Three C’s conception of giftedness: A call for paradigm shift

Most conceptions of giftedness overly focus on the gifted “individual” and leave out the social and global context in which the individual grows. However, human lives are intricately interconnected. An individual’s actions can have large effects on other individuals, societies, and nature. In this article, I argue a paradigm shift is needed in the way giftedness is construed today. I draw on the three C’s conception of giftedness in which gifted behaviors are seen as an interplay of competence in action, commitment to task, and concern for others. I discuss seven profiles of gifted behaviors: Profile 1—competent (high competence); Profile 2—committed (high commitment); Profile 3—concerned (high concern); Profile 4—indifferent expert (high competence and commitment); Profile 5—amateur altruist (high commitment and concern); Profile 6—uncommitted thinker (high competence and concern); and Profile 7—fully developing talent (high competence, commitment, and concern). Further, I discuss how this taxonomy can inform education and identification practices in gifted education.

Digital Competences of Students of Library Studies: Comparison of Research Results for 2018–2020

This study focuses on the analysis of changes in the digital competence profile of students of Information and Library Studies at Masaryk University in Czechia. As a research tool, we used the DigComp self-assessment questionnaire that students were asked to fill in after completing the course. Our research shows that students are insufficiently prepared for work as highly qualified information specialists. At the same time, we found that their competence profile remained very stable between 2018 and 2020. This finding indicates that students do not readily respond to new societal changes at the level of individual competences. The research results are based on data collected from 152 students during three runs of a compulsory course at the university. Information Science and Library Science students have long perceived their competences to be strongest in the domains of information and data literacy and communication and collaboration. Programming is the weakest competency among the competences, followed by solving technical problems and engaging in active citizenship through digital technologies. These findings can be used to innovate the curriculum to meet the demands of digitally competent information workers.

International business project and competence profile of the project management team (part 2)

Potential participants in cross-border resource exchange have been identified as representatives of the subject composition of the international project. The typification of cross-border flows of goods has been carried out. Changes in the content of management processes associated with the transition of the project to the «international» category are shown. The list of competencies required to manage projects in this category is provided. It is concluded that the competence profile of the project management team should reflect the balance of competencies in the three components of a single management process — project management processes, product creation processes and supporting (supporting) processes.

Open Innovation Competence for a Future-Proof Workforce: A Comparative Study from Four European Universities

Digital transformation is a key driving force of open innovation to capture and transfer knowledge inside and outside of a company’s bounds. New challenges in organizing multiple knowledge flows imply the need for increased competences related to this paradigm of future employees. In this article, we organize and aggregate the competencies required for open innovation collaboration and develop a competence profile that organizes individual competencies in an open innovation context. Based on elements of the European Entrepreneurship Competence Framework, we delineate an OI Competence Profile and list the core competencies to manage and accelerate the inflow and outflow of knowledge. We explore this profile by comparing data from 2332 students from four European universities to find differences in the distribution of OI competencies between countries. The study contributes to understanding the individual competencies that target the future OI needs of companies necessary in the context of digital transformation. It also introduces an interdisciplinary approach to integrate the research streams of management practice, open innovation, and entrepreneurial education.

The Early Development of Emotional Competence Profile: A Means to Share Information About Emotional Status and Expression by Children With Complex Communication Needs

Purpose This clinical focus article introduces a summary profile template, called the Early Development of Emotional Competence Profile (EDEC-P). This profile distills information from a longer interview tool that solicits a detailed case history (the EDEC), but in a format that is readily accessible for communication partners of children with complex communication needs, including parents, educators, and other professionals. Method In this clinical focus article, we will (a) introduce the EDEC-P structure, (b) illustrate via case examples the types of information that can be shared, and (c) offer preliminary feedback from parents and other professionals on its usefulness. We will review literature that supports the importance of scaffolding communication about emotions by specialists who work with children with complex communication needs and by parents and other communication partners. Results An EDEC-P was generated for two participants as an illustration of the process. Feedback was solicited from these children's parents and other communication partners. The feedback demonstrated that the EDEC-P was viewed as a positive tool and identified some of the ways that it might be used. Conclusions The EDEC-P may be useful for professionals who are interested in approaching communication about emotions in children with complex communication needs. Guidelines are proposed to present and discuss the results from the interview to support the decision-making process in the clinical practice and next steps in research. Supplemental Material https://doi.org/10.23641/asha.14219777

Satisfaction of Parents of Children With Difficulties with Participation Of Teaching Assistants

The paper presents the relevant assumptions for the successful implementation of inclusive education with special reference to the role of teaching assistants. In the extremely demanding role of teachers in the complex concept of inclusive education, it is necessary to include an assistant. This is one of the key prerequisites for quality inclusion, both in early and preschool education institutions and in school. Faced with the challenges of inclusive upbringing and education, teachers in overcrowded classrooms can not implement inclusion well without assistants. However, it is common not to have quality communication between teachers and assistants, parents, and professional associates. In this paper, we will explore how parents, as significant participants in successful inclusion, are satisfied with the participation of teaching assistants, which are the reasons for satisfaction or dissatisfaction, what they consider positive in introducing assistants, and what they would change. This research covers a small number of respondents, which makes it difficult to draw general conclusions. Despite that, we emphasize that the competence profile of the assistant in inclusion is not yet legally established, so any research on this topic can have a significant contribution to its implementation.