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The purpose of this study was to test the theoretical model which had been developed for the intermediary role of parental attitude in the relationship between university students' self-compassion and and interpersonal (social) competence. This research designed in correlational survey model, one of quantitative research models. The sample of the research consisted of 522 participants (344 females and 178 males) aged between 18 and 33 and studying at Çukurova University. Parental Attitude Scale, Interpersonal Competence Scale and Self-Compassion Scale were used as the data collection tools. In the research, the theoretical model was tested through Structural Equation Model. It was found that fit indices of the model were good and the obtained coefficients were statistically significant. It was also found that the structural model which was built for the intermediary role of the parental attitude variable in the relationship between the variables of self-compassion and interpersonal competence had good fit and it was seen that democratic parental attitude played a partial intermediary role in the model. As a result, it was determined that the democratic parental attitude that the students perceived had a partial intermediary role in the relationship between the students' self-compassion and interpersonal competence. [ABSTRACT FROM AUTHOR]

This non-experimental-correlational study was conducted to assess the police officers' perception of their occupational stress and resiliency during the COVID-19 outbreak in Iloilo City for Fiscal Year 2022. Also, it explored whether or not different groups, based on their demographic characteristics (age, sex, police rank, and years in service), perceive occupational stress and resiliency differently during the COVID-19 outbreak. It also examined factors significantly influencing police officers' occupational stress and resiliency during the COVID-19 outbreak. This study was conducted in all PNP Stations in Iloilo City for Fiscal Year 2022. The respondents of the study were the 120 police officers in Iloilo City who had been taken through complete enumeration. The data gathered were summarized and consequently analyzed using the frequency, percentage, mean, Standard Deviation, Mann Whitney U and Kruskal Wallis H tests of difference, and Spearman rho test of association. The results show that the level of occupational stress and psychological resiliency of the law enforcement officers in Iloilo City during the COVID-19 outbreak, when taken as a whole and grouped according to age, sex, police rank, and years in service, is moderate. In addition, there are no significant differences in the levels of occupational stress of the law enforcement officers in Iloilo City during the COVID-19 outbreak when they are grouped according to sex, rank, and years in service, but they differ in terms of age. Further, there are no significant differences in the psychological resiliency of the law enforcement officers in Iloilo City during the COVID-19 outbreak when they are grouped according to age, rank, and years in service, but they differ in terms of sex. Lastly, there is a significant relationship between occupational stress and psychological resiliency in terms of acceptance of self and life, but occupational stress is not significantly related to psychological resiliency in terms of personal competence and meaningfulness. [ABSTRACT FROM AUTHOR]

Researchers and practitioners in a variety of fields have recognised the importance of the human element in the workplace. It is sometimes referred to as soft skills, in contrast to technical or hard skills. Pink (2006) claims that we need more high touch rather than high tech in the workplace because it is high-touch skills that allow an individual to empathise and understand the intricacies of human interaction. Goleman (1998) has found that high-touch skills are critical to effective performance in the workplace. Using his model of emotional competence (EI), he found that EI was twice as important as pure cognitive abilities in effective performance. While EI's importance is likely universal, diverse cultures may value the sub-components of EI in different ways. The overall goal of the research was to introduce English language teaching (ELT) professionals to EI and in doing so, reinforce its importance in the workplace. The study was designed around the 24 sub-components of social and personal competence that comprise EI. Participants (N=487), who worked in diverse ELT contexts, responded to an online questionnaire in which they evaluated their own skills relative to the sub-components of EI and the skills they believed to be important for both teachers and leaders. To understand how culture may affect participants' interactions in the workplace, they were also asked to self-identify with one of Hofstede's ten cultural clusters (Hofstede, 1991). An analysis of qualitative results showed that cultural dimensions influence interactions in the workplace, which in turn can influence how the sub-components of EI are perceived. [ABSTRACT FROM AUTHOR]

The principle of personal criminal jurisdiction based on the nationality of the victim in criminal law is the national legislative and judicial jurisdiction over crimes committed against its own citizens abroad. In fact, accepting foreign punishments and sentences is a condition for the national court. The Iranian-British criminal systems are coherent in identifying this type of jurisdiction, however, the maximum range and multiple standardization in Iran versus the minimum range and single standardization of the United Kingdom indicates a kind of differential criminal policy. In Iranian law, personal jurisdiction based on the victim's citizenship can be applied extensively to all crimes with various criteria, including the victim's citizenship relationship with the country of origin, mutual criminalization, prohibition of retrial and retribution, and the presence of the accused in the country. In English Law, on the other hand, personal jurisdiction is limited to specific offenses. Despite sharing the maximum scope, there are also significant differences in multiple standardization between the two penal systems, i.e., in Iran, only in non-prescribed religious crimes, the rule of mutual criminality and the prohibition of trial and retribution of the perpetrator is accepted. Regarding the crimes of hudud, qisas and diyat, the principle of passive personal jurisdiction is applied and in addition to not being bound by mutual criminality, the trial and retribution of the perpetrator are accepted; a strategy that is not compatible with the criminal case in the UK. Therefore, it seems that the exceptional aspect of personal competence based on the citizenship of the victim requires appropriate identification. Accordingly, the British approach is more prudent.

Teachers' competences should be shaped from a very early stage of their training (Mâţă, Cmeciu, & Ghiaţău, 2013). For that reason, pre-service teachers are required to get involved in teaching internships and gain professional experience from training programs and workshops. These experiences are assets for these pre-service teachers when they resume teaching positions upon graduation. The present narrative study, therefore, aims to investigate the benefits of international teaching internship, known as South-East Asian Teacher (henceforth SEA-Teacher Program) on Indonesian pre-service English teachers' identity and competence development. There were four male and four female participants of SEA-Teacher program participated in the study. The data for this study was generated through in-depth semi-structured phone and email interviews. The study reveals that this program has developed personal competences of the pre-service teachers, in which they improve self-confidence, coping mechanisms, and time management skill. The "SEA-Teacher" also improved pre-service teachers' professional competences, such as development of communicative competence, pedagogical skills, new worldviews on education, career goals and new opportunities. The program also benefited these pre-service teachers' understanding of different cultures, strengthening globalnetworking and promoting respect. The findings also indicated that SEA Teachers' competences need to be further developed. Given the significant relationship between teaching competences and teaching internship at international level, it is necessary to promote the SEA-Teacher personal and professional competence. These competences are advised to be reinforced, with more emphasis on weaker domains. [ABSTRACT FROM AUTHOR]

Traditionally, graphic design (GD) education focuses on the training of technical production skills to prepare graduates for entry-level employment. However, due to the new challenges and the expanding opportunities of emerging practices, GD graduates are expected to master a wide range of additional competencies beyond traditional scope. The study aims to identify the competencies required by future GD graduates in the context of Malaysia. A two-round modified Delphi technique was used to gain consensus from a panel of experts consisted of design educators and industry practitioners regarding the competencies needed by the graduates for effective work performance. A total of 108 competencies were generated. All accepted competencies were ranked ‘very important’ and ‘extremely important’ by at least 75 percent of the respondents in Round Two. These competencies could be classified into 29 subdomains under five components, i.e., cognitive competence, functional competence, personal competence, ethical competence, and meta-competencies. The findings of this study are useful for enhancing the education and employability of graphic designers as they provide a common vocabulary to relevant stakeholders about the standards of performance for new entrants to the GD profession.

The main focus of the study lies on the challenges, procedures and consequences in personal and interpersonal competence development in university translation and interpreting (T&I) students during the COVID-19 pandemic. It reflects the significant change in learning conditions in Slovakia after shifting from campus-based to remote learning throughout the three waves of the pandemic, considering the personal and interpersonal competence an integral part of the curricula. The attention of the authors centres on the students' perspective - their insight and evaluation of the applied training procedures in selected personal (selfassessment, time management, compliance with instructions and deadlines) and interpersonal (teamwork, collaborative tasks, communication with the client/assignor) skills. The year-on-year comparison of students' responses shows improvement in training and learning strategies in almost all observed aspects of personal and interpersonal competence development and demonstrates students' general adaptation to the changed learning environment. The findings of the research, however, raise several concerns related to students' well-being and potential risks of mental health issues which appear to result from the overall crisis situation, social distancing, but also increased workload and work-life imbalance. [ABSTRACT FROM AUTHOR]

Personal competence is one of the four main competencies that teachers in Indonesia must possess. However, the literature has been still limited on the teacher's personal competence in the EFL context. Therefore, the present study aims to discover the application of vocational English teachers’ personal competence and its implication on the teaching and learning process. To achieve the purpose of this study, a qualitative approach in a form of case study was employed. Two teachers of English consisting of one male and one female teacher participated in this study and shared their stories about the application of their personal competence at the school. A semi-structured interview became the instrument to obtain the data. The findings of this investigation indicated that the personal competence of EFL teachers was revealed from teachers’ obedience towards regulation, the application of their religious values, the way they treat their students, the honesty and model they demonstrated, the teachers’ maturity, wiseness, and assertiveness, the teachers’ work ethic, the teachers’ confidence in carrying out their duties and the pride towards their profession. The study also discussed how the teachers’ personal competence might affect the teaching and learning process.

Objectives: This study aims to investigate the level of Career Resilience among Medical Staff members and examine the psychometrics of the Connor-Davidson Resilience Scale (CD-RISC). Subjects and Methods: This is a descriptive, cross-sectional study; the study population included medical staff from basic and clinical departments at the Faculty Of Medicine, Suez Canal University (FOM-SCU) (n=75). The instrument was Connor-Davidson Resilience Scale (CD-RISC) to assess medical staffs' career resilience. Results: This study reveals that the medical staff at FOM-SCU agreed that things happen for a reason, past success gives them confidence for new challenge and, sometimes fate or God can help (78%, 72% and 72%, respectively). Ninety two percent of participants had a resilience score of >50%. Exploratory Factor Analysis (EFA) of the CD-RISC was conducted. This analysis yielded four factors. These factors were labeled as follows: Factor 1: Personal Competence, Factor 2: Tolerance of Negative Affect; Factor 3: Acceptance of change, secure relationships, and spiritual influences; and Factor 4: Control. Conclusion: The findings revealed that the medical staff received a high level of career resilience, and they especially felt that God gives them confidence. Resilience reveals how the medical staff copes with change and how they face challenges and risk events in the health profession. This study assessed the psychometric properties of the CD-RISC questionnaire and concluded that it is a reliable and valid instrument to measure career resilience in medical staff. [ABSTRACT FROM AUTHOR]

Every company will go through the same stages during its existence as any living organism. However, unlike a living organism, we can make a company immortal if we can devise the right strategy for its development. Personal competence is crucial in it. Consequently, the development of the company, where they do not care about competency building, is practically impossible. Creating staff competencies is not an easy task. That company must create and develop itself. For this purpose, it is advisable to include in the organizational structure of the company such a priority of development, which may be called "strategic competencies". As soon as such a structure is created, it will start accumulating knowledge in the assigned direction, which will be gradually transformed into the competencies of the company. [ABSTRACT FROM AUTHOR]

Considering the increased interest in ensuring the well-being of a person, lifelong learning takes a leading place in society. The aim of the research is to build the concept of LLL system for Kazakhstan based on the methodology of education and international best practices. The key idea of the research is to justify the LLL system, that provides coverage of the country's population with formal, non-formal and informal education to increase its competitiveness and basic competencies to the level of the OECD countries. To do this, we propose mechanisms that allow us to fully recognize the learning outcomes of formal, non-formal and informal education. The ideas were proposed by the authors to the Kazakhstan's Government on the creation of the Concept of Lifelong Learning. [ABSTRACT FROM AUTHOR]

Relevance: the article justifies the need for comprehensive psychological support of professional training of police officers in order to improve the quality of education and competence of law enforcement specialists. The purpose of the research is to test the developed Concept of psychological support for the formation of personal competence of police officers. Hypothesis of the study: after execution of the forming influence the level of formation of the components of personal competence and the degree of their integration increases as well as the success of professional activities during the first year of service. Sample: 1163 students of the Volgograd Academy of the Ministry of internal Affairs. Results: the efficiency of developing impacts within the framework of the Concept is confirmed at all stages of the experiment. Assessments of personal competence development are significantly related to the professional progress of University graduates assessed by experts. Expert assessments of the components of personal competence show high consistency with corresponding personal variables evaluated through self-reporting, both in a single-moment section and in dynamics. Conclusion: the implementation of the Concept shows the efficiency of psychological support measures for the formation of personal competence, the influence of their level of development on the results of professional activity is confirmed.

This study aims to determine and analyze the influence of individual commitment to organizational citizenship behavior, personal competence to organizational citizenship behavior, individual commitment to the performance of regional legislative members, personal competence to the performance of regional legislative members, and organizational citizenship behavior to the performance of regional legislative members. The populations in this study as well as a unit of analysis were 67 members of the regional legislative of Konawe Regency and South Konawe Regency. Data collection uses survey methods and analyzed by validity test, reliability test, descriptive analysis, and path analysis. The results of the study indicate that individual commitment has a positive and significant effect on organizational citizenship behavior. Personal competence has a positive and significant effect on organizational citizenship behavior. Individual commitment has a positive and significant effect on the performance of regional legislative members. Personal competence has a positive and significant effect on the performance of regional legislative members. Organizational citizenship behavior has a positive and significant effect on the performance of regional legislative members. Individual commitment and personal competence have a positive and significant effect on the performance of regional legislative members through Organizational Citizenship behavior.

According to the legal acts of the European Union and Lithuania regulating the aims and peculiarities of the organization of education, non-formal education and learning and educational assistance for pupils with special educational needs, scientific research of Lithuanian and foreign authors, it can be stated that musical activity for pupils with special educational needs benefits revealing and strengthening of their personal competence. However, the research on development of personal competence through non-formal and formal education, complemented with music and art programs for children with special needs, especially students with visual impairments, is insufficient. The aim of the research is to reveal teachers’ insights on the development of personal competence of pupils with visual impairments in music schools. To reveal the aim of this work and to reach its goals qualitative research based on qualitative content analysis is used. The methods to collect information are: semi-structured interviews and monitoring. Personal competence can be defined as corresponding components, that make up three types of skills: self-understanding (well-being, self-expression, independence), self-evaluation (self-assessment, self-esteem, self-confidence), self-control (self-regulation, decision-making, responsibility, sociability). The results of the semi-structured interview with 5 teachers suggest that purposeful development of personal competence of pupils with visual impairments can help to create and implement already existing social skills, to strengthen and expand them with practical experience. Music schools have an opportunity to educate pupils with visual impairments by individualizing curricula, enabling them to disclose their talents and meeting their individual needs for self-expression, nurturing innate powers, preparing for autonomous life, understanding common values, which will later be used as a framework for their future lives.

Traditionally, graphic design (GD) education focuses on the training of technical production skills to prepare graduates for entry-level employment. However, due to the new challenges and the expanding opportunities of emerging practices, GD graduates are expected to master a wide range of additional competencies beyond traditional scope. The study aims to identify the competencies required by future GD graduates in the context of Malaysia. A two-round modified Delphi technique was used to gain consensus from a panel of experts consisted of design educators and industry practitioners regarding the competencies needed by the graduates for effective work performance. A total of 108 competencies were generated. All accepted competencies were ranked 'very important' and 'extremely important' by at least 75 percent of the respondents in Round Two. These competencies could be classified into 29 subdomains under five components, i.e., cognitive competence, functional competence, personal competence, ethical competence, and meta-competencies. The findings of this study are useful for enhancing the education and employability of graphic designers as they provide a common vocabulary to relevant stakeholders about the standards of performance for new entrants to the GD profession. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Sport & Health Research is the property of Journal of Sport & Health Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article analyzed the pedagogical factors of the formation of authority in the personality of a religious teacher. In particular, it reflected the research of world scientists on the construction of authorization of the teacher's character and theoretical views and empirical research results concerning this topic. In this regard, pedagogical conclusions and recommendations were developed to increase the teacher's personality's authority. [ABSTRACT FROM AUTHOR]

Remiantis Europos Sąjungos bei Lietuvos teisės aktais, reglamentuojančiais švietimo, neformaliojo ugdymo bei mokymosi ir švietimo pagalbos specialiųjų ugdymo(si) poreikių turintiems mokiniams, tikslus ir organizavimo ypatumus, lietuvių ir užsienio autorių moksliniais tyrimais, galima teigti, jog muzikine veikla specialiųjų ugdymo(si) poreikių mokiniams sudaromos sąlygos atsiskleisti, stiprinti asmeninę kompetenciją. Tačiau trūksta tyrimų, analizuojančių mokinių, turinčių regos sutrikimų, asmeninės kompetencijos ugdymą(si) muzikos mokyklose neformaliojo ugdymo ir formalųjį ugdymą papildančiomis muzikos ir meno programomis. Tyrimo tikslas - atskleisti mokytojų įžvalgas apie mokinių, turinčių regos sutrikimų, asmeninės kompetencijos ugdymą(si) muzikos mokyklose. Tyrimo tikslui pasiekti bei problemai spręsti naudotas kokybinis tyrimas, pagrįstas kokybine turinio analizės tyrimo strategija. Asmeninė kompetencija gali būti apibrėžiama kaip atitinkami komponentai, sudarantys trijų įgūdžių rūšis: savęs pažinimo (savijauta, saviraiška, savarankiškumas), savęs vertinimo (įsivertinimas, savigarba, pasitikėjimas savimi), savikontrolės (savireguliacija, sprendimų priėmimas, atsakingumas, komunikabilumas). Pusiau struktūruoto interviu su penkiomis mokytojomis rezultatai leidžia teigti, kad tikslingas mokinių, turinčių regos sutrikimų, asmeninės kompetencijos ugdymas(is) gali padėti formuoti vaikų socialinius įgūdžius, stiprinti ir plėsti juos praktine patirtimi. Muzikos mokyklos turi galimybę ugdyti mokinius, turinčius regos sutrikimų, individualizuojant ugdymo programas, sudarant sąlygas atsiskleisti vaiko gabumams ir patenkinti individualius saviraiškos poreikius, puoselėti prigimtines vaiko galias, pasirengti atsakingam savarankiškam gyvenimui, suvokti bendrąsias vertybes ir jomis grįsti tolesnį gyvenimą. According to the legal acts of the European Union and Lithuania regulating the aims and peculiarities of the organization of education, non-formal education and learning and educational assistance for pupils with special educational needs, scientific research of Lithuanian and foreign authors, it can be stated that musical activity for pupils with special educational needs benefits revealing and strengthening of their personal competence. However, the research on development of personal competence through non-formal and formal education, complemented with music and art programs for children with special needs, especially students with visual impairments, is insufficient. The aim of the research is to reveal teachers' insights on the development of personal competence of pupils with visual impairments in music schools. To reveal the aim of this work and to reach its goals qualitative research based on qualitative content analysis is used. The methods to collect information are: semi-structured interviews and monitoring. Personal competence can be defined as corresponding components, that make up three types of skills: selfunderstanding (well-being, self-expression, independence), self-evaluation (self-assessment, self-esteem, self-confidence), self-control (self-regulation, decision-making, responsibility, sociability). The results of the semi-structured interview with 5 teachers suggest that purposeful development of personal competence of pupils with visual impairments can help to create and implement already existing social skills, to strengthen and expand them with practical experience. Music schools have an opportunity to educate pupils with visual impairments by individualizing curricula, enabling them to disclose their talents and meeting their individual needs for self-expression, nurturing innate powers, preparing for autonomous life, understanding common values, which will later be used as a framework for their future lives. [ABSTRACT FROM AUTHOR]

This study was aimed to find out alumni’s perceptions toward English teachers’ teaching strategies and personal competences. In addition, this research investigated how students perceived availabilty of their school facility. The study was conducted online by sending the link of questionnaire to alumni who graduted from three state senior high schools in South Aceh. The study used the quantitative method with the survey design, and the questionnaire was used as the instrument to get the data needed. The population of this survey was all students who graduated from SMAN 1 Labuhanhaji, SMAN 1 Tapak Tuan, and SMAN 1 Trumon and they are now continuing their study at some universities and academies in Aceh and North Sumatera. The samples for this study were fifteen alumni chosen from each of these three state schools. The collected data was analyzed through a quantitative procedure by using a statistical formula to find the percentage of each statement. The results showed that most English teachers were perceived not to thoroughly apply the strategies suggested in English teaching but have a complete set of required personality to be a good teacher. In addition, school facilities were perceived still insufficient.

Personal competence is considered to be the basic characteristic of a person, which allows to predict the behavior of a person in life and professional situations, therefore the purpose of the study was to study the general personal competence and specificity of the social competence of police officers of preventive activity units at different stages of the professional genesis. The methodological grounds for the study were: psychological theory of activity, the concept of genetic development of a person, modern concepts of professional genesis. The obtained results of the research should be used in drawing up programs of psychological support of police officers at different stages of professional development. The features of general personal competence of police officers of preventive activity units at various stages of professional development have been revealed. Cadets of the first year of study have the lowest levels of self-efficiency and self-management, as they have not adapted to new learning conditions yet and are not well-informed about future professional activities. Cadets of the fourth year of study have purposefulness, greater ability to self-management, seek to use at most their opportunities, acquired theoretical knowledge and practical skills in practice, but are less autonomous. The most developed component of the personal competence of experienced police officers is the reflexivity and ability to work in the team. The similarities of effective communication skills, the ability to teach and persuade as components of the overall personal competence of police officers, regardless of the stage of professional genesis have been noted within sample groups. The author has established the specificity of social competence of police officers of preventive activity units at different stages of professional genesis: the first year cadets have clearly expressed properties that help to accumulate skills and abilities of social actions and contacts in personal experience; fourth-year cadets have developed abilities to solve interpersonal problems and interaction problems; experienced police officers performing their duties have the ability to quickly change their behavior according to the requirements of the situation, have high readiness for social interaction and partnership.

Penelitian ini bertujuan untuk mendeskripsikan kesiapan mahasiswa pendidikan matematika se-Kota Mataram dalam melaksanakan Praktik Pengalaman Lapangan (PPL) di sekolah yang ditinjau dari: kesiapan kompetensi pedagogi mahasiswa dan kesiapan kompetensi kepribadian mahasiswa. Penelitian ini menggunakan pendekatan concurrent embedded strategy of mixed method. Sampel penelitian terdiri atas 104 mahasiswa pendidikan matematika yang melaksanakan PPL di sekolah, yang ditentukan menggunakan teknik purposive sampling. Instrumen penelitian berupa tes, daftar ceklis, lembar observasi, dan angket. Analisis data menggunakan analisis statistik deskriptif kuantitatif dengan kecenderungan kesiapan dalam lima kategori yaitu sangat siap, siap, cukup, kurang, dan sangat kurang. Hasil penelitian menunjukkan bahwa (1) kompetensi pedagogi mahasiswa masuk kategori cukup, (2) wawasan kompetensi pedagogi masuk kategori siap, (3) kemampuan menyusun RPP masuk kategori siap, (4) kemampuan melaksanakan pembelajaran masih kurang, (5) kemampuan menilai hasil belajar masuk kategori cukup, dan (6) kompetensi kepribadian mahasiswa masuk kategori cukup. The readiness of mathematics education students in mataram city in the teaching practicum at schools Abstract This study aimed to describe the readiness of mathematics education students in Mataram City in implement the teaching practicum at schools in terms of the pedagogic competence and the personal competence. This study using the approach of the concurrent embedded strategy of mixed methods. The study sample consisted of 104 mathematics education students who carried out the teaching practicum at schools, which was determined using purposive sampling technique. The study instruments consist of a test, checklists, observation sheets, and questionnaires. The data were analyzed by means of the descriptive statistics using readiness tendencies in five categories: very ready, ready, fairly ready, poor, and very poor. The results of the study show that (1) the pedagogical competence of students was in the fairly ready category, (2) the pedagogic competence knowledge was in the ready category, (3) the ability to design lesson plans was in the ready category, (4) the ability to implement teaching was in the poor category, (5) the ability to assess students’ learning achievements was in the fairly ready category, and (6) the personal competence was in the fairly ready category.

Copyright of Journal of College of Education / Wasit is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Projects are undertaken to serve the particular purposes of organizations. Many projects focus on having monetary benefits, but some projects are non-profit oriented and funded by international or national non-governmental organizations (NGOs) or donors to serve the development of communities. These funded projects are usually established in many disciplines including health, environment, economics, education, social and human rights in countries where the welfare of the population is deficient. From perspectives of project teams and sponsors, having a project-oriented approach allows more project control over their available resources and expected outcomes, especially long-term or sustainable outcomes. In this study, the term ‘sustainable outcomes’ refers to project activities and their outcomes that survive after the termination of external funding. Sustainable outcomes are derived from the maintenance of benefits generated from an initial project, the continuation of project activities within a new organization, and the maintenance of benefits realization. The sustainable outcomes are impacted by abilities to carry out both on¬going and long-term implementation. Therefore, it is important to ensure that personal competence in development projects contribute to sustainable outcomes. This study employs a correlation coefficient analyses to identify personal competence of project team members that contribute to achieving sustainable outcomes. Seventy-five respondents from development projects participated in the questionnaire survey. The research findings show that each of the sustainable outcome domain required different combinations of personal competence attributes.

This paper analytically presents the factors of entrepreneurial intentions of students in Bosnia and Herzegovina (BiH). The research problem can be defined by the question whether today a university can be called an “entrepreneurial university” which educates, prepares and encourages students to start their own business as a career option independently? Do economic policies of small countries contribute to their significant role in encouraging entrepreneurship, and what are predictors of entrepreneurial intentions of students? The study was conducted on a sample of 351 students at the Faculty of Economics of the University of Banja Luka in April 2016, based on previously empirically verified questionnaire that measures the support of closer social environment (friends and family), self-efficacy and acceptability of entrepreneurship as a career, as well as the entrepreneurial intention, through three dimensions of time - starting a business immediately after the end of their formal academic education, within 5 years after graduation and in an indefinite moment in the future. The methods of descriptive statistics, factor and correlation analyses have been applied. The aim of the research is to determine the predictors of entrepreneurial intentions of students in small countries in transition in the case of students from BiH at the early stage during their education and whether their entrepreneurial intentions are influenced by the economic policies through the construction of entrepreneurial infrastructure institutions? The research results indicate the existence of clearly defined and mutually comparable latent variables that can be identified as factors of entrepreneurial intentions of students. Personal competence and motivation of students are predictors of entrepreneurial intentions, which is not the case with the “entrepreneurial university” and the institutional support for entrepreneurs who are beginners.

Seorang guru sebagai seorang pendidik merupakan komponen penting dalam proses pendidikan. Penelitian ini bertujuan untuk (1) menganalisis profil guru SLTP Komwil 05 Kabupaten Tegal, (2) menganalisis prioritas kebijakan dalam meningkatkan kompetensi guru di daerah penelitian, (3) menentukan strategi untuk meningkatkan kompetensi guru melalui prioritas kebijakan yang dapat diterapkan di daerah penelitian. Respondennya adalah 33 guru SLTP Komwil 05 Kabupaten Tegal. Mereka dipilih dengan menggunakan simple random sampling. Selain itu 15 orang dipilih untuk menjadi keyperson. Statistik Deskriptif dan Analisis Hierarchy Process digunakan untuk menganalisis data dalam penelitian ini. Hasil penelitian menunjukkan bahwa kompetensi pedagogik dan kompetensi profesional guru adalah moderat dan guru memiliki kepribadian dan kompetensi sosial yang tinggi. Hal yang harus ditingkatkan adalah kompetensi guru. Prioritas utama dalam meningkatkan kompetensi guru di Kabupaten Tegal adalah (1) memilih moralitas calon guru 2) menyaring kualitas guru (3) mengirim guru untuk mengikuti berbagai pelatihan untuk meningkatkan karakter mereka.A teacher as an educator is an important component in the educational process. This study aims to (1) analyze the teacher profile of SLTP Komwil 05 Kabupaten Tegal, (2) analyze the policy priorities in improving the competence of teachers in the study area, (3) determine the strategies for enhancing the competence of teachers through the policy priorities that can be applied in the study area. There are 33 junior high school teachers of SLTP Komwil 05 Kabupaten Tegal as the respondents. They were selected by using simple random sampling. Then, there are also15 key persons. Descriptive Statistics and Analysis Hierarchy Process were used to analyze the data in the study. The results show that pedagogical competence and professional competence are moderate and the teachers have high personality and social competence. The thing that should be improved is teacher competence. The main priorities in improving the competence of teachers in Tegal regency are (1) selecting the prospective teacher morality 2) filtering the quality of teachers (3) sending teachers to join some trainings to build their characters.

The purpose of this paper is to demonstrate the contradictions, gaps and ambiguities that converge in the justice system subject of the Peace Agreement signed between the Colombian government and the FARC-EP. An analytical and descriptive exposition is made of the dispositions that regulate the competence of the Special Jurisdiction for Peace, contained in the Final Agreement, the Legislative Act 01 of 2017, the Statutory Law that regulates it and the previous pronouncements made by the Constitutional Court. Initially, substantial issues are addressed regarding three areas of competence: temporal, material and personal ones. Afterwards the procedural difficulties are exposed, in which the differences between what was agreed, implemented and established by the Constitutional Court are made evident. [ABSTRACT FROM AUTHOR]