A competence model for environmental education

The goal of environmental education is ultimately to enable a person to strive for and to attain a more ecological way of life. In this article, we begin by distinguishing three forms of environmental knowledge and go on to predict that people's attitude toward nature represents the force that drives their ecological behavioral engagement. Based on data from 1,907 students, we calibrated previously established instruments to measure ecological behavior, environmental knowledge, and attitude toward nature with Rasch-type models. Using path modeling, we corroborated our theoretically anticipated competence structure. While environmental knowledge revealed a modest behavioral effect, attitude toward nature turned out to be, as expected, the stronger determinant of behavior. Overall, we propose a competence model that has the potential to guide us into more evidence-based ways of promoting the overall ecological engagement of individuals. (DIPF/Orig.)

Quality of implementation in an evidence-based family prevention program: the Family Competence Program

Family prevention programs need to be evidence-based in order to guarantee the success of their implementation. The Family Competence Program (FCP), a Spanish cultural adaptation of the Strengthening Families Program (SFP), has developed different measures and processes to gauge the quality of the implementation. This article is dedicated specifically to two of these measures: the evaluation of the facilitators and the assessment of the family engagement techniques. For evaluating the facilitators, a Delphi technique with experts and professionals is undertaken. For assessing the family techniques, both self-evaluation of trainers and evaluation by families are used. Finding underpin that, in the case of facilitators, is important that, after to skills and experience, they need to understand the theory of change of the program. In the case of family engagement techniques, more detailed, comprehensive talks, discussions and group activities lead to better family engagement outcomes.

Effects of two teaching interventions on nursing students’ acquisition of competence in ECG interpretation

Purpose: Nurse ability to recognise patient arrhythmias could contribute to preventing in-hospital cardiac arrest. Research suggests that nurses and nursing students lack competence in electrocardiogram (ECG) interpretation. The aim of this study was to compare the effects of two training strategies on nursing students’ acquisition of competence in ECG interpretation. Materials and methods: A controlled randomised trial with 98 nursing students. Divided in groups of 12–16, participants were randomly allocated to one of the following 3-h teaching intervention groups: 1) traditional instructor-led (TILG), and 2) flipped classroom (FCG). Participants’ competence in ECG interpretation was measured in terms of knowledge (%), skills (%) and self-efficacy (%) using a specifically designed and previously validated toolkit at pre-test and post-test. Two-way MANOVA explored the interaction effect between ‘teaching group’ and ‘time of assessment’ and its impact on participants’ competence. Within-group differences at pre-test and post-test were explored by carrying out paired t-tests. Between-group differences at pre- and post-test were examined by performing independent t-test analysis. Results: There was a statistically significant interaction effect between ‘teaching group’ and ‘time of assessment’ on participants’ competence in ECG interpretation (F(3,190) = 86.541, p = 0.001; Wilks’ Λ = 0.423). At pre-test, differences in knowledge (TILG = 35.12 ± 12.07; FCG = 35.66 ± 10.66), skills (TILG = 14.05 ± 10.37; FCG = 14.82 ± 14.14), self-efficacy (TILG = 46.22 ± 23.78; FCG = 40.01 ± 21.77) and all other variables were non-significant (p > 0.05). At post-test, knowledge (TILG = 55.12 ± 14.16; FCG = 94.2 ± 7.31), skills (TILG = 36.90 ± 16.45; FCG = 86.43 ± 14.32) and self-efficacy (TILG = 70.78 ± 14.55; FCG = 79.98 ± 10.35) had significantly improved, regardless of the training received (p < 0.05). Nonetheless, participants in the FCG scored significantly higher than participants in the TILG in knowledge, skills and self-efficacy (p < 0.05). Conclusion: Flipping the classroom for teaching ECG interpretation to nursing students may be more effective than using a traditional instructor-led approach in terms of immediate acquisition of competence in terms of knowledge, skills and self-efficacy. Further research on the effects of both teaching strategies on the retention of the competence will be undertaken.

Neustonic distribution of decapod planktonic stages and competence of brachyuran megalopae in coastal waters

Settlement rate may not reflect larval supply to coastal waters in different marine invertebrates and demersal fishes. The importance of near-shore oceanography and behaviour of late larval stages may be underestimated. The present study conducted neustonic sampling over station grids and along full-length transects at two embayments in south-eastern Brazil to (1) compare diurnal and nocturnal occurrence of most frequent decapod stages to assess their vertical movements, (2) describe the formation of larval patches and (3) measure competence of crab megalopae according to their distance to recruitment grounds. Several shrimp species apparently undergo a diel vertical migration, swimming crab megalopae showed no vertical movements and megalopae of the intertidal crab Pachygrapsus transversus revealed a reversed vertical migration. During the day, crab megalopae aggregated in convergence zones just below surface slicks. These larvae consisted of advanced, pre-moult stages, at both mid-bay and near-shore patches. Competence, measured as the time to metamorphosis in captivity, was similar between larval patches within each taxon. Yet, subtidal portunids moulted faster to juveniles than intertidal grapsids, possibly because they were closer to settlement grounds. Megalopae of Pachygrapsus from benthic collectors moulted faster than those from bay areas. These results suggest that alternative vertical migration patterns of late megalopae favour onshore transport, and actual competence takes place very close to suitable substrates, where larvae may remain for days before settlement. Lack of correlation between larval supply and settlement for Pachygrapsus suggests that biological processes, besides onshore transport, may play an important role in determining settlement success of coastal crabs.

Direito da religião

This dissertation stands out the religious and social role of Christian religious minorities in Portuguese society, where the vast majority of the believers profess the Catholic faith. This work serves to demystify the widespread prejudice against minorities and clarify its place in the religious phenomenon in Portugal. We intend to define the concept of Religion, missing in the Portuguese legislation, framing it in Portuguese constitutional history, which allows us to evaluate the relations State/Catholic Church and State/religious minorities, since Liberalism. We attempt to measure how the legal system accepts the religious phenomenon and how to deal with religious diversity, according to the principle of religious freedom postulated in the Constitution of the Portuguese Republic. It is also our intention to relate the concepts of sect and religious minority, which tendentiously are misunderstood. In order to understand the underlying dynamics of religious minorities, we take the example of the Portuguese Evangelical Alliance, which we monitored closely throughout the investigation. We will give some space for a small analysis of the state and social discrimination experienced by the minorities. With this work we can conclude in general that Portugal, despite its weak religious diversity, has a good advance on the religious freedom. The Portuguese State has made a remarkable effort to cooperate with the churches, an effort that must be continued in order to fill some gaps found, particularly in the absence of legislation regarding the criminalization of religious discrimination and competence of the Committee on Religious Freedom in case of a possible complaint. We prove similarly that there is also a special attention to the Catholic Church in the composition of the Committee on Religious Freedom and the Committee Broadcast Time of Religious Confessions. In the end, we prove that the society is the major source of discrimination against minorities.

STORYTELLING, EMOTION UNDERSTANDING, AND KINDERGARTNERS’ SOCIAL COMPETENCE

Interpreting others’ emotions is theoretically foundational for children’s social competence, yet little research contrasts Emotion Understanding (EU) types against their theoretical correlates. This study investigated kindergartners’ situationistic EU (attributing emotions based on external events) and mentalistic EU (attributing emotions from others’ mental states) in relation to Theory of Mind (ToM) and social skills, as rated by parents and teachers. The EU measures were expected to have low associations with one another and to relate differently to ToM and select social skills. Mentalistic EU was expected to be an important predictor of teacher-rated social skills. Results supported the hypothesis that mentalistic EU and situationistic EU are distinct constructs. However, both relate to ToM. Furthermore, while ToM and situationistic EU variables were included in the regression model, only vocabulary and mentalistic EU were significant predictors for teacher-rated social skills. Results indicate the importance of mentalistic EU in aspects of kindergartners’ social competence.

A (in)capacidade estatal de defesa dos direitos humanos : o incidente de deslocamento de competência nº 3 e a violência policial no estado de Goiás

Dissertação (mestrado)—Universidade de Brasília, Centro de Estudos Avançados Multidisciplinares, Programa de Pós-Graduação em Direitos Humanos e Cidadania, 2015.

Development of motor competence in childhood and adolescence

This dissertation aimed to investigate the development of motor competence in childhood and adolescence. As a starting point, a systematic review was conducted to investigate the instruments used for the evaluation of motor competence. This review identified a gap in the literature regarding the existence of an instrument to assess motor competence based on the three theoretical constructs (stability, locomotor, manipulative). In an attempt to fill this gap, a valid quantitative instrument was proposed. To meet this purpose, 584 children, between 6 and 14 years of age, were evaluated in nine motor tasks, three for each construct. The final instrument comprised two motor tasks for each construct (stability, locomotor, manipulative) and presented very good fit indexes. This instrument was used to analyse the motor competence behaviour by gender in different age groups, indicating that generally boys outperformed girls and both genders increased their performance across age groups. However, different motor competence growth rates appear in both genders across age groups. In addition, children with high and low motor competence were compared regarding some of their health related fitness variables. We found that, regardless of age and gender, the group with better motor proficiency always showed better results in health related fitness. We found positive moderate to high correlations between motor competence and the variables of cardiovascular fitness and muscular fitness, and an inverse correlation with body composition across the four age groups. We also found that motor competence explained 75% of the variance of the health related fitness for the total sample, with locomotion as the primary predictor. However, when analysing the four age groups, stability skills seem to play an important role in health related fitness in the transition from childhood to adolescence. In conclusion, educational and health policies should consider the development of motor competence as an essential strategy to promote healthy development throughout life.

A participação das forças armadas na segurança pública de Cabo Verde: que colaboração?

Tendo em conta o nível de desenvolvimento que Cabo Verde tem vindo a conhecer, o crescimento rápido da sua população, o aparecimento de novos factos criminais e ainda o facto de possuir um enorme Zona Económica Exclusiva, associado ao facto de ser um país de fracos recursos económicos, é motivo para que se optimizem os recursos, encontrando respostas legalmente adequadas, eficazes e eficientes ao fenómeno do crime e da insegurança, projectados pelas novas ameaças. Com a revisão Constitucional de 1999, as Forças Armadas (FA) ganharam competência no âmbito de segurança interna, para colaborem com as Forças e Serviços de Segurança (FSS) e sob a responsabilidade destas. Este estudo debruça sobre “A Participação das Forças Armadas na Segurança Pública em Cabo Verde”, no intuito de analisar e perceber que tipo de colaboração prevê a Constituição, perceber à que nível pode ocorrer a actuação das FA na segurança e ordem pública e quais os limites dessa actuação. Para fazer o estudo recorreu-se à análise documental e fez-se uso do método de qualitativo, tendo como instrumento de recolha de informação a entrevista (semiestruturada), seguido de uma análise de conteúdo permitindo confrontar os resultados com as ideias existentes no enquadramento teórico. Conclui-se que as FA têm competências para actuar na segurança interna somente em colaboração com as FSS. Mas mostra-se que perante o quadro socioeconómico de Cabo Verde não se pode dispensar esta colaboração.

Cognitive Competence and Life Course Change in Multi-Problem Adolescents

The dissertation reports on two studies. The purpose of Study I was to develop and evaluate a measure of cognitive competence (the Critical Problem Solving Skills Scale – Qualitative Extension) using Relational Data Analysis (RDA) with a multi-ethnic, adolescent sample. My study builds on previous work that has been conducted to provide evidence for the reliability and validity of the RDA framework in evaluating youth development programs (Kurtines et al., 2008). Inter-coder percent agreement among the TOC and TCC coders for each of the category levels was moderate to high, with a range of .76 to .94. The Fleiss’ kappa across all category levels was from substantial agreement to almost perfect agreement, with a range of .72 to .91. The correlation between the TOC and the TCC demonstrated medium to high correlation, with a range of r(40)=.68, p Study II reports an investigation of a positive youth development program using an Outcome Mediation Cascade (OMC) evaluation model, an integrated model for evaluating the empirical intersection between intervention and developmental processes. The Changing Lives Program (CLP) is a community supported positive youth development intervention implemented in a practice setting as a selective/indicated program for multi-ethnic, multi-problem at risk youth in urban alternative high schools in the Miami Dade County Public Schools (M-DCPS). The 259 participants for this study were drawn from the CLP’s archival data file. The study used a structural equation modeling approach to construct and evaluate the hypothesized model. Findings indicated that the hypothesized model fit the data (χ2 (7) = 5.651, p = .83; RMSEA = .00; CFI = 1.00; WRMR = .319). My study built on previous research using the OMC evaluation model (Eichas, 2010), and the findings are consistent with the hypothesis that in addition to having effects on targeted positive outcomes, PYD interventions are likely to have progressive cascading effects on untargeted problem outcomes that operate through effects on positive outcomes.

Expanding our Constitutional Horizons: A Comprehensive Study of Quasi-Constitutionality in Canada

A number of laws in Canada which uphold rights are referred to as quasi-constitutional by the courts in recognition of their special importance. Quasi-constitutional statutes are enacted through the regular legislative process, although they are being interpreted and applied in a fashion which has become remarkably similar to constitutional law, and are therefore having an important affect over other legislation. Quasi-constitutionality has surprisingly received limited scholarly attention, and very few serious attempts at explaining its significance have been made. This dissertation undertakes a comprehensive study of quasi-constitutionality which considers its theoretical basis, its interpretation and legal significance, as well as its similarities to comparable forms of law in other Commonwealth jurisdictions. Part I examines the theoretical basis of quasi-constitutionality and its relationship to the Constitution. As a statutory and common law form of fundamental law, quasi-constitutionality is shown to signify an association with the Canadian Constitution and the foundational principles that underpin it. Part II proceeds to consider the special rules of interpretation applied to quasi-constitutional legislation, the basis of this interpretative approach, and the connection between the interpretation of similar provisions in quasi-constitutional legislation and the Constitution. As a statutory form of fundamental law, quasi-constitutional legislation is given a broad, liberal and purposive interpretation which significantly expands the rights which they protect. The theoretical basis of this approach is found in both the fundamental nature of the rights upheld by quasi-constitutional legislation as well as legislative intent. Part III explores how quasi-constitutional statutes affect the interpretation of regular legislation and how they are used for the purposes of judicial review. Quasi-constitutional legislation has a significant influence over regular statutes in the interpretative exercise, which in some instances results in conflicting statutes being declared inoperable. The basis of this form of judicial review is demonstrated to be rooted in statutory interpretation, and as such it provides an interesting model of rights protection and judicial review that is not conflated to constitutional and judicial supremacy.

Nurses', midwives' and key stakeholders' experiences and perceptions on requirements to demonstrate the maintenance of professional competence.

Aim: To present the qualitative findings from a study on the development of scheme(s) to give evidence of maintenance of professional competence for nurses and midwives. Background: Key issues in maintenance of professional competence include notions of self- assessment, verification of engagement and practice hours, provision of an evidential record, the role of the employer and articulation of possible consequences for non-adherence with the requirements. Schemes to demonstrate the maintenance of professional competence have application to nurses, midwives and regulatory bodies and healthcare employers worldwide. Design: A mixed methods approach was used. This included an online survey of nurses and midwives and focus groups with nurses and midwives and other key stakeholders. The qualitative data are reported in this study. Methods: Focus groups were conducted among a purposive sample of nurses, midwives and key stakeholders from January–May 2015. A total of 13 focus groups with 91 participants contributed to the study. Findings: Four major themes were identified: Definitions and Characteristics of Competence; Continuing Professional Development and Demonstrating Competence; Assessment of Competence; The Nursing and Midwifery Board of Ireland and employers as regulators and enablers of maintaining professional competence. Conclusion: Competence incorporates knowledge, skills, attitudes, professionalism, application of evidence and translating learning into practice. It is specific to the nurse's/midwife's role, organizational needs, patient's needs and the individual nurse's/midwife's learning needs. Competencies develop over time and change as nurses and midwives work in different practice areas. Thus, role-specific competence is linked to recent engagement in practice.

The impact of personal background and school contextual factors on academic competence and mental health functioning across the primary-secondary school transition

Students negotiate the transition to secondary school in different ways. While some thrive on the opportunity, others are challenged. A prospective longitudinal design was used to determine the contribution of personal background and school contextual factors on academic competence (AC) and mental health functioning (MHF) of 266 students, 6-months before and after the transition to secondary school. Data from 197 typically developing students and 69 students with a disability were analysed using hierarchical linear regression modelling. Both in primary and secondary school, students with a disability and from socially disadvantaged backgrounds gained poorer scores for AC and MHF than their typically developing and more affluent counterparts. Students who attended independent and mid-range sized primary schools had the highest concurrent AC. Those from independent primary schools had the lowest MHF. The primary school organisational model significantly influenced post-transition AC scores; with students from Kindergarten--Year 7 schools reporting the lowest scores, while those from the Kindergarten--Year 12 structure without middle school having the highest scores. Attending a school which used the Kindergarten--Year 12 with middle school structure was associated with a reduction in AC scores across the transition. Personal background factors accounted for the majority of the variability in post-transition AC and MHF. The contribution of school contextual factors was relatively minor. There is a potential opportunity for schools to provide support to disadvantaged students before the transition to secondary school, as they continue to be at a disadvantage after the transition.

The role of information literacy competence and higher order thinking skills to develop academic writing in science and engineering students

This article discusses a study organized to develop academic writing skills in undergraduate students pursuing engineering courses. The target group consisted of 30 students pursuing a Bachelor of Technology in their third year. The classroom observations regarding teaching writing revealed that writing proficiency for most of the students was at a very low level. Followed by this, an intervention program was organized in one college, where the researcher taught academic writing to the students. Units comprising tasks that focused on raising awareness of the academic texts and involving the students in the cognitive processes of writing were designed. The study focused on raising student awareness regarding the nature and characteristics of academic texts in order to develop academic writing skills. The study also emphasized that involving the students in the cognitive processes of writing (e.g., defining the rhetorical problem, identifying the rhetorical situation, determining the audience, setting goals for writing, planning for the text by generating, and organizing ideas) is necessary. The study further suggests that discussions between students and teachers regarding the construction of a text and the way language works in various text types facilitates better writing.

Financial and Criminal Responsibility for Public Funds – Protection of the Constitutional Fundamental Social Law of Health

Abstract: The implementation of Fundamental Constitutional Health and Social Rights is necessary, appropriate and proportionate, following the demands of the population. Accountability and self-responsibility play a very important role. This requires the development of constitutional principles that protect public funds against corruption and offer a constitutional right to health protection. Financial and criminal liability might provide an incentive to improve the management of public funds and reinforce fundamental constitutional principles, particularly regarding the right to health. Constitutional, administrative and criminal issues, as well as public management and administration and the science of good governance, should be articulated in a single strategy also in the health sector. In Portugal and Brazil, as examples, the Federal Court / Constitutional Court, the Supreme Court / High Court of Justice or the Court of Auditors should be considered together.