Reading Literacy, Scientific Literacy and Mathematical Literacy's Influence on Students' Academic Achievements

Literacy has been widely discussing nowadays and it has become a core competence of today's students. Primary students' literacy can be classified into three types, which are, reading literacy, scientific literacy and mathematical literacy. This article presents the definitions of each literacy, discusses the relationship between each literacy and its impact on students' academic achievements and gives different strategies to develop primary students' literacies. Moreover, suggestions are also put forward for the teachers and schools to better cultivate students' literacies.

Does Core Competence Affect Corporate Social Responsibility?

Core competence is the key factor in the competitiveness of enterprises. This study examines whether enterprises with stronger core competence have the ability and motivation to fulfill more corporate social responsibilities. Taking the non-financial companies listed in the A-share market in China from 2010 to 2019 as the research samples, this paper constructs the measurement index of core competence by text analysis method and empirically tests the impact of core competence on corporate social responsibility. We find that the stronger the core competence is, the higher the corporate social responsibility will be, which means core competence can significantly improve corporate social responsibility. This conclusion remains significant after a series of robustness tests. The mechanism test shows that the impact of core competence on corporate social responsibility is realized by enhancing financial strength and increasing external attention. Further research shows that the relationship between core competence and corporate social responsibility are affected by the nature of the enterprise and the degree of market competition. When the enterprise is a non-state-owned enterprise or the industry competition is more intense, the influence of core competence on corporate social responsibility is stronger. This paper reveals the important impact of core competence on corporate social responsibility, which not only enriches the literature on the economic consequences of core competence and the influencing factors of corporate social responsibility but also has a certain practical significance for how to improve corporate social responsibility.

Marketing View of Core Competence Cultivating on Business Majors in Private Universities

It is necessary and feasible to develop core competencies for busniness majors of private universities. The purpose of this study was to apply business management theories, especially marketing theories to researches on busniness majors, along with the higher education theories. We trace back core competence theory, point out the essential elements and the interpretations of core competencies on disciplines and majors. It must conform to the law of higher education development, and the interdisciplinary theory should also be taken as an important analysis perspective. Good talents training mode is the key. This paper studies the way to optimize the mode in the perspective of target marketing. We should follow three steps: segmenting, targeting, positioning. We can use multitudinous variables such as age, preferences, interests, etc. to segment education market, employ indifference marketing, differentiated marketing or focus marketing to choose the suitable target market on the basis of our own strengths and weaknesses. And then, offer the tailored talents training plans. Private universities should position themselves properly, it will directly result in school-running ideas, funding, curriculum development, types of talents etc. The training objective is core of training mode, also the cornerstone and guidance of other elements. The curriculum system gives support to achieving training goals, it affects the coordinated development of students’ knowledges, abilities, quality structure. The paper uses product theory to inquire into curriculum orientation, curriculum modes and teaching methods. It also expounds the structuring of practical teaching system. School, discipline, and major images intensively embody the core competence, image-building is a process of brand shaping and communicating. Some specific marketing measures are applied to promote business majors development. The measures include internal branding and other three strategies: brand image speaker, affections, cultural charm. Finally, the research conclusions and relevant suggestions are put forward.

Pädagogisches Ethos

Pedagogical Ethos. A Core competence of Pedagogical Actors? The article discusses selected attempts to define a specific pedagogical ethos and to identify it as a core competence of pedagogical action, especially of professionally acting pedagogical actors, but also of pedagogical practice as a whole. It compares Plato’s ›Socratic Eros‹ with Hartmut von Hentigs ›Socratic Imperative‹ and uses the pedagogical ethics of Wolfgang Brezinka, Hans-Jochen Gamm and Klaus Prange to show that attempts at justification outside of pedagogy are not able to capture the core competence of pedagogical action. It develops an outlook on a pedagogical ethos- and tact-research that does not interpret the effectiveness of pedagogical action monocausally, but ties it back to transitions from pedagogical to transformational interaction processes (Bildungsprozesse).

Development, reliability and validity of infectious disease specialist Nurse’s Core competence scale

Aim This study aims to develop an instrument to measure infectious disease specialist nurses’ core competence and examining the scale’s validity and reliability. Background With the increase of infectious diseases, more and more attention has been paid to infectious disease nursing care. The core competence of the infectious disease specialist nurses is directly related to the quality of nursing work. In previous researches, infectious disease specialist nurses’ core competence was measured by the tools developed for general nurses instead of specialized tools, which made it difficult to clarify the core competence of nurses in infectious diseases department. Methods Preliminary items were developed through literature review, theoretical research, qualitative interview and Delphi method. The confirmed 47 items were applied in the two rounds of data collection. Evaluation data on 516 infectious disease specialist nurses’ core competence in the first round were utilized to preliminarily evaluate and explore the scale’s constrution, while evaluation data on 497 infectious disease specialist nurses’ core competence in the second round were utilized to do reliability analysis and validity analysis. In this study, factor analysis, Cronbach’s α, Pearson correlation coefficients were all adopted. Results The final scale is composed of 34 items and 5 factors, and adopted the 5-point scoring method. The factors are Professional Development Abilities, Infection Prevention and Control Abilities, Nursing Abilities for Infectious Diseases, Professionalism and Humanistic Accomplishment, and Responsiveness to Emergency Infectious Diseases. The explanatory variance of the five factors was 75.569%. The reliability and validity of the scale is well validated. The internal consistency, split-half reliability and test-retest reliability were 0.806, 0.966 and 0.831 respectively. The scale has good structural validity and content validity. The content validity was 0.869. Discrimination analysis showed that there were significant differences in the scores of core competence and its five dimensions among infectious disease specialist nurses of different ages, working years in infectious diseases, titles, educational background, marital status and wages (all P < 0.05). Conclusions The proposed scale takes on high reliability and validity, and is suitable for assessing the infectious disease specialist nurses’ core competence. Relevance to clinical practice This scale provides a reference for clinical assessment of infectious disease nursing.

PENDIDIKAN KARAKTER BERBASIS KEARIFAN LOKAL SUNDA DAN RELEVANSINYA DENGAN PEMBELAJARAN PPKn DI SEKOLAH MENENGAH PERTAMA

ABSTRACTThis research reveals the values of character education based on Sundanese Local Wisdom (KLS) in relation to Core Competencies (KI) in learning Pancasila and Citizenship Education (PPKn) in Junior High Schools. Character values become a reference in the world of education and must be applied in schools. In KLS, there are several character values that are revealed in 'paribasa or babasan' which is a treasure for the life of the Sundanese. These character values are relevant to those formulated by the Ministry of National Education as many as 18 character values. Meanwhile, the character values in Civics learning are as reflected in the KI formulation in elementary education for grades VII-IX. Based on the results of the analysis, it can be revealed that there is a significant relevance of SEA-based character values with character values in KI and those formulated by the Ministry of National Education. Of the 42 'paribasa' KLS character values, it can be classified into 12 character values that are relevant to the KI formulation. The KLS character values become enrichment materials in Civics learning in Junior High Schools.Keywords: Character education, Sundanese, local wisdom, core competence AbstrakPenelitian ini mengungkapkan tentang nilai-nilai pendidikan karakter berbasis Kearifan Lokal Sunda (KLS) dalam hubungannya dengan Kompetensi Inti (KI) dalam pembelajaran Pendidikan Pancasila dan Kewarganegaraan (PPKn) di Sekolah Menengah Pertama. Nilai-nilai karakter menjadi acuan dalam dunia pendidikan dan harus diterapkan dalam persekolahan. Dalam KLS memiliki beberapa nilai karakter yang terungkap pada ‘paribasa atau babasan’ yang menjadi khasanah bagi kehidupan orang Sunda. Nilai-nilai karakter tersebut relevan dengan yang dirumuskan oleh Kementerian Pendidikan Nasional sebanyak 18 nilai karakter. Sedangkan nilai-nilai karakter pada pembelajaran PPKn sebagaimana tercermin dalam rumusan KI pada pendidikan dasar kelas VII-IX. Berdasarkan hasil analisis dapat diungkapkan bahwa terdapatnya relevansi yang signifikan nilai-nilai karakter berbasis KLS dengan nilai-nilai karakter dalam KI serta yang dirumuskan oleh Kemendiknas. Dari sebanyak nilai karakter KLS 42 ‘paribasa’, maka dapat diklasifikasikan pada 12 nilai karakter yang relevan dengan rumusan KI. Nilai-nilai karakter KLS menjadi bahan pengayaan dalam pembelajaran PPKn di Sekolah Menengah Pertama.Kata Kunci: Pendidikan karakter, Kearifan lokal, Sunda, Kompetensi inti