence asymmetry on information exchange. This article expands the research on information exchange, trust, and interdependence, which helps practitioners address conflict.

A major challenge for online and data-driven model learning in robotics is the high sample-complexity. This hinders its efficiency and practical feasibility for lifelong learning, in particular for developmental robots that autonomously bootstrap their sensorimotor skills in an open-ended environment. In this work, we propose new methods to mediate this problem in order to permit the learning of robot models online, from scratch, and in a learning while behaving fashion. Exploration is utilized and autonomously driven by a novel intrinsic motivation signal which combines knowledge-based and competence-based elements and surpasses other state-of-art methods. In addition, we propose an Episodic Online Mental Replay to accelerate the online learning, to ensure the sample-efficiency, and to update the model online rapidly. The efficiency as well as the applicability of our methods are demonstrated with a physical 7-DoF Baxter manipulator. We show that our learning schemes are able to drastically reduce the sample complexity and learn the data-driven model online, even within a limited time frame.

OBJECTIVE Academic training programs for mental health professionals rarely include comprehensive instruction on trauma, consequently leaving clinicians inadequately prepared to provide trauma treatment. The present study sought to: (a) ascertain what percentage of participants had received training in complex trauma and dissociation; (b) examine pre- and posttraining differences in knowledge related to complex trauma populations; and (c) investigate changes in participants' competence and empathy in working with survivors. METHOD We examined self-reported changes in knowledge, competence, and empathy regarding individuals with complex trauma among mental health professionals who attended a complex trauma training workshop. Participants provided feedback about previous trauma training experience and areas of additional trauma training that they perceived would be beneficial. RESULTS Prior to completing the program, 68% of participants reported feeling inadequately trained to assess trauma and 75% felt inadequately trained to treat trauma. Ten percent had not received training in complex trauma and 30% had not received training in treating patients with dissociative symptoms. Participants showed significant increases in knowledge and self-reported competence following the training. They suggested that learning about dissociation and dissociative disorders was the most helpful information gained and that learning more techniques and skills for complex trauma populations would improve their ability to treat this group. CONCLUSIONS The majority of participants felt inadequately trained to treat clients who have experienced complex trauma and experienced dissociation. They reported the trauma training as beneficial in that it increased their sense of knowledge and competence about treating trauma-exposed individuals. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

To date, our knowledge of the effects of exposure to intimate partner violence (IPV) on children's functioning via parenting have relied on individual approaches, effectively placing parents outside of a relationship context, and greatly neglecting to incorporate fathers. The present study addresses these gaps by utilizing a dyadic model to assess how mothers' and fathers' psychological and physical IPV perpetration in early childhood (age 5 years) predicts both their own and each other's parenting in midchildhood (age 7 years) and, in turn, children's social and scholastic competence in late childhood (ages 11-12 years). Such models reflect the current consensus that bidirectional IPV is the most common pattern among couples. The present study involved 175 children (87 females) of 105 mothers and 102 fathers who were originally in the Oregon Youth Study (OYS, N = 206). Simple mediation results suggest maternal involvement in parenting is an important mediational mechanism for the relation between maternal IPV as a perpetrator and victim and childhood competencies. Similarly, father's involvement with parenting served as a mediational mechanism for social competence but only for his own IPV perpetration. Dyadic actor-partner models with maternal and paternal parenting yielded few significant mediational pathways, which is likely partially due to strong shared variance across partners in both IPV and parenting, leaving little unique variance. Overall, results indicated that father's IPV perpetration adds valuable information in explaining child adjustment. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Developing social skills like elevator pitch requires being situated within authentic activities and contexts, which is difficult to achieve on a daily basis. In this work, we explore whether an artificial agent with embodied feedback in virtual reality (VR) can foster a situated learning experience. Previous works on computer-mediated feedback have shown that VR can foster oral presentation competence for pre-university and junior undergraduates through delivering feedback. However, it is unclear how well the learning experiences are and how well students perceive an artificial coach in VR, especially for senior undergraduates and postgraduates seeking job and research opportunities. To inform the design of such a system, we conducted interviews with experts and observed real elevator pitches. We then designed a proof-of-concept VR coaching system with three embodied feedback strategies: immediate, afteraction, and the combination of both. Through a between-subject experiment with 40 participants, we studied learners’ perceptions under the embodied feedback. We found that receiving embodied feedback can create a stronger sense of cognitive apprenticeship, i.e., coaching and helping from experts, and help improve the perception of the artificial agent and the effect of learning. We further investigated the pros and cons of different strategies and discussed room for improvement.

Recent theories posit that emotion mindsets (i.e., the extent to which individuals believe emotions are malleable or fixed) play a crucial role in experiences of emotion and influence emotion regulation (ER) processes. Drawing from mindset theory, this study examined the hypothesis that fixed emotion mindsets (FEMs) would predict depressive symptoms via compromised ER competence in adolescence, a period when many first episodes of depression occur. Results supported these hypotheses across two studies assessing participants in midadolescence (ages 14-18; M age = 16.17) and late adolescence (ages 18-21; M age = 18.52). Using a comprehensive approach to assessing ER, results demonstrated that FEMs were associated with less voluntary engagement and more disengagement and emotion dysregulation. In turn, higher voluntary engagement was associated with lower depressive symptoms, whereas higher disengagement and emotion dysregulation were associated with higher depressive symptoms. These findings highlight that one understudied pathway from FEMs to depressive symptoms may be the manner in which individuals respond to their emotions, implicating emotion mindsets as one target for efforts to improve clinical outcomes during adolescence. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

This paper refers to a teaching experiment based on sci-fi stories as teaching material in ESP courses for students of Biology, Microbiology, Geology, Mathematics and Computer Science at the Rio Cuarto National University, Argentina. After a description of the overall teaching situation, the aims and scope of the project as well as the rationale for choosing the genre of science-fiction are discussed. The modifications to the selected texts by shortening and/or simplifying long passages and by adding vocabulary and specific information from reliable scientific sources are illustrated. In a similar vein, some activities are included so as to show that they were intended not only to reinforce language skills but also to foster the development of affective and cognitive processes and promote the exchange of opinions about ethical and scientific issues. The results concerning impact on motivation, skills improvement, and integration of second language reading skills, science concepts and ethical concerns are discussed. Ce travail concerne une expérience éducative fondée sur la science-fiction en tant que matériel d’apprentissage dans des cours d’anglais de spécialité pour des étudiants en biologie, microbiologie, géologie, mathématiques et informatique, à l’Université Nationale de Rio Cuarto, en Argentine. Après une description du contexte éducatif, les objectifs et la portée du projet seront exposés, ainsi que les raisons du choix du genre de la science-fiction. Nous illustrerons ensuite les adaptations apportées aux textes choisis (simplification des passages longs et ajout de vocabulaire et de renseignements précis provenant de sources scientifiques). Nous donnerons l’exemple de quelques activités conçues non seulement pour renforcer les compétences linguistiques mais aussi pour encourager le développement des processus affectifs et cognitifs, et pour stimuler l’échange d’opinions sur des sujets éthiques et scientifiques. Enfin, nous commenterons les résultats de l’impact sur la motivation, l’amélioration et l’acquisition des compétences de lecture et des concepts scientifiques et éthiques dans une langue seconde.

Introduction. Terms knowledge, language abilities and skills are central in the presentday Ukrainian linguodidactics. Their studying is predetermined by the necessity to find the most correct definition of them, to draw the microparadigm of notions they embody. Comparing the ways of key points understanding and explanation with those in English, Polish, and Russianlanguages allows to work out their categorial components.The purpose of the article is to analyze the terms of knowledge, skills, skills in the professional language of Ukrainian linguodidactics.The method of componental analysis makes it possible to describe the semantics of the terms under research.Results. Particularly, it was discovered that knowledge is a component of the content of learning comprising a collection of information that students acquire or have. The term language ability refers to the capacity to carry out activities in foreign language whereas skill denotes actions that became automatic based on multiple repetitions while doing group and individual exercises and creative tasks. The microparadigms special for each of these terms were singled out according to different criteria and the definition of each term was given. Besides the difference between the Ukrainian system of investigated terms and the Polish, English and Russian systems was discovered. The meaning of the analyzed terms was compared with the term competence that is defined as the totality of theoretical knowledge, practical skills and abilities that are the purpose of language learning.Conclusion. In Ukrainian language teaching the terms knowledge, language abilities and skills function actively with the existing subsystems of concepts, however ambiguity arises at the level of harmonization with the foreign language correspondences. Sometimes the discrepancies demonstrate the redundancy or inaccuracy arising within the Ukrainian terminology system but sometimes they show the specificity of the Ukrainian system of special units. New analytical constructions containing the units of knowledge, language abilities and skills may appear with the development of the methods of teaching Ukrainian as a foreign language.Thus, their analysis will be the prospect of our research.

Cardiac arrhythmia results in significant morbidity and mortality in the western world and presents an ever-increasing economic burden on health services. Optimal heart rhythm management may not only improve patients' quality of life, but timely diagnosis, treatment and specialist referral of patients with arrhythmias may permit the provision of both cost-effective and life-saving treatments. The accurate diagnosis of patients presenting acutely with arrhythmias requires skill in ECG interpretation. However, non-specialists can readily apply the simple principles that underline safe and effective management of such patients. An additional understanding of arrhythmia pathogenesis and basic pharmacology is all that is required to achieve a high degree of competence in all emergency room management scenarios and in the long-term care of patients with arrhythmia. This article aims to provide the reader with a ‘toolkit' for the medical management of cardiac arrhythmias, with a particular focus on the acute setting. The indications for other important therapies, such as catheter ablation and implantable cardioverter defibrillators, are outlined as appropriate, but these subjects are covered fully elsewhere.

Plain English Summary Human capital is important for entrepreneurship. In particular, a varied skill set enables entrepreneurs to tackle the various tasks of starting a new firm. However, no one is born with such a skill set; it develops over time. In this study, we explore the origins of a varied skill set and its development. We find that skill variety in adulthood has its roots in a varied set of interests among teenagers, such as having many hobbies or finding different school subjects important. This growth in skill variety is driven by an entrepreneurial personality. For prospective entrepreneurs, our research suggests that investing in a varied skill set pays off. The implication for research is to look at the developmental process of how people become entrepreneurs. The most important conclusion for policymakers and educators is that educational support programs should center around encouraging especially adolescents and young adults to engage in varied activities and teach varied skills instead of focusing on a narrow curriculum. Given that recent research on entrepreneurial behavior and success has established skill variety as a central human capital factor, researchers, educators, and policymakers have turned their interest to a deeper understanding of the formation of skill variety. Based on human capital theory and the competence growth approach in developmental psychology (highlighting long-term, age-appropriate, and cumulative skill-growth processes), we hypothesize that a broad, early variety orientation in adolescence is a developmental precursor of such entrepreneurial human capital in adulthood. This was confirmed in an analysis of prospective longitudinal data via structural equation modeling and serial mediation tests. We also find that an entrepreneurial constellation of personality traits, but not entrepreneurial parents, predicts early variety orientation, skill variety, and entrepreneurial intentions. By shedding new light on the long-term formation of entrepreneurial human capital, the results suggest that establishing and benefiting from an early variety orientation is not only an important developmental mechanism in entrepreneurial careers but gives those with an entrepreneurial personality an early head start in their vocational entrepreneurial development. Implications for future research and practice are discussed.

The importance of studying spontaneous, ordinary face-to-face interaction as a key to understanding social organization has been recognized since the work of Garfinkel (1967) and Goffman (1967, 1974). Everyday speech has been found to exhibit an orderliness and organization recognized and oriented to by participants (Schegloff and Sacks 1973; Sacks, Schegloffand Jefferson 7974; Schegloff, Jefferson, and Sacks 1977). As speakers analyze prior turns and produce evidence of their analysis in their own turns, speakers disclose to each other and to overhearers (such as ethnographers) information about social categories, how participants construct context through talk and how recursively context shapes talk (cf. Duranti 1984; Duranti & Goodwin 1992). What speakers show they find relevant becomes an important basis for studying the collaborative construction of meaning. This paper will focus on the phenomena of "repair" or correction ways in which speakers and hearers systematically address recurrent problems in speaking, hearing, and understanding (Schegloff, Jefferson and Sacks 1977). These instances of breakdowns in communication and their resolution are important sites for understanding the processes of social organization. Repair sequences have been shown to be important resources in negotiating identities (Jefferson I974), in the management of speaking turns and story acceptance during storytelling (Jefferson 1978; Goodwin 1984; Testa 1991), in increasing audience co-participation and responsibility (Besnier 1989), and in indexing spontaneity in otherwise routine talk (Philips 1992). I will be examining repair or correction sequences in a music rehearsal. I propose that repair or correction strategies facilitate joint construction of the group activity and its collective musical competence and performance. By extensive use of self-corrections, the musicians focus hearer's attention, encourage negotiation, mitigate the drvisive potential of other-correction, and, in the case of deictic references, continually reframe the inclusivity of speaker/addressee.

This study examines how scientists respond to visual design in scientific communications. Specifically, we determine the impact of visual design on the Graphical Abstract (GA), an overview figure that attracts potential readers and visually summarizes what a paper is about. We show that GAs designed in accordance with classic visual design principles significantly enhance readers’ first impressions of a paper. Well-designed GAs make papers seem more interesting, more clearly written and more scientifically rigorous. These results confirm that visual design enhances rather than detracts from the perception of intellectual and scientific competence.

English Profile (EP) is an ongoing empirical exploration of learner English initiated by Cambridge University Press and Cambridge English, among others. EP aims to create a set of empirically-based descriptions of language competencies for English. ‘Reference Level Descriptors’ already exist as part of the Common European Framework of Reference (CEFR) but are intuitively derived and not designed for one specific language. The English Grammar Profile (EGP, www.englishprofile.org/english-grammar-profile) is a sub-project of EP which aims to profile learner competence in grammar. This paper details the rationale for the study and the methodology that was developed to investigate the Cambridge Learner Corpus to arrive at over 1,200 grammatical competence statements. Key findings which link to existing corpus-based second language acquisition work are also presented.

The recording of 12 lead electrocardiograms (ECG) is one of the most useful and commonly performed medical procedures. ECGs are used in diagnosis, risk-stratification management decision-making, and assessment in response to therapy. The correct interpretation of 12 lead ECG recordings is complex and clinically challenging with misinterpretation having the potential to result in poor outcomes or even patient fatality. Despite its widespread use, several studies have highlighted deficiencies in ECG interpretation skills among health professionals. The literature suggests that up to 33% of ECG interpretations have some error when compared to the expert reference and up to 11% resulted in inappropriate management. The pedagogy of ECG interpretation lacks universal establishment; time allocation, faculty training and teaching format vary considerably within the literature. This review of the literature reports how a lack of established ECG reporting methods may contribute to the variation in reported ECG interpretation competence across many healthcare professionals. The ubiquity of the ECG in clinical practice and an over reliance on computer assisted ECG interpretation are additionally explored as factors affecting acquisition and retention of this clinical skill.

OBJECTIVE: To validate and refine typologies of consultation performance from previous research to identify learning needs associated with each typology.METHODS: We performed a qualitative study in a General Practice Specialty Training programme, using a two-stage design. First, we selected four exemplars from 80 videotaped consultations of 7 first-year and 6 third-year trainees that reflected the four typologies. We subsequently held individual interviews with clinical supervisors (N = 20) who observed these consultations to identify recurrent trainee behaviours.RESULTS: The 'doctor-patient interaction' dimension from previous research was specified to encompass relationship-building, exploring, structuring, and shared decision-making competencies. Medical expertise was a moderating factor. The attitude and consultation behaviours included in the typologies were validated and we formulated directions for learning based on learning needs identified per typology.CONCLUSION: Supervisors have a shared frame of reference for the behaviours reflecting proficient consultation performance. Serving as a developmental road map, all learning needs emphasised contextual adaptation, calling for an improved balance between patient-centred relationship building and application of medical expertise.PRACTICE IMPLICATIONS: By providing rich and tailored feedback on consultation performance, the refined typologies - albeit subject to additional refinement in future research - may promote the monitoring of individual competence development over time.

Este artículo presenta los resultados de una investigación cuyo objetivo fue determinar la eficacia de un programa de acompañamiento pedagógico relacionado con la estética del lenguaje, la poesía. Mediante un enfoque cuantitativo, y sustentado en el diseño cuasi – experimental, de comparación de grupos con medición pretest - postest, se encontraron mejoras significativas en tres niveles de escritura A, B y D (coherencia local, global y pragmática), del grupo experimental en comparación con el grupo control. Al realizar el análisis de las puntuaciones postest entre los dos grupos se obtuvo una mejora significativa en el grupo experimental. A partir de estos resultados, se puede asumir la hipótesis alterna de trabajo: la aplicación de un programa de acompañamiento pedagógico relacionado con la estética del lenguaje, la poesía, contribuye significativamente al desarrollo de un mayor nivel de la competencia escritural.

There is much to learn about the lived experience of sport participation in later life for older women. This qualitative study explored the experiences of 18 women volleyball players, ages 70 years and older. Four themes emerged from an inductive analysis of in-depth, semistructured interviews: (a) seeking and enjoying optimal challenge, (b) demonstrating physical competence through skill mastery, (c) commitment to continue playing while navigating declining competence, and (d) connection with teammates and positive reinforcement. Following the inductive analysis, the themes were analyzed using personal assets frameworks as lenses through which to further understand how these women’s psychosocial development through sport compared with youth and Masters sport. Challenge, competence, connection, and commitment to continue were salient personal assets identified for these women. Researchers should continue to explore how positive sport development across the lifespan can be both universal and nuanced for diverse cohorts of athletes.

An increasing number of firms engage in grassroots innovation, i.e., the voluntary generation and development of innovations by any member of an organization, regardless of function or seniority. However, no empirical study to date identifies the determinants of success or failure of grassroots innovation initiatives. We execute a survey study among 3,728 managers in 14 countries, 2,353 of which (63.1%) had already engaged in grassroots innovation. We find that, on average, firms that adopt grassroots innovation outperform firms that do not. We also find that firms that enable (1) employee autonomy, (2) competence development, and (3) relatedness (i.e., helping employees establish mutually beneficial relationships with trusted colleagues) in their grassroots innovation initiatives outperform firms that do not. We document that such effects are contingent on a firm’s institutional environment (i.e., leadership style and market orientation). For instance, the lower the market orientation and the higher the hierarchical leadership of the firm, the higher the performance returns the firm obtains from fostering autonomy and relatedness in grassroots innovation. These findings encourage managers and firms to adopt (or persist in their) grassroots innovation initiatives, to infuse them with sufficient autonomy, competence, and relatedness and match them with the right leadership style.

This paper describes forces that have adversely affected the place of the psychodynamic perspective within psychiatric practice and training over the last generation. One effect of these forces has been to create a lost generation of psychiatrists with little knowledge or experience with psychodynamic treatment. The article addresses opportunities to reverse some of the detrimental effects of recent changes. The Residency Review Committee’s introduction of a requirement that residents achieve a measurable level of competence in five schools of psychotherapy represents a major opportunity to influence psychiatric training and practice. The past and present work of the Committee on Psychotherapy by Psychiatrists (COPP) is summarized, including efforts to integrate and revise the five existing core competencies in psychotherapy into a “Y”-shaped model in a way that secures the future of psychodynamic therapy training in residencies. One existing unusual training opportunity with a central psychodynamic focus is described.

INTRODUCTION Reflective learning is the cognitive process whereby information from new experiences is integrated into existing knowledge structures and mental models. In our complex healthcare system, reflective learning (specifically ‘reflection on action’) is important for postgraduate learners. We observed that our anaesthesiology residents were not building on their competence through deliberate experiential and reflective practice. This qualitative study explored the current state and challenges of reflective learning in anaesthesia training in Singapore. METHODS This study was conducted at KK Women’s and Children’s Hospital, Singapore, from 1 January 2018 to 31 October 2018. A semi-structured interview format was used in focus groups. Information collection continued until data saturation was reached. The interviews were coded and analysed, and themes were identified. Seven focus group interviews involving 19 participants were conducted. RESULTS Reflective learning was found to be poor. It was of concern that the stimuli for reflection and reflective learning emerged from medical errors, critical incidents and poor patient outcomes. Challenges identified were: (a) lack of an experiential learning framework; (b) need for reflective training; (c) quality of experiential triggers; (d) clinical pressures; and (e) poor learner articulation and feedback. We described some strategies to frame, teach and stimulate reflective learning. CONCLUSION This study described the state and challenges of reflective learning in anaesthesia training. We advocate the implementation of reflective training strategies in postgraduate training programmes in Singapore. Research is warranted to integrate patient feedback and outcomes into reflective practice.

Background Patient safety education varies in nursing schools and therefore it is crucial to identify the educational needs of students by determining their skills, attitudes, and competencies regarding patient safety and medical errors. Aim This study was conducted to determine nursing students’ patient safety education competencies in the classroom and clinical settings, their attitudes towards medical errors, and the relationship between them. Methods This was a cross-sectional questionnaire study conducted with 204 nursing students. The participation rate was 96%. Data were collected using the Health Professional Education in Patient Safety Survey (H-PEPSSTR), and the Medical Errors Attitude Scale (MEAS). A STROBE checklist was used to report findings. Findings Students’ patient safety knowledge and competence scores obtained from the H-PEPSSTR were the highest for the ‘communicating effectively’ subscale in the classroom and for the ‘culture of safety’ subscale in the clinics while their ‘understanding human and environmental factors’ subscale scores were the lowest. The total H-PEPSSTR scores in the classroom, ‘working in teams with other health professionals,’ ‘communicating effectively,’ ‘managing safety risks,’ and ‘understanding human and environmental factors’ subscales scores of the students who had positive attitudes according to MEAS were higher (p Discussion Students with positive attitudes towards medical errors had higher patient safety knowledge in the classroom; however, it did not affect patient safety competence in the clinical setting. Conclusion Nursing students had positive attitudes towards medical errors. Their patient safety knowledge and competencies gained in the classroom were more than that developed in the clinical settings.

Achievements are among the things that make a life good. Assessing the plausibility of this intuitive claim requires an account of the nature of achievements. One necessary condition for achievement appears to be that the achieving agent acted competently, i.e. was not just lucky. I begin by critically assessing existing accounts of anti-luck conditions for achievements in both the ethics and epistemology literature. My own proposal is that a goal is reached competently (and thus an achievement), only if the actions of the would-be-achiever make success likely, and that this is the reason why she acts that way.

The Basic Psychological Needs Theory posits that satisfaction of basic psychological needs (autonomy, relatedness, competence) is a prerequisite for many positive outcomes, especially the psychological well-being of adolescents. The present study tested the three social context factors (parenting style, friendship quality, and school climate) on the satisfaction of basic psychological needs of adolescents and examined which factors are more unique to Indonesian adolescents. In this cross-sectional survey, we included 1500 junior high school students (boys = 717, girls = 783). We used structural equation modeling (SEM) to analyze the data. The current study revealed that parenting style, friendship quality, and school climate all predict the basic psychological needs satisfaction. Parenting style and friendship quality are likely to become stronger contributors to better satisfaction of the three basic psychological needs than school climate. This finding was consistent for gender and type of school categories. The current study will contribute to in-depth analysis on designing an effective future intervention program in improving adolescents’ psychological needs satisfaction that can improve adolescent’s psychological well-being.

Heart exploration is an essential clinical competence that requires continuous training and exposure. Low availability and accessibility to patients with heart disease constitutes a barrier to acquiring this competence. Inadequate cardiac auscultation skills in medical students, residents, and graduate physicians have been documented.To develop and validate a low-cost, high-fidelity simulator for heart exploration.A low-cost, high-fidelity heart examination simulator capable of reproducing normal cardiac sounds was designed and developed. Subsequently, the simulator was validated by a group of experts who gave their opinion according to a Likert scale.Ninety-four percent agreed that the simulator motivates the learning of heart exploration, and 92 % considered it to be a realistic model; 91 % considered that the simulator is an attractive tool to reinforce learning and 98 % recommended its further use.The use of the simulator facilitates the acquisition of skills and stimulates learning in the student, which can be attributed to repeated practice, longer exposure time and cognitive interaction.La exploración cardiaca es una competencia clínica fundamental que requiere exposición o entrenamiento continuo. La baja disponibilidad y accesibilidad de pacientes con patología cardiaca constituye una barrera para adquirir esta competencia. Se han documentado inadecuadas habilidades de auscultación cardiaca en estudiantes de medicina, residentes y médicos graduados.Elaborar y validar un simulador de alta fidelidad y bajo costo para exploración cardiaca.Se diseñó y elaboró un simulador para exploración cardiaca, realista y de bajo costo capaz de reproducir ruidos cardiacos normales. Posteriormente se realizó la validación del simulador por un grupo de expertos que emitieron su opinión de acuerdo con una escala tipo Likert.El 94 % afirmó que el simulador motiva el aprendizaje de la exploración cardiaca y 92 % lo consideró un modelo realista; 91 % consideró que el simulador es una herramienta atractiva para fortalecer el aprendizaje y 98 % recomendó seguir utilizándolo.El uso del simulador facilita la adquisición de competencias y estimula el aprendizaje en el estudiante, lo cual puede ser atribuido a la práctica deliberada, a un mayor tiempo de exposición y a la interacción cognitiva.

Background: Before embarking on a career as an independent specialist anaesthesiologist, graduates must be assessed as being fit for purpose (FFP). Graduate self-assessment both at qualification and at a later time may be useful in assessing their fitness for purpose and its change over time. Methods: This quantitative, descriptive study included recent national anaesthesiology graduates. Each participant scored their own preparedness for competences deemed appropriate by national experts via an electronic survey at two separate time intervals. Nine meta-competences (i.e. Medical Expert, Communicator, Collaborator, Leader, Health Advocate, Scholar, Professional, Context Awareness and Humaneness) together with 101 component enabling competences, were assessed. Participants scored their preparedness for each competence using a 4-point Likert scale (1 – completely unprepared; 2 – somewhat prepared; 3 – prepared; 4 – completely prepared). During analysis, competences scored as 1 and 2 were considered as unprepared and competences scored as 3 and 4 as prepared. Scores given at the time of graduation were compared with those given after 12 months’ experience. Results: The overall response rate was 79%. At graduation, graduates felt prepared for seven of the nine meta-competences (i.e. Medical Expert, Collaborator, Communicator, Professional, Scholar, Context Awareness and Humaneness), and felt unprepared for the Leader and Health Advocate meta-competences. After 12 months, graduates felt prepared for all nine meta-competences but perceptions of preparedness for 14% (14 of 101) of the enabling competences had declined. Conclusion: At graduation, South African anaesthesiology graduates consider themselves unprepared for the meta-competences of Leader and Health Advocate, both comprising predominantly non-technical skills (NTS). The graduates’ perceptions at the time of graduation suggest that they are not fully prepared and may, therefore, not yet be fit for purpose as specialists. Graduates’ selfassessment longitudinally reflects that their perceptions of being fit for purpose change after a period of time and with specialist experience.

Introduction. The article considers entrepreneurial activity as satisfaction and further stimulation of consumer needs, and the concept of "Physical Culture" in its health-improving, recreational (restorative) aspects. The importance of integrating physical culture and Recreation, Physical Culture and sports and entrepreneurial activities at the social level to promote the idea and ideals of sports, achievements and achievements in the field of Fkis is revealed. The development of sports entrepreneurship is promoted by the activities of modern mass media, the implementation of international sports relations between different countries, the organization and holding of the Olympic Games, Continental and World Championships. The integration of Physical Culture and recreation, sports and entrepreneurial types of entrepreneurial activity leads to significant transformations in the content and forms of management of specialists in the Fkis industry. It is determined that an important prerequisite for the integration of Physical Culture and Recreation, Physical Culture and sports and entrepreneurial activity is the use of the results of careful understanding of methods, mechanisms, forms and methods of management, strategies and sources of legal and financial support for entrepreneurship, which emphasizes the objective need for high-quality training of specialists in Physical Culture and sports to entrepreneurship and actualizes the problem of developing their entrepreneurial competence.

Although easy names are known to help gain the trust of others, the underlying links between names and trust remain understudied, especially in non-alphabetic languages (e.g., Chinese). Drawing on the stereotype content model framework, the current research revealed that Chinese names’ recognizability had asymmetrical effects on warmth and competence perceptions. Although both warmth and competence perceptions contributed to trust judgments, only warmth perceptions mediated the influence of name recognizability on trust judgments. Specifically, individuals with easier names were perceived as warmer rather than more competent and were thus judged as being more trustworthy. The effect of name recognizability on warmth perceptions and trust judgments could not be attributed to pronunciations or semantic meanings. The current work fills an important research gap by revealing the psychological underpinnings of non-alphabet-based names in interpersonal perceptions. We discuss theoretical implications on processing fluency and the stereotype content model, as well as practical implications.

RESUMEN Esta investigación se centró en la aplicación del método de Pólya como estrategia para fortalecer la resolución de problemas con operaciones básicas en estudiantes de los grados tercero y cuarto de primaria del Colegio Municipal Aeropuerto, utilizando un diseño cualitativo de tipo investigación acción. Si bien los estudiantes logran leer el enunciado de un problema, se debe tener en cuenta que presentan dificultades al analizar los datos, proponer una estrategia de solución y elegir el algoritmo indicado. Observando las dificultades anteriores se implementó una guía didáctica, estructurada en forma secuencial con la intención de abordar cada uno de los pasos de este método. Este trabajo brindó a los estudiantes la posibilidad de adquirir herramientas para interpretar los problemas matemáticos, mejorar sus competencias y motivarlos a enfrentarse a nuevos retos sin los temores que ha generado el área de matemáticas a lo largo de la vida escolar. ABSTRACT The investigation was based on the Pólya method used as a strategy to improve the problem solving skills in basic mathematical operations within third and fourth grades elementary school students at Colegio Municipal Aeropuerto; using a qualitative design in an action research approach. The results show the students understand the problems header, however it is necessary to be aware of their difficulties with the data analysis and choosing the strategy for the solution and the right Algorithm. Taking the last considerations it was possible to implement some activities to create a sequentially structured model to improve the needed skills for each of the steps used in this method. This investigation provided the students the necessary tools to understand and solve the mathematical problems, improve their skills and motivate them to face new challenges without the fear always associated the mathematics during school years.

This research aims at getting a picture of guardian teachers’ perception in MTsN, MAN, and SMAN in Kediri city toward pedagogical, professional, personal and social competences of PPL students of Tarbiyah department of STAIN Kediri in 2005. The research method used is a descriptive qualitative. The findings show that the average score for pedagogical competence is 69.13 % which is included in good criteria. The average score for professional competence is 72.36 % which is included in good criteria. The average score for personal competence is 75.97 % which is included in good criteria. Furthermore, the average score for social competence is 75.09 % which is included in good criteria. Therefore, it can be concluded that the guardian teachers’ perception in MTsN, MAN, and SMAN in Kediri city toward the implementation of PPL (Praktek Pengalaman Lapangan) of Tarbiyah students of STAIN Kediri is good with average score 73.14 %. Keywords ; guardian teachers’ perception, competence of pedagogical, professional, personal and social, PPL students

The demand for minimally invasive cosmetic procedures is rising, and the public and other physicians deem dermatologists as top providers of these services. Given these expectations, dermatologic residency training must equip resident physician trainees to care for the growing population of patients with aesthetic concerns. As stands, formal hands-on cosmetic dermatology training in residency is lacking specific structure. Educational, cultural, time, and monetary barriers exist, among others, which restrict residents from attaining proficiency in cosmetic dermatology procedures prior to graduation. This may adversely impact patient safety and deter graduates from offering aesthetic procedures. The standardization of core residency competencies in minimally invasive cosmetic procedures is fundamental to guarantee patient safety and satisfaction while ensuring practitioner competence. The balance between these elements is essential for optimal patient care. We review and debate for modifying and strengthening the current curriculum requirements while presenting means to overcome barriers.

INTRODUCTION Selective fetoscopic laser photocoagulation (SFLP) for twin-to-twin transfusion syndrome (TTTS) is challenging for new surgeons at the start of their learning curve. We described an approach utilising telementoring and team-based training to facilitate rapid attainment of the skills required for safe and efficient practice with a limited caseload. METHODS We conducted a prospective observational study of SFLP performed by the novice primary surgical team in three stages: under direct on-site supervision from an expert mentor (Group 1), with remote tele-guidance from that mentor (Group 2) and independently (Group 3), at an academic tertiary hospital in Singapore. The primary team undertook regular training on high-fidelity tissue models to accelerate skills acquisition and complement the surgical performance. RESULTS 9 patients diagnosed with Stage 2 TTTS were assessed for procedural characteristics, surgical outcomes and perinatal survival following SFLP. There were no significant differences in operative duration, anastomoses ablated, gestational age or birth weight at delivery. The complications observed were: recurrent TTTS (22.2% of pregnancies), twin anaemia polycythaemia sequence (33.3%), preterm prelabour membrane rupture (22.2%) and delivery at < 32 weeks (44.4%). ≥ 1 twin was live-born in 88.9% of cases, while postnatal survival to six months of ≥ 1 twin occurred in 77.8% of cases. CONCLUSION Systematic mentoring and specialised skills training are useful in aiding new surgeons to negotiate the steep learning curve and achieve good outcomes at the start of a new practice, particularly in the setting of low patient numbers. This is best paired with dedicated model training to achieve and maintain surgical dexterity for this complex procedure.

This paper explores the effects of technological discontinuities on the competences of incumbent firms. In contrast to Tushman and Anderson, I argue that a given technological discontinuity can be ...

Purpose: To determine the effect of a 12-week fundamental motor skill (FMS) program on FMS and physical activity (PA) on preschool-aged children. Method: A cluster randomized controlled trial. The intervention (PhysicaL ActivitY and Fundamental Motor Skills in Pre-schoolers [PLAYFun] Program) was a 12-week games-based program, delivered directly to the children in childcare centers by exercise physiologists. Children in the control arm received the usual preschool curriculum. Outcomes included FMS competence (Test of Gross Motor Development-2) and PA (accelerometer) assessed at baseline, 12 weeks, and 24 weeks (12-wk postintervention). Results: Fifty children (mean age = 4.0 [0.6] y; 54% male) were recruited from 4 childcare centers. Two centers were randomized to PLAYFun and 2 centers were randomized to the waitlist control group. Children attended on average 2.0 (1.0) 40-minute sessions per week. The PLAYFun participants demonstrated significant increases in object control (P P = .010) competence at week 12, compared with controls in a group × time interaction. Girls, but not boys, in PLAYFun significantly increased moderate to vigorous PA after the intervention (P = .004). These increases were not maintained 12-week postcompletion of PLAYFun. Conclusions: The PLAYFun Program is effective at improving FMS competence in boys and girls and increasing PA in girls. However, improvements are not maintained when opportunities to practice are not sustained.

Objective Research has shown that complicated grief has the potential to adversely affect bereaved individuals, and in this context, understanding how mental health professionals engage with it in practice is of relevance. Gaining an understanding of professionals’ knowledge, attitudes, skills and training in relation to complicated grief could provide insights that will inform their training and professional development. The aim of this study was to consider professionals’ engagement with complicated grief, as represented by self-reported knowledge, attitudes, skills and training. Methods The study used a three-phase mixed methods design (systematic review, qualitative interviews, and a quantitative survey) with empirical data being collected from psychologists, psychiatrists and counselor/psychotherapists. Results Analysis yielded 15 integrated findings across the three phases, which were grouped into two clusters: the first highlighted tension between professionals’ reported confidence and competence and the second explored the parameters and contribution of research and training in this area. Conclusion Professionals’ perception of their competence to work with complicated grief seems overstated and research and professional practice are not aligned. Practice implications These findings are positioned to inform empirically supported training that addresses identified deficits in professionals’ knowledge, attitudes and skills. It is important therefore that training is reflective of the needs of different professional groups.

Background Negative attitudes toward persons who use alcohol and other drugs contribute to suboptimal care. Nurses are in key roles to address the needs of this population, yet they lack the education needed to identify persons who may be at risk because of substance use and intervene accordingly. The purpose of this study was to evaluate the impact of a substance-use-related curriculum on nursing students' attitudes and therapeutic commitment for working with patients with alcohol- and drug-use-related problems. Methods Data were collected for four cohorts of 169 nursing students enrolled in a Master's Entry into Nursing program. Questionnaires included the Person-Centered Alcohol and Alcohol Problems Perception Questionnaire and the Drug and Drug Problems Perception Questionnaire, completed before and after completing the curriculum. Paired samples t test were used to examine pre/post differences for each measure's subscale. Results Four of the seven Person-Centered Alcohol and Alcohol Problems Perception Questionnaire subscales showing significant increases were role adequacy, role support, role legitimacy, and general perceptions. Four of the five Drug and Drug Problems Perception Questionnaire subscales showing significant increases were role adequacy, role support, job satisfaction, and role legitimacy; there was a significant change in role-related self-esteem, however, in a negative direction. Conclusions This study adds to the growing evidence of the positive impact of providing evidence-based information and skill development, which enhance alcohol- and drug-related knowledge and competence for nurses entering professional practice.

Purpose: The present study investigated the relationship between an empowering motivational climate and pupils’ concentration and distraction in physical education, mediated by basic psychological needs satisfaction and by positive and negative affect. Method: The participants were 425 French pupils (Mage = 15.36, SDage = 0.82) from 21 high schools, who filled in a questionnaire regarding the study variables. This cross-sectional study used multilevel structural equation modeling to examine the hypothesized relationships. Results: Good fit indices were found in the data from the theoretical model. An empowering motivational climate was found to be related to concentration. Competence need satisfaction was related to concentration and distraction. This association was mediated by positive and negative affect, which in turn was related to concentration and distraction. Conclusion: Teachers can improve pupils’ concentration and positive affect and reduce distraction and negative affect by supporting an empowering motivational climate and fostering competence need satisfaction.

Background: The Covid-19 pandemic has compounded existing training issues for plastic surgeons. The issues which exist result from a complex interplay of system, generational and individual factors, and can be hard to tease out by quantitative means. This pilot study aimed to investigate the perceptions of trainees and trainers of plastic surgical training in the UK. Methods: Ten semi-structured interviews were performed using purposive sampling in a central London plastic surgical unit. These were coded into and discussed in four themes: Medical directives and service demands; Sociocultural norms within plastic surgical training; Equity and access and Plastic surgery training methods. Results: This study demonstrated that current plastic surgery training is not optimised for learning or wellbeing, and that inequities are fostered, to the detriment of the specialty. Investment and planning is required to support our trainers and protect the diversity of our trainee group, with efficient and monitored learning essential to maintain our breadth and competence of practice. Conclusion: Expanding this work through a broader study could provide valuable information to contribute to the development of future training schemes and curricula within British plastic surgery.

Health service psychology (HSP) graduate programs are shifting from knowledge- to competency-based assessments of trainees' psychotherapy skills. This study used Generalizability Theory to test the dependability of psychotherapy competence assessments based on video observation of trainees. A 10-item rating form was developed from a collection of forms used by graduate programs (n = 102) in counseling and clinical psychology, and a review of the common factors research literature. This form was then used by 11 licensed psychologists to rate eight graduate trainees while viewing 129, approximately 5-min video clips from their psychotherapy sessions with clients (n = 22) at a graduate program's training clinic. Generalizability analyses were used to forecast how the number of raters and clients, and length of observation time impact the dependability of ratings in various rating designs. Raters were the primary source of error variance in ratings, with rater main effects (leniency bias) and dyadic effects (rater-target interactions) contributing 24% and 7% of variance, respectively. Variance due to segments (video clips) was also substantial, suggesting that therapist performance varies within the same counseling session. Generalizability coefficients (G) were highest for crossed rating designs and reached maximum levels (G > .50) after four raters watched each therapist working with three clients and observed 15 min per dyad. These findings suggest that expert raters show consensus in ratings even without rater training and only limited direct observation. Future research should investigate the validity of competence ratings as predictors of outcome. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Background Following the introduction of the emergency department (ED) primary contact physiotherapy role, emergency physiotherapy models of care have evolved and are increasingly being adopted in the Australian EDs. This has occurred due to growing ED patient demand and a need for greater workforce flexibility. Since introduction, there has been limited evaluation of the scope of work physiotherapists are providing in Australian EDs. Objectives To identify the activities of ED physiotherapists provided through different models of care in NSW. Methods Prospective observation study in 19 participating EDs conducted over 6 months between September 2014 and April 2015. Results The study identified different models of care across participating hospitals where physiotherapists worked independently or in conjunction with a team through a referral service. The individual’s scope of work was determined by organisational policy, culture, individual competence, knowledge and skills, and varied significantly between sites. Conclusions These findings could guide both ED work flow and the development of multidisciplinary workforce structures to improve the utilisation of the physiotherapy service in EDs. This will allow for better service levels in hospitals, better access for patients and better use of resources.