Each competency has five to ten behavioral assertions that can be observed, each with a corresponding performance level (from one to five) that is required for a particular job.
1.
Presentation: Presentation conveys information from a speaker to an audience. Presentations are typically demonstrations, introduction, lecture, or speech meant to inform, persuade, inspire, motivate, build goodwill, or present a new idea/product.
2.
Prospecting: Prospecting is the first stage of the geological analysis (second – exploration) of a territory. It is the physical search for minerals, fossils, precious metals or mineral specimens, and is also known as fossicking. Prospecting is a small-scale form of mineral exploration which is an organised, large scale effort undertaken by commercial mineral companies to find commercially viable ore deposits. Prospecting is physical labour, involving traversing (traditionally on foot or on horseback), panning, sifting and outcrop investigation, looking for signs of mineralisation. In some areas a prospector must also make claims, meaning they must erect posts with the appropriate placards on all four corners of a desired land they wish to prospect and register this claim before they may take samples. In other areas publicly held lands are open to prospecting without staking a mining claim.
3.
Blended Learning: Blended learning is an approach to education that combines online educational materials and opportunities for interaction online with traditional place-based classroom methods. It requires the physical presence of both teacher and student, with some elements of student control over time, place, path, or pace. While students still attend "brick-and-mortar" schools with a teacher present, face-to-face classroom practices are combined with computer-mediated activities regarding content and delivery. Blended learning is also used in professional development and training settings. Blended learning is highly context-dependent therefore a universal conception of it is hard to come by. Some reports have claimed that a lack of consensus on a hard definition of blended learning had led to difficulties in research on its effectiveness. However, a 2015 meta-analysis that historically looked back at a comprehensive review of evidence-based research studies around blended learning, found commonalities in defining that blended learning was "considered a combination of traditional f2f [face to face] modes of instruction with online modes of learning, drawing on technology-mediated instruction, where all participants in the learning process are separated by distance some of the time." This report also found that all of these evidence-based studies concluded that student achievement was higher in blended learning experiences when compared to either fully online or fully face-to-face learning experiences.
