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1

A study on effectiveness between set and SHT teaching modules in acquiring speed and accuracy, knowledge acquisition, 3 versus 3 game play (ball control, decision making and skill execution) among students of varying skill levels in hockey  

Microsoft Academic Search

The study examined the effectiveness of two teaching modules of Style E Tactical (SET) and Style H Tactical (SHT) on school boys' in acquiring speed and accuracy in executing general hockey skill, declarative and procedural knowledge as well as ball control, decision making and skill execution in 3 versus 3 hockey game play. The samples (n = 225 for general

Sanmuga Nathan

2010-01-01

2

Knowledge & Skills Foundations  

E-print Network

methods and contextual understanding, critical thinking and hands-on skills. Basic Knowledge In the fields Charitable Trusts the sciences employ critical thinking skills as they learn scientific concepts. Beyond mere with scientific experiments but does not replace the thinking processes required to estimate, question and solve

Hood, Craig

3

"Education for Sustainable Development allows every human being to acquire the knowl-edge, skills, attitudes and values necessary to shape a sustainable future"  

E-print Network

AGENDA SCHEDULE E S D "Education for Sustainable Development allows every human being to acquire Urbanisation UNESCO World Conference on Education for Sustainable Development http the knowl- edge, skills, attitudes and values necessary to shape a sustainable future" Biodiversity

Tanaka, Jiro

4

Skills and knowledge structures  

Microsoft Academic Search

Suppose that is a set of problems and is a set of skills. A skill function assigns to each problem - i.e. to each element of - those sets of skills which are minimally sufficient to solve ; a problem function assigns to each set X of skills the set of problems which can be solved with these skills (a

Ivo Duntsch; Gunther Gediga

1995-01-01

5

Knowledge & Know-How. Meeting Ohio's Skill Gap Challenge.  

ERIC Educational Resources Information Center

The Ohio Skill Gap Initiative was conducted to determine the following: (1) what foundational skills--and skill levels--do entry-level employees need to succeed in today's workplace and (2) whether the students graduating from Ohio's public schools possess the foundational skills that will permit them to acquire the knowledge and "know-how" needed…

Ohio Business Roundtable, Columbus.

6

Acquiring Knowledge from Asynchronous Discussion  

ERIC Educational Resources Information Center

This article discusses a study which was designed to explore how online scaffolding can be incorporated to support knowledge acquisition in asynchronous discussion. A group of Singapore preservice teachers engaged in collaborative critiquing of videos before they embarked on their video projects to illustrate what constitutes good and bad video…

Teo, Yiong Hwee; Webster, Len

2008-01-01

7

What matters to managerial knowledge acquisition in international joint ventures? High knowledge acquirers versus low knowledge acquirers  

Microsoft Academic Search

Although there is a general agreement amongst scholars that international joint venture (IJV) is a vehicle to acquire technology\\u000a and knowledge from foreign parents, key factors differentiating high knowledge acquirers from low knowledge acquirers are\\u000a not yet conclusive. For the purpose of this study, the samples are divided into two groups based on the extent of knowledge\\u000a acquisition using cluster

Byung Il Park

2010-01-01

8

Motor skill depends on knowledge of facts  

PubMed Central

Those in 20th century philosophy, psychology, and neuroscience who have discussed the nature of skilled action have, for the most part, accepted the view that being skilled at an activity is independent of knowing facts about that activity, i.e., that skill is independent of knowledge of facts. In this paper we question this view of motor skill. We begin by situating the notion of skill in historical and philosophical context. We use the discussion to explain and motivate the view that motor skill depends upon knowledge of facts. This conclusion seemingly contradicts well-known results in cognitive science. It is natural, on the face of it, to take the case of H.M., the seminal case in cognitive neuroscience that led to the discovery of different memory systems, as providing powerful evidence for the independence of knowledge and skill acquisition. After all, H.M. seems to show that motor learning is retained even when previous knowledge about the activity has been lost. Improvements in skill generally require increased precision of selected actions, which we call motor acuity. Motor acuity may indeed not require propositional knowledge and has direct parallels with perceptual acuity. We argue, however, that reflection on the specifics of H.M.'s case, as well as other research on the nature of skill, indicates that learning to become skilled at a motor task, for example tennis, depends also on knowledge-based selection of the right actions. Thus skilled activity requires both acuity and knowledge, with both increasing with practice. The moral of our discussion ranges beyond debates about motor skill; we argue that it undermines any attempt to draw a distinction between practical and theoretical activities. While we will reject the independence of skill and knowledge, our discussion leaves open several different possible relations between knowledge and skill. Deciding between them is a task to be resolved by future research. PMID:24009571

Stanley, Jason; Krakauer, John W.

2013-01-01

9

Domain-Specific Knowledge and Why Teaching Generic Skills Does Not Work  

ERIC Educational Resources Information Center

Domain-general cognitive knowledge has frequently been used to explain skill when domain-specific knowledge held in long-term memory may provide a better explanation. An emphasis on domain-general knowledge may be misplaced if domain-specific knowledge is the primary factor driving acquired intellectual skills. We trace the long history of…

Tricot, André; Sweller, John

2014-01-01

10

A Comparison of Student Skill Knowledge Estimates  

ERIC Educational Resources Information Center

A fundamental goal of educational research is identifying students' current stage of skill mastery (complete/partial/none). In recent years a number of cognitive diagnosis models have become a popular means of estimating student skill knowledge. However, these models become difficult to estimate as the number of students, items, and skills grows.…

Ayers, Elizabeth; Nugent, Rebecca; Dean, Nema

2009-01-01

11

Skill set analysis in knowledge structures  

Microsoft Academic Search

We extend the theory of knowledge structures by taking into account information about the skills a subject has. In the first part of the paper we exhibit some structural properties of the skill-problem relationship and consequences for the interpretation of concurrent theories in terms of the skill theory. The second part of the paper offers a test theory based on

Gunther Gediga; Ivo Duntsch

2002-01-01

12

Knowledge, Skills, and Dispositions for Diversity  

ERIC Educational Resources Information Center

The purposes of this research are to explore how currently assessed diversity knowledge, diversity skills, and diversity dispositions of pre-service teachers (PST) relate to each other and further to surmise if the presence of diversity knowledge, diversity skills, and diversity dispositions manifests in cultural efficacy and a general cultural…

Jones, Anne

2011-01-01

13

CONTENT KNOWLEDGE (Research Skills, Technical Skills): CONTENT KNOWLEDGE (Declarative Knowledge): Graduates will be knowledgeable  

E-print Network

) and COMMUNICATION (Other Forms of Communication: Musical Performance) and CRITICAL THINKING (Creative Skills. COMMUNICATION (Oral Communication) and CRITICAL THINKING (Analytical Skills): In each semester, students) and CRITICAL THINKING SKILLS (Practical Skills): Graduates with B. Mus. (Music Education) will demonstrate

Fernandez, Eduardo

14

Cooperative Learning: Acquiring Specialized Skills: Project CLASS. Final Report.  

ERIC Educational Resources Information Center

Project CLASS (Cooperative Learning: Acquiring Specialized Skills) was designed to develop, demonstrate, evaluate, and disseminate an inservice training model to enhance the early intervention competencies of professionals in rural states who are delivering Public Law 99-457 (Part H) community and home-based services to infants and toddlers with…

Forest, Sue; And Others

15

Skill set analysis in knowledge structures.  

PubMed

We extend the theory of knowledge structures by taking into account information about the skills a subject has. In the first part of the paper we exhibit some structural properties of the skill-problem relationship and consequences for the interpretation of concurrent theories in terms of the skill theory. The second part of the paper offers a test theory based on skill functions: we present measurements for the data consistency of the skill-problem relationship, and estimate abilities in terms of lower and/or upper boundaries of problem states and skills, given a special instance of the skill-problem relationship. Some practical considerations are discussed, which enable the user of a skill-based system to optimize a partial theory about the skill-based behaviour of subjects based on empirical results. PMID:12473233

Gediga, Günther; Düntsch, Ivo

2002-11-01

16

Skills and Knowledge Profile [and] Coach's Manual.  

ERIC Educational Resources Information Center

This Skills and Knowledge Profile is designed to help adults identify the wide range of skills and experience they have and give themselves credit for what they have learned outside school. It can be used for training and education programs, education proposals, and for self-assessment. Using checklists, short-answer formats, and line drawings,…

Advocates for Community-Based Training and Education for Women, Toronto (Ontario).

17

The Best Time to Acquire New Skills: Age-Related Differences in Implicit Sequence Learning across the Human Lifespan  

ERIC Educational Resources Information Center

Implicit skill learning underlies obtaining not only motor, but also cognitive and social skills through the life of an individual. Yet, the ontogenetic changes in humans' implicit learning abilities have not yet been characterized, and, thus, their role in acquiring new knowledge efficiently during development is unknown. We investigated such…

Janacsek, Karolina; Fiser, Jozsef; Nemeth, Dezso

2012-01-01

18

Acquiring Knowledge of Derived Nominals and Derived Adjectives in Context  

ERIC Educational Resources Information Center

Purpose: This research investigated children's ability to acquire semantic and syntactic knowledge of derived nominals and derived adjectives in the context of short passages. The study also investigated the relation of morphological awareness and the ability to acquire knowledge of derived words in context. Method: A total of 106 children in…

Marinellie, Sally A.; Kneile, Lynn A.

2012-01-01

19

Tourism Skills Delivery: Sharing Tourism Knowledge Online  

ERIC Educational Resources Information Center

Purpose: The purpose of this paper is to share the authors' initial insights into tourism industry capacity building via flexibly delivered online skilling and knowledge sharing. Design/methodology/approach: An online research survey approach was employed, involving a sample of 64 micro tourism operators. Findings: The paper finds that the major…

Braun, Patrice; Hollick, Mary

2006-01-01

20

Counselling on breastfeeding: assessing knowledge and skills.  

PubMed Central

Reported are the results of a randomized controlled trial to assess the effectiveness of the WHO/UNICEF 40-hour course "Breastfeeding counselling: a training course". The course was conducted in a maternity hospital which provides care to a low-income population in a metropolitan area in São Paulo, Brazil. Health workers from 60 health units were randomly assigned to be either participants (20) or controls (40), and their breastfeeding knowledge and skills were assessed before and immediately after the course, as well as 3 months later. Immediately after the course the participants' knowledge of breastfeeding had increased significantly compared to controls. Both their clinical and counselling skills also improved significantly. When assessed 3 months later, the scores remained high with only a small decrease. The implementation of the course was also evaluated. The methods used were participatory observation, key interviews and focus group discussion. In the 33 sessions of the course, the average score was 8.43 out of 10. Scores were highest for content and methodology of the theory sessions, and lowest for "use of time", "clinical management of lactation", and "discussion of clinical practice". "Breastfeeding counselling: a training course" therefore effectively increases health workers' knowledge and their clinical and counselling skills for the support of breastfeeding. The course can be conducted adequately using the material and methodology proposed, but could be more satisfactory if the time allocated to exercises and clinical practice sessions were increased. PMID:10427934

Rea, M. F.; Venancio, S. I.; Martines, J. C.; Savage, F.

1999-01-01

21

Ethnicity Knowledge and Attitudes toward Acquired Immune Deficiency Syndrome.  

ERIC Educational Resources Information Center

This study examined the effects of race/ethnicity and degree of acculturation on knowledge and attitudes about human immunodeficiency virus/Acquired Immune Deficiency Syndrome (HIV/AIDS). Subjects were 274 college students from 5 racial/ethnic groups (Whites, Blacks, Hispanics, Asian Americans, U.S. born, having an Asian origin with families that…

Goh, David S.

22

1 Sociology Students acquire knowledge about human social structure and  

E-print Network

1 Sociology SOCIOLOGY Students acquire knowledge about human social structure and activity through GW's sociology program, one of the social and behavioral sciences disciplines in the Columbian to sociology of sport. By living in a city that offers a rich social laboratory, students receive real

Vertes, Akos

23

The Best Time to Acquire New Skills: Age-related Differences in Implicit Sequence Learning across Human Life Span  

PubMed Central

Implicit skill learning underlies obtaining not only motor, but also cognitive and social skills through the life of an individual. Yet, the ontogenetic changes in humans’ implicit learning abilities have not yet been characterized, and, thus, their role in acquiring new knowledge efficiently during development is unknown. We investigated such learning across the life span, between 4–85 years of age with an implicit probabilistic sequence learning task, and we found that the difference in implicitly learning high vs. low probability events - measured by raw reaction time (RT) - exhibited a rapid decrement around age of 12. Accuracy and z-transformed data showed partially different developmental curves suggesting a re-evaluation of analysis methods in developmental research. The decrement in raw RT differences supports an extension of the traditional 2-stage lifespan skill acquisition model: in addition to a decline above the age 60 reported in earlier studies, sensitivity to raw probabilities and, therefore, acquiring new skills is significantly more effective until early adolescence than later in life. These results suggest that due to developmental changes in early adolescence, implicit skill learning processes undergo a marked shift in weighting raw probabilities vs. more complex interpretations of events, which, with appropriate timing, prove to be an optimal strategy for human skill learning. PMID:22709399

Janacsek, K.; Fiser, J.; Nemeth, D.

2012-01-01

24

Acquiring Skills: Market Failures, Their Symptoms and Policy Responses.  

ERIC Educational Resources Information Center

This book provides a systematic account of the causes, consequences, and policy implications of failure in training provision and skills acquisition in the industrial world. "Introduction" (Alison L. Booth, Dennis J. Snower) summarizes the contents. "Transferable Training and Poaching Externalities" (Margaret Stevens) shows how firms'…

Booth, Alison L., Ed.; Snower, Dennis J., Ed.

25

Recognition of Knowledge and Skills at Work: In Whose Interests?  

ERIC Educational Resources Information Center

Purpose: Work-place learning takes place in many settings and in different ways, resulting in knowledge and skills of different kinds. The recognition process in the work place is however often implicit and seldom discussed in terms of recognition of prior learning (RPL). The aim of this paper is to give examples of how the knowledge/skills of…

Berglund, Leif; Andersson, Per

2012-01-01

26

Principals for Our Changing Schools: The Knowledge and Skill Base.  

ERIC Educational Resources Information Center

This publication describes a new knowledge and skill base for use in a principal preparation program. These essential skills and knowledge encompass 21 "domains," which were defined in "Principals for Our Changing Schools: Preparation and Certification" (1990). The 21 domains, organized under 4 broad themes, blend the traditional content-driven…

Thomson, Scott, D., Ed.; And Others

27

Teaching Parents with Mental Retardation: Knowledge versus Skills.  

ERIC Educational Resources Information Center

An educational program for five parents with mild mental retardation found that knowledge training produced sizable increases in the knowledge measure, but neither it nor the behavioral training produced increases in parenting skills. However, following training in the home, each of the parenting skills increased substantially. (Author/JDD)

Bakken, Joel; And Others

1993-01-01

28

Transcultural Knowledge and Skills Transfer: Issues Arising from Evaluation Processes  

ERIC Educational Resources Information Center

The transfer of knowledge, policy and practice between nations increasingly involves knowledge of the theory and practice of evaluation. This article examines issues arising from the transcultural evaluation of a drug and alcohol misuse knowledge and skills transfer programme for nurses, nurse teachers and medical staff in the narcology service in…

Green, Anita J.; Holloway, David G.

2007-01-01

29

United States Program for Technical assistance to IAEA Standards. Concept Paper: Knowledge Acquisition, Skills training for enhanced IAEA safeguards inspections  

SciTech Connect

This concept paper explores the potential contribution of ``Knowledge Acquisition Skills`` in enhancing the effectiveness of international safeguards inspections by the International Atomic energy Agency (IAEA, or Agency) and identifies types of training that could be provided to develop or improve such skills. For purposes of this concept paper, Knowledge Acquisition Skills are defined broadly to include all appropriate techniques that IAEA safeguards inspectors can use to acquire and analyze information relevant to the performance of successful safeguards inspections. These techniques include a range of cognitive, analytic, judgmental, interpersonal, and communications skills that have the potential to help IAEA safeguards inspectors function more effectively.

Morris, F.A.; Toquam, J.L.

1993-11-01

30

ESRC Centre on Skills, Knowledge and Organisational Performance  

E-print Network

-end employment. 2. The spatial distribution of skills and knowledge. 3. Reform of education and training provision and the emergence of `smart' education, training and economic development systems in the 21st of education and training systems and skills measurement and certification. #12;Over-arching Cross

Martin, Ralph R.

31

Higher Skills and the Knowledge Economy: The Challenge of Offshoring  

ERIC Educational Resources Information Center

Recent economics literature on offshoring highlights the trend towards the relocation of high-skill jobs to emerging economies. This evolution presents a challenge to the established knowledge economy discourse on which the relationship between higher education, higher skills, higher productivity and higher incomes has been based. This paper…

Craig, John; Gunn, Andrew

2010-01-01

32

Health Information Technology Knowledge and Skills Needed by HIT Employers  

PubMed Central

Objective To evaluate the health information technology (HIT) workforce knowledge and skills needed by HIT employers. Methods Statewide face-to-face and online focus groups of identified HIT employer groups in Austin, Brownsville, College Station, Dallas, El Paso, Houston, Lubbock, San Antonio, and webinars for rural health and nursing informatics. Results HIT employers reported needing an HIT workforce with diverse knowledge and skills ranging from basic to advanced, while covering information technology, privacy and security, clinical practice, needs assessment, contract negotiation, and many other areas. Consistent themes were that employees needed to be able to learn on the job and must possess the ability to think critically and problem solve. Many employers wanted persons with technical skills, yet also the knowledge and understanding of healthcare operations. Conclusion The HIT employer focus groups provided valuable insight into employee skills needed in this fast-growing field. Additionally, this information will be utilized to develop a statewide HIT workforce needs assessment survey. PMID:23646090

Fenton, S.H.; Gongora-Ferraez, M.J.; Joost, E.

2012-01-01

33

Can Student Teachers Acquire Core Skills for Teaching from Part-Time Employment?  

ERIC Educational Resources Information Center

Part-time employment among university students has become commonplace internationally. Research has largely focused on the impact of part-time employment on academic performance. This research takes an original approach in that it poses the question whether students can acquire core skills relevant to teaching from their part-time employment. The…

Wylie, Ken; Cummins, Brian

2013-01-01

34

Do Learning Skills Acquired in the University Access Programme Enhance Participation in Academic Practice?  

ERIC Educational Resources Information Center

In this article I critically evaluate whether or not learning skills acquired in the university access programme enhance participation in academic practice. University access programmes have been developed with a view to preparing and empowering under-prepared students who did not meet the university criteria. The article claims that even though…

Hlalele, D. J.

2010-01-01

35

Knowledge and Skill Representations for Robotized Production  

E-print Network

with the control systems. We implemented prototypes that include automatic conversion of plant data from Automation.bjorkelund, jacek.malec, klas.nilsson, pierre.nugues}@ cs.lth.se Abstract: Model-based systems in control: Model-based control, Knowledge representation, System architectures, Autonomous control, Industrial

Malec, Jacek

36

Can student teachers acquire core skills for teaching from part-time employment?  

Microsoft Academic Search

Part-time employment among university students has become commonplace internationally. Research has largely focused on the impact of part-time employment on academic performance. This research takes an original approach in that it poses the question whether students can acquire core skills relevant to teaching from their part-time employment. The research was conducted in a university college of education. A case study

Ken Wylie; Brian Cummins

2012-01-01

37

Skills, rules and knowledge in aircraft maintenance: errors in context  

NASA Technical Reports Server (NTRS)

Automatic or skill-based behaviour is generally considered to be less prone to error than behaviour directed by conscious control. However, researchers who have applied Rasmussen's skill-rule-knowledge human error framework to accidents and incidents have sometimes found that skill-based errors appear in significant numbers. It is proposed that this is largely a reflection of the opportunities for error which workplaces present and does not indicate that skill-based behaviour is intrinsically unreliable. In the current study, 99 errors reported by 72 aircraft mechanics were examined in the light of a task analysis based on observations of the work of 25 aircraft mechanics. The task analysis identified the opportunities for error presented at various stages of maintenance work packages and by the job as a whole. Once the frequency of each error type was normalized in terms of the opportunities for error, it became apparent that skill-based performance is more reliable than rule-based performance, which is in turn more reliable than knowledge-based performance. The results reinforce the belief that industrial safety interventions designed to reduce errors would best be directed at those aspects of jobs that involve rule- and knowledge-based performance.

Hobbs, Alan; Williamson, Ann

2002-01-01

38

Intercultural Knowledge and Skills in Social Service Work with Refugees  

ERIC Educational Resources Information Center

This grounded theory study examined how social service providers and refugee service recipients in a city in the upper Midwestern United States described the intercultural knowledge and skills necessary for effective work with refugees. Ten refugee service recipients, 28 county service providers, and 9 "stakeholders," or noncounty service…

Phillips, Amy

2009-01-01

39

The Developing English Skills and Knowledge (DESK) Program Handbook  

ERIC Educational Resources Information Center

The purpose of the DESK (Developing English Skills and Knowledge) Program at Louisiana State University (LSU) is to help deaf and hard of hearing students make a smooth transition from high school to postsecondary institutions and, in doing so, to ensure their academic and professional success. This handbook documents, in a "how-to" format, Dr.…

Rohloff, Jean

2009-01-01

40

21st Century Knowledge and Skills in Educator Preparation  

ERIC Educational Resources Information Center

The purpose of this paper is to create the foundation for ongoing dialogue around how 21st century knowledge and skills can be appropriately embedded in educator preparation, and to guide the development of resources and services to support educator programs. This paper aims to: (1) Develop a blueprint for building the models, tools, resource…

Greenhill, Valerie

2010-01-01

41

Learning to be different: Acquired skills, social learning, frequency dependence, and environmental variation can cause behaviourally mediated foraging specializations  

USGS Publications Warehouse

Question: How does the ability to improve foraging skills by learning, and to transfer that learned knowledge, affect the development of intra-population foraging specializations? Features of the model: We use both a state-dependent life-history model implemented by stochastic dynamic programming (SDPM) and an individual-based model (IBM) to capture the dynamic nature of behavioural preferences in feeding. Variables in the SDPM include energy reserves, skill levels, energy and handling time per single prey item, metabolic rate, the rates at which skills are learned and forgotten, the effect of skills on handling time, and the relationship between energy reserves and fitness. Additional variables in the IBM include the probability of successful weaning, the logistic dynamics of the prey species with stochastic recruitment, the intensity of top-down control of prey by predators, the mean and variance in skill levels of new recruits, and the extent to which learned Information can be transmitted via matrilineal social learning. Key range of variables: We explore the effects of approaching the time horizon in the SDPM, changing the extent to which skills can improve with experience, increasing the rates of learning or forgetting of skills, changing whether the learning curve is constant, accelerating (T-shaped) or decelerating ('r'-shaped), changing both mean and maximum possible energy reserves, changing metabolic costs of foraging, and changing the rate of encounter with prey. Conclusions: The model results show that the following factors increase the degree of prey specialization observed in a predator population: (1) Experience handling a prey type can substantially improve foraging skills for that prey. (2) There is limited ability to retain complex learned skills for multiple prey types. (3) The learning curve for acquiring new foraging skills is accelerating, or J-shaped. (4) The metabolic costs of foraging are high relative to available energy reserves. (5) Offspring can learn foraging skills from their mothers (matrilineal social learning). (6) Food abundance is limited, such that average individual energy reserves are low Additionally, the following factors increase the likelihood of alternative specializations co-occurring in a predator population: (1) The predator exerts effective top-down control of prey abundance, resulting in frequency-dependent dynamics. (2) There is stochastic Variation in prey population dynamics, but this Variation is neither too extreme in magnitude nor too 'slow' with respect to the time required for an individual forager to learn new foraging skills. For a given predator population, we deduce that the degree of specialization will be highest for those prey types requiring complex capture or handling skills, while prey species that are both profitable and easy to capture and handle will be included in the diet of all individuals. Frequency-dependent benefits of selecting alternative prey types, combined with the ability of foragers to improve their foraging skills by learning, and transmit learned skills to offspring, can result in behaviourally mediated foraging specialization, and also lead to the co-existence of alternative specializations. The extent of such specialization is predicted to be a variable trait, increasing in locations or years when intra-specific competition is high relative to inter-specific competition. ?? 2009 M. Tim Tinker.

Tinker, M.T.; Mangel, M.; Estes, J.A.

2009-01-01

42

An empirical comparison of knowledge and skill in the context of traditional ecological knowledge  

PubMed Central

Background We test whether traditional ecological knowledge (TEK) about how to make an item predicts a person’s skill at making it among the Tsimane’ (Bolivia). The rationale for this research is that the failure to distinguish between knowledge and skill might account for some of the conflicting results about the relationships between TEK, human health, and economic development. Methods We test the association between a commonly-used measure of individual knowledge (cultural consensus analysis) about how to make an arrow or a bag and a measure of individual skill at making these items, using ordinary least-squares regression. The study consists of 43 participants from 3 villages. Results We find no association between our measures of knowledge and skill (core model, p?>?0.5,?R 2 ?=?.132). Conclusions While we cannot rule out the possibility of a real association between these phenomena, we interpret our findings as support for the claim that researchers should distinguish between methods to measure knowledge and skill when studying trends in TEK. PMID:24131733

2013-01-01

43

Acquiring knowledge about biodiversity in a museum — are worksheets effective?  

Microsoft Academic Search

This study examined the effectiveness of worksheets while learning about biodiversity in a natural history museum. Despite the frequent use of worksheets by school classes during out-of-school activities, their effectiveness in enhancing knowledge acquisition has been addressed by relatively few empirical studies. 148 Austrian grammar school students aged eleven to fifteen took part in the pre- and post-test questionnaire study

Angela Kromba?; Ute Harms

2008-01-01

44

I Want to Know: Exploring How Older Women Acquire Health Knowledge After a Myocardial Infarction  

Microsoft Academic Search

The purpose of this descriptive naturalistic study was to: (a) explore how older women not participating in outpatient cardiac rehabilitation (CR) acquire health knowledge regarding secondary prevention measures after a myocardial infarction (MI), and (b) describe women's perceived barriers to acquiring this knowledge. Women (N = 15), ages 66–88, participated in semi-structured in-depth interviews. Data analysis resulted in four global

Patricia B. Crane

2001-01-01

45

Knowledge, Skills, and Resources for Pharmacy Informatics Education  

PubMed Central

Pharmacy has an established history of technology use to support business processes. Pharmacy informatics education within doctor of pharmacy programs, however, is inconsistent, despite its inclusion as a requirement in the 2007 Accreditation Council for Pharmacy Education Standards and Guidelines. This manuscript describes pharmacy informatics knowledge and skills that all graduating pharmacy students should possess, conceptualized within the framework of the medication use process. Additionally, we suggest core source materials and specific learning activities to support pharmacy informatics education. We conclude with a brief discussion of emerging changes in the practice model. These changes are facilitated by pharmacy informatics and will inevitably become commonplace in our graduates’ practice environment. PMID:21829267

Fox, Brent I.; Flynn, Allen J.; Fortier, Christopher R.; Clauson, Kevin A.

2011-01-01

46

Catalogue of knowledge and skills for sleep medicine.  

PubMed

Sleep medicine is evolving globally into a medical subspeciality in its own right, and in parallel, behavioural sleep medicine and sleep technology are expanding rapidly. Educational programmes are being implemented at different levels in many European countries. However, these programmes would benefit from a common, interdisciplinary curriculum. This 'catalogue of knowledge and skills' for sleep medicine is proposed, therefore, as a template for developing more standardized curricula across Europe. The Board and The Sleep Medicine Committee of the European Sleep Research Society (ESRS) have compiled the catalogue based on textbooks, standard of practice publications, systematic reviews and professional experience, validated subsequently by an online survey completed by 110 delegates specialized in sleep medicine from different European countries. The catalogue comprises 10 chapters covering physiology, pathology, diagnostic and treatment procedures to societal and organizational aspects of sleep medicine. Required levels of knowledge and skills are defined, as is a proposed workload of 60 points according to the European Credit Transfer System (ECTS). The catalogue is intended to be a basis for sleep medicine education, for sleep medicine courses and for sleep medicine examinations, serving not only physicians with a medical speciality degree, but also PhD and MSc health professionals such as clinical psychologists and scientists, technologists and nurses, all of whom may be involved professionally in sleep medicine. In the future, the catalogue will be revised in accordance with advances in the field of sleep medicine. PMID:24118650

Penzel, Thomas; Pevernagie, Dirk; Dogas, Zoran; Grote, Ludger; de Lacy, Simone; Rodenbeck, Andrea; Bassetti, Claudio; Berg, Søren; Cirignotta, Fabio; d'Ortho, Marie-Pia; Garcia-Borreguero, Diego; Levy, Patrick; Nobili, Lino; Paiva, Teresa; Peigneux, Philippe; Pollmächer, Thomas; Riemann, Dieter; Skene, Debra J; Zucconi, Marco; Espie, Colin

2014-04-01

47

An approach to acquiring quantitative and qualitative knowledge for fault diagnosis  

SciTech Connect

Operation and maintenance activities associated with complex systems require knowledge of the physical system and knowledge of the cognitive task. This paper discusses our methodology for acquiring physical process knowledge necessary for reasoning about faults. Acquisition of process knowledge used in fault diagnosis consists of (1) problem definition and (2) model development. Problem definition activity determines the constraints, physics, physical structure, function, and fault cases associated with the physical system. Model development activity builds knowledge models via fault-case analysis and qualitative analysis. We discuss problem definition and model development activities in context of a single-pass heat exchanger. 6 refs., 4 figs., 3 tabs.

Stratton, R.C.; Jarrell, D.B.

1990-06-01

48

Experiments are the key to understanding socially acquired knowledge in cetaceans  

Microsoft Academic Search

We agree with Rendell and Whitehead that cetaceans acquire knowledge from caretakers and peers, and that a clear understanding of this process can provide insight into the evolution of mammalian cognition. The passive observational methods they advocate, however, are inadequate for determining what cetaceans know. Only by experimentally investigating the cognition of cetaceans can we hope to understand what they

Eduardo Mercado; Caroline M. DeLongb

2001-01-01

49

CONTENT KNOWLEDGE (Declarative Knowledge, Research Skills, Technical Skills): Through the writing of an honors thesis, students will demonstrate a  

E-print Network

deadlines. CRITICAL THINKING (Analytical Skills; Creative Skills): Through the writing of an honors of critical thinking skills to the completion of a creative project. To prepare for writing a senior COLLEGE B.A. LIBERAL ARTS AND SCIENCES #12;concentration designed to build critical thinking skills

Fernandez, Eduardo

50

Transmission of Environmental Knowledge and Land Skills among Inuit Men in Ulukhaktok, Northwest Territories, Canada  

Microsoft Academic Search

The transmission of environmental knowledge and land skills was studied among Inuit men in Ulukhaktok, Northwest Territories, Canada. A list of 83 skills important for safe and successful harvesting was generated with 14 active hunters and elders, and examined with a sample of 47 men. This research found that land skills continue to be transmitted most often from older to

Tristan Pearce; Harold Wright; Roland Notaina; Adam Kudlak; Barry Smit; James D. Ford; Christopher Furgal

2011-01-01

51

Acquiring Knowledge of Physics by a Hands-On Approach in Romanian Primary School  

NASA Astrophysics Data System (ADS)

The present work discusses results of a test concerning the progress of learning Natural Science at the end of the primary cycle in the context of current curriculum in Romania. The test is focused on acquiring knowledge of physics. The test is structured into four items: The first one proposes a virtual experiment for establishing the level of mathematics knowledge of students. As the second and third items the test focuses on the degree of learning through experiments described in the student book. The fourth item tests the acquired knowledge by experiments carried out directly by students. All items have two requirements: a) What happens in the experiment? and b) Explain why. Test was applied to a sample of 138 students from grade 4th. The test shows the imperative need to use a Hands-On approach for Assessing Natural Sciences in primary classes.

Niculae, Marcela; Niculae, C. M.; Doncu, Roxana

2010-01-01

52

The Relationships of Information Efficacy and Media Literacy Skills to Knowledge and Self-Efficacy for Health-Related Decision Making  

ERIC Educational Resources Information Center

Objective: To compare the extent to which information efficacy (confidence for acquiring useful information) and media literacy skills predict knowledge and self-efficacy for preventing or treating the health threat of influenza. Participants: A random-sample survey of 1,379 residential students enrolled at a northwestern public university was…

Austin, Erica Weintraub; Pinkleton, Bruce E.; Austin, Bruce W.; Van de Vord, Rebecca

2012-01-01

53

The Post-Diploma Bachelor of Health Sciences program provides students with the practical skills and the theoretical knowledge needed for an effective and compassionate role in  

E-print Network

The Post-Diploma Bachelor of Health Sciences program provides students with the practical skills acquire breadth of knowledge encompassing a wide range of disciplines. BachelorofHealthSciences AddictionsCounselling(Post-Diploma your Post-Diploma Bachelor of Health Sciences - Addictions Counselling program in the School of Health

Seldin, Jonathan P.

54

The Post-Diploma Bachelor of Health Sciences program provides students with the practical skills and the theoretical knowledge needed for an effective and compassionate role in  

E-print Network

The Post-Diploma Bachelor of Health Sciences program provides students with the practical skills acquire breadth of knowledge encompassing a wide range of disciplines. BachelorofHealthSciences AddictionsCounselling(Post-Diploma://www.uleth.ca/reg/ro_quick_links.html This Program Planning Guide is designed to help you plan your Post-Diploma Bachelor of Health Sciences

Seldin, Jonathan P.

55

The Post-Diploma Bachelor of Health Sciences program provides students with the practical skills and the theoretical knowledge needed for an effective and compassionate role in  

E-print Network

The Post-Diploma Bachelor of Health Sciences program provides students with the practical skills acquire breadth of knowledge encompassing a wide range of disciplines. BachelorofHealthSciences AddictionsCounselling(Post-Diploma is designed to help you plan your Post-Diploma Bachelor of Health Sciences - Addictions Counselling program

Seldin, Jonathan P.

56

Naming Speed, Letter-Sound Automaticity, and Acquiring Blending Skills among Students with Moderate Intellectual Disabilities  

ERIC Educational Resources Information Center

Students with moderate intellectual disabilities (MoID) typically are not taught decoding skills because they have difficulty mastering critical blending skills. In response to this skill deficit among students with MoID, an "Initial Phonics" instructional sequence was created that included student development of rapid and automatic retrieval of…

Davis, Dawn H.

2011-01-01

57

Recognition of Tacit Skills and Knowledge: Sustaining Learning Outcomes in Workplace Environments  

ERIC Educational Resources Information Center

The part played by tacit skills and knowledge in work performance is well recognised but not well understood. These implicit or hidden dimensions of knowledge and skill are key elements of "mastery," which experienced workers draw upon in everyday activities and continuously expand in tackling new or unexpected situations. This paper, based on the…

Evans, Karen; Kersh, Natasha

2004-01-01

58

Knowledge, Skills, and Attitudes of Preservice and Inservice Teachers in Educational Measurement  

ERIC Educational Resources Information Center

Optimal outcomes of the educational assessment of students require that teachers should have adequate knowledge of, strong skills in, and favourable attitudes toward educational measurement. The present study investigated differences between preservice and inservice teachers' knowledge of, perceived skills in, and attitudes toward educational…

Alkharusi, Hussain; Kazem, Ali Mahdi; Al-Musawai, Ali

2011-01-01

59

Interpretation of Radiological Images: Towards a Framework of Knowledge and Skills  

ERIC Educational Resources Information Center

The knowledge and skills that are required for radiological image interpretation are not well documented, even though medical imaging is gaining importance. This study aims to develop a comprehensive framework of knowledge and skills, required for two-dimensional and multiplanar image interpretation in radiology. A mixed-method study approach was…

van der Gijp, A.; van der Schaaf, M. F.; van der Schaaf, I. C.; Huige, J. C. B. M.; Ravesloot, C. J.; van Schaik, J. P. J.; ten Cate, Th. J.

2014-01-01

60

The Effects of Peer Coaching on the Evaluation Knowledge, Skills, and Concerns of Gifted Program Administrators  

ERIC Educational Resources Information Center

To increase knowledge and skills in program evaluation, a peer-coaching intervention provided one-on-one professional development to gifted program administrators. This randomized field study examined the effects of peer coaching on evaluation knowledge and skills and on administrators' concerns about implementing more rigorous program…

Cotabish, Alicia; Robinson, Ann

2012-01-01

61

Identification of the Competencies, Knowledge, and Skills Needed by School Nutrition Assistants in the Current Environment  

ERIC Educational Resources Information Center

Purpose/Objectives: Study objectives were to identify the functional areas, competencies, knowledge, and skills needed by effective school nutrition (SN) assistants in the current SN environment, and determine at what point the SN assistant should be able to know/perform the knowledge/skill statement, at time of hire or after training. Methods: In…

Nettles, Mary Frances; Carr, Deborah H.; Cater, Jerry B.; Federico, Holly A.

2009-01-01

62

The Assessment Skills and Knowledge Standards: Professionalizing the Work of Assessing Student Learning and Development  

ERIC Educational Resources Information Center

This article offers a brief discussion on the Assessment Skills and Knowledge (ASK) Standards. The ASK Standards provide a consistent framework that outlines the skills and knowledge that should be advanced in educational sessions. It also recognizes the critical importance of assessment in the roles and responsibilities of student affairs…

Henning, Gavin W.; Mitchell, Alice A.; Maki, Peggy L.

2008-01-01

63

The Multicultural Awareness, Knowledge, Skills and Attitudes of Prospective Teachers: A Quantitative and Heuristic Phenomenological Study  

ERIC Educational Resources Information Center

Moule (2005) suggest diverse students suffer isolation, invisibility and inappropriate labeling in many educational institutions. This mixed method study explores the multicultural awareness, knowledge, skills, and attitudes of prospective teachers. The research questions are: (1) what are the multicultural awareness, knowledge, skills and…

Perkins, Rotha M.

2012-01-01

64

CONTENT KNOWLEDGE (Declarative Knowledge; Technical Skills): Students will demonstrate use of critical methods together with mastery of pertinent declarative  

E-print Network

, and mechanical correctness. CRITICAL THINKING (Analytical Skills; Creative Skills): Students will have of critical methods together with mastery of pertinent declarative knowledge in formal essays as they analyze. Essays are expected to exhibit mature creative and analytical thinking, and an ability to create

Fernandez, Eduardo

65

How Do Humans Acquire Knowledge? And What Does That Imply About the Nature of Knowledge?  

NASA Astrophysics Data System (ADS)

This paper offers a resolution to the debate between constructivists and realists regarding the epistemological status of human knowledge. Evidence in the form of three case studies and one experimental study is presented. The conclusion drawn is that knowledge acquisition involves a pattern of idea (representation) generation and test that, when cast in the form of a verbal argument, follows an If/then/Therefore pattern. Self-generated ideas/representations are tested by comparing expected and observed outcomes. Ideas may be retained or rejected,but can not be proved or disproved. Therefore, absolute Truth about any and all ideas, including the idea that the external world exists, is unattainable. Yet learning at all levels above the sensory-motor requires that one assume the independent existence of the external world because only then can the behavior of the objects in that world be used to test subsequent higher-order ideas. In the final analysis, ideas - including scientific hypotheses and theories - stand or fall, not due to social negotiation, but due to their ability to predict future events. Although the knowledge acquisition process has limitations, its use nevertheless results in increasingly useful representations about an assumed to exist external world as evidenced by technological progress that is undeniably based on sound scientific theory. The primary instructional implication is that science instruction should remain committed to helping students understand the crucial role played by hypotheses, predictions and evidence in learning.

Lawson, Anton E.

66

A Method of Sharing Tacit Knowledge by a Bulletin Board Link to Video Scene and an Evaluation in the Field of Nursing Skill  

NASA Astrophysics Data System (ADS)

We developed the system that knowledge could be discovered and shared cooperatively in the organization based on the SECI model of knowledge management. This system realized three processes by the following method. (1)A video that expressed skill is segmented into a number of scenes according to its contents. Tacit knowledge is shared in each scene. (2)Tacit knowledge is extracted by bulletin board linked to each scene. (3)Knowledge is acquired by repeatedly viewing the video scene with the comment that shows the technical content to be practiced. We conducted experiments that the system was used by nurses working for general hospitals. Experimental results show that the nursing practical knack is able to be collected by utilizing bulletin board linked to video scene. Results of this study confirmed the possibility of expressing the tacit knowledge of nurses' empirical nursing skills sensitively with a clue of video images.

Shimada, Satoshi; Azuma, Shouzou; Teranaka, Sayaka; Kojima, Akira; Majima, Yukie; Maekawa, Yasuko

67

The Effects of Two Instructional Models--Tactical and Skill Teaching--On Skill Development and Game Play, Knowledge, Self-Efficacy, and Student Perceptions in Volleyball  

ERIC Educational Resources Information Center

This study evaluated the effects of Skill Teaching and Tactical approaches on skill development, game play, knowledge, and self-efficacy for 169 high- and low-skilled players of 182 beginning university Volleyball students. Three instructors each taught one Tactical and one Skill Teaching class two days a week for 16 weeks. A random coefficients…

Harrison, Joyce M.; Blakemore, Connie L.; Richards, Robert P.; Oliver, Jon; Wilkinson, Carol; Fellingham, Gilbert

2004-01-01

68

Developing Soft Skills to Manage User Expectations in IT Projects: Knowledge Reuse among IT Project Managers  

Microsoft Academic Search

This research explores information technology (IT) project managers' reuse of knowledge associated with soft skills when managing user expectations. Through interviews with IT project managers, several themes emerged: novelty of problems, conditions within the organization, types of available knowledge, and methods for reusing knowledge. Within this study, we discovered the need for additional research on how social norms and organizational

Stacie Petter; Adriane B. Randolph

2009-01-01

69

The Purpose of the PhD: Theorising the Skills Acquired by Students  

ERIC Educational Resources Information Center

In the past decade there has been a marked push for the development of employability skills to be part of the PhD process. This push is generally by stakeholders from above and outside the PhD process, i.e. government and industry, who view skills as a "summative product" of the PhD. In contrast, our study interviewed stakeholders inside the PhD…

Mowbray, Susan; Halse, Christine

2010-01-01

70

Beyond Knowledge and Awareness: Enhancing Counselor Skills for Work with Gay, Lesbian, and Bisexual Clients.  

ERIC Educational Resources Information Center

Whereas multicultural advances in the area of gay, lesbian, and bisexual issues have been made for increased knowledge and awareness, little development has been made regarding counselor skill building. This article outlines a model of training using role-playing to enhance counselor skill when working with gay male, lesbian, and bisexual male and…

Kocarek, Catherine E.; Pelling, Nadine J.

2003-01-01

71

Skills Development for the Knowledge Economy in Asia: Some Conclusions from the OECD Experience  

ERIC Educational Resources Information Center

The development of a knowledge-based economy relies greatly on developing the skills and education needed for inclusive and sustainable development so that growth will reach all parts of the society. Addressing skills development for all is challenging for all OECD countries; Asian economies are working towards developing integrated pathways of…

Martinez-Fernandez, Cristina; Weyman, Tamara

2014-01-01

72

Using Assessment to Improve Early Elementary Students' Knowledge and Skills for Comprehending Informational Text  

ERIC Educational Resources Information Center

Although assessment of student progress in word reading skills is common, students' knowledge and skills for comprehending informational text are rarely assessed. Despite research indicating the need for instruction in this area and a growing national understanding of its importance that is reflected in the Common Core State Standards, few…

Witmer, Sara E.; Duke, Nell K.; Billman, Alison K.; Betts, Joseph

2014-01-01

73

Knowledge Management in the Learning Society. Education and Skills.  

ERIC Educational Resources Information Center

This book focuses on understanding knowledge and learning in the contexts of economic development and social cohesion. A preliminary overview is presented of the knowledge processes at work in different sectors, and the book identifies a number of ways in which microlevel or sectoral understanding of the knowledge-based economy is important in…

Organisation for Economic Cooperation and Development, Paris (France).

74

Retention of robot-assisted surgical skills in urological surgeons acquired using Mimic dV-Trainer  

PubMed Central

Introduction: We assess the retention of robot-assisted surgical skills among urologic surgeons. Methods: The robot-assisted surgery skills of 20 urologic surgeons were assessed using a Mimic dV-Trainer program (Mimic Technologies, Inc., Seattle, WA) consisting of 6 tasks. These 20 surgeons had no previous experience either using the Mimic dV-Trainer or acting as the main surgeon in robot-assisted surgery. The surgeons completed the program 4 times in a row; after 1 year, they completed it again for a fifth time. Performance scores were recorded using the Mimic dV-Trainer’s built-in algorithm. Results: For all 6 tasks, there were significant improvements to the scores in the fourth trials compared with those in the first trials. The scores in the fifth trials did not significantly decline compared with those in the fourth trials. There was no significant difference between the fifth trial scores of surgeons with laparoscopic surgery skills/experience and those without. Conclusion: Our results indicate that fundamental robot-assisted surgical skills can be retained in the long-term after they are acquired. PMID:25132896

Teishima, Jun; Hattori, Minoru; Inoue, Shogo; Ikeda, Kenichiro; Hieda, Keisuke; Ohara, Shinya; Egi, Hiroyuki; Ohdan, Hideki; Matsubara, Akio

2014-01-01

75

A VIRTUAL REALITY BASED EDUCATIONAL MODULE FOR KNOWLEDGE LEARNING & SKILLS  

E-print Network

Advances in computers and multimedia technology have changed traditional methods for learning and skills: Computer aided learning & training, Fuzzy set theory, Decision making, Multimedia technology, Software]. The development of computer systems and multimedia technology has opened up new possibilities for education

76

A Comparison of Three Methods of Instruction for Acquiring Information Skills.  

ERIC Educational Resources Information Center

Canadian fourth, fifth, and sixth graders (n=300) were given either resource-based instruction (RBI), nonintegrated library instruction, or no library skills instruction. Sixth graders in RBI outperformed sixth graders given no instruction. There were no significant differences between nonintegrated and no instruction. Maximum learning growth…

Hara, Katsuko

1997-01-01

77

Education through Fiction: Acquiring Opinion-Forming Skills in the Context of Genomics  

ERIC Educational Resources Information Center

The present study examined the outcomes of a newly designed four-lesson science module on opinion-forming in the context of genomics in upper secondary education. The lesson plan aims to foster 16-year-old students' opinion-forming skills in the context of genomics and to test the effect of the use of fiction in the module. The basic hypothesis…

Knippels, Marie-Christine P. J.; Severiens, Sabine E.; Klop, Tanja

2009-01-01

78

How Does Knowledge Promote Memory? The Distinctiveness Theory of Skilled Memory  

ERIC Educational Resources Information Center

The robust effects of knowledge on memory for domain-relevant information reported in previous research have largely been attributed to improved organizational processing. The present research proposes the distinctiveness theory of skilled memory, which states that knowledge improves memory not only through improved organizational processing but…

Rawson, Katherine A.; Van Overschelde, James P.

2008-01-01

79

Wax On, Wax Off--Pedagogical Content Knowledge in Motor Skill Instruction.  

ERIC Educational Resources Information Center

Presents a framework to help direct future research on pedagogical content knowledge in motor skill instruction, providing examples of the types of pedagogical content knowledge collected from experienced teachers and coaches during interviews and teaching observations. The framework comprises two interactive components--information processes and…

Housner, Lynn Dale; Griffey, David C.

1994-01-01

80

More than Words: An Early Grades Reading Program Builds Skills and Knowledge  

ERIC Educational Resources Information Center

Five years ago, as a way to ensure that students not only learn to decode but also understand what they decode, the Core Knowledge Foundation, the nonprofit that publishes the Core Knowledge curriculum, created a language arts program for kindergarten through second grade. The program includes two 60-minute strands: (1) a "Skills Strand," in which…

Dubin, Jennifer

2012-01-01

81

An aesthetic for adaptations: Going beyond knowledge and skills in explanations of adaptations  

Microsoft Academic Search

Adaptive expertise is often defined by the presence of both procedural and conceptual knowledge. While knowledge and skills can explain how people find a new path when confronted with a difficulty (a fault-driven adaptation), something else is needed to explain when and why people make a beneficial, but unnecessary change (a prospective adaptation). In an interview, participants gave examples of

Lee Martin

82

Interpretation of radiological images: towards a framework of knowledge and skills.  

PubMed

The knowledge and skills that are required for radiological image interpretation are not well documented, even though medical imaging is gaining importance. This study aims to develop a comprehensive framework of knowledge and skills, required for two-dimensional and multiplanar image interpretation in radiology. A mixed-method study approach was applied. First, a literature search was performed to identify knowledge and skills that are important for image interpretation. Three databases, PubMed, PsycINFO and Embase, were searched for studies using synonyms of image interpretation skills or visual expertise combined with synonyms of radiology. Empirical or review studies concerning knowledge and skills for medical image interpretation were included and relevant knowledge and skill items were extracted. Second, a preliminary framework was built and discussed with nine selective experts in individual semi-structured interviews. The expert team consisted of four radiologists, one radiology resident, two education scientists, one cognitive psychologist and one neuropsychologist. The framework was optimised based on the experts comments. Finally, the framework was applied to empirical data, derived from verbal protocols of ten clerks interpreting two-dimensional and multiplanar radiological images. In consensus meetings adjustments were made to resolve discrepancies of the framework with the verbal protocol data. We designed a framework with three main components of image interpretation: perception, analysis and synthesis. The literature study provided four knowledge and twelve skill items. As a result of the expert interviews, one skill item was added and formulations of existing items were adjusted. The think-aloud experiment showed that all knowledge items and three of the skill items were applied within all three main components of the image interpretation process. The remaining framework items were apparent only within one of the main components. After combining two knowledge items, we finally identified three knowledge items and thirteen skills, essential for image interpretation by trainees. The framework can serve as a guideline for education and assessment of two- and three-dimensional image interpretation. Further validation of the framework in larger study groups with different levels of expertise is needed. PMID:24449126

van der Gijp, A; van der Schaaf, M F; van der Schaaf, I C; Huige, J C B M; Ravesloot, C J; van Schaik, J P J; Ten Cate, Th J

2014-10-01

83

Work?based learning in Canada and the United Kingdom: a framework for understanding knowledge transfer for workers with low skills and higher skills  

Microsoft Academic Search

The purpose of this study was to investigate how knowledge of different kinds is put to work in workplace education programmes for adults with low skills and adults with higher skills. A novel framework, which has moved beyond narrow conceptions of ‘transfer’ to concentrate on different forms of knowledge and the ways these are recontextualised as people move between sites

Maurice Taylor; Karen Evans

2010-01-01

84

Argumentation skills and conceptual knowledge of undergraduate students in a physics by inquiry class  

NASA Astrophysics Data System (ADS)

Teaching argumentation skills has been the focus of science education research which views argumentation instruction as a way to improve scientific reasoning skills in science classrooms. Argumentation research has mostly focused on examining the quality of classroom discourse in science classes, scaffolding student argumentation process, and in-service science teacher development of pedagogical skills related to argumentation. Yet, there is paucity of studies exist in the literature which has examined prospective science teacher development of argumentation skills. This study aims to reduce this gap in the argumentation literature. This study investigated prospective science teacher development of argumentation skills and conceptual knowledge, relationship between argumentation skills and conceptual knowledge, and the relation of argumentation and conceptual knowledge gains to prospective science teacher initial conceptual knowledge level in an undergraduate course where argumentation skills were incorporated to the science curriculum. Initially, data were collected from 125 students who were involved in an inquiry-based physics course at a midwestern university. Argumentation skills for the concepts of balancing and sinking and floating were assessed by the use of argumentation tests which were constructed for this study and administered four times during the course. In addition to written argumentation tests, argumentation discourse of one small group of students was audio-taped two times during the course. Physics conceptual knowledge was administered at the beginning and at the end of the instruction by a conceptual test which was constructed for this study. A total of 36 students who responded to all the data collection activities comprised the analysis sample. It was found that the prospective science teacher argumentation skills regarding balancing and sinking and floating concepts improved during the course. More specifically, their counter-argument and rebuttal evidence and justification scores developed during the course. It was also found that improvement of counter-argument and rebuttal evidence scores was content independent whereas improvement of counter-argument and rebuttal justification scores was content dependent. The results showed that prospective science teacher conceptual physics knowledge was improved from the beginning to the end of the instruction. More specifically, their declarative and situational knowledge scores increased from the pretest to the posttest. The results also showed that prospective science teacher argumentation scores can be related to physics conceptual knowledge pretest and posttest scores. In addition, it was found that argumentation gain scores were not related to prospective science teacher initial conceptual knowledge level. According to these findings, implications regarding prospective science teacher education and explicit teaching about argumentation were discussed.

Acar, Omer

85

From Implicit Skills to Explicit Knowledge: A Bottom-Up Model of Skill Learning  

E-print Network

procedural knowledge develops #12;rst and declarative knowledge develops later. Our model is formed by integrating connectionist, reinforcement, and symbolic learning methods to perform on-line reactive learning. It adopts a two-level dual-representation framework (Sun 1995), with a combination of local- ist

Varela, Carlos

86

Comparing attentional skills in children with acquired and developmental central nervous system disorders.  

PubMed

Attentional impairments in children occur in the context of both developmental and acquired disorders involving the central nervous system (CNS) and may have implications for ongoing development, potentially impeding cognitive, educational, and behavioral functions. Using a continuous performance paradigm (CPT), this study compared attentional profiles of children with developmental and acquired conditions impacting on the CNS: (i) attention deficit-hyperactivity disorder (ADHD: n=27); (ii) moderate traumatic brain injury (TBI: n=41); (iii) acute lymphoblastic leukemia (n=31); and (iv) insulin-dependent diabetes mellitus (n=39). A healthy control group (n=46) was also examined. Groups were compared on measures of sustained attention, selective attention, and response inhibition. In addition, measures of performance variability and deterioration and processing speed were examined. Results showed that children with ADHD exhibited global and severe attentional impairments in contrast to all other groups. Children with moderate TBI displayed mild attentional difficulties, restricted to selective and sustained attention domains. In conclusion, although CPT parameters differentiated the ADHD group from all others, a disorder-specific profile was not observed. PMID:16981604

Anderson, Vicki; Anderson, Dianne; Anderson, Peter

2006-07-01

87

Teaching and assessing language skills: Defining the knowledge that matters  

Microsoft Academic Search

A goal of this double issue of English Teaching: Practice and Critique is to collectively consider what we mean when we talk about knowledge about language. How have our understandings changed over time? What are the implications of these new understandings for pedagogy in the field of language teaching? These are necessary and important questions. This article, however, does not

DAVID H. SLOMP

2005-01-01

88

Soft skills: an important asset acquired from organizing regional student group activities.  

PubMed

Contributing to a student organization, such as the International Society for Computational Biology Student Council (ISCB-SC) and its Regional Student Group (RSG) program, takes time and energy. Both are scarce commodities, especially when you are trying to find your place in the world of computational biology as a graduate student. It comes as no surprise that organizing ISCB-SC-related activities sometimes interferes with day-to-day research and shakes up your priority list. However, we unanimously agree that the rewards, both in the short as well as the long term, make the time spent on these extracurricular activities more than worth it. In this article, we will explain what makes this so worthwhile: soft skills. PMID:24992198

de Ridder, Jeroen; Meysman, Pieter; Oluwagbemi, Olugbenga; Abeel, Thomas

2014-07-01

89

[Role of pharmacists in disaster medicine: required knowledge and skills].  

PubMed

Immediately after the Great East Japan Earthquake of March 2011, Okayama University dispatched a medical assistance team based on the request of Iwate Prefecture. The first team was followed by 12 medical teams. I was one of the members of the fourth and fifth medical teams sent to Rikuzen-takata and Ofunato for a week beginning March 16th to support medical relief operations as a pharmacist during the sub-acute phase of the disaster. As a member of the team at the temporary clinic in Rikuzen-takata, pharmacists such as myself required physical assessment skills to perform related tasks, along with expertise in drug dispensing and consultation. In my next medical team, which headed the pneumonia unit at Oofunato Hospital, I played a critical role in the effective use of medicine reserved/provided for disasters, including antibiotics. Throughout the relief operations, strong clinical reasoning and decision making, as well as good teamwork, proved vital, especially in emergency situations. For future community medical systems, emergency/disaster medicine should be included in pharmacy education. The School of Pharmacy at Okayama University will establish emergency medicine program in the next school year, in cooperation with the Medical, Dental and Health Care Departments. PMID:24389607

Nakura, Hironori

2014-01-01

90

Finance Graduates' Knowledge and Skills Development: Graduate and Employer Perceptions in United Arab Emirates  

ERIC Educational Resources Information Center

There has been considerable debate over the past decades concerning the extent to which finance education has fulfilled employers' and graduates' expectations related to knowledge and skills needed in a changing and challenging business environment. This study seeks to examine whether there are significant differences in expectations…

Al Shayeb, Abdulrahman Mohamed

2013-01-01

91

Student Affairs Professionals' Self-Report of Multicultural Competence: Understanding Awareness, Knowledge, and Skills  

ERIC Educational Resources Information Center

Pope and Reynolds' (1997) theoretical model of multicultural competence for student affairs was empirically tested with 100 student affairs professionals. The domain subscales of awareness, knowledge, and skills revealed high internal consistency and intercorrelation. Males reported significantly higher multicultural awareness in their…

Castellanos, Jeanett; Gloria, Alberta M.; Mayorga, Melissa M.; Salas, Christina

2008-01-01

92

A Novice-Expert Study of Modeling Skills and Knowledge Structures about Air Quality  

ERIC Educational Resources Information Center

This study compared modeling skills and knowledge structures of four groups as seen in their understanding of air quality. The four groups were: experts (atmospheric scientists), intermediates (upper-level graduate students in a different field), advanced novices (talented 11th and 12th graders), and novices (10th graders). It was found that when…

Hsu, Ying-Shao; Lin, Li-Fen; Wu, Hsin-Kai; Lee, Dai-Ying; Hwang, Fu-Kwun

2012-01-01

93

Do One-to-One Initiatives Bridge the Way to 21st Century Knowledge and Skills?  

ERIC Educational Resources Information Center

This article presents findings from an investigation of the overall effectiveness of Michigan's Freedom to Learn (FTL) One-to-One initiative. The major goal of the FTL initiative was to help students to gain 21st century knowledge and skills while increasing their learning and achievement through the integration of over 20,000 laptop computers…

Lowther, Deborah L.; Inan, Fethi A.; Ross, Steven M.; Strahl, J. Daniel

2012-01-01

94

49 CFR Appendix to Subpart G of... - Required Knowledge and Skills-Sample Guidelines  

Code of Federal Regulations, 2010 CFR

The following is a sample of the specific types of items which a State may wish to include in the knowledge and skills tests that it administers to CDL applicants. This appendix closely follows the framework of §§ 383.111 and...

2010-10-01

95

Minimum Knowledge and Skills Objectives for Alcohol and Other Drug Abuse Teaching.  

ERIC Educational Resources Information Center

This publication brings together statements concerning the minimum knowledge and skills objectives in alcohol and other drug abuse determined by the professional organizations of six medical specialties: pediatrics; emergency medicine; obstetrics and gynecology; psychiatry; general internal medicine; and family medicine for undergraduate,…

American Psychiatric Association, Hartford, CT.

96

Does Problem Solving = Prior Knowledge + Reasoning Skills in Earth Science? An Exploratory Study  

ERIC Educational Resources Information Center

This study examined the interrelationship between tenth-grade students' problem solving ability (PSA) and their domain-specific knowledge (DSK) as well as reasoning skills (RS) in a secondary school of Taiwan. The PSA test was designed to emphasize students' divergent-thinking ability (DTA) and convergent-thinking ability (CTA) subscales in the…

Chang, Chun-Yen

2010-01-01

97

Updating Polytechnic Teachers' Knowledge and Skills through Teacher Design Teams in Ghana  

ERIC Educational Resources Information Center

While teachers and administrators in polytechnics in Ghana have categorically expressed the growing need for the former's knowledge and skills to be updated in the era of polytechnic transformation, little attention has been paid to the subject. This study reports a professional development intervention organised for 16 engineering teachers…

Bakah, Marie A. B.; Voogt, Joke M.; Pieters, Jules M.

2012-01-01

98

Student teachers’ development of a positive attitude towards research and research knowledge and skills  

Microsoft Academic Search

The aim of this study is to investigate the experiences of student teachers participating in an introductory course, designed to stimulate the development of a positive attitude towards research and to stimulate the development of research knowledge and skills by second-year student teachers of an institute of primary teacher education. A questionnaire (N = 81) was used to measure the

Wietse van der Linden; Anouke Bakx; Anje Ros; Douwe Beijaard; Marc Vermeulen

2012-01-01

99

Effects of an Online Problem Based Learning Course on Content Knowledge Acquisition and Critical Thinking Skills  

ERIC Educational Resources Information Center

This study investigated how the online problem based learning (PBL) approach employed in an online learning environment influenced undergraduate students' critical thinking skills (CTS) and content knowledge acquisition. The pretest-posttest control group design was used in the study. The subjects included the students who were enrolled at the…

Sendag, Serkan; Odabasi, H. Ferhan

2009-01-01

100

The CEC Common Core of Knowledge and Skills Essential for All Beginning Special Education Teachers.  

ERIC Educational Resources Information Center

The common core knowledge and skills essential for all beginning special education teachers, developed by the Council for Exceptional Children (CEC), are reprinted, along with the CEC Code of Ethics. The article also provides a rationale for the standards and background information on their development and adoption. (JDD)

Swan, William W.; Sirvis, Barbara

1992-01-01

101

Student Teachers' Development of a Positive Attitude towards Research and Research Knowledge and Skills  

ERIC Educational Resources Information Center

The aim of this study is to investigate the experiences of student teachers participating in an introductory course, designed to stimulate the development of a positive attitude towards research and to stimulate the development of research knowledge and skills by second-year student teachers of an institute of primary teacher education. A…

van der Linden, Wietse; Bakx, Anouke; Ros, Anje; Beijaard, Douwe; Vermeulen, Marc

2012-01-01

102

Teaching in the Knowledge Society: New Skills and Instruments for Teachers  

ERIC Educational Resources Information Center

"Teaching in the Knowledge Society: New Skills and Instruments for Teachers" covers a pedagogical survey of the changes induced by information and communication technology (ICT) in today's society and education. It critically analyzes facts, instruments, solutions, and strategies while suggesting interpretations and hypotheses to develop a new way…

Cartelli, Antonio, Ed.

2006-01-01

103

Build your skills and knowledge to successfully supervise the construction process from the conceptual development  

E-print Network

and managers with substantial experience but no formal training in the construction industry. The programBuild your skills and knowledge to successfully supervise the construction process from the conceptual development stage through the final construction phase with a certificate in Construction

104

Knowledge and Skill Requirements for Marketing Jobs in the 21st Century  

ERIC Educational Resources Information Center

This study examines the skills and conceptual knowledge that employers require for marketing positions at different levels ranging from entry- or lower-level jobs to middle- and senior-level positions. The data for this research are based on a content analysis of 500 marketing jobs posted on Monster.com for Atlanta, Chicago, Los Angeles, New York…

Schlee, Regina Pefanis; Harich, Katrin R.

2010-01-01

105

The Knowledge, Experience, Skills, and Characteristics TESOL Employers Seek in Job Candidates  

ERIC Educational Resources Information Center

In a competitive marketplace, job candidates need to know what TESOL employers are seeking in new hires. A 12-month study of TESOL job announcements examined the types of work offered and the candidate knowledge, experience, skills, and personal characteristics TESOL employers were seeking in full-time hires. An analysis of 169 job advertisements…

Bailey, Caprice L.; Tanner, Mark W.; Henrichsen, Lynn E.; Dewey, Dan P.

2013-01-01

106

University and Elementary School Perspectives of Ideal Elementary Science Teacher Knowledge, Skills, and Dispositions  

Microsoft Academic Search

Teacher education knowledge, skills, and dispositions have recently become a well-discussed topic among education scholars around the nation, mainly due to its attention by the National Council for Accreditation of Teacher Education (NCATE) over the past few years. Accrediting agencies, such as NCATE and the Interstate New Teacher and Assessment and Support Consortium (INTASC), have sought to improve the quality

Bethany Bianca Sewart

2010-01-01

107

Interaction of memory systems during acquisition of tool knowledge and skills in Parkinson's disease.  

PubMed

Previous research suggests that different aspects of tool knowledge are mediated by different memory systems. It is believed that tool attributes (e.g., function, color) are represented as declarative memory while skill learning is supported by procedural memory. It has been proposed that other aspects (e.g., skilled tool use) may rely on an interaction of both declarative and procedural memory. However, the specific form of procedural memory underlying skilled tool use and the nature of interaction between declarative and procedural memory systems remain unclear. In the current study, individuals with Parkinson's disease (PD) and healthy controls were trained over 2 sessions, 3 weeks apart, to use a set of novel complex tools. They were also tested on their ability to recall tool attributes as well as their ability to demonstrate grasp and use of the tools to command. Results showed that, compared to controls, participants with PD showed intact motor skill acquisition and tool use to command within sessions, but failed to retain performance across sessions. In contrast, people with PD showed equivalent recall of tool attributes and tool grasping relative to controls, both within and across sessions. Current findings demonstrate that the frontal-striatal network, compromised in PD, mediates long-term retention of motor skills. Intact initial skill learning raises the possibility of compensation from declarative memory for frontal-striatal dysfunction. Lastly, skilled tool use appears to rely on both memory systems which may reflect a cooperative interaction between the two systems. Current findings regarding memory representations of tool knowledge and skill learning may have important implications for delivery of rehabilitation programs for individuals with PD. PMID:25448858

Roy, Shumita; Park, Norman W; Roy, Eric A; Almeida, Quincy J

2015-01-01

108

Understanding Ecology Content Knowledge and Acquiring Science Process Skills through Project-Based Science Instruction  

ERIC Educational Resources Information Center

This activity discusses a two-day unit on ecology implemented during the summer of 2004 using the project-based science instructional (PBSI) approach. Through collaborative fieldwork, group discussions, presentations, and reflections, students planned, implemented, and reported their own scientific investigations on the environmental health of…

Colley, Kabba E.

2006-01-01

109

RELIABILITY AND VALIDITY OF A QUESTIONNAIRE TO ASSESS CARBOHYDRATE COUNTING SKILLS, KNOWLEDGE OF HEART-HEALTHY FOODS, AND NUTRITION LABEL-READING SKILLS IN ADULTS WITH DIABETES  

E-print Network

Diabetes mellitus affects the metabolism of carbohydrates, thus patients should monitor carbohydrate intake and eat a heart-healthy diet using nutrition labels. To assess carbohydrate counting skills, knowledge of heart-healthy diet, and nutrition...

Walker, Ann Christine

2012-01-01

110

The Impact of Traditional and Alternative University Teacher Preparation Program Options on Secondary Teacher Candidates' Knowledge, Skills, Dispositions, and Employment  

ERIC Educational Resources Information Center

The preparation of secondary teacher candidates through traditional (n = 13) or alternative (n = 15) options did not statistically significantly impact knowledge, skills or dispositions. Results for content knowledge, as measured at entrance to the program based on the Pre-Professional Skills Test, indicate that candidates who entered the…

Schnabel, Rebecca B.

2009-01-01

111

A Novice-Expert Study of Modeling Skills and Knowledge Structures about Air Quality  

NASA Astrophysics Data System (ADS)

This study compared modeling skills and knowledge structures of four groups as seen in their understanding of air quality. The four groups were: experts (atmospheric scientists), intermediates (upper-level graduate students in a different field), advanced novices (talented 11th and 12th graders), and novices (10th graders). It was found that when the levels of modeling skills were measured, for most skills there was a gradual increase across the spectrum from the novices to the advanced novices to the intermediates to the experts. The study found the experts used model-based reasoning, the intermediates and advanced novices used relation-based reasoning, and the novices used phenomena-based reasoning to anticipate conclusions. The experts and intermediates used more bi-variable relationships in experimental design and anticipated conclusions, but used more multiple-variable relationships in identifying relationships. By contrast, the advanced novices and novices mostly used bi-variable relationships in all modeling skills. Based on these findings, we suggest design principles for model-based teaching and learning such as designing learning activities to encourage model-based reasoning, scaffolding one's modeling with multiple representations, testing models in authentic situations, and nurturing domain-specific knowledge during modeling.

Hsu, Ying-Shao; Lin, Li-Fen; Wu, Hsin-Kai; Lee, Dai-Ying; Hwang, Fu-Kwun

2012-10-01

112

Acquiring and tuning knowledge representation parameters of fuzzy production rules using fuzzy expert networks  

Microsoft Academic Search

Fuzzy production rules (FPRs) have been used and proved to be a very useful knowledge representation method to capture and represent fuzzy, uncertain, incomplete and vague domain expert knowledge. The knowledge representation capability of these FPRs could be enhanced if parameters like local weights, certainty factors or threshold values are incorporated. These parameters, together with the membership values of fuzzy

Eric C. C. Tsang; Daniel S. Yeung

1997-01-01

113

Feedback on and knowledge, attitude, and skills at the end of pharmacology practical sessions  

PubMed Central

Concern has been raised about inadequate pharmacology teaching in medical schools and the high incidence of prescribing errors by doctors in training. Modifications in pharmacology teaching have been carried out in many countries. The present study was carried out using a semi-structured questionnaire to obtain students' perceptions of their knowledge, attitudes, and skills with regard to different subject areas related to rational prescribing at the end of two-year activity-based pharmacology practical learning sessions in a private medical school in Nepal. The effectiveness of the sessions and strengths and suggestions to further improve the sessions were also obtained. The median total knowledge, attitude, skills and overall scores were calculated and compared among different subgroups of respondents. The median effectiveness score was also calculated. Eighty of the 100 students participated; 37 were male and 43 female. The median knowledge, attitude, and skills scores were 24, 39, and 23, respectively (maximum scores being 27, 45, and 36). The median total score was 86 (maximum score being 108). The effectiveness score for most subject areas was 3 (maximum 4). The strengths were the activity-based nature of the session, use of videos and role-plays, and repeated practice. Students wanted more sessions and practice in certain areas. They also wanted more resources and an internet connection in the practical room. The skills scores were relatively low. The immediate impact of the sessions was positive. Studies may be needed to assess the long term impact. Similar programs should be considered in other medical schools in Nepal and other developing countries. PMID:22232708

Jha, Nisha; Bajracharya, Omi; Gurung, Sukh B; Singh, Kundan K.

2011-01-01

114

Feedback on and knowledge, attitude, and skills at the end of pharmacology practical sessions.  

PubMed

Concern has been raised about inadequate pharmacology teaching in medical schools and the high incidence of prescribing errors by doctors in training. Modifications in pharmacology teaching have been carried out in many countries. The present study was carried out using a semi-structured questionnaire to obtain students' perceptions of their knowledge, attitudes, and skills with regard to different subject areas related to rational prescribing at the end of two-year activity-based pharmacology practical learning sessions in a private medical school in Nepal. The effectiveness of the sessions and strengths and suggestions to further improve the sessions were also obtained. The median total knowledge, attitude, skills and overall scores were calculated and compared among different subgroups of respondents. The median effectiveness score was also calculated. Eighty of the 100 students participated; 37 were male and 43 female. The median knowledge, attitude, and skills scores were 24, 39, and 23, respectively (maximum scores being 27, 45, and 36). The median total score was 86 (maximum score being 108). The effectiveness score for most subject areas was 3 (maximum 4). The strengths were the activity-based nature of the session, use of videos and role-plays, and repeated practice. Students wanted more sessions and practice in certain areas. They also wanted more resources and an internet connection in the practical room. The skills scores were relatively low. The immediate impact of the sessions was positive. Studies may be needed to assess the long term impact. Similar programs should be considered in other medical schools in Nepal and other developing countries. PMID:22232708

Shankar, P Ravi; Jha, Nisha; Bajracharya, Omi; Gurung, Sukh B; Singh, Kundan K

2011-01-01

115

Curriculum Providing Cognitive Knowledge and Problem-Solving Skills for Anesthesia Systems-Based Practice  

PubMed Central

Background Residency programs accredited by the ACGME are required to teach core competencies, including systems-based practice (SBP). Projects are important for satisfying this competency, but the level of knowledge and problem-solving skills required presupposes a basic understanding of the field. The responsibilities of anesthesiologists include the coordination of patient flow in the surgical suite. Familiarity with this topic is crucial for many improvement projects. Intervention A course in operations research for surgical services was originally developed for hospital administration students. It satisfies 2 of the Institute of Medicine's core competencies for health professionals: evidence-based practice and work in interdisciplinary teams. The course lasts 3.5 days (eg, 2 weekends) and consists of 45 cognitive objectives taught using 7 published articles, 10 lectures, and 156 computer-assisted problem-solving exercises based on 17 case studies. We tested the hypothesis that the cognitive objectives of the curriculum provide the knowledge and problem-solving skills necessary to perform projects that satisfy the SBP competency. Standardized terminology was used to define each component of the SBP competency for the minimum level of knowledge needed. The 8 components of the competency were examined independently. Findings Most cognitive objectives contributed to at least 4 of the 8 core components of the SBP competency. Each component of SBP is addressed at the minimum requirement level of exemplify by at least 6 objectives. There is at least 1 cognitive objective at the level of summarize for each SBP component. Conclusions A curriculum in operating room management can provide the knowledge and problem-solving skills anesthesiologists need for participation in projects that satisfy the SBP competency. PMID:22132289

Wachtel, Ruth E.; Dexter, Franklin

2010-01-01

116

Long-Term Retention of Knowledge and Critical Thinking Skills in Developmental Biology†  

PubMed Central

The primary goal of this project was to assess long-term retention of concepts and critical thinking skills in individuals who completed a Developmental Biology course. Undergraduates who had completed the course between 2006 and 2009 were recently contacted and asked to complete a professional goals survey and a multiple-choice developmental biology assessment test (DBAT) targeting four levels of learning. The DBAT was designed to assess students’ retention of knowledge and skills related to factual recall, concept application, data analysis, and experimental design. Performance of the 2006–2009 cohorts was compared to that of students enrolled in 2010 who completed the DBAT at the beginning and the end of the semester. Participants from the 2010 course showed significant learning gains based on pre- and posttest scores overall and for each of the four levels of learning. No significant difference in overall performance was observed for students grouped by year from 2006–2010. Participants from the 2006–2009 cohorts scored slightly, but significantly, higher on average if they enrolled in graduate or professional training. However, performance on individual question categories revealed no significant differences between those participants with and without postundergraduate training. Scores on exams and a primary literature critique assignment were correlated with DBAT scores and thus represent predictors of long-term retention of developmental biology knowledge and skills. PMID:23653799

Darland, Diane C.; Carmichael, Jeffrey S.

2012-01-01

117

Assessment of genetics knowledge and skills in medical students: insight for a clinical neurogenetics curriculum.  

PubMed

The pace of discovery in biochemistry and genetics and its effect on clinical medicine places new curricular challenges in medical school education. We sought to evaluate students' understanding of neurogenetics and its clinical applications to design a pilot curriculum into the clinical neurology clerkship. We utilized a needs assessment and a written examination to evaluate the genetics knowledge of 81 third- and fourth-year medical students. The needs assessment surveyed students' self-perceptions of their own understanding of basic and clinically related genetic principles and clinical skills, as well as the most effective educational methods. Medical students reported more competence with basic science learned during the preclinical years than clinical concepts, and they demonstrated relatively low knowledge levels in clinical neurogenetics concepts on the examination, with an average of 29% correct on questions pertaining to genetic counseling compared with 82% correct with regard to inheritance patterns. Common, cross-specialty clinical skills were attained (e.g. internet search, family histories), while at least half of students reported minimal understanding or awareness of key genetics websites (e.g. OMIM) and indications for support group recommendations and genetics referrals. Teaching these more specific genetics skills and concepts needs to be emphasized in the clinical curriculum. PMID:21618382

Pearl, Phillip L; Pettiford, Jennifer M; Combs, Susan E; Heffron, Ari; Healton, Sean; Hovaguimian, Alexandra; Macri, Charles J

2011-01-01

118

The Role of Primary Caregiver Vocabulary Knowledge in the Development of Bilingual Children's Vocabulary Skills  

ERIC Educational Resources Information Center

Purpose: The present study examined the impact of environmental factors (socioeconomic status [SES], the percent of language exposure to English and to Spanish, and primary caregivers' vocabulary knowledge) on bilingual children's vocabulary skills. Method: Vocabulary skills were measured in 58 bilingual children between the ages of 5…

Buac, Milijana; Gross, Megan; Kaushanskaya, Margarita

2014-01-01

119

Using HLT for Acquiring, Retrieving and Publishing Knowledge in AKT: Position Paper  

E-print Network

, S1 4DP Sheffield, UK Email: N.Surname@dcs.shef.ac.uk Abstract AKT is a major research project in manuals. AKT will extend knowledge management technologies to exploit the potential of the semantic web in manuals. AKT will extend knowledge management technologies to exploit the potential of the semantic web

Ciravegna, Fabio

120

Acquiring evidence-based medicine and research skills in the undergraduate medical curriculum: three different didactical formats compared.  

PubMed

Medical schools have recently witnessed a call for authentic research activities that equip students with the skills required for evidence-based medicine (EBM) and research. Because it is not always possible to make such activities available as a part of the curriculum, evaluating the effectiveness of the various choices of traditional and authentic EBM and research skills courses is essential. This study's purpose was to evaluate students' perceived EBM and research skill acquisition in three different courses in a Dutch medical school. Self-reported surveys were conducted among 163 Dutch medical undergraduates who participated in an undergraduate research project, a basic EBM skills elective, or a traditional lecture-based skills course. MANCOVA was employed to test for group differences in perceived skill acquisition. Students who finished their research project perceived themselves as more experienced in writing and information retrieval skills than students who participated in the lecture-based course or basic skills elective. Students in the lecture-based course identified themselves as being the most experienced in critical judgment. No group differences were found for overall gains. Authentic research activities may have benefits over traditional lecture-based courses in the undergraduate medical curriculum, especially in terms of equipping students with writing and information retrieval skills. PMID:25395228

Zee, M; de Boer, M; Jaarsma, A D C

2014-11-01

121

Learning from Simple Ebooks, Online Cases or Classroom Teaching When Acquiring Complex Knowledge. A Randomized Controlled Trial in Respiratory Physiology and Pulmonology  

PubMed Central

Background and Aims E-learning is developing fast because of the rapid increased use of smartphones, tablets and portable computers. We might not think of it as e-learning, but today many new e-books are in fact very complex electronic teaching platforms. It is generally accepted that e-learning is as effective as classroom teaching methods, but little is known about its value in relaying contents of different levels of complexity to students. We set out to investigate e-learning effects on simple recall and complex problem-solving compared to classroom teaching. Methods 63 nurses specializing in anesthesiology were evenly randomized into three groups. They were given internet-based knowledge tests before and after attending a teaching module about respiratory physiology and pulmonology. The three groups was either an e-learning group with eBook teaching material, an e-learning group with case-based teaching or a group with face-to-face case-based classroom teaching. After the module the students were required to answer a post-test. Time spent and the number of logged into the system was also measured. Results For simple recall, all methods were equally effective. For problem-solving, the eCase group achieved a comparable knowledge level to classroom teaching, while textbook learning was inferior to both (p<0.01). The textbook group also spent the least amount of time on acquiring knowledge (33 minutes, p<0.001), while the eCase group spent significantly more time on the subject (53 minutes, p<0.001) and logged into the system significantly more (2.8 vs 1.6, p<0.001). Conclusions E-learning based cases are an effective tool for teaching complex knowledge and problem-solving ability, but future studies using higher-level e-learning are encouraged.Simple recall skills, however, do not require any particular learning method. PMID:24039917

Worm, Bjarne Skjødt

2013-01-01

122

Validation of the modified Fresno Test: assessing physical therapists' evidence based practice knowledge and skills  

PubMed Central

Background Health care educators need valid and reliable tools to assess evidence based practice (EBP) knowledge and skills. Such instruments have yet to be developed for use among physical therapists. The Fresno Test (FT) has been validated only among general practitioners and occupational therapists and does not assess integration of research evidence with patient perspectives and clinical expertise. The purpose of this study was to develop and validate a modified FT to assess EBP knowledge and skills relevant to physical therapist (PT) practice. Methods The FT was modified to include PT-specific content and two new questions to assess integration of patient perspectives and clinical expertise with research evidence. An expert panel reviewed the test for content validity. A cross-sectional cohort representing three training levels (EBP-novice students, EBP-trained students, EBP-expert faculty) completed the test. Two blinded raters, not involved in test development, independently scored each test. Construct validity was assessed through analysis of variance for linear trends among known groups. Inter and intra-rater reliability, internal consistency, item discrimination index, item total correlation, and difficulty were analyzed. Results Among 108 participants (31 EBP-novice students, 50 EBP-trained students, and 27 EBP-expert faculty), there was a statistically significant (p < 0.0001) difference in total score corresponding to training level. Total score reliability and psychometric properties of items modified for discipline-specific content were excellent [inter-rater (ICC (2,1)] = 0.91); intra-rater (ICC (2,1)] = 0.95, 0.96)]. Cronbach's ? was 0.78. Of the two new items, only one had strong psychometric properties. Conclusions The 13-item modified FT presented here is a valid, reliable assessment of physical therapists' EBP knowledge and skills. One new item assesses integration of patient perspective as part of the EBP model. Educators and researchers may use the 13-item modified FT to evaluate PT EBP curricula and physical therapists' EBP knowledge and skills. PMID:20500871

2010-01-01

123

Impact of health education on knowledge regarding human immunodeficiency virus/acquired immunodeficiency syndrome.  

PubMed

The aims of the study were to determine the knowledge of HIV/AIDS among college girl students, to expose the college girl students to targeted HIV/AIDS education and to assess the impact of HIV/ AIDS health education on college girl students. A cross-sectional study was designed over the period September 2009 to February 2010. Study participants included 139 students of BLDEA's Arts and Commerce College for Women, Bijapur, Karnataka. Results indicated knowledge regarding HIV/ AIDS improved substantially, especially, with relation to various modes of transmission viz unsterilised syringes (41% to 72%), pregnant mother to child (23% to 66%) blood transfusion (20% to71%) and regarding preventive measures namely adherence to single partner (68% to 95%), use of condom (18% to 68%/), use of tested blood for transfusion (21% to 55%). The study showed significant difference between pre and post-test knowledge regarding HIV/AIDS PMID:24000505

Angadi, M M; Sorganvi, V S; Algur, V S

2013-01-01

124

Acquiring Knowledge about Biodiversity in a Museum--Are Worksheets Effective?  

ERIC Educational Resources Information Center

This study examined the effectiveness of worksheets while learning about biodiversity in a natural history museum. Despite the frequent use of worksheets by school classes during out-of-school activities, their effectiveness in enhancing knowledge acquisition has been addressed by relatively few empirical studies. 148 Austrian grammar school…

Krombab, Angela; Harms, Ute

2008-01-01

125

Represent and Acquire Knowledge for the Development of Autonomous Vision System  

Microsoft Academic Search

The visual perceptional ability of computer systems to understand the environment is desirable in engineering design and manu- facturing where automation is anticipated. In order to empower an engineering sys- tem with the heuristic capabilities, adequate knowledge representation techniques must be employed to resolve ambiguity in represen- tation and uncertainty in decision making. Discussed in this paper is how to

Xiaobu Yuan

1994-01-01

126

An experience-driven robotic assistant acquiring human knowledge to improve haptic cooperation  

Microsoft Academic Search

Physical cooperation with humans greatly en- hances the capabilities of robotic systems when leaving stan- dardized industrial settings. Our novel cognition-enabled con- trol framework presented in this paper enables a robotic assis- tant to enrich its own experience by acquisition of human task knowledge during joint manipulation. Our robot incrementally learns semantic task structures during joint task execution using hierarchically

Jose Ramon Medina; Martin Lawitzky; Alexander Mortl; Dongheui Lee; Sandra Hirche

2011-01-01

127

Writing from Academic Sources. Study 1: Acquiring Discourse Knowledge for Writing and Learning. Final Report.  

ERIC Educational Resources Information Center

The first phase of a study into language learning examined six undergraduate students' building of disciplinary discourse knowledge as they became immersed in the disciplinary community of psychology. Students were followed over the entire 4-year course of their undergraduate careers. Data included interviews, questionnaires, papers the students…

Spivey, Nancy Nelson; And Others

128

A Survey of mental skills training knowledge, opinions, and practices of junior tennis coaches  

Microsoft Academic Search

Junior tennis coaches (N = 153) were surveyed to determine their opinions about the importance of mental skills training, the specific mental skills they teach, strategies they use to teach mental skills, and recommendations for making mental skills training more effective. Mental skills thought to be most difficult to teach included reframing pressure, crisis management, self-confidence, and emotional control. Roadblocks

Daniel Gould; Russell Medbery; Nicole Damarjian; Larry Lauer

1999-01-01

129

Towards a machine learning framework for acquiring and exploiting monitoring and diagnostic knowledge  

NASA Technical Reports Server (NTRS)

In this paper we address the problem of detecting and diagnosing faults in physical systems, for which neither prior expertise for the task nor suitable system models are available. We propose an architecture that integrates the on-line acquisition and exploitation of monitoring and diagnostic knowledge. The focus of the paper is on the component of the architecture that discovers classes of behaviors with similar characteristics by observing a system in operation. We investigate a characterization of behaviors based on best fitting approximation models. An experimental prototype has been implemented to test it. We present preliminary results in diagnosing faults of the Reaction Control System of the Space Shuttle. The merits and limitations of the approach are identified and directions for future work are set.

Manganaris, Stefanos; Fisher, Doug; Kulkarni, Deepak

1993-01-01

130

Management Knowledge and Skills Required in the Health Care System of the Federation Bosnia and Herzegovina  

PubMed Central

Extremely complex health care organizations, by their structure and organization, operate in a constantly changing business environment, and such situation implies and requires complex and demanding health management. Therefore, in order to manage health organizations in a competent manner, health managers must possess various managerial skills and be familiar with problems in health care. Research, identification, analysis, and assessment of health management education and training needs are basic preconditions for the development and implementation of adequate programs to meet those needs. Along with other specific activities, this research helped to determine the nature, profile, and level of top-priority needs for education. The need for knowledge of certain areas in health management, as well as the need for mastering concrete managerial competencies has been recognized as top-priorities requiring additional improvement and upgrading. PMID:23922519

Slipicevic, Osman; Masic, Izet

2012-01-01

131

Knowledge, skills, and abilities for key radiation protection positions at DOE facilities  

SciTech Connect

This document provides detailed qualification criteria for contractor key radiation protection personnel. Although federal key radiation protection positions are also identified, qualification standards for federal positions are provided in DOE O 360.1 and the DOE Technical Qualifications Program. Appendices B and D provide detailed listings for knowledge, skills, and abilities for contractor and DOE federal key radiation protection positions. This information may be used in developing position descriptions and individual development plans. Information provided in Appendix C may be useful in developing performance measures and assessing an individual`s performance in his or her specific position. Additionally, Federal personnel may use this information to augment their Office/facility qualification standards under the Technical Qualifications Program.

NONE

1997-01-01

132

Intelligent Tutoring Systems for Scientific Inquiry Skills.  

ERIC Educational Resources Information Center

Described are the initial prototypes of several intelligent tutoring systems designed to build students' scientific inquiry skills. These inquiry skills are taught in the context of acquiring knowledge of principles from a microworld that models a specific domain. This paper discusses microworlds that have been implemented for microeconomics,…

Shute, Valerie; Bonar, Jeffrey

133

Knowledge and skill in motion: layers of Tibetan medical education in India.  

PubMed

This article examines the transmission of Tibetan medical knowledge in the Himalayan region of Ladakh (India), taking three educational settings as ethnographic ports of entry. Each of these corresponds to a different operating mode in the standardisation of medical knowledge and learning processes, holding profound implications for the way this therapeutic tradition is known, valued, applied and passed on to the next generation. Being at the same time a cause and a consequence of intra-regional variability in Tibetan medicine, the three institutional forms coexist in constant interaction with one another. The authors render this visible by examining the 'taskscapes' that characterize each learning context, that is to say, the specific and interlocking sets of practices and tasks in which a practitioner must be skilled in order to be considered competent. The authors build upon this notion by studying two fields of transmission and practice, relating to medicine production and medical ethics. These domains of enquiry provide a rich grounding from which to examine the transition from enskilment to education, as well as the overlaps between them, and to map out the connections linking different educational forms to social and medical legitimacy in contemporary India. PMID:25074035

Pordié, Laurent; Blaikie, Calum

2014-09-01

134

Ertapenem versus cefepime for initial empirical treatment of pneumonia acquired in skilled-care facilities or in hospitals outside the intensive care unit.  

PubMed

The study presented here compared the efficacy and safety of ertapenem and cefepime as initial treatment for adults with pneumonia acquired in skilled-care facilities or in hospital environments outside the intensive care unit (ICU). Non-ventilated patients developing pneumonia in hospital environments outside the ICU, in nursing homes, or in other skilled-care facilities were enrolled in this double-blind non-inferiority study, stratified by APACHE II score (15) and randomized (1:1) to receive cefepime (2 g every 12 h with optional metronidazole 500 mg every 12 h) or ertapenem (1 g daily). After 3 days of parenteral therapy, participants demonstrating clinical improvement could be switched to oral ciprofloxacin or another appropriate oral agent. Probable pathogens were identified in 162 (53.5%) of the 303 randomized participants. The most common pathogens were Enterobacteriaceae, Streptococcus pneumoniae, and Staphylococcus aureus, isolated from 59 (19.5%), 39 (12.9%), and 35 (11.6%) participants, respectively. At the test-of-cure assessment 7-14 days after completion of all study therapy, pneumonia had resolved or substantially improved in 89 (87.3%) of 102 clinically evaluable ertapenem recipients and 80 (86%) of 93 clinically evaluable cefepime recipients (95% confidence interval for the difference, -9.4 to 11.8%), fulfilling pre-specified criteria for statistical non-inferiority. The frequency and severity of drug-related adverse events were generally similar in both treatment groups. In this study population, ertapenem was as well-tolerated and efficacious as cefepime for the initial treatment of pneumonia acquired in skilled-care facilities or in hospital environments outside the ICU. PMID:17024505

Yakovlev, S V; Stratchounski, L S; Woods, G L; Adeyi, B; McCarroll, K A; Ginanni, J A; Friedland, I R; Wood, C A; DiNubile, M J

2006-10-01

135

Critical Combat Performances, Knowledges, and Skills Required of the Infantry Rifle Squad Leader: Human Maintenance under Campaign Conditions.  

ERIC Educational Resources Information Center

The paper covers the performances, skills, and kinds of knowledge demanded of an infantry rifle squad leader to maintain an organized and effective fighting unit under campaign conditions and to set an example as a leader for his men. It covers personal hygiene and field sanitation, the maintenance of minimal fighting and existence loads, water…

Brown, Frank L.; Jacobs, T. O.

136

Integrating Knowledge, Skills, and Values into the Curriculum Development Process at the University of Guelph-Humber  

ERIC Educational Resources Information Center

The focus of this paper is the curriculum development process that led to the intentional integration of knowledge, skills, and values in every course at a newly created institution, the University of Guelph-Humber (G-H). Among the many unique features of G-H, the integration of theory and practice in each course is one of the most important. The…

Evers, Frederick; Wolstenholme, Janet

2007-01-01

137

Computer Modeling of the Instructionally Insensitive Nature of the Texas Assessment of Knowledge and Skills (TAKS) Exam  

ERIC Educational Resources Information Center

Stakeholders of the educational system assume that standardized tests are transparently about the subject content being tested and therefore can be used as a metric to measure achievement in outcome-based educational reform. Both analysis of longitudinal data for the Texas Assessment of Knowledge and Skills (TAKS) exam and agent based computer…

Pham, Vinh Huy

2009-01-01

138

Recognizing the Importance of Aging Skills and Knowledge in Generalist Social Work Practice: Effective Strategies for MSW Students  

ERIC Educational Resources Information Center

This article examines the impact of a curricular infusion strategy aimed at integrating gerontological practice issues into social work education. Findings (N = 83) illustrate that student interest, knowledge, and skills in aging practice increased immediately following implementation of a three-tiered infusion approach; however, ongoing exposure…

Bonifas, Robin P.; Fredriksen-Goldsen, Karen I.; Bailey, Kathleen A.

2009-01-01

139

Knowledge, Skills and Abilities of International Business Majors: What We Teach Them "versus" What Companies Need Them to Know  

ERIC Educational Resources Information Center

To compete in a global environment, firms need people with the appropriate international knowledge, skills and abilities (KSA). Undergraduate international business (IB) majors may not be taught the specific KSA that match those business needs. This study surveyed the most active international companies in Minnesota (USA) that had recently hired…

Prestwich, Roger; Ho-Kim, Thu-Mai

2007-01-01

140

Online Course Increases Nutrition Professionals' Knowledge, Skills, and Self-Efficacy in Using an Ecological Approach to Prevent Childhood Obesity  

ERIC Educational Resources Information Center

Objective: To assess the impact of an online continuing education course on the knowledge, skills, and self-efficacy of nutrition professionals to use an ecological approach to prevent childhood obesity. Design: Quasi-experimental design using intervention and delayed intervention comparison groups with pre/post-course assessments. Setting: Online…

Stark, Christina M.; Graham-Kiefer, Meredith L.; Devine, Carol M.; Dollahite, Jamie S.; Olson, Christine M.

2011-01-01

141

Development of a Performance Assessment Task and Rubric to Measure Prospective Secondary School Mathematics Teachers' Pedagogical Content Knowledge and Skills  

ERIC Educational Resources Information Center

The purpose of this paper is to share a performance assessment task and rubric designed to assess secondary school mathematics preservice teachers' pedagogical content knowledge and skills. The assessment task and rubric were developed in collaboration with five education faculty, four arts and sciences faculty, and four high school teachers over…

Koirala, Hari P.; Davis, Marsha; Johnson, Peter

2008-01-01

142

Knowledge, Skills, and Abilities for the Market Economy: An Investigation of Student Perceptions before and after China's WTO Entry  

ERIC Educational Resources Information Center

This exploratory study conducted in the People's Republic of China sought to determine the managerial knowledge, skills, and abilities (KSAs) that are perceived as important for the Chinese market economy. Questionnaire responses were collected from 145 business students in 2001 (before China's WTO entry) and 141 business students in 2006 (after…

Stivers, Bonnie P.; Veliyath, Raj; Joyce, Teresa; Adams, Janet S.

2010-01-01

143

Knowledge on Sexual Abuse and Self-Protection Skills: A Study on Female Chinese Adolescents with Mild Mental Retardation.  

ERIC Educational Resources Information Center

A study examined the level of sexual-abuse knowledge and self-protection skills in 77 female Chinese adolescents with mild mental retardation. Participants were more able to recognize inappropriate than appropriate touches and sexual requests. Also, they were inadequate in protecting themselves and had difficulty in reporting sexual abuse.…

Tang, Catherine So-Kum; Lee, Yvonne Kit-Shan

1999-01-01

144

The Effects of Instruction in the Basic Science Process Skills on Attitudes, Knowledge and Lesson Planning Practices of Prospective Elementary School Teachers.  

ERIC Educational Resources Information Center

The purpose of this investigation was to determine the effects of teaching the basic science process skills to preservice teachers on their (1) knowledge of process skills, (2) attitudes toward the basic science process skills, (3) selection of process objectives for a science unit, and (4) lesson planning practices. A related purpose was to…

Campbell, Richard L.; Okey, James R.

145

Acquiring Knowledge in Soar  

Microsoft Academic Search

The strategies used in designing limited method-based tools can be applied to the much broader method that underlies Soar, called the problem space computational model (PSCM). Taql (for task acquisition language), which is the computer representation of PSCM, is discussed. Taql, together with its programming environment, comprises the Soar-based expert-system development tool. A Taql specification consists of a set of

Gregg R. Yost

1993-01-01

146

Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century  

NSDL National Science Digital Library

What skills do people need to survive in the 21st century? It's a great question and one that is examined in painstaking detail by the authors of this 242-page report published by the National Academies Press. Released in 2012, the report responds to a charge from the National Research Council to define the set of key skills that are referenced by the labels "deeper learning, "21st century skills," and so on. The chapters here include "A Preliminary Classification of Skills and Abilities" and "Importance of Deeper Learning and 21st Century Skills." This is a great read for those with an interest in education, public policy, and the like.

147

High Altitude Long Endurance (HALE) Unmanned Aircraft System (UAS): Pilot Knowledge, Skills and Abilities  

NASA Technical Reports Server (NTRS)

This report summarizes the initial work accomplished by the ACCESS 5 Human System Integration (HSI) team to identify Unmanned Aircraft System (UAS) Pilot Knowledge, Skill and Ability (KSA), Training and Medical requirements. To derive this information the following tasks were accomplished: a) Mission and Function analyses were performed; b) Applicable FARs and FAA Advisory Circulars (ACs) were reviewed; c) Meetings were conducted with NASA and FAA Human Factors personnel; d) Surveys were completed by ACCESS 5 HSI Working group UA Pilots; e) Coordination meetings were conducted with the ACCESS 5 Policy IPT. The results of these efforts were used to develop a summary of the current qualifications. for an individual to function as a Pilot In Command (PIC) for UAs currently flown by UNITE companies, to develop preliminary Pilot KSAs for each phase of flight, and to delineate preliminary Pilot Training and Medical requirements. These results are to be provided to the Policy IPT to support their development of recommendations for UA Pilot Rating Criteria, training and medical qualifications. It is expected that the initially an instrument rated pilot will be required to serve as the PIC. However, as operational experience is gained, and automation is applied to accomplish various system functions, it is expected that pilot rating criteria could be lessened.

2005-01-01

148

Human immunodeficiency virus/acquired immunodeficiency syndrome knowledge among high school students in K?r?kkale province of Turkey  

PubMed Central

Background: The purpose of the present study was to assess the existing level of knowledge of high school children about human immunodeficiency virus/acquired immunodeficiency syndrome (HIV/AIDS) and the sources of their information. Materials and Methods: A cross-sectional survey was conducted in two high schools in Kirikkale, Turkey and data were collected by a self-administered questionnaire. Multi-stage sampling technique was used to obtain a representative sample. Results: Four hundred and seventy three participants; 230 males and 243 females were analyzed. Their ages ranged from 15 to 19 years with a mean age of 16.81 ± 1.27. 92.2% of the students claimed to have heard about HIV/AIDS prior to the study with slightly more females than males. Although with some misconceptions, majority of the participants knew that HIV is not transmitted by sharing meals, casual contact, and sleeping in the same room and using the same bathroom. 93.4% identi?ed HIV/AIDS as a life-threatening disease and 27% believe that there is a cure for AIDS. 64% and 22.8% respectively believed that the people can protect themselves by using condoms and by avoiding sexual contact. Internet was preponderantly claimed as the most important source of information about HIV/AIDS. Conclusion: Empirical evidence from this study suggests that the students have a fairly high knowledge of HIV/AIDS. This is not without some misconceptions about the prognosis of the disease. Internet was the major source of HIV/AIDS information. PMID:23633840

Ayl?kç?, Bahad?r U?ur; Bamise, Cornelius Tokunbo; Hamidi, Mehmet Mustafa; Turkal, Mustafa; Çolak, Hakan

2013-01-01

149

Do migrants transfer tacit knowledge? : the case of highly skilled Bangladeshi immigrants in the United States  

E-print Network

Transfer of knowledge is a complex process. While codified knowledge is easy to transfer, tacit knowledge is not. "Tacit knowledge is difficult to exchange over long distance because it is heavily imbued with meaning arising ...

Sultana, Moshahida

2005-01-01

150

Detecting knowledge of incidentally acquired, real-world memories using a P300-based concealed-information test.  

PubMed

Autobiographical memory for events experienced during normal daily life has been studied at the group level, but no studies have yet examined the ability to detect recognition of incidentally acquired memories among individual subjects. We present the first such study here, which employed a concealed-information test in which subjects were shown words associated with activities they had experienced the previous day. Subjects wore a video-recording device for 4 hr on Day 1 and then returned to the laboratory on Day 2, where they were shown words relating to events recorded with the camera (probe items) and words of the same category but not relating to the subject's activities (irrelevant items). Electroencephalograms were recorded, and presentation of probe items was associated with a large peak in the amplitude of the P300 component. We were able to discriminate perfectly between 12 knowledgeable subjects who viewed stimuli related to their activities and 12 nonknowledgeable subjects who viewed only irrelevant items. These results have strong implications for the use of memory-detection paradigms in criminal contexts. PMID:25231899

Meixner, John B; Rosenfeld, J Peter

2014-11-01

151

Predicting Reading Comprehension on the Internet: Contributions of Offline Reading Skills, Online Reading Skills, and Prior Knowledge  

ERIC Educational Resources Information Center

This study investigated the extent to which new reading comprehension proficiencies may be required when adolescents read for information on the Internet. Seventh graders (N = 109) selected from a stratified random sample of diverse middle school students completed a survey of topic-specific prior knowledge and parallel scenario-based measures of…

Coiro, Julie

2011-01-01

152

Knowledge and skills of neonatal resuscitation of health professionals at a university teaching hospital of Northwest Ethiopia  

PubMed Central

BACKGROUND: Competency in neonatal resuscitation is critical in the delivery rooms, neonatology units and pediatrics intensive care units to ensure the safety and health of neonates. Each year, millions of babies do not breathe immediately at birth, and among them the majority require basic neonatal resuscitation. Perinatal asphyxia is a major contributor to neonatal deaths worldwide in resource-limited settings. Neonatal resuscitation is effective only when health professionals have sufficient knowledge and skills. But malpractices by health professionals are frequent in the resuscitation of neonates. The present study was to assess the knowledge and skills of health professionals about neonatal resuscitation. METHODS: An institution based cross-sectional study was conducted in our hospital from February15 to April 30, 2014. All nurses, midwives and residents from obstetrics-gynecology (obs-gyn), midwifery and pediatric departments were included. The mean scores of knowledge and skills were compared for sex, age, type of profession, qualification, year of service and previous place of work of the participants by using Student’s t test and ANOVA with Scheffe’s test. A P value <0.05 was considered statistically significant. RESULTS: One hundred and thirty-five of 150 participants were included in this study with a response rate of 90.0%. The overall mean scores of knowledge and skills of midwives, nurses and residents were 19.9 (SD=3.1) and 6.8 (SD=3.9) respectively. The mean knowledge scores of midwives, nurses, pediatric residents and obs-gyn residents were 19.7 (SD=3.03), 20.2 (SD=2.94), 19.7 (SD=4.4) and 19.6 (SD=3.3) respectively. Whereas the mean scores of skills of midwives, nurses, pediatric residents and obs-gyn residents were 7.1 (SD=4.17), 6.7 (SD=3.75), 5.7 (SD=4.17) and 6.6 (SD=3.97) respectively. CONCLUSIONS: The knowledge and skills of midwives, nurses and residents about neonatal resuscitation were substandardized. Training of neonatal resuscitation for midwives, nurses and residents should be emphasized. PMID:25225584

Gebreegziabher, Endale; Aregawi, Adugna; Getinet, Habtamu

2014-01-01

153

Transfer of training in acquiring laparoscopic skills 1 1 No competing interests declared. Information in this article was included in a poster presentation at the Association for Surgical Education meeting in Vancouver, BC, April 1998  

Microsoft Academic Search

BACKGROUND:Building on skills already learned in acquiring more complex or related skills is termed transfer of training (TOT). This study examined the TOT effects of previous open and laparoscopic surgical experience on a laparoscopic training module.STUDY DESIGN:Intracorporeal knot tying was chosen for evaluating TOT among three groups of surgical residents: interns (n = 11) with limited open and laparoscopic surgical

Patricia L Figert; Adrian E Park; Donald B Witzke; Richard W Schwartz

2001-01-01

154

Phonological Awareness, Reading Skills, and Vocabulary Knowledge in Children Who Use Cochlear Implants  

PubMed Central

In hearing children, reading skills have been found to be closely related to phonological awareness. We used several standardized tests to investigate the reading and phonological awareness skills of 27 deaf school-age children who were experienced cochlear implant users. Approximately two-thirds of the children performed at or above the level of their hearing peers on the phonological awareness and reading tasks. Reading scores were found to be strongly correlated with measures of phonological awareness. These correlations remained the same when we statistically controlled for potentially confounding demographic variables such as age at testing and speech perception skills. However, these correlations decreased even after we statistically controlled for vocabulary size. This finding suggests that lexicon size is a mediating factor in the relationship between the children’s phonological awareness and reading skills, a finding that has also been reported for typically developing hearing children. PMID:22057983

Dillon, Caitlin M.; de Jong, Kenneth; Pisoni, David B.

2012-01-01

155

10 CFR 1046.15 - Training and qualification for security skills and knowledge.  

Code of Federal Regulations, 2010 CFR

...with appendix B, “Training and Qualification for Security Skills...maintain individual training records until 1...officers, including Special Response Team members...meet the firearms qualification standards set...

2010-01-01

156

10 CFR Appendix B to Subpart B of... - Training and Qualification for Security Skills and Knowledge  

Code of Federal Regulations, 2011 CFR

...National Training Center and approved by DOE. The remedial firearms training program will be a combination of basic weapon manipulation skills, firearms safety, and an additional segment of time tailored to provide the security police officer with the...

2011-01-01

157

Knowledge of First Aid Skills Among Students of a Medical College in Mangalore City of South India  

PubMed Central

Background: The adequate knowledge required for handling an emergency without hospital setting at the site of the accident or emergency may not be sufficient as most medical schools do not have formal first aid training in the teaching curriculum. Aim: The aim of this study is to assess the level of knowledge of medical students in providing first aid care. Subjects and Methods: This cross-sectional study was conducted during May 2011 among 152 medical students. Data was collected using a self-administered questionnaire. Based on the scores obtained in each condition requiring first aid, the overall knowledge was graded as good, moderate and poor. Results: Only 11.2% (17/152) of the total student participants had previous exposure to first aid training. Good knowledge about first aid was observed in 13.8% (21/152), moderate knowledge in 68.4% (104/152) and poor knowledge in 17.8% (27/152) participants. Analysis of knowledge about first aid management in select conditions found that 21% (32/152) had poor knowledge regarding first aid management for shock and for gastro esophageal reflux disease and 20.4% (31/152) for epistaxis and foreign body in eyes. All students felt that first aid skills need to be taught from the school level onwards and all of them were willing to enroll in any formal first aid training sessions. Conclusion: The level of knowledge about first aid was not good among majority of the students. The study also identified the key areas in which first aid knowledge was lacking. There is thus a need for formal first aid training to be introduced in the medical curriculum. PMID:24761231

Joseph, N; Kumar, GS; Babu, YPR; Nelliyanil, M; Bhaskaran, U

2014-01-01

158

Preventive medicine: self-assessment of knowledge, skills and attitudes of medical students at the Medical University of Vienna.  

PubMed

Prevention and health promotion are gaining importance in modern medical curricula. Aim of this study was to evaluate the self-assessment of knowledge, skills and attitudes of medical students towards health promotion and prevention. In 2012, at the Medical University of Vienna, 27% of the 633 fourth-year medical students (50.3% male and 49.7% female; mean age: 24 years) completed a questionnaire. Results show a high assessment of prevention in most respondents. Knowledge gaps were detected on occupational health and mother-child pass examinations. However, almost all students reported sufficient knowledge on screening and risk assessment of developing cardiovascular diseases. Almost all respondents estimated to be able to identify risky behaviours. Overall, estimation towards prevention of tomorrow's physicians is very positive. However, only 40% believed to have been adequately trained on preventive medicine so far. Relevant preventive aspects were added to the medical curriculum in 2012-2013 with the new block 'Public Health'. PMID:24468828

Borsoi, Livia; Rieder, Anita; Stein, Katharina Viktoria; Hofhansl, Angelika; Dorner, Thomas Ernst

2014-04-01

159

Knowledge, skills and attitude of evidence-based medicine among obstetrics and gynaecology trainees: a questionnaire survey  

PubMed Central

Objectives To determine current evidence-based medicine skills and practice among trainees. Design Questionnaire study. Setting Electronic survey was sent to all obstetrics and gynaecology trainees in East Midlands South Deanery, and responses collected were anonymous. Participants All obstetrics and gynaecology trainees in East Midland South Deanery. Main outcome measures Self-reported attitude, skills and knowledge in various components of evidence-based medicine. Results 69 trainees were included in the study of which 35 responded. Among all respondents, almost 72% of trainees use non-evidence-based methods to find answers for their clinical questions, whereas only 18% use appropriate evidence-based medicine practice for such queries. Just 35% of trainees have minimum skills of literature searching. Most of the trainees struggle to understand various components of evidence-based medicine. Nearly 80% of trainees do not have formal education or training with regard to evidence-based medicine. Conclusions This study highlights the inadequacy of evidence-based medicine skills among trainees and urges that evidence-based medicine be incorporated in formal training along with specialty study modules. PMID:24475342

Jeve, Yadava Bapurao; Doshani, Angi; Singhal, Tanu; Konje, Justin

2013-01-01

160

A Comparative Study of University of Wisconsin-Stout Freshmen and Senior Education Major's Computing and Internet Technology Skills/Knowledge and Associated Learning Experiences  

ERIC Educational Resources Information Center

A study comparing University of Wisconsin-Stout freshmen and senior education majors' computing and Internet technology skills/knowledge and associated learning experiences was conducted. Instruments used in this study included the IC[superscript 3][R] Exam by Certiport, Inc. and the investigator's Computing and Internet Skills Learning…

Sveum, Evan Charles

2010-01-01

161

Associations of Postural Knowledge and Basic Motor Skill With Dyspraxia in Autism: Implication for Abnormalities in Distributed Connectivity and Motor Learning  

Microsoft Academic Search

Children with autism often have difficulty performing skilled movements. Praxis performance requires basic motor skill, knowledge of representations of the movement (mediated by parietal regions), and transcoding of these representations into movement plans (mediated by premotor circuits). The goals of this study were (a) to determine whether dyspraxia in autism is associated with impaired representational (\\

Lauren R. Dowell; E. Mark Mahone; Stewart H. Mostofsky

2009-01-01

162

Do short courses in evidence based medicine improve knowledge and skills? Validation of Berlin questionnaire and before and after study of courses in evidence based medicine  

PubMed Central

Objective To develop and validate an instrument for measuring knowledge and skills in evidence based medicine and to investigate whether short courses in evidence based medicine lead to a meaningful increase in knowledge and skills. Design Development and validation of an assessment instrument and before and after study. Setting Various postgraduate short courses in evidence based medicine in Germany. Participants The instrument was validated with experts in evidence based medicine, postgraduate doctors, and medical students. The effect of courses was assessed by postgraduate doctors from medical and surgical backgrounds. Intervention Intensive 3 day courses in evidence based medicine delivered through tutor facilitated small groups. Main outcome measure Increase in knowledge and skills. Results The questionnaire distinguished reliably between groups with different expertise in evidence based medicine. Experts attained a threefold higher average score than students. Postgraduates who had not attended a course performed better than students but significantly worse than experts. Knowledge and skills in evidence based medicine increased after the course by 57% (mean score before course 6.3 (SD 2.9) v 9.9 (SD 2.8), P<0.001). No difference was found among experts or students in absence of an intervention. Conclusions The instrument reliably assessed knowledge and skills in evidence based medicine. An intensive 3 day course in evidence based medicine led to a significant increase in knowledge and skills. What is already known on this topicNumerous observational studies have investigated the impact of teaching evidence based medicine to healthcare professionals, with conflicting resultsMost of the studies were of poor methodological qualityWhat this study addsAn instrument assessing basic knowledge and skills required for practising evidence based medicine was developed and validatedAn intensive 3 day course on evidence based medicine for doctors from various backgrounds and training level led to a clinically meaningful improvement of knowledge and skills PMID:12468485

Fritsche, L; Greenhalgh, T; Falck-Ytter, Y; Neumayer, H-H; Kunz, R

2002-01-01

163

Perceived knowledge, skills, attitude and contextual factors affecting evidence-based practice among nurse educators, clinical coaches and nurse specialists.  

PubMed

Evidence-based practice (EBP) in the clinical setting is recognized as an approach that leads to improved patient outcomes. Nurse educators (NEs), clinical coaches (CCs) and nurse specialists are in key positions to promote and facilitate EBP within clinical settings and have opportunities to advance practice. Therefore, it is important to understand their perceptions of factors promoting EBP and perceived barriers in facilitating EBP in clinical settings, before developing educational programmes. This paper reports findings from a study that aimed to explore NEs' , CCs' and nurse specialists' knowledge, skills and attitudes associated with EBP. This study used a questionnaire containing quantitative and a small number of qualitative questions to capture data collected from NEs, CCs and nurse specialists working at a tertiary health-care facility in Victoria, Australia. The questionnaire was distributed to a total of 435 people, of whom 135 responded (31%). Findings revealed that the three senior nurse groups relied heavily on personal experience, organizational policies and protocols as formal sources of knowledge. Furthermore, they had positive attitudes towards EBP. However, participants demonstrated lack of knowledge and skills in appraising and utilizing evidence into practice. They indicated a desire to seek educational opportunities to upskill themselves in the process of EBP. PMID:25355492

Malik, Gulzar; McKenna, Lisa; Plummer, Virginia

2014-10-30

164

Influence of Previous Knowledge, Language Skills and Domain-Specific Interest on Observation Competency  

ERIC Educational Resources Information Center

Many epoch-making biological discoveries (e.g. Darwinian Theory) were based upon observations. Nevertheless, observation is often regarded as "just looking" rather than a basic scientific skill. As observation is one of the main research methods in biological sciences, it must be considered as an independent research method and systematic practice…

Kohlhauf, Lucia; Rutke, Ulrike; Neuhaus, Birgit

2011-01-01

165

Reframing Student Outcomes to Develop 21st Century Skills. Knowledge Brief  

ERIC Educational Resources Information Center

In this brief, Erik Rice identifies three strategic practices schools, districts, and communities can use to help prepare students for college and career success: (1) To collectively articulate and align a set of student outcomes that prioritize 21st century skills; (2) Transform defined outcomes into functioning frameworks for curriculum and…

Rice, Erik

2011-01-01

166

Knowledge and Understanding of 21st Century Skills through Educator Externships: Programs in Southern New England  

ERIC Educational Resources Information Center

An acute shortage of a competent, highly-skilled workforce faces the United States workplace. Studies and reports from 1983 to present, repeatedly state that the education system in the United States must change to prepare the emergent workforce for success in the 21st century global challenges of both post-secondary education and the workplace.…

Gibson-Cayouette, Lizann R.

2010-01-01

167

Teaching Thinking Skills in Context-Based Learning: Teachers' Challenges and Assessment Knowledge  

ERIC Educational Resources Information Center

For an educational reform to succeed, teachers need to adjust their perceptions to the reform's new curricula and strategies and cope with new content, as well as new teaching and assessment strategies. Developing students' scientific literacy through context-based chemistry and higher order thinking skills was the framework for establishing a new…

Avargil, Shirly; Herscovitz, Orit; Dori, Yehudit Judy

2012-01-01

168

Developing Student Knowledge and Skills for Home-Based Social Work Practice  

ERIC Educational Resources Information Center

Providing social work services for clients in their homes is often a distinguishing feature of social work practice. The home environment affects the intervention process at each stage of contact with a family. Home-based practice requires specific skills to deal with clients' presenting concerns as well as safety, boundary, confidentiality, and…

Allen, Susan F.; Tracy, Elizabeth M.

2008-01-01

169

Adolescent Depression: Evaluating Pediatric Residents' Knowledge, Confidence, and Interpersonal Skills Using Standardized Patients  

ERIC Educational Resources Information Center

Objective: The authors aim to determine whether pediatric residents used DSM-IV criteria to diagnose major depressive disorder and how this related to residents' confidence in diagnosis and treatment skills before and after clinical training with depressed adolescents. Methods: Pediatric residents evaluated two different standardized patients…

Lewy, Colleen; Sells, C. Wayne; Gilhooly, Jennifer; McKelvey, Robert

2009-01-01

170

Classroom Profiling Training: Increasing Preservice Teachers' Confidence and Knowledge of Classroom Management Skills  

ERIC Educational Resources Information Center

Classroom management is a serious concern for beginning teachers including preservice teachers. The Queensland Department of Education, Training and Employment (DETE) has developed the Essential Skills for Classroom Management (ESCM), a system of positive and pro-active strategies for maintaining supportive learning environments. In addition, the…

Jackson, Cliff; Simoncini, Kym; Davidson, Mark

2013-01-01

171

An Inventory of Skills, Knowledge, and Attitudes Necessary for a Career in Diversified Agriculture.  

ERIC Educational Resources Information Center

To review the relevance of vocational criteria to industry needs, a study was conducted in Hawaii to assess the entry-level employment requirements in the occupational area of diversified agriculture. Materials from other states were reviewed, and three versions of a skills inventory were developed and revised. The third revision of the inventory…

Hawaii Univ., Honolulu. Office of the State Director for Vocational Education.

172

Fostering Students' Knowledge and Argumentation Skills through Dilemmas in Human Genetics.  

ERIC Educational Resources Information Center

Examines the outcomes of a unit that integrates explicit teaching of general reasoning patterns into the teaching of a specific science content. Focuses on the teaching of argumentation skills in the context of dilemmas in human genetics. (Contains 50 references.) (Author/YDS)

Zohar, Anat; Nemet, Flora

2002-01-01

173

Knowledge Acquisition and Job Training for Advanced Technical Skills Using Immersive Virtual Environment  

NASA Astrophysics Data System (ADS)

The environment in which Japanese industry has achieved great respect is changing tremendously due to the globalization of world economies, while Asian countries are undergoing economic and technical development as well as benefiting from the advances in information technology. For example, in the design of custom-made casting products, a designer who lacks knowledge of casting may not be able to produce a good design. In order to obtain a good design and manufacturing result, it is necessary to equip the designer and manufacturer with a support system related to casting design, or a so-called knowledge transfer and creation system. This paper proposes a new virtual reality based knowledge acquisition and job training system for casting design, which is composed of the explicit and tacit knowledge transfer systems using synchronized multimedia and the knowledge internalization system using portable virtual environment. In our proposed system, the education content is displayed in the immersive virtual environment, whereby a trainee may experience work in the virtual site operation. Provided that the trainee has gained explicit and tacit knowledge of casting through the multimedia-based knowledge transfer system, the immersive virtual environment catalyzes the internalization of knowledge and also enables the trainee to gain tacit knowledge before undergoing on-the-job training at a real-time operation site.

Watanuki, Keiichi; Kojima, Kazuyuki

174

Knowledge and Skills Needed by MEMS Technologists as Ascertained by Industry Survey and Job Profiling  

NSDL National Science Digital Library

This resource, created by L.A. West and Matthais W. Pleil for the Southwest Center for Microsystems Education (SCME), describes the skills of MEMS (microelectromechanical systems) technologists. The authors provide this information through a survey taken of the industry and also job profiles from different companies. The presentation describes not only the positions available, but also the skills needed to attain these careers. The information mostly focuses on jobs in the United States, but also has a slight international focus. Students interested in this field will find this resource engaging on many different levels. It not only provides a nice synopsis of this career, but more importantly, it could shape the educational focus of interested students.

Pleil, Matthias; West, L. A.

2010-05-14

175

Relationships of National Teacher Examination Communication Skills and General Knowledge Scores with High School and College Grades, Myers-Briggs Type Indicator Characteristics, and Self-Reported Skill Ratings and Academic Problems  

Microsoft Academic Search

Relationships of National Teacher Examination (NTE) Communication Skills (CS) and General Knowledge (GK) test scores with the Myers-Briggs Type Indicator (MBTI) characteristics, self-reported academic problems, and 14 skill self-ratings were examined for 161 college teaching majors. The purpose was to determine if such personality data, collected 4 years before the students took the National Teacher Examination (NTE) tests, could explain

K. Terry Schurr; Virgil E. Ruble; L. W. Henriksen; Bruce K. Alcorn

1989-01-01

176

A Foot in Many Camps: Literacy Teacher Educators Acquiring Knowledge across Many Realms and Juggling Multiple Identities  

ERIC Educational Resources Information Center

This study involved 28 literacy/English teachers in four countries: Canada, the USA, the UK and Australia. The goal of the study was to examine their backgrounds, knowledge, research activities, identity and support within the university. The teacher educators had a range of classroom teaching experience which they drew on in many ways. Most went…

Kosnik, Clare; Menna, Lydia; Dharamshi, Pooja; Miyata, Cathy; Beck, Clive

2013-01-01

177

Jump-Start Your Middle School Students' Background Knowledge and Vocabulary Skills  

ERIC Educational Resources Information Center

One of the most challenging tasks in increasingly diverse classrooms is helping students develop the "knowledge and language of science to communicate scientific explanations and ideas" (NRC 1996, p. 144). In this article, the authors share one of their favorite methods for incorporating and reinforcing science vocabulary instruction in the…

Ward, Elizabeth; Williams-Rossi, Dara

2012-01-01

178

Graduate Employability, "Soft Skills" versus "Hard" Business Knowledge: A European Study  

ERIC Educational Resources Information Center

There is a growing awareness in the UK and mainland Europe of the importance of higher education to the development of a knowledge-based economy. European universities are increasingly required to produce highly mobile graduates able to respond to the ever-changing needs of the contemporary workplace. Following the Bologna Declaration (1999),…

Andrews, Jane; Higson, Helen

2008-01-01

179

Beyond Knowledge and Skills: Self-Competence in Working with Death, Dying, and Bereavement  

ERIC Educational Resources Information Center

This study explored helping professionals' views on death work competencies. A total of 176 helping professionals were invited to state what the necessary competencies in death work are. Content analysis was conducted. Results showed that death work competencies can be categorized into 4 major areas: (a) knowledge competence, (b) practice…

Ho Chan, Wallace Chi; Tin, Agnes Fong

2012-01-01

180

Cultivating Teachers' Beliefs, Knowledge and Skills for Leading Change in Schools  

ERIC Educational Resources Information Center

Australian policy initiatives and state curriculum reform efforts affirm a commitment to address student disengagement through the development of inclusive school environments, curriculum, and pedagogy. This paper, drawing on critical social theory, describes three Australian projects that support the cultivation of teachers' beliefs, knowledge

Carrington, Suzanne; Deppeler, Joanne; Moss, Julianne

2010-01-01

181

Effects of a Single-Lesson Tobacco Prevention Curriculum on Knowledge, Skill Identification and Smoking Intention  

ERIC Educational Resources Information Center

One in five students report experimenting with tobacco before the age of 13 and most prevention efforts take place in the school setting. This study measures the effect of a single-lesson tobacco prevention curriculum, conducted by a health education center, focusing on knowledge of tobacco, ability to identify refusal techniques, and intent not…

Brown, Stephen; Birch, David; Thyagaraj, Sujan; Teufel, James; Phillips, Cheryl

2007-01-01

182

Managing cancer and noncancer chronic pain in critical care settings. Knowledge and skills every nurse needs to know.  

PubMed

Nurses and physicians caring for people with all types of pain are responsible for providing effective pain management in all clinical settings. Although the principles for managing all types of pain are similar, people with chronic pain have special needs to sustain optimal analgesia in critical care settings. Nursing practice must be guided by national standards, guidelines, and recommendations for managing chronic and acute pain. Pain assessment, reassessment, and follow-up; titration of medications to individual responses; aggressive management of side effects; prevention of pain; and routine evaluation of the effectiveness of the plan are basic skills for all health professionals. Every person's baseline level of pain must be determined, and preexisting interventions for pain relief must be maintained to assure continuity of care. Chronic pain complicates clinical problems and could have a profound effect on patient outcome. Managing chronic pain improves function, outcome, and quality of life. The knowledge, skills, medications, nondrug interventions, and technology are available to manage nearly all types of pain. Pain relief is a responsibility of all health care professionals. Our patients deserve our best efforts to optimize their comfort, and we must be accountable. PMID:11866408

Curtiss, C P; Haylock, P J

2001-06-01

183

Evaluating the impact of an intensive education workshop on evidence-informed decision making knowledge, skills, and behaviours: a mixed methods study  

PubMed Central

Background Health professionals require a unique set of knowledge and skills in order to meet increasing expectations to use research evidence to inform practice and policy decisions. They need to be able to find, access, interpret, and apply the best available research evidence, along with information about patient preferences, clinical expertise, and the clinical context and resources, to such decisions. This study determined preferences for continuing education following an intensive educational workshop and evaluated the impact of the workshop on evidence informed decision making (EIDM) knowledge, skills, and behaviours. Methods An explanatory mixed methods, longitudinal study design was implemented among a convenience sample of various health care professionals attending the workshop. EIDM knowledge, skills, and behaviours were quantitatively measured at baseline and six month follow-up, with EIDM knowledge and skills measured additionally immediately following the educational workshop (post-test measurement). To determine participants preferences for continuing education, data were collected using quantitative survey (post-test measurement) and qualitative (individual telephone interviews after six-month follow-up) methods. Results EIDM knowledge and skills increased significantly from baseline to immediately following the intervention [5.6, 95% CI (3.7, 7.4), P?knowledge and skills and EIDM behaviours (r?=?0.29, P 0.069 and r?=?0.24, P 0.136, respectively). Over time there was a shift in preferences for timing and frequency of online continuing education strategies. Willingness to participate in continuing education, however, remained evident. Conclusions An intensive educational workshop shows promise for increasing EIDM knowledge and skills. Increasing EIDM knowledge and skills may promote the capacity of health professionals to use research evidence when making practice and policy decisions and, in turn, lead to positive patient outcomes. PMID:24433582

2014-01-01

184

Evidence-based medicine knowledge, attitudes, and skills of community faculty  

Microsoft Academic Search

CONTEXT: As medical schools turn to community physicians for ambulatory care teaching, assessing the preparation of these faculty\\u000a in principles of evidence-based medicine (EBM) becomes important.\\u000a \\u000a \\u000a OBJECTIVE: To determine the knowledge and attitudes of community faculty concerning EBM and their use of EBM in patient care and teaching.\\u000a \\u000a \\u000a \\u000a \\u000a DESIGN: Cross-sectional survey conducted from January to March of 2000.\\u000a \\u000a \\u000a \\u000a \\u000a SETTING: A

Brent W. Beasley; Douglas C. Woolley

2002-01-01

185

Skill Matters  

Microsoft Academic Search

Skill is a challenging topic for archeologists because it requires balancing the biases of cultural relativity with the commonsense\\u000a understanding that some humans are more able than others. Using the content and results model of technology, this paper identifies\\u000a skill as a variable of technological knowledge with recognizable material results. Late Paleolithic Japanese blade and microblade\\u000a assemblages suggest that skill

Peter Bleed

2008-01-01

186

Frequency of provision of knowledge of performance on skill acquisition in older persons  

PubMed Central

The provision of feedback is a crucial factor for the evolution of the learner’s performance. It is known that the knowledge of performance has the function of guiding the learner’s attention to critical aspects of the movement pattern. The objective of this study was to examine the effect of frequency of knowledge of performance (KP) during the acquisition of the basketball free throw in older persons. Sixty active individuals (men and women) aged 60–69 years of age, divided into three experimental groups received KP in 100, 66, and 33% of their attempts during three practice sessions totaling 90 trials. The task was the basketball free throw. Volunteers were asked to conduct tests of immediate retention, 24 h retention, and 24 h transfer test, after the last practice session. During the acquisition phase, the volunteers received KP on the movement pattern on the previous attempt, which was obtained from a qualitative hierarchical checklist of the free throw (14 items). Sessions were recorded in order to confirm whether volunteers were able to score throughout sessions. ANOVA indicated that all individuals showed an improved performance in the retention and transfer tests. But the KP frequency of 66% was superior in both qualitative (movement pattern) and quantitative (score) measurements throughout the trials (p ? 0.05). In conclusion older persons seem to need an optimal KP frequency supply during the learning process. PMID:25566134

Nunes, Marcelo E. S.; Souza, Marina G. T. X.; Basso, Luciano; Monteiro, Carlos B. M.; Corrêa, Umberto C.; Santos, Suely

2014-01-01

187

NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 51: Workplace communications skills and the value of communications and information-use skills instruction: Engineering students' perspectives  

NASA Technical Reports Server (NTRS)

Studies indicate that communications and information-related activities take up a substantial portion of an engineer's work week; therefore, effective communications and information use skills are one of the key engineering competencies that recent graduates of engineering programs are expected to possess. Feedback from industry rates communications and information use skills of entry-level engineers low. Missing from current discussions of communications and information use skills and competencies for engineering students is a clear explanation from the professional engineering community about what constitutes 'acceptable and desirable communications and information norms' within that community. To gather adequate and generalizable data about communications and information skills instruction and to provide a student perspective on the communications skills of engineers, we undertook a national study of aerospace engineering students in March 1993. The study included questions about the importance of certain communications and information skills to professional success, the instruction students had received in these skills, and perceived helpfulness of the instruction. Selected results from the study study are reported in this paper.

Pinelli, Thomas E.; Barclay, Rebecca O.; Kennedy, John M.

1995-01-01

188

Oral health knowledge, attitudes, behaviour and skills of children entering school in urban and rural areas in Tanzania.  

PubMed

This study analysed the prevailing oral health-related knowledge, attitudes and behaviour of children entering school in Tanzania. The assessment was conducted in a random sample of 200 children who were newly enrolled in first grade in urban and rural areas of the Ilala district, by means of interviews, oral hygiene check-ups and practical exercises. Toothbrushing was a prevalent habit among these children, but its efficiency was low. Modern toothbrushes were commonly used and preferred to wooden toothbrushes. Toothpaste was considered essential and commonly used in urban areas but, instead, charcoal or ash were used in rural areas. The children's sugar consumption was low, but they widely valued sugary snacks. They had low awareness of gum disease and tooth decay, and poor knowledge about the causes and prevention of these diseases. These findings indicate gaps in the children's oral health ideas and practices acquired from home. The ongoing school oral health education is a crucial opportunity for the required improvements. PMID:8202584

Nyandindi, U; Palin-Palokas, T; Milén, A; Robison, V; Kombe, N

1994-01-01

189

Learning Paramedic Science Skills from a First Person Point of View  

ERIC Educational Resources Information Center

Paramedic students need to acquire knowledge and skills necessary to perform basic as well as complex clinical skills, to ensure patient safety, and to manage sophisticated equipment. Time and resource pressures on students, teaching staff and institutions have led health professional educators to develop and embrace alternative opportunities such…

Lynch, Kathy; Barr, Nigel; Oprescu, Florin

2012-01-01

190

Predictors of Student Performance in Grades 7 and 8 Mathematics: The Correlation between Benchmark Tests and Performance on the Texas Assessment of Knowledge and Skills (TAKS) Math Tests  

ERIC Educational Resources Information Center

School districts throughout Texas have used archived Texas Assessment of Knowledge and Skills (TAKS) tests as a benchmark to predict student performance on future TAKS tests without substantial quantitative evidence that these types of benchmark tests are valid predictors of student performance. The purpose of this quantitative correlational study…

Allen, Timothy Dale

2012-01-01

191

The Effects of Mind Mapping with Cooperative Learning on Programming Performance, Problem Solving Skill and Metacognitive Knowledge among Computer Science Students  

ERIC Educational Resources Information Center

The purpose of the study is to investigate the effects of mind mapping with cooperative learning (MMCL) and cooperative learning (CL) on: (a) programming performance; (b) problem solving skill; and (c) metacognitive knowledge among computer science students in Malaysia. The moderating variable is the students' logical thinking level with two…

Ismail, Mohd Nasir; Ngah, Nor Azilah; Umar, Irfan Naufal

2010-01-01

192

Assessing Equity beyond Knowledge- and Skills-Based Outcomes: A Comparative Ethnography of Two Fourth-Grade Reform-Based Science Classrooms  

ERIC Educational Resources Information Center

When evaluating equity, researchers often look at the "achievement gap." Privileging knowledge and skills as primary outcomes of science education misses other, more subtle, but critical, outcomes indexing inequitable science education. In this comparative ethnography, we examined what it meant to "be scientific" in two fourth-grade classes taught…

Carlone, Heidi B.; Haun-Frank, Julie; Webb, Angela

2011-01-01

193

Pre-Service Teachers' Opinions about the Course on Scientific Research Methods and the Levels of Knowledge and Skills They Gained in This Course  

ERIC Educational Resources Information Center

The purpose of this study was to ascertain whether the pre-service teachers taking the Scientific Research Methods course attained basic research knowledge and skills. In addition, the impact of the process, which is followed while implementing the course, on the students' anxiety and attitude during the course is examined. Moreover, the…

Tosun, Cemal

2014-01-01

194

A Teacher Action Research Study: Enhancing Student Critical Thinking Knowledge, Skills, Dispositions, Application and Transfer in a Higher Education Technology Course  

ERIC Educational Resources Information Center

This study examined the effects of a critical thinking instructional intervention in a higher education technology course with the purpose of determining the extent to which the intervention enhanced student critical thinking knowledge, skills, dispositions, application and transfer abilities. Historically, critical thinking has been considered…

Phelan, Jack Gordon

2012-01-01

195

Knowledge of Food Identification, Food Preparation Techniques, and Attitudes toward the Professional Need for Food Skills of Registered Dietitians and Dietetic Students  

Microsoft Academic Search

LEARNING OUTCOME: To evaluate the need for and the level of professional food knowledge and preparation skills in dietetic education and practice.A survey was sent to a sample of 340 registered dietitians (RD) stratified by 5 areas of practice, and to 160 affiliate members (AM) of the American Dietetic Association. Responses were received from 197 RDs and 49 AMs. Food

M. S. Solin; S. Dalton

1997-01-01

196

The Effect of a Workshop on School Counselor Trainee's Child-Centered Play Therapy Knowledge, Skills, and Attitudes, and Self-Estimate of Counseling Abilities  

ERIC Educational Resources Information Center

The results of this experimental study have demonstrated that following participation in a 12-hour training in Child-Centered Play Therapy (CCPT), school counselor trainees significantly increased their CCPT knowledge and skills in employing CCPT, as compared to a control group. Participants reported that they had learned enough of the philosophy…

Pereira, Jennifer K.

2011-01-01

197

A Study of the Relationship between Levels of Technology Implementation (LoTi) and Student Performance on Texas Assessment of Knowledge and Skills (TAKS) Scores  

ERIC Educational Resources Information Center

The purpose of this study was to examine teacher Levels of Technology Implementation (LoTi) self-ratings and student Texas Assessment of Knowledge and Skills (TAKS) scores. The study assessed the relationship between LoTi ratings and TAKS scores of 6th, 7th, and 8th grade students as reported in student records at Alamo Heights Independent School…

Berkeley-Jones, Catherine Spotswood

2012-01-01

198

An Inventory of Skills and Knowledge Necessary for a Career as a Data Processing Equipment Maintenance Technician, Computer Technician, or Computer Repairer.  

ERIC Educational Resources Information Center

In response to a mandate in the 1984 Perkins Act, representatives of Hawaii's computer/data processing industry and state council on vocational education formed a technical committee to develop an inventory of the skills and knowledge necessary for a career as a data processing equipment maintenance technician, a computer technician, or a computer…

Hawaii State Board for Vocational Education, Honolulu.

199

Learning about evolution and rejecting a belief in special creation: Effects of reflective reasoning skill, prior knowledge, prior belief and religious commitment  

Microsoft Academic Search

Students in three sections of a high school biology course were taught a unit on evolution and natural selection. Prior to instruction, students were pretested to determine their (a) reflective reasoning skill, (b) strength of religious commitment, (c) prior declarative knowledge of evolution and natural selection, and (d) beliefs in evolution or special creation and related religiously oriented beliefs. Following

Anton E. Lawson; William A. Worsnop

1992-01-01

200

Developing Students' Higher-Order Thinking Skills (HOTS) through Technology-Rich Tasks: The Influence of Technological Pedagogical and Content Knowledge (TPACK)  

ERIC Educational Resources Information Center

Technology has been shown to positively influence student learning when students explore technology-rich tasks that simultaneously require them to use higher-order thinking skills (HOTS), such as analyzing or evaluating information or creating new representations of knowledge. Educational technology researchers have posited that in order for…

Polly, Drew

2011-01-01

201

CEC-CED Joint Knowledge and Skills Statement for All Becoming Teachers of Students Who Are Deaf or Hard of Hearing.  

ERIC Educational Resources Information Center

This joint statement of the Council for Exceptional Children (CEC) and the Council on Education of the Deaf (CED) presents standards for preparation of teachers of the deaf. The standards address eight categories of knowledge and skills, such as learner characteristics; assessment, diagnosis, and evaluation; and instructional content and practice.…

American Annals of the Deaf, 1996

1996-01-01

202

Mass Spectrometry: Using a Game Format to Develop Logic Skills While Applying Fundamental Chemistry Knowledge to Determine Possible Chemical Formula Represented in Graphic Output From A Mass Spetrometer  

NSDL National Science Digital Library

This activity is a series of game-like lessons that assist the student in developing the logic skills needed to read mass spectrometer output and formulate the identity of an unknown molecule. As students endeavor to identify the unknown they must apply fundamental chemistry knowledge including formula mass, isotopes, periodic table, relative abundance, interpreting graphs, organic chemistry, ionization, bonding rules, and structural formulas.

Paul Fenno, Ubah Medical Academy, Hopkins, MN, based on an activity presented by Olaf Runquist, Professor, Hamline University.

203

Assessment Component of the California New Teacher Project: Framework of Knowledge, Skills and Abilities for Beginning Teachers in California. A Work in Progress.  

ERIC Educational Resources Information Center

This framework defines a vision of the knowledge, skills, and abilities that should characterize California's beginning teachers in their initial years of service. Discussion and development of the framework are part of the California New Teacher Project, a pilot study of policy alternatives to enhance the success of novice teachers. Following a…

Stansbury, Kendyll; Long, Claudia

204

Pursuing a Purpose: The Role of Career Exploration Courses and Service-Learning Internships in Recognizing and Developing Knowledge, Skills, and Abilities  

ERIC Educational Resources Information Center

The purpose of this study was to describe the knowledge, skills, and abilities (KSAs) undergraduate psychology students were able to articulate while engaging in a career preparation seminar with an embedded service-learning internship. Results from the students' reflective journals indicated students were able to describe a wide range of…

Peterson, Jamie J.; Wardwell, Clair; Will, Kelsey; Campana, Kristie L.

2014-01-01

205

A Cross-Sectional Study to Examine Evidence-Based Practice Skills and Behaviors of Physical Therapy Graduates: Is There a Knowledge to Practice Gap?  

PubMed

BackgroundCurricula changes in physical therapy programs in Canada emphasize evidence based practice skills including literature retrieval and evaluation. Do graduates use these skills in practice?ObjectivesThe aim of this study was to evaluate the use of research information in the clinical decision making of therapists with different years of experience and evidence based practice preparation. Perceptions about evidence-based practice were explored qualitatively.DesignA cross-sectional study with four graduating cohorts was conducted.MethodsEighty physical therapists representing four different graduating cohorts participated in interviews focused on two clinical scenarios. Participants had varying years of clinical experience (ranging from 1-15 years) and academic knowledge of evidence based practice skills. Therapists discussed the effectiveness of interventions related to the scenarios, and identified the sources of information used to reach decisions. Participants also answered general questions related to evidence based practice knowledge.ResultsRecent graduates demonstrated better knowledge of evidence based practice skills compared to therapists with 6 to 15 years of clinical experience. However, all groups used clinical experience most frequently as their source of information for clinical decisions. Research evidence was infrequently included in decision making.LimitationsThis study used a convenience sample of therapists who agreed to volunteer for the study.ConclusionsThe results suggest a knowledge to practice gap; graduates are not using the new skills to inform their practice. Tailoring academic evidence based activities more to the time constraints of clinical practice may help students to be more successful applying evidence in practice. Academic programs need to do more to create and nurture environments in both academic and clinical settings to ensure students practice using evidence based practice skills across settings. PMID:24810862

Manns, Patricia J; Norton, Amy V; Darrah, Johanna

2014-05-01

206

The 'dark side' and 'bright side' of personality: when too much conscientiousness and too little anxiety are detrimental with respect to the acquisition of medical knowledge and skill.  

PubMed

Theory suggests that personality traits evolved to have costs and benefits, with the effectiveness of a trait dependent on how these costs and benefits relate to the present circumstances. This suggests that traits that are generally viewed as positive can have a 'dark side' and those generally viewed as negative can have a 'bright side' depending on changes in context. We test this in a sample of 220 UK medical students with respect to associations between the Big 5 personality traits and learning outcomes across the 5 years of a medical degree. The medical degree offers a changing learning context from pre-clinical years (where a more methodical approach to learning is needed) to the clinical years (where more flexible learning is needed, in a more stressful context). We argue that while trait conscientiousness should enhance pre-clinical learning, it has a 'dark side' reducing the acquisition of knowledge in the clinical years. We also suggest that anxiety has a 'bright side' enhancing the acquisition of skills in the clinical years. We also explore if intelligence enhances learning across the medical degree. Using confirmatory factor analysis and structural equation modelling we show that medical skills and knowledge assessed in the pre-clinical and clinical years are psychometrically distinguishable, forming a learning 'backbone', whereby subsequent learning outcomes are predicted by previous ones. Consistent with our predictions conscientiousness enhanced preclinical knowledge acquisition but reduced the acquisition of clinical knowledge and anxiety enhanced the acquisition of clinical skills. We also identified a curvilinear U shaped association between Surgency (extraversion) and pre-clinical knowledge acquisition. Intelligence predicted initial clinical knowledge, and had a positive total indirect effect on clinical knowledge and clinical skill acquisition. For medical selection, this suggests that selecting students high on conscientiousness may be problematic, as it may be excluding those with some degree of moderate anxiety. PMID:24586353

Ferguson, Eamonn; Semper, Heather; Yates, Janet; Fitzgerald, J Edward; Skatova, Anya; James, David

2014-01-01

207

The ‘Dark Side’ and ‘Bright Side’ of Personality: When Too Much Conscientiousness and Too Little Anxiety Are Detrimental with Respect to the Acquisition of Medical Knowledge and Skill  

PubMed Central

Theory suggests that personality traits evolved to have costs and benefits, with the effectiveness of a trait dependent on how these costs and benefits relate to the present circumstances. This suggests that traits that are generally viewed as positive can have a ‘dark side’ and those generally viewed as negative can have a ‘bright side’ depending on changes in context. We test this in a sample of 220 UK medical students with respect to associations between the Big 5 personality traits and learning outcomes across the 5 years of a medical degree. The medical degree offers a changing learning context from pre-clinical years (where a more methodical approach to learning is needed) to the clinical years (where more flexible learning is needed, in a more stressful context). We argue that while trait conscientiousness should enhance pre-clinical learning, it has a ‘dark side’ reducing the acquisition of knowledge in the clinical years. We also suggest that anxiety has a ‘bright side’ enhancing the acquisition of skills in the clinical years. We also explore if intelligence enhances learning across the medical degree. Using confirmatory factor analysis and structural equation modelling we show that medical skills and knowledge assessed in the pre-clinical and clinical years are psychometrically distinguishable, forming a learning ‘backbone’, whereby subsequent learning outcomes are predicted by previous ones. Consistent with our predictions conscientiousness enhanced preclinical knowledge acquisition but reduced the acquisition of clinical knowledge and anxiety enhanced the acquisition of clinical skills. We also identified a curvilinear U shaped association between Surgency (extraversion) and pre-clinical knowledge acquisition. Intelligence predicted initial clinical knowledge, and had a positive total indirect effect on clinical knowledge and clinical skill acquisition. For medical selection, this suggests that selecting students high on conscientiousness may be problematic, as it may be excluding those with some degree of moderate anxiety. PMID:24586353

Ferguson, Eamonn; Semper, Heather; Yates, Janet; Fitzgerald, J. Edward; Skatova, Anya; James, David

2014-01-01

208

UNF graduates of the B.A.E program in Mathematics Education will demonstrate mastery of content knowledge and teaching skills through proficiency on course embedded assessments, activities, and critical task assessments in core, major, and clinical experi  

E-print Network

. Critical Thinking Skills · Helps students develop concepts through a variety of methods. · Pose critical knowledge and teaching skills through proficiency on course embedded assessments, activities, and critical include: 1. Assignments and formal assessments to demonstrate knowledge. 2. Completion of critical tasks

Asaithambi, Asai

209

Acquired immunodeficiency syndrome/human immunodeficiency virus knowledge, attitudes, and practices, and use of healthcare services among rural migrants: a cross-sectional study in China  

PubMed Central

Background Today’s rapid growth of migrant populations has been a major contributor to the human immunodeficiency virus (HIV) epidemic. However, relatively few studies have focused on HIV/acquired immunodeficiency syndrome (AIDS)-related knowledge, attitudes, and practice among rural-to-urban migrants in China. This cross-sectional study was to assess HIV/AIDS-related knowledge and perceptions, including knowledge about reducing high-risk sex. Methods Two-phase stratified cluster sampling was applied and 2,753 rural migrants participated in this study. An anonymous self-administered questionnaire was conducted in Guangdong and Sichuan provinces in 2007. Descriptive analysis was used to present the essential characteristics of the respondents. Chi-square test and multiple logistic regression models were performed to examine the associations between identified demographic factors and high-risk sex, sexually transmitted disease (STD) symptoms, and access to HIV screening services among the seven types of workers. Results 58.6% of participants were knowledgeable about HIV/AIDS transmission, but approximately 90% had a negative attitude towards the AIDS patients, and that 6.2% had engaged in high-risk sex in the past 12 months. Logistic regression analysis revealed sex, marital status, income, migration and work experience to be associated with high-risk sex. Among the 13.9% of workers who reported having STD symptoms, risk factors that were identified included female gender, high monthly income, being married, daily laborer or entertainment worker, frequent migration, and length of work experience. Only 3% of migrant workers received voluntary free HIV screening, which was positively associated with monthly income and workplace. Conclusions HIV/AIDS knowledge, attitudes, and practices among rural migrants in China remain a thorny health issue, and use of healthcare services needs to be improved. Low levels of education and knowledge regarding HIV/AIDS among housekeepers and migrant day laborers result in this population likely being engaged in high-risk sex. Government programs should pay more attention to public education, health promotion and intervention for the control of the HIV/AIDS epidemic in China. PMID:24520921

2014-01-01

210

Knowledge & Skills Foundations  

E-print Network

and political systems. They can describe the differences between capitalism and socialism and between democracy. They understand the major issues in gender equity and are aware of contemporary social, political and cultural sciences, second languages, mathematics and English, successful students know the mechanics of writing

Hood, Craig

211

Strategizing Computer-Supported Collaborative Learning toward Knowledge Building  

ERIC Educational Resources Information Center

The purpose of this paper is to explore how university students can develop knowledge in small task-based groups while acquiring hands-on computer skills. Inspired by the sociocultural perspective, this study presents a theoretical framework on co-construction of knowledge and on computer-supported collaborative learning. The participants were…

Mukama, Evode

2010-01-01

212

A Visual-Based Approach to the Mapping of Generic Skills: Its Application to a Marketing Degree  

ERIC Educational Resources Information Center

With increasing complexity in the world, universities continue to face pressure to demonstrate that their graduates have acquired skills beyond discipline-based knowledge. These are generic skills like critical thinking, intellectual curiosity, problem-solving and so forth. In order to demonstrate this, universities have to show how their teaching…

Ang, Lawrence; D'Alessandro, Steven; Winzar, Hume

2014-01-01

213

The PPB Systems Analyst: Skills and Training Requirements.  

ERIC Educational Resources Information Center

Results are given of a six-week effort to (1) define the knowledge and skill requirements for successful performance as a Planning-Programming-Budgeting (PPB) systems analyst, (2) determine how these requirements are best acquired, and (3) evaluate the implications for the training programs of the Civil Service Commission. The findings in relation…

Turnbull, Augustus B.

214

The effectiveness of a long-term professional development program on teachers' self-efficacy, attitudes, skills, and knowledge using a thematic learning approach  

NASA Astrophysics Data System (ADS)

The purpose of this research study was to determine the effectiveness of a long-term professional development program on self-efficacy beliefs, science attitudes, skills, and knowledge of elementary teachers. The target school was located in the Lower Rio Grande Valley of Texas. Major elements of the study included the use of thematic science strands, use of the 5E constructivist-oriented instructional model, a focus on the interdisciplinary nature of the science process skills, and guided, inquiry-based learning experiences. These elements mirror the principles identified as being essential components of effective professional development for mathematics, and science education (Fullan, 1985; Sparks & Loucks-Horsley, 1990; Loucks-Horsley, 1997). The research team was actively involved with the participants for a total of 30 days at their school over the 24 months of the study. During each training, the research team modeled the 5E constructivist-oriented instructional strategy, and the interdisciplinary nature of the science process skills, set up a wide variety of activity centers, and provided the teachers with opportunities to improve their attitudes, skills, and knowledge of the science content, and teaching strategies. The 15 participants completed pre-, post-, and post-post-Leadership Team Surreys. Quantitative data analyses of gain scores measuring level of confidence to teach Marine and Earth Science, content knowledge, and teaching strategies were significant, p < .001. The participants' efficacy-beliefs and outcome expectancy were assessed with a pre- and posttest Science Teacher Self-Efficacy Beliefs Instrument that measures both elements. Self-efficacy beliefs were significant at p < .001. Outcome expectancies were not significant, p > .05. Qualitative analysis of reflective journal comments, classroom observations, and the participants understanding, and use of science process skills across the curriculum supported the quantitative data results. The data demonstrate significant improvement in the self-efficacy beliefs, attitudes, skills, and knowledge toward teaching science of the Pre-Kindergarten--2nd -grade teachers who participated in this long-term professional development study.

Tinnin, Richard Kinna

215

Should Assessment Reflect Only Pupils' Knowledge?  

ERIC Educational Resources Information Center

In order to realise increasingly complex objectives of compulsory education, it is necessary to have in place appropriate teaching concepts as well as assessment and testing guidelines. The question, however, is what should be assessed: levels of acquired knowledge, skills or attitudes? Should assessment be only a measure of the educational…

Pecek, Mojca; Zuljan, Milena Valencic; Cuk, Ivan; Lesar, Irena

2008-01-01

216

The effects of a socioscientific issues instructional model in secondary agricultural education on students' content knowledge, scientific reasoning ability, argumentation skills, and views of the nature of science  

NASA Astrophysics Data System (ADS)

The purpose of this study was to determine the effects of a socioscientific issues-based instructional model on secondary agricultural education students' content knowledge, scientific reasoning ability, argumentation skills, and views of the nature of science. This study utilized a pre-experimental, single group pretest-posttest design to assess the impacts of a nine-week unit that incorporated a socioscientific issue into instruction on secondary agriculture students' agriscience content knowledge, scientific reasoning ability, argumentation skills, and views of the nature of science. The population for this study was Florida's secondary students enrolled in agricultural education. The accessible population was students enrolled in Agriscience Foundations classes in Florida. A convenience sample of Florida's Agriscience Foundations teachers attending a summer professional development or Chapter Officer Leadership Training session was taken. Paired-samples t tests were conducted to determine the impact the treatment had on students' agriscience content knowledge on distal and proximal assessments, as well as on students' scientific reasoning ability, argumentation skills related to number of argumentation justifications and quality of those justifications, and views of the nature of science. Paired-samples t tests were also conducted to determine whether the treatment yielded results with middle school or high school students. Statistical analysis found significant improvements in students' agriscience content knowledge, scientific reasoning ability, and argumentation skills. High school students' scores resulted in significant improvements in proximal content knowledge assessments and argumentation justification quality. Middle school students' scores resulted in significant improvements in proximal content knowledge assessments and scientific reasoning ability. No significant difference was found between students' views of the nature of science before and after the treatment. These findings indicate that socioscientific issues-based instruction can provide benefits for students in agricultural education. Teacher educators should work with teachers to maximize the learning that can occur through the various aspects of socioscientific issues-based instruction. Curriculum focusing on socioscientific issues-based instruction should be developed for specific courses in agricultural education. Finally, further investigation should be conducted to better understand how the aspects of socioscientific issues-based instruction can be altered to further enhance student learning.

Shoulders, Catherine Woglom

217

Knowledge.  

ERIC Educational Resources Information Center

This theme issue on knowledge includes annotated listings of Web sites, CD-ROMs and computer software, videos, books, and additional resources that deal with knowledge and differences between how animals and humans learn. Sidebars discuss animal intelligence, learning proper behavior, and getting news from the Internet. (LRW)

Online-Offline, 1999

1999-01-01

218

The relationship of teacher perceptions of the impact of technology integration on Texas Assessment of Knowledge and Skills (TAKS) scores of 9th-11th grade students at Alamo Heights Independent School District, San Antonio, Texas  

E-print Network

THE RELATIONSHIP OF TEACHER PERCEPTIONS OF THE IMPACT OF TECHNOLOGY INTEGRATION ON TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS (TAKS) SCORES OF 9th-11th GRADE STUDENTS AT ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT, SAN ANTONIO, TEXAS A Record of Study... PERCEPTIONS OF THE IMPACT OF TECHNOLOGY INTEGRATION ON TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS (TAKS) SCORES OF 9th-11th GRADE STUDENTS AT ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT, SAN ANTONIO, TEXAS A Record of Study by FRANK EDUARDO ALFARO Submitted...

Alfaro, Frank Eduardo

2008-10-10

219

Behavior, nutrition and lifestyle in a comprehensive health and disease paradigm: skills and knowledge for a predictive, preventive and personalized medicine  

PubMed Central

Health and disease of individuals and of populations are the result of three groups of risk factors: genetics, environment and behavior. Assessment, interventions and tailored changes are possible with integrated approaches more effective if respectful of individuals and different cultures. Assessment tools and integrated interventional strategies are available, but widespread knowledge, skills and competence of well trained individual Medical Doctors still lack. Mediterranean diet is an appropriate reference paradigm because encompasses consistent research background, affordable sustainability, widespread comprehensibility and attractiveness inside a cultural framework of competences and skills in which the Medical Doctors can personally manage the need of prediction (early diagnosis), prevention (intervention on healthy persons) and tailored therapy and follow-up for patients. This profile is flexible and adjustable according to specific needs and preferences due to different economic and ethno-cultural milieus. It can enhanced through on-site/e-learning Continuous Medical Education (CME), by training and using friendly and affordable equipments. PMID:22738244

2012-01-01

220

Sexual History Inquiry and HIV Counseling: Improving Clinical Skills and Medical Knowledge through an Interactive Workshop Utilizing Standardized Patients  

ERIC Educational Resources Information Center

Background: Sexual history and HIV counseling (SHHIVC) are essential clinical skills. Our project's purpose was to evaluate a standardized patient educational intervention teaching third-year medical students SHHIVC. Methods: A four-hour standardized patient workshop was delivered to one-half of the class each of three consecutive years at one…

Haist, Steven A.; Lineberry, Michelle J.; Griffith, Charles H.; Hoellein, Andrew R.; Talente, Gregg M.; Wilson, John F.

2008-01-01

221

Evidence of Alphabetic Knowledge in Writing: Connections to Letter and Word Identification Skills in Preschool and Kindergarten  

ERIC Educational Resources Information Center

The writing skills of 286 children (157 female and 129 male) were studied by comparing name writing and letter writing scores from preschool to kindergarten with letter and word reading scores over the same time period. Two rubrics for scoring writing were compared to determine if scores based on multiple components (i.e., letter formation,…

Molfese, Victoria J.; Beswick, Jennifer L.; Jacobi-Vessels, Jill L.; Armstrong, Natalie E.; Culver, Brittany L.; White, Jamie M.; Ferguson, Melissa C.; Rudasill, Kathleen Moritz; Molfese, Dennis L.

2011-01-01

222

Knowledge and Skills for the New Economy: The Role of Educational Policy. Training Matters: Working Paper Series.  

ERIC Educational Resources Information Center

Traditionally characterized by a mixed human capital and human skills and resources model, the German education and training system has come under pressure from structural changes in economy and society. The emerging "new economy" is more than the sector of information technology industries. Beyond global action and rapid exchange of information,…

Heidemann, Winfried

223

Re-Positioning Australia's International Education in Global Knowledge Economies: Implications of Shifts in Skilled Migration Policies for Universities  

ERIC Educational Resources Information Center

In recent times, many key host nations have made it easier for foreign graduates to migrate after graduation. These students are often considered ideal migrants, possessing local qualifications along with a degree of acculturation, language skills and, in many cases, relevant local work experience. For the student, the opportunity to obtain…

Gribble, Cate; Blackmore, Jill

2012-01-01

224

The Effects of Reciprocal Teaching and Direct Instruction Approaches on Knowledge Map (K-Map) Generation Skill  

ERIC Educational Resources Information Center

The primary purpose of the present study is to investigate whether reciprocal teaching approach or direct instruction approach is more effective in the teaching of k-map generation skill. Secondary purpose of the study is to determine which of the k-map generation principles are more challenging for students to apply. The results of the study…

Görgen, Izzet

2014-01-01

225

The Effects of Reciprocal Teaching and Direct Instruction Approaches on Knowledge Map (k-map) Generation Skill  

ERIC Educational Resources Information Center

The primary purpose of the present study is to investigate whether reciprocal teaching approach or direct instruction approach is more effective in the teaching of k-map generation skill. Secondary purpose of the study is to determine which of the k-map generation principles are more challenging for students to apply. The results of the study…

Gorgen, Izzet

2014-01-01

226

Framework for the Evolution of Acquiring Knowledge Modules to Integrate the Acquisition of High-Level Cognitive Skills and Professional Competencies: Principles and Case Studies  

ERIC Educational Resources Information Center

The changing profile of students, the expectations of business and the capabilities offered by Information and Communication Technologies (ICT) makes it necessary to change teaching practices, particularly in higher education. This paper proposes a methodological framework destined to force disciplinary course modules to evolve in order to…

Warin, Bruno; Kolski, Christophe; Sagar, Mouldi

2011-01-01

227

Nurse Managers' Perceptions Related to Their Leadership Styles, Knowledge, and Skills in These Areas—A Viewpoint: Case of Health Centre Wards in Finland  

PubMed Central

The purpose of this study was to explore nurse managers' perceptions related to their leadership styles, knowledge, and their skills in these areas in health centre wards in Finland. The data were collected from nurse managers (n = 252) in health centre hospitals in Finland using a structured questionnaire (response rate 63%). Six leadership styles—visionary, coaching, affiliate, democratic, commanding, and isolating—were reflected on. Almost all respondents in every age group considered four leadership styles—visionary, coaching, affiliate, and democratic—to be very important or important. Nurse managers estimated their knowledge and skills in leadership styles to be essentially fairly sufficient or sufficient. Nurse managers' abilities to reflect, understand, and, if necessary, change their leadership style influence the work unit's success and employees' job satisfaction. Nurse managers, especially new nurse managers, need more theoretic, evidence-based education to cope with these expectations and to develop their professional abilities. Together with universities, health care organizations should start planning nurse manager education programmes that focus on strategic issues, leadership, job satisfaction, challenging situations in leadership, change management, work unit management (e.g., economy, efficiency, and resources), and how the nurse managers consider their own wellbeing. PMID:23691356

Suhonen, Marjo; Isola, Arja; Paasivaara, Leena; Laukkala, Helena

2013-01-01

228

Nurse managers' perceptions related to their leadership styles, knowledge, and skills in these areas-a viewpoint: case of health centre wards in Finland.  

PubMed

The purpose of this study was to explore nurse managers' perceptions related to their leadership styles, knowledge, and their skills in these areas in health centre wards in Finland. The data were collected from nurse managers (n = 252) in health centre hospitals in Finland using a structured questionnaire (response rate 63%). Six leadership styles-visionary, coaching, affiliate, democratic, commanding, and isolating-were reflected on. Almost all respondents in every age group considered four leadership styles-visionary, coaching, affiliate, and democratic-to be very important or important. Nurse managers estimated their knowledge and skills in leadership styles to be essentially fairly sufficient or sufficient. Nurse managers' abilities to reflect, understand, and, if necessary, change their leadership style influence the work unit's success and employees' job satisfaction. Nurse managers, especially new nurse managers, need more theoretic, evidence-based education to cope with these expectations and to develop their professional abilities. Together with universities, health care organizations should start planning nurse manager education programmes that focus on strategic issues, leadership, job satisfaction, challenging situations in leadership, change management, work unit management (e.g., economy, efficiency, and resources), and how the nurse managers consider their own wellbeing. PMID:23691356

Vesterinen, Soili; Suhonen, Marjo; Isola, Arja; Paasivaara, Leena; Laukkala, Helena

2013-01-01

229

Testing Skills in Vertebrates  

ERIC Educational Resources Information Center

In this article, the authors present a project that gives students examples of basic skills that many vertebrate species develop as they grow and function in their ecosystem. These activities involve information gathering about surroundings, learning how to use objects, and tracking and searching skills. Different vertebrate species may acquire

Funk, Mildred Sears; Tosto, Pat

2007-01-01

230

Electronic Health Information Literacy: An Investigation of the Electronic Health Information Knowledge and Skills of Health Education Majors  

E-print Network

, etc.). Furthermore, among college students, the existing literature suggests that general health information seeking behavior on the Internet is more prevalent and acceptable among female students, while using the Internet to acquire health related... of health information. They will use a variety of tools in order to provide the best methods to promote health literacy. This means that future health educators will be involved with electronic resources including e-health, the Internet, and assorted...

Hanik, Bruce Walter

2012-07-16

231

Reading skills and family planning knowledge and practices in a low-income managed-care population  

Microsoft Academic Search

Objective: To examine the relationship between reading ability and family planning knowledge and practices among Medicaid managed care enrollees.Methods: A total of 406 women age 19–45 years enrolled in TennCare and members of Prudential HealthCare Community Plan in Memphis, Tennessee were interviewed to determine their methods of contraception, desire for additional information about contraceptives, and knowledge about the time in

JulieA Gazmararian; RuthM Parker; DavidW Baker

1999-01-01

232

Acquired hyperpigmentations.  

PubMed

Cutaneous hyperpigmentations are frequent complaints, motivating around 8.5% of all dermatological consultations in our country. They can be congenital, with different patterns of inheritance, or acquired in consequence of skin problems, systemic diseases or secondary to environmental factors. The vast majority of them are linked to alterations on the pigment melanin, induced by different mechanisms. This review will focus on the major acquired hyperpigmentations associated with increased melanin, reviewing their mechanisms of action and possible preventive measures. Particularly prominent aspects of diagnosis and therapy will be emphasized, with focus on melasma, post-inflammatory hyperpigmentation, periorbital pigmentation, dermatosis papulosa nigra, phytophotodermatoses, flagellate dermatosis, erythema dyschromicum perstans, cervical poikiloderma (Poikiloderma of Civatte), acanthosis nigricans, cutaneous amyloidosis and reticulated confluent dermatitis. PMID:24626644

Cestari, Tania Ferreira; Dantas, Lia Pinheiro; Boza, Juliana Catucci

2014-01-01

233

Acquired hyperpigmentations*  

PubMed Central

Cutaneous hyperpigmentations are frequent complaints, motivating around 8.5% of all dermatological consultations in our country. They can be congenital, with different patterns of inheritance, or acquired in consequence of skin problems, systemic diseases or secondary to environmental factors. The vast majority of them are linked to alterations on the pigment melanin, induced by different mechanisms. This review will focus on the major acquired hyperpigmentations associated with increased melanin, reviewing their mechanisms of action and possible preventive measures. Particularly prominent aspects of diagnosis and therapy will be emphasized, with focus on melasma, post-inflammatory hyperpigmentation, periorbital pigmentation, dermatosis papulosa nigra, phytophotodermatoses, flagellate dermatosis, erythema dyschromicum perstans, cervical poikiloderma (Poikiloderma of Civatte), acanthosis nigricans, cutaneous amyloidosis and reticulated confluent dermatitis PMID:24626644

Cestari, Tania Ferreira; Dantas, Lia Pinheiro; Boza, Juliana Catucci

2014-01-01

234

Automated Knowledge Acquisition for Strategic Knowledge  

Microsoft Academic Search

Strategic knowledge is used by an agent to decide what action to perform next, where actions have consequences external to the agent. This article presents a computer-mediated method for acquiring strategic knowledge. The general knowledge acquisition problem and the special difficulties of acquiring strategic knowledge are analyzed in terms of representation mismatch: the difference between the form in which knowledge

Thomas R. Gruber

1989-01-01

235

Progressive Questioning: Improving Students' Critical-Thinking, Logic, and Problem-Solving Skills  

NSDL National Science Digital Library

The senior-level course Water Pollution and Purification for environmental science majors at the University of Maryland-Eastern Shore requires students to use interdisciplinary knowledge, critical-thinking, logic, and problem-solving skills. Starting with a unit on surfacewater versus groundwater pollution, students acquire these skills through continuously answering progressive questions; they use audiovisual aids, do library assignments, and perform case studies. The process improved students' test performance and overall interest in addressing real-life problems.

Gupta, Gian

2005-01-01

236

Puzzle Play Improves Math Skills  

NSDL National Science Digital Library

This brief press release from the National Science Foundation summarizes the results of a University of Chicago study linking puzzle play with math skills. The study found that puzzle play proved to be a significant predictor of spatial skills. The study also found gender differences in child/parent interactions and in acquired skills.

2012-02-16

237

Intercultural Communication Skills among Prospective Turkish Teachers of German in the Context of the Comparative Country Knowledge Course  

ERIC Educational Resources Information Center

This study develops and provides a sample implementation of a seminar for the "Comparative Country Knowledge" course taught in the German Language Teaching departments of Turkish universities. The study was conducted with the participation of forty-seven 1st year students attending a German Language Teaching department. As part of the study,…

Basbagi, R. Ragip

2012-01-01

238

Writing to dictation and handwriting performance among Chinese children with dyslexia: relationships with orthographic knowledge and perceptual-motor skills.  

PubMed

The purpose of this study was to investigate the relationships between writing to dictation, handwriting, orthographic, and perceptual-motor skills among Chinese children with dyslexia. A cross-sectional design was used. A total of 45 third graders with dyslexia were assessed. Results of stepwise multiple regression models showed that Chinese character naming was the only predictor associated with word dictation (?=.32); handwriting speed was related to deficits in rapid automatic naming (?=-.36) and saccadic efficiency (?=-.29), and visual-motor integration predicted both of the number of characters exceeded grid (?=-.41) and variability of character size (?=-.38). The findings provided support to a multi-stage working memory model of writing for explaining the possible underlying mechanism of writing to dictation and handwriting difficulties. PMID:23911643

Cheng-Lai, Alice; Li-Tsang, Cecilia W P; Chan, Alan H L; Lo, Amy G W

2013-10-01

239

The relationship between teacher Levels of Technology Integration (LoTi) on 3rd-5th Grade Students on the Texas Assessment of Knowledge and Skills (TAKS) scores at Alamo Heights Independent School District, San Antonio, Texas  

E-print Network

THE RELATIONSHIP BETWEEN TEACHER LEVELS OF TECHNOLOGY INTEGRATION (LoTi) ON 3RD-5TH GRADE STUDENTS ON THE TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS (TAKS) SCORES AT ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT, SAN ANTONIO, TEXAS A Record of Study... LEVELS OF TECHNOLOGY INTEGRATION (LoTi) ON 3RD-5TH GRADE STUDENTS ON THE TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS (TAKS) SCORES AT ALAMO HEIGHTS INDEPENDENT SCHOOL DISTRICT, SAN ANTONIO, TEXAS A Record of Study by DANA M. BASHARA Submitted to the Office...

Bashara, Dana Marie

2008-10-10

240

Evolution from Collaborative Learning to Symbiotic E-Learning: Creation of New E-Learning Environment for Knowledge Society  

ERIC Educational Resources Information Center

For people who live in the knowledge society which has rapidly been changing, learning in the widest sense becomes indispensable in all phases of working, living and playing. The construction of an environment, to meet the demands of people who need to acquire new knowledge and skills as the need arises, and enlighten each other regularly, is…

Songhao, He; Saito, Kenji; Maeda, Takashi; Kubo, Takara

2011-01-01

241

Creating Educational Foundations in Developing Countries: Knowledge Challenges for the Tertiary Education of Secondary School Teachers in Malawi  

ERIC Educational Resources Information Center

Teacher education is an essential part of the teacher development process that deals with the art of acquiring knowledge, attitudes, and skills for the teaching profession. This paper discusses the creation of an educational foundations (EDF) knowledge base and the challenges for the tertiary education of secondary school teachers, using the…

Maluwa-Banda, Dixie; MacJessie-Mbewe, Samson

2005-01-01

242

Systemic Acquired Resistance  

PubMed Central

Upon infection with necrotizing pathogens many plants develop an enhanced resistance to further pathogen attack also in the uninoculated organs. This type of enhanced resistance is referred to as systemic acquired resistance (SAR). In the SAR state, plants are primed (sensitized) to more quickly and more effectively activate defense responses the second time they encounter pathogen attack. Since SAR depends on the ability to access past experience, acquired disease resistance is a paradigm for the existence of a form of “plant memory”. Although the phenomenon has been known since the beginning of the 20th century, major progress in the understanding of SAR was made over the past sixteen years. This review covers the current knowledge of molecular, biochemical and physiological mechanisms that are associated with SAR. PMID:19521483

2006-01-01

243

Teaching Basic Caregiver Skills.  

ERIC Educational Resources Information Center

This instructor's guide provides materials for a nursing skills course designed to teach basic home nursing skills to families who plan to care for a chronically ill or elderly family member at home. It may be taught by a registered nurse with knowledge of all areas or by a team, with each instructor concentrating on his/her area of expertise.…

Schenk, Susan, Ed.; Harrah, Doris, Ed.

244

“Some of the things I understand but not all of it”. A group of deaf adolescents’ sources of knowledge and concerns regarding the adequacy of their level of knowledge about human immunodeficiency virus\\/acquired immune deficiency syndrome  

Microsoft Academic Search

In light of the human immunodeficiency virus\\/acquired immune deficiency syndrome (HIV\\/AIDS) pandemic in South Africa and the world, adolescents need to be acutely aware of the risks and consequences of HIV\\/AIDS. However, information campaigns may not always convey that information to adolescents successfully, especially deaf adolescents who may not have access to auditory information and may have limited access to

Victor de Andrade; Bontle Baloyi

2011-01-01

245

Application of the acquired knowledge and implementation of the Sens-it-iv toolbox for identification and classification of skin and respiratory sensitizers.  

PubMed

The contribution of the Sens-it-iv project to the reduction and replacement of animal experimentation is 3-fold. The funding of basic research has expanded the existing scientific knowledge thereby strengthening the understanding of the cellular and molecular mechanisms driving skin and respiratory sensitization. Examples are given on how a better understanding was used to improve existing test concepts. This knowledge was also applied to develop novel test systems. While some of test systems did not reach sufficient maturity for being considered for pre-validation others did and entered into the Sens-it-iv toolbox. In the process, developments outside the Sens-it-iv orbit were carefully followed and assessed in order to avoid duplication and to assure synergy between the ongoing activities (e.g. Cosmetics Europe Task Force for Sensitization). Tests from the Sens-it-iv toolbox were submitted to the European Reference Laboratory for Alternative Methods (EuRL-ECVAM) to initiate the rigid procedures for regulatory acceptance by national and international authorities. In spite of not being validated yet, selected tests were already applied in a weight-of-evidence approach in the context of REACH. Furthermore, several chemical, pharmaceutical, cosmetic and consumer product companies are currently assessing selected tests and testing strategies for their value as tools for screening and hazard identification using in house compounds and mixtures. The main points of concern related to transfer to and implementation by industry were cost, through-put and applicability domain, rather than regulatory acceptance. These issues are currently addressed in applied research projects which are financially supported by individual companies, or consortia of companies, representing the various industry sectors. PMID:23063875

Roggen, Erwin L

2013-04-01

246

Safety in numbers 3: Authenticity, Building knowledge & skills and Competency development & assessment: the ABC of safe medication dosage calculation problem-solving pedagogy.  

PubMed

When designing learning and assessment environments it is essential to articulate the underpinning education philosophy, theory, model and learning style support mechanisms that inform their structure and content. We elaborate on original PhD research that articulates the design rationale of authentic medication dosage calculation problem-solving (MDC-PS) learning and diagnostic assessment environments. These environments embody the principles of authenticity, building knowledge and skills and competency assessment and are designed to support development of competence and bridging of the theory-practice gap. Authentic learning and diagnostic assessment environments capture the features and expert practices that are located in real world practice cultures and recreate them in authentic virtual clinical environments. We explore how this provides students with a safe virtual authentic environment to actively experience, practice and undertake MDC-PS learning and assessment activities. We argue that this is integral to the construction and diagnostic assessment of schemata validity (mental constructions and frameworks that are an individual's internal representation of their world), bridging of the theory-practice gap and cognitive and functional competence development. We illustrate these principles through the underpinning pedagogical design of two online virtual authentic learning and diagnostic assessment environments (safeMedicate and eDose™). PMID:23177732

Weeks, Keith W; Meriel Hutton, B; Coben, Diana; Clochesy, John M; Pontin, David

2013-03-01

247

Comparing Self-Regulatory and Early Academic Skills as Predictors of Later Math, Reading, and Science Elementary School Achievement  

NASA Astrophysics Data System (ADS)

The achievement score gaps between advantaged and disadvantaged children at school entry is a major problem in education today. Identifying the skills critical for school readiness is an important step in developing interventions aimed at addressing these score gaps. The purpose of this study is to compare a number of school readiness skills with an eye toward finding out which are the best predictors of later academic achievement in math, reading, and science. The predictors were early reading, math, general knowledge, socioemotional skills, and motor skills. Data were obtained from the Early Childhood Longitudinal Study of 1998 (NCES, 1998) database. While controlling for an extensive set of family characteristics, predictions were made across five years - from the end of kindergarten to the end of fifth grade. Consistent with current findings, reading and math skills predicted later achievement. Interestingly, general knowledge, attention, and fine motor skills also proved to be important predictors of later academic achievement, but socioemotional skills were not. The findings were interpreted from a neurobiological perspective involving the development of self-regulation. These school entry skills are used to predict later achievement in reading, math, and science. I argued that in addition to acquiring early academic knowledge, children need to regulate the use of this knowledge to meet academic goals.

Murrah, William M., III

248

Effects of Conceptual Knowledge and Availability of Information Sources on Law Students' Legal Reasoning  

ERIC Educational Resources Information Center

Due to the complexity of the legal domain, reasoning about law cases is a very complex skill. For novices in law school, legal reasoning is even more complex because they have not yet acquired the conceptual knowledge needed for distilling the relevant information from cases, determining applicable rules, and searching for rules and exceptions in…

Nievelstein, Fleurie; van Gog, Tamara; Boshuizen, Henny P. A.; Prins, Frans J.

2010-01-01

249

Nurturing 21st century physician knowledge, skills and attitudes with medical home innovations: the Wright Center for Graduate Medical Education teaching health center curriculum experience  

PubMed Central

Purpose. The effect of patient centered medical home (PCMH) curriculum interventions on residents’ self-reported and demonstrated knowledge, skills and attitudes in PCMH competency arenas (KSA) is lacking in the literature. This study aimed to assess the impact of PCMH curricular innovations on the KSA of Internal Medicine residents. Methods. Twenty four (24) Internal Medicine residents—12 Traditional (TR) track residents and 12 Teaching Health Center (THC) track residents—began training in Academic Year (AY) 2011 at the Wright Center for Graduate Medical Education (WCGME). They were followed through AY2013, covering three years of training. PCMH curricular innovations were focally applied July 2011 until May 2012 to THC residents. These curricular innovations were spread program-wide in May 2012. Semi-annual, validated PCMH Clinician Assessments assessing KSA were started in AY2011 and were completed by all residents. Results. Mean KSA scores of TR residents were similar to those of THC residents at baseline for all PCMH competencies. In May 2012, mean scores of THC residents were significantly higher than TR residents for most KSA. After program-wide implementation of PCMH innovations, mean scores of TR residents for all KSA improved and most became equalized to those of THC residents. Globally improved KSA scores of THC and TR residents were maintained through May 2014, with the majority of improvements above baseline and reaching statistical significance. Conclusions. PCMH curricular innovations inspired by Health Resources and Services Administration (HRSA’s) Teaching Health Center funded residency program expansion quickly and consistently improved the KSA of Internal Medicine residents.

Palamaner Subash Shantha, Ghanshyam; Gollamudi, Lakshmi Rani; Sheth, Jignesh; Ebersole, Brian; Gardner, Katlyn J.; Nardella, Julie; Ruddy, Meaghan P.; Meade, Lauren

2015-01-01

250

Robotic surgical skill acquisition: What one needs to know?  

PubMed

Robotic surgery has been eagerly adopted by patients and surgeons alike in the field of urology, over the last decade. However, there is a lack of standardization in training curricula and accreditation guidelines to ensure surgeon competence and patient safety. Accordingly, in this review, we aim to highlight 'who' needs to learn 'what' and 'how', to become competent in robotic surgery. We demonstrate that both novice and experienced open surgeons require supervision and mentoring during the initial phases of robotic surgery skill acquisition. The experienced open surgeons possess domain knowledge, however, need to acquire technical knowledge under supervision (either in simulated or clinical environment) to successfully transition to robotic surgery, whereas, novice surgeons need to acquire both domain as well as technical knowledge to become competent in robotic surgery. With regard to training curricula, a variety of training programs such as academic fellowships, mini-fellowships, and mentored skill courses exist, and cater to the needs and expectations of postgraduate surgeons adequately. Fellowships provide the most comprehensive training, however, may not be suitable to all surgeon-learners secondary to the long-term time commitment. For these surgeon-learners short-term courses such as the mini-fellowships or mentored skill courses might be more apt. Lastly, with regards to credentialing uniformity in criteria regarding accreditation is lacking but earnest efforts are underway. Currently, accreditation for competence in robotic surgery is institutional specific. PMID:25598593

Sood, Akshay; Jeong, Wooju; Ahlawat, Rajesh; Campbell, Logan; Aggarwal, Shruti; Menon, Mani; Bhandari, Mahendra

2015-01-01

251

Robotic surgical skill acquisition: What one needs to know?  

PubMed Central

Robotic surgery has been eagerly adopted by patients and surgeons alike in the field of urology, over the last decade. However, there is a lack of standardization in training curricula and accreditation guidelines to ensure surgeon competence and patient safety. Accordingly, in this review, we aim to highlight ‘who’ needs to learn ‘what’ and ‘how’, to become competent in robotic surgery. We demonstrate that both novice and experienced open surgeons require supervision and mentoring during the initial phases of robotic surgery skill acquisition. The experienced open surgeons possess domain knowledge, however, need to acquire technical knowledge under supervision (either in simulated or clinical environment) to successfully transition to robotic surgery, whereas, novice surgeons need to acquire both domain as well as technical knowledge to become competent in robotic surgery. With regard to training curricula, a variety of training programs such as academic fellowships, mini-fellowships, and mentored skill courses exist, and cater to the needs and expectations of postgraduate surgeons adequately. Fellowships provide the most comprehensive training, however, may not be suitable to all surgeon-learners secondary to the long-term time commitment. For these surgeon-learners short-term courses such as the mini-fellowships or mentored skill courses might be more apt. Lastly, with regards to credentialing uniformity in criteria regarding accreditation is lacking but earnest efforts are underway. Currently, accreditation for competence in robotic surgery is institutional specific. PMID:25598593

Sood, Akshay; Jeong, Wooju; Ahlawat, Rajesh; Campbell, Logan; Aggarwal, Shruti; Menon, Mani; Bhandari, Mahendra

2015-01-01

252

Explaining Social Class Differences in Growth of Reading Skills from Beginning Kindergarten through Fourth-Grade: The Role of Phonological Awareness, Rate of Access, and Print Knowledge.  

ERIC Educational Resources Information Center

Presents a longitudinal study that aims to further understanding of reasons for social class differences in growth of decoding and reading comprehension skills from beginning kindergarten through children's fourth grade year. Finds that the reasons for social class differences in growth of reading skills depended on the time interval that was…

Hecht, Steven A.; Burgess, Stephen R.; Torgesen, Joseph K.; Wagner, Richard K.; Rashotte, Carol A.

2000-01-01

253

The Effects of Assertive Training on Self-Reported Assertive Ability, Social Skill Knowledge, and Social Self-Efficacy for Trained and Untrained Spouses.  

ERIC Educational Resources Information Center

Assertive training interventions have become increasingly popular for teaching specific life skills to individuals, but spouses are rarely involved. To study the effects of training on marital relations and social skill, assertive training was conducted with married individuals (N= 4 couples) reporting less assertive ability than their spouses.…

Kolotkin, Richard A.; Wielkiewicz, Richard M.

254

Integrating chronic care with primary care activities: enriching healthcare staff knowledge and skills and improving glycemic control of a cohort of people with diabetes through the First Line Diabetes Care Project in the Philippines  

PubMed Central

Background This study investigated the effects of integrating primary chronic care with current healthcare activities in two local government health units (LGHU) of the Philippines on knowledge and skills of the LGHU staff and clinical outcomes for people with diabetes. Design Integration was accomplished through health service reorganization, (re)distribution of chronic care tasks, and training of LGHU staff. Levels of the staff's pre- and post-training diabetes knowledge and of their self-assessment of diabetes care-related skills were measured. Primary diabetes care with emphasis on self-care development was provided to a cohort of people with diabetes. Glycosylated hemoglobin (HbA1c) and obesity measures were collected prior to and one year after full project implementation. Results The training workshop improved diabetes knowledge (p<0.001) and self-assessed skills (p<0.001) of the LGHU staff. Significant reductions in HbA1c (p<0.001), waist–hip ratio (p<0.001) and waist circumference (p=0.011) of the cohort were noted. Although the reduction in HbA1c was somewhat greater among those whose community-based care providers showed improvement in knowledge and self-assessed skills, the difference was not statistically significant. Conclusions Primary care for chronic conditions such as diabetes may be integrated with other healthcare activities in health services of low-to-middle-income countries such as the Philippines, utilizing pre-existing human resources for health, and may improve clinical endpoints. PMID:25361726

Ku, Grace Marie V.; Kegels, Guy

2014-01-01

255

Naturally acquired microchimerism  

PubMed Central

Bi-directional transplacental trafficking occurs routinely during the course of normal pregnancy, from fetus to mother and from mother to fetus. In addition to a variety of cell-free substances, it is now well recognized that some cells are also exchanged. Microchimerism refers to a small number of cells (or DNA) harbored by one individual that originated in a genetically different individual. While microchimerism can be the result of iatrogenic interventions such as transplantation or transfusion, by far the most common source is naturally acquired microchimerism from maternal-fetal trafficking during pregnancy. Microchimerism is a subject of much current interest for a number of reasons. During pregnancy, fetal microchimerism can be sought from the mother’s blood for the purpose of prenatal diagnosis. Moreover, studies of fetal microchimerism during pregnancy may offer insight into complications of pregnancy, such as preeclampsia, as well as insights into the pathogenesis of autoimmune diseases such as rheumatoid arthritis which usually ameliorates during pregnancy. Furthermore, it is now known that microchimerism persists decades later, both fetal microchimerism in women who have been pregnant and maternal microchimerism in her progeny. Investigation of the long-term consequences of fetal and maternal microchimerism is another exciting frontier of active study, with initial results pointing both to adverse and beneficial effects. This review will provide an overview of microchimerism during pregnancy and of current knowledge regarding long-term effects of naturally acquired fetal and maternal microchimerism. PMID:19924635

GAMMILL, HILARY S.; NELSON, J. LEE

2010-01-01

256

Seminar Program 2009 additional and transferable Skills  

E-print Network

the week and avoid time pressure? » Analyzing personal strengths and weaknesses regarding soft skills: whatSeminar Program 2009 additional and transferable Skills for Doctoral Students course language young researchers in acquiring career-oriented qualifications and transferable skills. It caters

Heermann, Dieter W.

257

Comparing Work Skills Analysis Tools. Project Report.  

ERIC Educational Resources Information Center

This document outlines the processes and outcomes of a research project conducted to review work skills analysis tools (products and/or services) that profile required job skills and/or assess individuals' acquired skills. The document begins with a brief literature review and discussion of pertinent terminology. Presented next is a list of…

Barker, Kathryn

258

Leadership Skills.  

ERIC Educational Resources Information Center

Lists skills identified by the Leadership Development Task Force as being critical skills for a leader. Discussion focuses on information managing skills, including problem solving, decision making, setting goals and objectives; project management; and people managing skills, including interpersonal communications, conflict management, motivation,…

Hutchison, Cathleen; And Others

1988-01-01

259

Knowledge or Skills--The Way to a Meaningful Degree? An Investigation into the Importance of Key Skills within an Undergraduate Degree and the Effect This Has on Student Success  

ERIC Educational Resources Information Center

The grades attained by students studying biological science at level 1, at Liverpool John Moores University, UK, were examined between the academic years 2003/04 - 2005/06. The marks attained in the study skills module, and the mean level 1 mark (number of modules, n = 10) were also analysed. The data were divided into two groups: those relating…

Carroll, Stuart; Feltham, Mark

2007-01-01

260

Model-based Training of Situated Skills.  

ERIC Educational Resources Information Center

Addresses areas of situated knowledge (metacognitive skills and affective skills) that have been ignored in intelligent computer-aided learning systems. Focuses on model-based reasoning, including contextualized and decontextualized knowledge, and examines an instructional method that supports situated knowledge by providing opportunities for…

Khan, Tariq M.; Brown, Keith

2000-01-01

261

Skill Set  

ERIC Educational Resources Information Center

With competition to attract quality students into career and technical education programs and many entrants to the workforce inadequately prepared with employability skills, some community colleges have found a way to answer industry's call--they are launching SkillsUSA chapters on campus. In this article, the author features SkillsUSA, a…

Holdsworth, Tom

2007-01-01

262

The Search for a New Role of Liberal Education in an Age of Globalization: The Challenge of Transferable Skills to Liberal Knowledge at Japanese Colleges and Universities  

ERIC Educational Resources Information Center

One of the tasks facing Japanese colleges and universities is to implement a continuum of effective educational programs in order to properly respond to the impact of globalization. Effective university educational programs are needed to construct a new higher education system for nurturing transferable learning skills and cultivating hope for the…

Hayakawa, Misao

2014-01-01

263

Developing Knowledge and Skills for Aspiring Educational Leaders that Address Best Practices in Classroom Assessment and Instruction: An NCPEA Course Module  

ERIC Educational Resources Information Center

This is an Instructional Module for a course entitled Assessment and Instruction for Educational Leaders addresses classroom assessment and the evaluation of instruction. The goal of this course is to help aspiring educational leaders to develop teacher observation and evaluation skills, better understand the construction of teacher generated…

Del Favero, Frank

2011-01-01

264

An Expedient Study on Back-Propagation (BPN) Neural Networks for Modeling Automated Evaluation of the Answers and Progress of Deaf Students' That Possess Basic Knowledge of the English Language and Computer Skills  

NASA Astrophysics Data System (ADS)

This article studies the expediency of using neural networks technology and the development of back-propagation networks (BPN) models for modeling automated evaluation of the answers and progress of deaf students' that possess basic knowledge of the English language and computer skills, within a virtual e-learning environment. The performance of the developed neural models is evaluated with the correlation factor between the neural networks' response values and the real value data as well as the percentage measurement of the error between the neural networks' estimate values and the real value data during its training process and afterwards with unknown data that weren't used in the training process.

Vrettaros, John; Vouros, George; Drigas, Athanasios S.

265

Developing Leadership Skills  

ERIC Educational Resources Information Center

Principals often think of professional development in terms of activities--attending a workshop, networking with colleagues at a conference, reading a professional article or book, and so on. Although these are all good things in and of themselves, genuine professional growth does not occur until knowledge and skills are put into practice at the…

Kinney, Patti

2008-01-01

266

Shop Skills  

NSDL National Science Digital Library

Shop Skills is a lesson plan which provides instruction in the safety procedures and work processes for hand and machine tools used in a metal machine shop. Specific skills include sawing, drilling, boring, grinding, lathing, and milling. After completing this module, students should be able to demonstrate proficiency in these skills through a variety of shop projects and in a final exercise that uses a combination of these skills. Note: This module is part of a modularized manufacturing technology curriculum created by the PSCME, found at www.pscme.org/educators.html.

2010-07-22

267

Developing Seventh Grade Students’ Systems Thinking Skills in the Context of the Human Circulatory System  

PubMed Central

Developing systems thinking skills in school can provide useful tools to deal with a vast amount of medical and health information that may help learners in decision making in their future lives as citizen. Thus, there is a need to develop effective tools that will allow learners to analyze biological systems and organize their knowledge. Here, we examine junior high school students’ systems thinking skills in the context of the human circulatory system. A model was formulated for developing teaching and learning materials and for characterizing students’ systems thinking skills. Specifically, we asked whether seventh grade students, who studied about the human circulatory system, acquired systems thinking skills, and what are the characteristics of those skills? Concept maps were used to characterize students’ systems thinking components and examine possible changes in the students’ knowledge structure. These maps were composed by the students before and following the learning process. The study findings indicate a significant improvement in the students’ ability to recognize the system components and the processes that occur within the system, as well as the relationships between different levels of organization of the system, following the learning process. Thus, following learning students were able to organize the systems’ components and its processes within a framework of relationships, namely the students’ systems thinking skills were improved in the course of learning using the teaching and learning materials. PMID:25520948

Raved, Lena; Yarden, Anat

2014-01-01

268

Ohio's Resource Guide for Voluntary Skill Standards.  

ERIC Educational Resources Information Center

Voluntary skill standards are industry-based, industry-verified performance specifications that identify the knowledge, skills, and abilities individuals need for success in an industry. This resource guide is designed to raise awareness of voluntary skill standards, identify their benefits, and encourage stakeholder involvement in implementation…

Springfield-Clark Joint Vocational School, Springfield, OH.

269

The 21st Century Skills Movement  

ERIC Educational Resources Information Center

Since 2002, the Partnership for 21st Century Skills has been the leading advocacy organization in the United States focused on infusing 21st century skills into education. Its "Framework for 21st Century Learning," the result of a consensus among hundreds of stakeholders, describes the skills, knowledge, and expertise students need to succeed in…

Johnson, Paige

2009-01-01

270

UNF graduates of the ASL/English Interpreting Program will demonstrate mastery of content knowledge and interpreting skills through proficiency on course embedded assessments, activities, and critical task assessments. It is expected that candidates apply  

E-print Network

-monitoring skills to assess interpretation for accuracy and make repairs when necessary. Critical Thinking Skills · Apply critical thinking skills to ethical decision-making. · Apply critical thinking skills and interpreting skills through proficiency on course embedded assessments, activities, and critical task

Asaithambi, Asai

271

Phases of Learning: Ninth Graders' Skill Acquisition.  

ERIC Educational Resources Information Center

Explores students' cognitive behaviors observed in the process of learning as performed in the classroom context while acquiring a thinking skill such as choosing wisely. Micro-analysis of the students' video-recorded repeated applications of the skill identified 10 steps along the learning process, disclosing the students' development of schemata…

Eilam, Billie

2002-01-01

272

Skill Development for Volunteering in Rural Communities  

ERIC Educational Resources Information Center

This paper examines the skills required of volunteers in the voluntary sector organisations that operate in three rural Tasmanian communities. It reports how volunteers acquire those skills and reveals the challenges faced by voluntary sector organisations in rural communities whose industries and, following from this, community members have a…

Kilpatrick, Sue; Stirling, Christine; Orpin, Peter

2010-01-01

273

The Effect of an Integrated Course Cluster Learning Community on the Oral and Written Communication Skills and Technical Content Knowledge of Upper-Level College of Agriculture Students  

ERIC Educational Resources Information Center

The purpose of this quasi-experimental study was to determine if upper-level college students who participated in AgPAQ, an integrated course cluster learning community, would demonstrate enhanced learning in the areas of oral communication, written communication, and agronomic/economic technical content knowledge. The population (N = 182)…

Barnett, Cynthia; Miller, Greg; Polito, Thomas A.; Gibson, Lance

2009-01-01

274

Physical Education Student Teachers' Perceptions of Applying Knowledge and Skills about Emotional Understanding Studied in PETE in a One-Year Teaching Practicum  

ERIC Educational Resources Information Center

Background: Recently, there has been growing interest in the emotional aspects of teaching and learning in general education and in physical education (PE). Scholars have argued that high-quality teaching and learning depend on a teacher's knowledge of students' emotions (Hargreaves 1998, 2000, 2002; McCaughtry 2004; McCaughtry and Rovegno 2003;…

Klemola, Ulla; Heikinaro-Johansson, Pilvikki; O'Sullivan, Mary

2013-01-01

275

Family Day Care Educators' Knowledge, Confidence and Skills in Promoting Children's Social and Emotional Wellbeing: Baseline Data from Thrive  

ERIC Educational Resources Information Center

This paper presents baseline data from Thrive, a capacity-building program for family day care educators. Educators completed a self-report survey assessing knowledge and confidence in promoting children's social and emotional wellbeing. An in-home observation was used to assess care quality. Twenty-four educators responded to the survey (40…

Davis, Elise; Corr, Lara; Ummer-Christian, Rahila; Gilson, Kim-Michelle; Waters, Elizabeth; Mihalopoulos, Cathrine; Marshall, Bernie; Cook, Kay; Herman, Helen; Mackinnon, Andrew; Harrsion, Linda; Sims, Margaret

2014-01-01

276

Knowledge, People, and Risk  

NASA Technical Reports Server (NTRS)

NASA's mandate is to take risks to got into space while applying its best knowledge. NASA's knowledge is the result of scientific insights from research, engineering wisdom from experience, project management skills, safety and team consciousness and institutional support and collaboration. This presentation highlights NASA's organizational knowledge, communication and growth efforts.

Rogers, Edward W.

2008-01-01

277

A knowledge services roadmay for online learning  

E-print Network

In today's society, there is a need for organizations to have a robust knowledge infrastructure in place, so that they can create or acquire knowledge; store knowledge; disseminate knowledge, and protect and manage their ...

Rajagopal, Anand, 1979-

2005-01-01

278

The Evolution of Procedural Knowledge  

E-print Network

A focus on planning and debugging procedures underlies the enhanced proficiency of recent programs which solve problems and acquire new skills. By describing complex procedures as constituents of evolutionary sequences of ...

Miller, Mark L.

1975-01-16

279

HYPOPROLIFERATIVE Acquired or Constitutional  

E-print Network

9/16/2013 1 HYPOPROLIFERATIVE ANEMIAS Acquired or Constitutional Disorder with Chronic Bone Marrow, or megakaryocytic hypoplasia used APLASTIC ANEMIA Criteria Bone Cellularity : Granulocyte Count Anemia with corrected Retic Count

280

Pathways to Knowledge Work.  

ERIC Educational Resources Information Center

A study examined how the occupational structure of the Australian labor market evolved and how individuals fared in the process. It identified issues in defining skill and knowledge and followed Elias and McKnight (2001) in stating that sufficient evidence showed a very high correlation between job-required cognitive ability and ordinal skill

Cully, Mark

281

Russian nurses: from the Tsarist Sister of Mercy to the Soviet comrade nurse: a case study of absence of migration of nursing knowledge and skills.  

PubMed

Nursing in Russia during the Tsarist era had no structure and little formal organisation. The typical nurses of the nineteenth century were 'Sisters of Mercy', working within the communities of the Orthodox Church and semireligious societies, which were formed to provide a military nursing service. The experience of the Crimean War did not stimulate the foundation of an organised nursing service. There was no transfer of this body of nursing knowledge or experience to the wider rural or civilian population. The majority of Russia's population received inadequate medical and little nursing care. PMID:15327652

Murray, Elizabeth

2004-09-01

282

Employability and skill set of newly graduated engineers in India  

Microsoft Academic Search

Skill shortage remains one of the major constraints to continued growth of the Indian economy. This employer survey seeks to address this knowledge-gap by answering three questions: (i) Which skills do employers consider important when hiring new engineering graduates? (ii) How satisfied are employers with the skills of engineering graduates? and (iii) In which important skills are the engineers falling

Andreas Blom; Hiroshi Saeki

2011-01-01

283

EMPLOYABILITY AND HIGH-LEVEL SKILLS EQUIPPING STUDENTS FOR SUCCESS  

E-print Network

in an increasingly competitive world. This strategy focuses on the soft and hard skills required by a successfulEMPLOYABILITY AND HIGH-LEVEL SKILLS EQUIPPING STUDENTS FOR SUCCESS Swansea University Singleton The importance of higher-level skills to the knowledge-based economy 08 Aerospace engineering 10 Skills

Martin, Ralph R.

284

Writing Self-Efficacy and Written Communication Skills  

ERIC Educational Resources Information Center

Writing is an essential professional skill. The goal of writing instruction in business communication classes is to develop the skills and knowledge necessary to successfully meet future writing challenges. However, many writers struggle to transfer skills and knowledge from one context to another. The primary reason for this struggle is that…

Mascle, Deanna DeBrine

2013-01-01

285

Ontology-Based Skills Management: Goals, Opportunities and Challenges  

Microsoft Academic Search

Establishing electronically accessible repositories of people's capabilities, experiences, and key knowledge areas is key in setting up Enterprise Knowledge Man- agement. A skills repository can be used for e.g. finding people, staffing, skills gap analysis, and professional development. The ontology based skills management system developed at Swiss Life uses RDF schema for storing ontologies. Its query interface is based on

Jacqueline Renée Reich; Peter Brockhausen; Thorsten Lau; Ulrich Reimer

2002-01-01

286

CONTENT KNOWLEDGE (Declarative Knowledge): Students will demonstrate a broad knowledge of fundamental and applied engineering subjects: fluid and solid  

E-print Network

and final presentation. CONTENT KNOWLEDGE (Technical Skills), and COMMUNICATION SKILLS (Written Communication, Oral Communication, Team/Collaborative Communication), and CRITICAL THINKING SKILLS and communication skills. The course grade is based on the final written report which is a compilation of each

Fernandez, Eduardo

287

Acquired Immunity to Malaria  

PubMed Central

Naturally acquired immunity to falciparum malaria protects millions of people routinely exposed to Plasmodium falciparum infection from severe disease and death. There is no clear concept about how this protection works. There is no general agreement about the rate of onset of acquired immunity or what constitutes the key determinants of protection; much less is there a consensus regarding the mechanism(s) of protection. This review summarizes what is understood about naturally acquired and experimentally induced immunity against malaria with the help of evolving insights provided by biotechnology and places these insights in the context of historical, clinical, and epidemiological observations. We advocate that naturally acquired immunity should be appreciated as being virtually 100% effective against severe disease and death among heavily exposed adults. Even the immunity that occurs in exposed infants may exceed 90% effectiveness. The induction of an adult-like immune status among high-risk infants in sub-Saharan Africa would greatly diminish disease and death caused by P. falciparum. The mechanism of naturally acquired immunity that occurs among adults living in areas of hyper- to holoendemicity should be understood with a view toward duplicating such protection in infants and young children in areas of endemicity. PMID:19136431

Doolan, Denise L.; Dobaño, Carlota; Baird, J. Kevin

2009-01-01

288

Implications of Domain-General "Psychological Support Skills" for Transfer of Skill and Acquisition of Expertise  

ERIC Educational Resources Information Center

The article proposes that individuals who acquire certain psychological support skills may experience accelerated learning and enhanced performance in many domains. In support of this proposal, we present evidence that these skills enhance learning and performance, that they are domain-general in that they can be applied in a variety of domains,…

Eccles, David W.; Feltovich, Paul J.

2008-01-01

289

Tacit Knowledge: Revisiting the Epistemology of Knowledge  

ERIC Educational Resources Information Center

The concept of tacit knowledge encompasses all of the intricacy of the different experiences that people acquire over time, and which they utilize and bring to bear in carrying out tasks effectively, reacting to unforeseen circumstances, or innovating. The intuitive nature of tacit knowledge, its particular context, and the difficulty of…

Lejeune, Michel

2011-01-01

290

A comparison study of live instruction versus interactive television for teaching MSW students’ critical thinking skills  

E-print Network

Objective: The acquisition of critical thinking skills over one semester by distant and campus social work students enrolled in a graduate-level policy course were compared. Method: The scores of pretests and posttests of 62 master’s of social work students were analyzed using the California Critical Thinking Skills Test. Results: Both groups significantly increased their critical thinking skills with no significant differences found between the two groups. Conclusion: Distance education using interactive television was found to be equivalent to face-to-face instruction with regard to acquisition of critical thinking skills. The Council on Social Work Education (1992) states that graduates of master’s degree programs should be able to “apply critical thinking skills within professional contexts, including synthesizing and applying appropriate theories and knowledge to practice interventions ” (p. 4). Because critical thinking is an essential skill for social workers to acquire to become effective practitioners, quality social work education means teaching students to think critically and independently. Social workers are often called on to make independent decisions that directly affect their clients ’ lives. If they are unable to

Marie Thielke Huff; Marie Thielke Huff

2000-01-01

291

Acquired smooth muscle hamartoma.  

PubMed

Smooth muscle hamartoma is an uncommon, usually congenital, cutaneous hyperplasia of the arrectores pilorum muscles. When it is acquired, it may be confused with Becker's nevus. We report a case of this rare tumor in a 19-year-old man. The disease started several years ago as multiple small skin-colored papules that subsequently coalesced to form a large soft plaque on the back of the left shoulder. The diagnosis of acquired smooth muscle hamartoma was confirmed on histopathology. The patient was reassured about the benign nature of the lesion and was not advised any treatment. PMID:16707840

ul Bari, Arfan; Rahman, Simeen Ber

2006-01-01

292

Library Skills.  

ERIC Educational Resources Information Center

This guide is designed to acquaint students of the University of Missouri-Columbia with the facilities and resources of the Ellis Library, and is intended for students enrolled in Library Science 105: Library Skills. The guide is organized into sections dealing with search strategies and types of library materials. It opens with an orientation to…

Bhullar, Pushpajit K., Ed.; Lawhorne, Anne R., Ed.

293

Leadership Skills  

ERIC Educational Resources Information Center

While this may not be a "complete list" of what leadership skills one needs to effectively lead in any/every situation, it should provide a great overview of many of the things s/he needs to do, at least initially.

Parish, Thomas S.

2006-01-01

294

Botryomycosis in acquired immunodeficiency syndrome.  

PubMed

The first case, to our knowledge, of an integumentary form of botryomycosis is reported in a homosexual man with acquired immunodeficiency syndrome. Anal fistula and ischiorectal and gluteal abscesses developed following severe cryptosporidial diarrhea. Grains composed of gram-positive cocci were identified in the suppurative exudate. The grains had attached to multinucleated macrophages, many of which contained clusters of cocci in their cytoplasm. It is postulated that the cocci were able to survive and probably replicate in the cytoplasm of multinucleated macrophages, and were subsequently extruded as grains. These observations suggest a defect in intracellular killing of cocci by the monocyte-macrophage system. This may relate to failure in induction of control of macrophage activity by T4-inducer subsets. PMID:3827528

Toth, I R; Kazal, H L

1987-03-01

295

Acquired upper airway obstruction  

Microsoft Academic Search

Acquired upper airway obstruction is a common cause of respiratory emergencies in children. Most pathologic processes that result in upper airway compromise are a consequence of infection, trauma or aspiration. Today, many of the infectious causes of upper airway obstruction have lost their threat as a result of the progress made in preventing and treating these infections. Prompt recognition and

Jürg Hammer

2004-01-01

296

Transfer of Communication Skills to the Workplace during Clinical Rounds: Impact of a Program for Residents  

Microsoft Academic Search

Background and PurposeCommunication with patients is a core clinical skill in medicine that can be acquired through communication skills training. Meanwhile, the importance of transfer of communication skills to the workplace has not been sufficiently studied. This study aims to assess the efficacy of a 40-hour training program designed to improve patients' satisfaction and residents' communication skills during their daily

Aurore Liénard; Isabelle Merckaert; Yves Libert; Isabelle Bragard; Nicole Delvaux; Anne-Marie Etienne; Serge Marchal; Julie Meunier; Christine Reynaert; Jean-Louis Slachmuylder; Darius Razavi; Allan Cyna

2010-01-01

297

Acquired Reactive Perforating Collagenosis  

PubMed Central

Acquired reactive perforating collagenosis (ARPC) is commonly recognized as an unusual skin reaction to superficial trauma that is observed in patients with a certain genetic predisposition or underlying diseases, such as diabetes mellitus or renal diseases. We present the unusual case of a 55-year-old female diabetic patient with numerous characteristic dome-shaped nodules, which consisted of central umbilication containing firm keratotic plugs.

Ataseven, Arzu; Kayacetin, Serra

2012-01-01

298

Information literacy skills: Teacher understandings and practice  

Microsoft Academic Search

This article reports on a project, involving three New Zealand schools, which investigated teachers’ understanding of information literacy and their associated classroom practices. Recently published work, while lamenting school students’ lack of information literacy skills, including working with online resources, provides little research investigating classroom teachers’ knowledge of information literacy skills and their related pedagogical practice. The findings of this

Elizabeth Probert

2009-01-01

299

State Skill Standards: Fashion, Textiles and Design  

ERIC Educational Resources Information Center

The mission of Fashion, Textiles and Design Education is to prepare students for family and community life and careers in the fashion industry by creating opportunities to develop the knowledge, skills, attitudes and behaviors needed to: (1) Examine skills needed to effectively manage clothing decisions; (2) Evaluate the use, care and production…

Campbell, Rene Crepaldi; Gaudy, Glenna; Green-Jobe, Victoria; Hatch, Susan; Moen, Julianne; Sheldon, Shannon; Smith, Loree; Chessell, Karen

2008-01-01

300

Child Development Associate. Body Skills Development.  

ERIC Educational Resources Information Center

This Child Development Associate (CDA) training module, one of a series of 18, is intended to provide the intern with the knowledge and skills necessary for helping children develop their body skills. The module stipulates competency-based objectives and provides essential information, suggestions, examples and learning activities on three topics…

Office of Child Development (DHEW), Washington, DC.

301

Institute of Education ICT Skills 2012  

E-print Network

Institute of Education ICT Skills 2012 Booster course Thinking of becoming an ICT Teacher? Worried about your subject knowledge? Then our 5 Day ICT Skills course could be for you Tailored to meet your on MMU's Business with ICT Education PGCE course which is highly rated. Free materials are available

302

Communication Skills for Banking Curriculum.  

ERIC Educational Resources Information Center

The communications skills course was developed for bank employees who are non-native speakers of English, to assist them in improving their English and knowledge of the American workplace culture and to increase productivity. It consists of three instructional levels. Topics covered in level 1 reflect concerns of bank managers about basic…

Fairfax County Public Schools, Falls Church, VA. Office of Adult and Community Education.

303

Skills for Innovation and Research  

ERIC Educational Resources Information Center

Innovation holds the key to ongoing improvements in living standards, as well as to solving pressing social challenges. Skilled people play a crucial role in innovation through the new knowledge they generate, how they adopt and develop existing ideas, and through their ability to learn new competencies and adapt to a changing environment. This…

OECD Publishing (NJ3), 2011

2011-01-01

304

Library Technician Skill Standards.  

ERIC Educational Resources Information Center

This document presents skill standards for library technicians. Introductory sections describe the industry and the job, what skill standards are, how the library technician skill standards were developed, employability skills and critical competencies, and the SCANS (Secretary's Commission on Achieving Necessary Skills) foundation skills profile.…

Highline Community Coll., Des Moines, WA.

305

Skill Category Specific skill proficient in  

E-print Network

.edu Relationship Communication Creative #12;Skill Category Specific skill Highly or moderately proficient in EnjoySkill Category Specific skill Highly or moderately proficient in Enjoy using Work in teams as a liaison among professors, staff, and/or students to facilitate communication and build partnerships

Keinan, Alon

306

Illinois Occupational Skill Standards: Machining Skills Cluster.  

ERIC Educational Resources Information Center

This document of skill standards for the machining skills cluster serves as a guide to workforce preparation program providers in defining content for their programs and to employers to establish the skills and standards necessary for job acquisition. These 67 occupational skill standards describe what people should know and be able to do in an…

Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

307

[Acquired necrotizing myopathies].  

PubMed

Necrotizing myopathies (MN) are defined by a specific histological pattern. They are characterized by a predominant muscle fibre necrosis and regeneration but with little or no associated inflammation. This histological pattern is observed in acquired myopathy but also in muscular dystrophy. Acquired NM can be secondary to drugs or toxics, and if not, autoimmune mechanisms have to be suspected. Necrotizing autoimmune myopathy is recognized as a subgroup of idiopathic inflammatory myopathies, different from other myositides. Generally, patients present a rapidly progressive and severe symmetrical proximal weakness with high serum creatine kinase level, associated in some patients with cardiac involvement. On the other hand, a slower progression may sometimes be observed, that could lead to erroneous diagnosis of muscular dystrophy. Necrotizing autoimmune myopathy may be associated to specific autoantibodies against signal recognition particle, or more recently described, against 3-hydroxy-3-methylglutaryl-coenzyme A reductase. Necrotizing auto-immune myopathy can also be described in association with connective tissue diseases such as lupus or sclerodermia. In remaining cases, cancer association may be observed. Necrotizing autoimmune myopathies are now considered as a new entity, treatable by immunosuppressants and which should not be misdiagnosed as a muscular dystrophy. PMID:22998975

Allenbach, Y; Benveniste, O

2013-06-01

308

Skill Standards for Wireless Telecommunications  

NSDL National Science Digital Library

Developing and implementing strong educational programs are essential steps to take toward affirmatively responding to the shortage of qualified workers for the wireless industry. Community and technical colleges have an enviable opportunity to respond quickly and creatively to wireless manpower supply gaps and manpower shortages. Key to this effort, however, is the necessity to identify core skills and knowledge bases for technicians and engineers. Merely training individuals is not a sufficient response to the need for skilled workers. Achieving consistently high levels of quality both in product and in productivity is an imperative in all sectors of the wireless industry. This realization in turn underscores the need for industry-driven standards for the skill development of workers. For Seattle Central Community College, North Seattle Community College, Bellevue Community College and their industry and labor partners, identifying generic skills and requisite and unique wireless skills and abilities through the skill standards process is tantamount to the task of developing educational programs that prepare individuals for the wireless workplace. The wireless skill standards have been developed at a critical timesignificant changes in local and global wireless technology require clearly articulated standards for both product and employee performance. The outcome of this process is critical to the ability of companies to hire and retain excellent RF talent in a highly competitive market. Both industry and labor recognize the importance of clearly articulated universal skills as a basis for the preparation of qualified and competent workers for the industry, and they will be the ultimate beneficiaries of the results of the wireless skill standards project. Target Audience: 2-4 Year College Faculty/Administrators

2010-01-04

309

[Acquired haemophilia A].  

PubMed

Acquired haemophilia A is a rare auto-immune disease caused by an inhibitory antibody to factor VIII. Patients with this disorder are at high risk of severe bleeding until the inhibitor has been eradicated. Management of this disorder consists in rapid accurate diagnosis, control of bleeding and eradication of the inhibitor by immunosuppression. The cessation of bleeding is based mainly on recombinant factor VIIa and activated prothrombin complex concentrate which are approximately equally efficacious. Immunosuppression is still based on steroids alone or with combination with cyclopfosphamide which may result in a higher rate of remission. New drugs as rituximab or cyclosporine A are the second line option. In case of life-threatening bleeding immunoadsorption and high dose of fac-tor VIII could be advantageous. PMID:23067181

Smejkal, P; Buliková, A; Chlupová, G; Zav?elová, J

2012-01-01

310

Inherited and acquired thrombophilias.  

PubMed

Thrombophilias represent an evolving story that continues to stir controversy for care providers and obstetrical patients. The predominant thrombophilic mutations include the factor V Leiden mutation, prothrombin gene mutation G20210A, methylene tetrahydrafolate reductase C667T, and deficiencies of the natural anticoagulants proteins C and S, and antithrombin. Prospective cohort studies have provided an accurate assessment of the risk of placenta-mediated complications posed by common inherited thrombophilic conditions. Acquired thrombophilic conditions consist of the antiphospholipid antibody syndrome (APAS) and hyperhomocysteinemia. Well-conducted, placebo-controlled, randomized trials have demonstrated no benefit of anticoagulation in women with recurrent pregnancy loss and inherited thrombophilia. The routine use of anticoagulation to prevent other placenta-mediated complications in the setting of inherited thrombophilia should be considered experimental until the results of adequate clinical trials are available. Heparin anticoagulation and antiplatelet therapies are the cornerstone of treatment of APAS in pregnancy. PMID:23899550

Rambaldi, Marianna Pina; Mecacci, Federico; Guaschino, Secondo; Paidas, Michael J

2014-02-01

311

The skilled person: an evolving concept.  

PubMed

The skilled person is a concept central to patent law, underpinning the analysis of obviousness, sufficiency, claim construction, novelty, added matter and priority. Identifying such a person correctly, particularly the level of skill and the common general knowledge that they should possess, is critical to determining whether a patent is valid and/or infringed and has significant implications for the pharmaceutical industry. However, the concept can be difficult to define. Once referred to as 'The man on the Clapham omnibus' of patent law, the skilled person is a technician who is skilled in the art yet wholly devoid of imagination. Nevertheless, his attributes and knowledge, which are context-dependent and vary from art to art, are continually evolving. This article will look at the evolution of the skilled person, focusing on the implications for the future of pharmaceutical patents and patent litigation. PMID:24237238

Cohen, Liz; Davies, Claire

2013-11-01

312

New engineering: from knowledge to competences  

NASA Astrophysics Data System (ADS)

One of the main innovations of Bologna system has been to link learning outcomes, ECTS workload based credits and competences. Competences represent a dynamic combination of knowledge, understanding, skills and abilities. Competences can be distinguished in subject specific and generic ones (instrumental, interpersonal and systemic competences). Actually in Spain Engineering degrees are changing to the new University educational system and should aim to satisfy the real needs of European society. This change has been long and complex, particularly. on the issue that have influenced curricular change Consultation with "actors" and "stakeholders", the definition of academic and professionals profiles and the translation of these into desired learning outcomes. Generic competences or transferable skills are relevant for preparing students well for their future role in society in terms of employability and citizenship. The criteria used by the companies to select their engineers are based in a good background and capacity to adapt and to acquire new knowledge, better than specific education, even postgraduate. It was interesting to note the great importance of generic competences However, Spanish government has regulated conditions of core curriculum need for to guarantee the acquisition of the competences needs to exercise the correspondent professional activities. The new degrees should comply with the core curriculum if the graduates want maintain the legal attributions guaranteed actually by the Spanish Professional Associations. After these degrees, students can access to professional master with actually horizontal attributions of regulated professions.

Cartagena, M. C.; Tarquis, A. M.; Arce, A.

2009-04-01

313

Results of the Standardized Assessment of Information Literacy Skills (SAILS)  

E-print Network

Results of the Standardized Assessment of Information Literacy Skills (SAILS) for University The Standardized Assessment of Information Literacy Skills (SAILS) is a knowledge test with multiple-choice questions targeting a variety of information literacy skills. Questions on the SAILS test are based directly

Jiang, Huiqiang

314

Learning through Business Games: Acquiring Competences within Virtual Realities  

ERIC Educational Resources Information Center

The didactic function of business games is often seen only in the development of sociocommunicative competences and general problem-solving strategies. An equally important aspect of business games lies in the acquirement of technical and problem-oriented knowledge, which is the focus of this article. Moreover, this knowledge dimension is further…

Fortmuller, Richard

2009-01-01

315

Acquiring Disambiguation Rules from Text  

Microsoft Academic Search

An effective procedure for automatically acquiring a new set of disambiguation rules for an existing deterministic parser on the basis of tagged text is presented. Performance of the automatically acquired rules is much better than the existing hand-written disambiguation rules. The success of the acquired rules depends on using the linguistic information encoded in the parser; enhancements to various components

Donald Hindle

1989-01-01

316

Computerized assessment of verbal skill.  

PubMed

This paper describes a computerized diagnostic test for the assessment of basic literacy skills in Dutch. Central in this test is a skill labeled word image, referring to the subject's implicit knowledge of orthographic structure. Test norms were obtained in a group of reference subjects. The most notable trend found in the standardization study was that the development of word image performance showed a nonlinear, U-shaped trend. Two case studies are reported. A supplementary validation study, based on test data collected from standard reference groups of normal and poor readers, demonstrated that word image performance is significantly related to between-group differences. PMID:8229899

Assink, E; Kattenberg, G

1993-07-01

317

Track & Field: Special Olympics Sports Skills Instructional Program.  

ERIC Educational Resources Information Center

One of five guidelines in the Sports Skills Instructional Program, the booklet addresses ways to teach track and field to mentally retarded persons. The approach is designed to use volunteers as instructors. An overview considers such topics as clothing, equipment, and field preparation. The long term goal of acquiring basic fundamental skills,…

Joseph P. Kennedy, Jr. Foundation, Washington, DC.

318

Teaching Information Evaluation and Critical Thinking Skills in Physics Classes  

ERIC Educational Resources Information Center

The physics curriculum at all educational levels can be enriched to include tools for strengthening students' information evaluation skills. The "Report of the Joint APS-AAPT Task Force on Graduate Education in Physics" calls for such training to be part of graduate programs, but training to acquire these lifetime skills can be incorporated in the…

Popescu, Adriana; Morgan, James

2007-01-01

319

Teaching a Cooperative Leisure Skill to Severely Handicapped Adults.  

ERIC Educational Resources Information Center

Six formerly institutionalized severely handicapped adults living in a nursing home were taught a cooperative leisure skill. All six participants acquired the leisure skill. Informal followup observations indicated that participants continued to self initiate, sustain, and terminate the leisure activity as much as 2 weeks beyond the program's…

Nietupski, John; Svoboda, Robin

1982-01-01

320

Engineering soft skills development to avoid hard knocks  

Microsoft Academic Search

Engineering and technology sectors have long recognised the importance of soft skills for successful career progression. Research suggests that soft skills are better developed when acquired and practiced than taught. The research describes initial reflections on the potential of discipline-oriented, web-based resource for Personal Development Planning (PDP) to promote and support learner's engagement with personal development and their increased employability

Rashmi Dravid; Andrea Duncan

2011-01-01

321

Teaching Vocational Skills with a Faded Auditory Prompting System.  

ERIC Educational Resources Information Center

Three students (ages 14-16) with mild mental retardation were taught to use an auditory prompting system to complete the vocational tasks of cleaning a bathroom in a classroom setting. Students acquired the skills and generalized them to a novel setting. There were mixed results concerning maintenance of the skills. (Contains 10 references.)…

Mitchell, Rebecca J.; Schuster, John W.; Collins, Belva C.; Gassaway, Linda J.

2000-01-01

322

SPECIAL ISSUE Simultaneous versus incremental learning of multiple skills  

E-print Network

SPECIAL ISSUE Simultaneous versus incremental learning of multiple skills by modular robots C with the problem of learning multiple skills by modular robots. The main question we address is whether an experimental study with modular robots of various morphologies that need to acquire three different

Eiben, A.E. "Guszti"

323

Developing students' physics problem-solving skills  

NSDL National Science Digital Library

This paper describes a protocol designed to help students taking their first undergraduate physics course in acquiring the basic skills of physics problem-solving. The educational effectiveness of this protocol for mature students in distance education has been extensively evaluated, and it is now being used as the basis for an interactive multimedia learning package.

Bolton, John; Ross, Shelagh

2005-11-03

324

Entry Level Skills Program Implementation Guide.  

ERIC Educational Resources Information Center

A guide to the implementation of the Entry Level Skills Program (ELSP) and a conceptual framework for evaluation research is presented. Attention is directed to strategies for the attainment of goals and management of the ELSP project, which is a developmental program for freshmen students who have not acquired the full range or level of cognitive…

Institute for Services to Education, Inc., Washington, DC.

325

1 September 2014 Court's Skills Register 2014/2015  

E-print Network

and estates management experience and/or knowledge of the construction sector Experience in human resources1 September 2014 Court's Skills Register 2014/2015 Skill, Experience, Knowledge Self-assessment responses from Court members Financial experience and/or audit and risk oversight experience Property

Halligan, Daniel

326

DSM skills are marketing skills  

SciTech Connect

Skeptics may view DSM as a convenient cover for using ratepayer funds (in the form of rebates and other financial inducements) to keep customers on the grid, thus providing electric utilities with an unfair competitive advantage. Actually, the most powerful advantages may result from the marketing skills DSM fosters. Put simply, DSM teaches utilities to understand and meet customer needs more effectively. Managing customers use of electricity has taught utilities unprecedented amounts about specific end-use technologies, about customers fuel and equipment selection practices and preferences, and about what it costs to serve their customers. As DSM programs have become more market-driven, utilities have become better communicators and salesmen in order to win customer participation. The result: DSM departments play an increasingly central role in managing customer relationships overall and in developing and implementing competitive strategies.

Stone, C. (Easton Consultants, Inc., Stamford, CT (United States))

1993-10-01

327

SkillsSkills EmployersEmployers  

E-print Network

TheThe SkillsSkills EmployersEmployers WantWant Communication Skills Spoken, comprehension, written language and grammar (U.S. English) · Class/Group Presentations - Basic Speech (COM 1010) or Debate (COM) Courses · Reading and Research, Trial, Error and Evaluate; Practice Objectivity C A Teamwork Ability

Berdichevsky, Victor

328

The geriatrics excellence in teaching series: an integrated educational skills curriculum for faculty and fellows development.  

PubMed

Geriatricians need to acquire skills in teaching and curriculum development to educate physicians caring for the growing population of adults aged 65 and older. To meet this challenge, educators in the Duke University Center for the Study of Aging and Human Development introduced a monthly seminar series to promote the development of geriatrics faculty and fellows as clinician educators. Ten educational skills development seminars were incorporated into geriatrics grand rounds in the first year of the program. These sessions were implemented using a variety of active learning strategies to expose participants to innovative adult learning-centered approaches for enhancing learning and instruction in medical education. Participants assessed all sessions using a feedback form and were surveyed at the end of the series to measure their overall satisfaction with the program and ascertain its effect on their roles as educators. Participants rated individual sessions highly, and respondents to the survey at the end of the course agreed that the Geriatrics Excellence in Teaching Series provided them with resources for use in their teaching practices and attested to having already applied knowledge and skills learned in the series in their teaching practices. Key elements for the program's success included an upfront needs assessment to prioritize topics, interactive sessions promoting skill development through actual practice of various strategies, open discussions to identify challenges and solutions, and a convenient and customary time slot. This format can be replicated with other geriatrics programs, providing a needed opportunity for faculty and fellows to learn about education principles. PMID:18312312

Pinheiro, Sandro O; Heflin, Mitchell T

2008-04-01

329

The Development of Students' Problem-Solving Skill from Instruction Emphasizing Qualitative Problem-Solving  

NSDL National Science Digital Library

Success in introductory college physics requires students to acquire not only the content knowledge of physics, but also the skills to solve problems using this knowledge. At the University of Minnesota, attempts are being made to teach problem solving successfully. One such attempt has an instructor explicitly teaching a strategy that emphasizes the qualitative analysis of a problem before the manipulation of equations. This class provides a unique case for examining the development of problem-solving skills. This interpretive case study will examine the development of the problem solving ability of students in two college introductory physics courses where cooperative-group problem solving was used. In one class there was an explicit problem-solving strategy used. In the other class, no additional attempt was made to teach problem solving. In general, the students in the course who were taught an explicit problem-solving strategy tended to develop their skills faster, but did not score any higher than the students in the more traditionally taught course by the end of the year. However, the students in the explicit problem-solving course consistently performed better on the multiple choice concept tests given during the year.

Foster, Thomas M.

2007-01-01

330

The Development of Students' Probllem-Solving Skill from Instruction Emphasizing Qualitative Problem-Solving  

NSDL National Science Digital Library

Success in introductory college physics requires students to acquire not only the content knowledge of physics, but also the skills to solve problems using this knowledge. At the University of Minnesota, attempts are being made to teach problem solving successfully. One such attempt has an instructor explicitly teaching a strategy that emphasizes the qualitative analysis of a problem before the manipulation of equations. This class provides a unique case for examining the development of problem-solving skills. This interpretive case study will examine the development of the problem solving ability of students in two college introductory physics courses where cooperative-group problem solving was used. In one class there was an explicit problem-solving strategy used. In the other class, no additional attempt was made to teach problem solving. In general, the students in the course who were taught an explicit problem-solving strategy tended to develop their skills faster, but did not score any higher than the students in the more traditionally taught course by the end of the year. However, the students in the explicit problem-solving course consistently performed better on the multiple choice concept tests given during the year.

Foster, Thomas

2011-03-03

331

Microsystems Jobs and Skill Sets  

NSDL National Science Digital Library

The Southwest Center for Microsystems Education is a Regional Advanced Technology Education Center funded in part by the National Science Foundation. This resource contains articles on the Microsystems skill set, knowledge, and job opportunities in this field. The audience for this collection is college administrators considering adding a Microsystems curriculum to their school. Visitors are encouraged to create an account and login in order to access the full set of resources.

2011-09-27

332

Unmanned Aerial Vehicle - A Tool for Acquiring Spatial Data for Research and Commercial Purposes. New Course in the Geography and Cartography Curriculum in Higher Education  

NASA Astrophysics Data System (ADS)

This paper describes the syllabus for the innovative course "Unmanned aerial observations of Terrain" introduced to the curriculum by the Department of Geoinformatics and Cartography of the University of Wroclaw (Poland). It indicates the objectives of the new subject, its didactic purpose, methods used in the teaching process, specifications of teaching materials, and the knowledge and skills that students are expected to acquire. Finally, it presents the content of the course and description of lesson units. The subject will be obligatory for graduate students majoring in Geography, who are participants in the Geoinformatics and Cartography Master's program. Thirty-eight hours in a summer semester has been earmarked for the course. That includes 30 hours of instructor-guided laboratory and fieldtrip work, and 8 hours of individual work. The course aims to prepare future geographers to conduct a multi-step process that includes defining the purpose of using UAV in light of the chosen research problem, preparation of the mission, flight execution; geoprocessing of acquired aerial imagery; generation of cartomertic final products, and analysis of outcomes in order to answer the initially asked research question. This comprehensive approach will allow students, future experts in the field of geoinformatics and cartography, to gain the skills needed to acquire spatial data using an UAV, process them, and apply the results of their analysis in practice.

Jeziorska, J.

2014-04-01

333

Method for distributed object communications based on dynamically acquired and assembled software components  

NASA Technical Reports Server (NTRS)

A method for acquiring and assembling software components at execution time into a client program, where the components may be acquired from remote networked servers is disclosed. The acquired components are assembled according to knowledge represented within one or more acquired mediating components. A mediating component implements knowledge of an object model. A mediating component uses its implemented object model knowledge, acquired component class information and polymorphism to assemble components into an interacting program at execution time. The interactions or abstract relationships between components in the object model may be implemented by the mediating component as direct invocations or indirect events or software bus exchanges. The acquired components may establish communications with remote servers. The acquired components may also present a user interface representing data to be exchanged with the remote servers. The mediating components may be assembled into layers, allowing arbitrarily complex programs to be constructed at execution time.

Sundermier, Amy (Inventor)

2002-01-01

334

Student Perceptions of the Importance of Employability Skill Provision in Business Undergraduate Programs  

ERIC Educational Resources Information Center

Studies examining student perceptions of employability skill development in business undergraduate programs are limited. Assurance of student buy-in is important to ensure learners engage with skill provision; to enable them to articulate their capabilities to potential employers; and to facilitate the transfer of acquired skills. The author…

Jackson, Denise

2013-01-01

335

Business Communication Skills in Information Systems (IS) Curricula: Perspectives of IS Educators and Students  

ERIC Educational Resources Information Center

As the importance of communication skills for students, regardless of their disciplines, becomes evident, it is important to determine whether colleges provide students with adequate opportunities to acquire such skills. The authors compared information systems (IS) educator and student perceptions of communication skills in IS curricula. Gender,…

Alshare, Khaled A.; Lane, Peggy L.; Miller, Donald

2011-01-01

336

Early phonological awareness and reading skills in children with Down syndrome  

Microsoft Academic Search

Increasingly, children with Down syndrome receive literacy instruction with the expectation of acquiring functional reading skills. Unfortunately, little is known about the processes underlying literacy skills in this special population. Phonological awareness contributes to literacy development in typically developing children, however, there is inconclusive evidence about these skills in younger children with Down syndrome. 9 children with Down syndrome (5;6

Esther J. Kennedy; Mark C. Flynn

2003-01-01

337

The Outcomes of a Social Skills Teaching Program for Inclusive Classroom Teachers  

ERIC Educational Resources Information Center

In this study, the effectiveness of a Social Skills Teaching Program (SSTP) prepared for inclusive classroom teachers was investigated. The SSTP gauged (1) teachers' expectations related to social skills of students with special needs, (2) their knowledge levels related to teaching social skills, and (3) their use of social skills teaching…

Sazak Pinar, Elif; Sucuoglu, Bülbin

2013-01-01

338

Skill Scales Companion Guide.  

ERIC Educational Resources Information Center

This publication is a reference document meant to accompany other National Skill Standards Board (NSSB) publications that describe the development of skill standards, including Built to Work: A Common Framework for Skill Standards. This companion guide provides the NSSB Complexity Rating Skill Scales. Chapter 1 explains briefly how this tool fits…

National Skill Standards Board (DOL/ETA), Washington, DC.

339

Acquired immunodeficiency syndrome and health care professionals.  

PubMed

As health care professionals, we face a grave risk of acquiring HIV infection in the course of our work. But how many of us really know the precautions to be applied in the hospital set up in dealing with HIV infected patients? A knowledge, attitude and practice (KAP) study was conducted in Pune hospitals to assess the current status. Among the results 65% servants had not heard of AIDS, 85% nursing staff did not apply the Universal Safety Precautions (USP) approach, 13.5% resident thought that the HIV was not transmitted by blood, 30% consultants would avoid contact with an HIV positive patient. This study has shown that definite lacunae exist in knowledge specific to the particular population in question. A proposal for an education programme which is target specific and one of constant renewal is sought. PMID:7836241

Menon, V; Bharucha, K

1994-01-01

340

How Do Homework Guides Help Students Acquire Procedural Knowledge?  

ERIC Educational Resources Information Center

The effects of using homework guides, and homework logs on students' abilities to solve word problems involving basic addition and subtraction facts were studied. Students received one of three versions of addition and subtraction timed tests once per week--every Thursday--that focused on measuring automaticity of basic addition and subtraction…

Hartlep, Nicholas D.

2008-01-01

341

Acquiring Ontological Knowledge from Query Logs Satoshi Sekine  

E-print Network

, aaass/orbis books prize for polish studies, abel prize, academy award, academy awards, acm turing award contexts. Figure 2 shows an example: it shows that "the academy awards" appears 202 times, "academy awards about an award, they are usually interested in the nominees or winners. In this paper, we will describe

342

Surgical simulation in orthopaedic skills training.  

PubMed

Mastering rapidly evolving orthopaedic surgical techniques requires a lengthy period of training. Current work-hour restrictions and cost pressures force trainees to face the challenge of acquiring more complex surgical skills in a shorter amount of time. As a result, alternative methods to improve the surgical skills of orthopaedic trainees outside the operating room have been developed. These methods include hands-on training in a laboratory setting using synthetic bones or cadaver models as well as software tools and computerized simulators that enable trainees to plan and simulate orthopaedic operations in a three-dimensional virtual environment. Laboratory-based training offers potential benefits in the development of basic surgical skills, such as using surgical tools and implants appropriately, achieving competency in procedures that have a steep learning curve, and assessing already acquired skills while minimizing concerns for patient safety, operating room time, and financial constraints. Current evidence supporting the educational advantages of surgical simulation in orthopaedic skills training is limited. Despite this, positive effects on the overall education of orthopaedic residents, and on maintaining the proficiency of practicing orthopaedic surgeons, are anticipated. PMID:22751160

Atesok, Kivanc; Mabrey, Jay D; Jazrawi, Laith M; Egol, Kenneth A

2012-07-01

343

The New World of Work Entering the Workforce Unemployed/Underemployed Falling Behind the Skills Curve Our fast-changing knowledge-based economy has created unprecedented challenges for em-  

E-print Network

. It is especially important that these efforts address regional differences in labor markets, taking into account and workers alike. Employers increasingly need workers with a broad range of informa- tion technology (IT technology and computing skills. Some progress has been made, but much more needs to be done, especially

Narasayya, Vivek

344

ARKTOS: a knowledge engineering software tool for images  

E-print Network

The goal of our ARKTOS project is to build an intelligent knowledge-based system to classify satellite sea ice images. It involves acquiring knowledge from sea ice experts, quantifying such knowledge as computational entities and ultimately building...

Soh, L. K.; Tsatsoulis, Costas

2002-12-01

345

Comparing new BSN RN self skills assessment to actual skills demonstration.  

PubMed

The purpose of the study was to compare the self-skills assessment with the skill competence during an actual skills demonstration of newly hired bachelor of science in nursing (BSN) registered nurse graduates. This retrospective study included 32 randomly selected BSN registered nurse graduates from January 2010 to December 31, 2010. The participants were already hired into a midwest health system. Because this was a retrospective study, no demographic data were collected, and no consent from participants was needed. This study included a clinical skills check list where the participants rated themselves on specific skills utilizing a Likert scale ranging from 1 (no knowledge) to 4 (able to perform independently). The same clinical check list was utilized by an expert registered nurse when the skill was demonstrated. This study compared the difference between the subject's self-rating of skills and the clinical demonstration of the skills. We used t tests in the analysis to demonstrate the differences between the participant's self-rating of skills and the expert evaluation of the clinical demonstration of the skills. The data were inserted into the Statistical Package for the Social Sciences 19 software program to assist in the analysis process. The study demonstrated 17 significant differences in the skills ratings between the participant and competency demonstration of new BSN graduates. These significant results (2 tailed) ranged from .000 to .048.The 17 out of 46 specific skills where differences were noted included the following: staple removal, nasal pharyngeal suctioning, urinary catheter specimen collection, site care dressing change, urinary catheter irrigation, Juzo application and measurement, 5-lead telemetry, oral airway insertion, hemovac/Jackson Pratt, oral pharyngeal suctioning, urinary catheter insertion, dry suction chest drainage, bed to cart/slider board, urinary catheter removal, antiembolism stockings, measurement and application, removal of iv and sit-and-stand alarm. Overall, the participants rated their skill levels lower in 15 out of 17 significant skills when compared with their competency assessment (t test: -3.284, df = 31, P = .003). In two skill ratings (urinary catheter specimen collection and oral pharyngeal suction), the participants rated themselves higher than the competency demonstration. Two skills that had a mean participant and expert score between 1 (no knowledge) and 2 (able to perform with 1-to-1 coaching) were oral airway insertion and dry suction chest drainage. Some possible reasons why the participants rated themselves lower could be the use of different or unfamiliar terms or uncertainty of the procedure at a different health institution. Some newly graduated BSN nurses may have not performed the skills on a regular basis or only in simulation. PMID:24720948

Adair, Jean; Hughes, Lin; Davis, Sue; Wolcott-Breci, Mary

2014-01-01

346

Ways of reading: How knowledge and use of strategies are related to reading comprehension  

Microsoft Academic Search

Two studies investigated whether there is a direct relation between children' s reading comprehension, their knowledge about the goals and processes of reading, and their skill in applying such knowledge. An interview revealed that less skilled comprehen- ders differed from same-age skilled comprehenders in their knowledge about reading and reading strategies, but they did not differ signié cantly from a

Kate Cain

1999-01-01

347

A Context-Aware Mobile Learning System for Supporting Cognitive Apprenticeships in Nursing Skills Training  

ERIC Educational Resources Information Center

The aim of nursing education is to foster in students the competence of applying integrated knowledge with clinical skills to the application domains. In the traditional approach, in-class knowledge learning and clinical skills training are usually conducted separately, such that the students might not be able to integrate the knowledge and the…

Wu, Po-Han; Hwang, Gwo-Jen; Su, Liang-Hao; Huang, Yueh-Min

2012-01-01

348

Social Skills Interventions  

Microsoft Academic Search

\\u000a The term “social skills” encompasses an array of learned behaviors that share the common goal of maintaining or increasing\\u000a reinforcement within a social context. Deficits in social skills can occur at any developmental period and are not likely\\u000a to improve spontaneously because impaired social skills impede interactions with other people. In turn, unsatisfying or disruptive\\u000a interactions exacerbate social skill deficits

Ashley J. Smith; Judith A. Jordan; Mary Fran Flood; David J. Hansen

349

Balanced Skills and Entrepreneurship  

Microsoft Academic Search

Entrepreneurs are generalists who put together teams of people and assemble resources and capital. To do this effectively, they must have a general set of skills. Individuals may be endowed with a general set of skills, but endowments can be augmented by investment in human capital. It is shown that formal schooling is used to supplement the skill set of

Edward P. Lazear

2004-01-01

350

Construction & Basic Skills.  

ERIC Educational Resources Information Center

Basic skills education has become a pressing need in the construction industry as jobs become more complex and fewer workers have needed skills. However, the construction industry lags in spending on training for entry-level workers. The Home Builders Institute (HBI) is testing a pilot basic skills program that it hopes will prove useful to the…

BCEL Newsletter for the Business and Literacy Communities, 1991

1991-01-01

351

School Leadership Skill Development  

ERIC Educational Resources Information Center

The purpose of this study was to investigate the relationship between what is currently understood about skills for school leadership and the need for a greater understanding of those skills. The importance of developing leadership skills to improve school performance and effectiveness is great. In the field of school leadership, most leaders…

Weigel, Richard A.

2013-01-01

352

Practical Money Skills - Guide for Teachers  

NSDL National Science Digital Library

This site, published by Visa, provides you with lesson plans to help your students better comprehend money management and acquire skills for life. According to Visa, 77 percent of parents believe personal money management is a subject "very important" to their children's lives as adults -- second only to writing at 89 percent. Noting that many of today's consumers have learned to manage money by trial and error, they produced this site to help bridge the gap.

Practical Money Skills for Life

353

Rethinking capacity building for knowledge mobilisation: developing multilevel capabilities in healthcare organisations.  

PubMed

BackgroundKnowledge mobilisation in healthcare organisations is often carried out through relatively short-term projects dependent on limited funding, which raises concerns about the long-term sustainability of implementation and improvement. It is becoming increasingly recognised that the translation of research evidence into practice has to be supported by developing the internal capacity of healthcare organisations to engage with and apply research. This process can be supported by external knowledge mobilisation initiatives represented, for instance, by professional associations, collaborative research partnerships and implementation networks. This conceptual paper uses empirical and theoretical literature on organisational learning and dynamic capabilities to enhance our understanding of intentional capacity building for knowledge mobilisation in healthcare organisations.DiscussionThe discussion is structured around the following three themes: (1) defining and classifying capacity building for knowledge mobilisation; (2) mechanisms of capability development in organisational context; and (3) individual, group and organisational levels of capability development. Capacity building is presented as a practice-based process of developing multiple skills, or capabilities, belonging to different knowledge domains and levels of complexity. It requires an integration of acquisitive learning, through which healthcare organisations acquire knowledge and skills from knowledge mobilisation experts, and experience-based learning, through which healthcare organisations adapt, absorb and modify their knowledge and capabilities through repeated practice. Although the starting point for capability development may be individual-, team- or organisation-centred, facilitation of the transitions between individual, group and organisational levels of learning within healthcare organisations will be needed.SummaryAny initiative designed to build capacity for knowledge mobilisation should consider the subsequent trajectory of newly developed knowledge and skills within the recipient healthcare organisations. The analysis leads to four principles underpinning a practice-based approach to developing multilevel knowledge mobilisation capabilities: (1) moving from `building¿ capacity from scratch towards `developing¿ capacity of healthcare organisations; (2) moving from passive involvement in formal education and training towards active, continuous participation in knowledge mobilisation practices; (3) moving from lower-order, project-specific capabilities towards higher-order, generic capabilities allowing healthcare organisations to adapt to change, absorb new knowledge and innovate; and (4) moving from single-level to multilevel capability development involving transitions between individual, group and organisational learning. PMID:25398428

Kislov, Roman; Waterman, Heather; Harvey, Gill; Boaden, Ruth

2014-11-15

354

Connectionist neuropsychology: uncovering ultimate causes of acquired dyslexia.  

PubMed

Acquired dyslexia offers a unique window on to the nature of the cognitive and neural architecture supporting skilled reading. This paper provides an integrative overview of recent empirical and computational work on acquired dyslexia within the context of the primary systems framework as implemented in connectionist neuropsychological models. This view proposes that damage to general visual, phonological or semantic processing abilities are the root causes of different forms of acquired dyslexia. Recent case-series behavioural evidence concerning pure alexia, phonological dyslexia and surface dyslexia that supports this perspective is presented. Lesion simulations of these findings within connectionist models of reading demonstrate the viability of this approach. The commitment of such models to learnt representations allows them to capture key aspects of performance in each type of acquired dyslexia, particularly the associated non-reading deficits, the role of relearning and the influence of individual differences in the premorbid state of the reading system. Identification of these factors not only advances our understanding of acquired dyslexia and the mechanisms of normal reading but they are also relevant to the complex interactions underpinning developmental reading disorders. PMID:24324241

Woollams, Anna M

2014-01-01

355

Connectionist neuropsychology: uncovering ultimate causes of acquired dyslexia  

PubMed Central

Acquired dyslexia offers a unique window on to the nature of the cognitive and neural architecture supporting skilled reading. This paper provides an integrative overview of recent empirical and computational work on acquired dyslexia within the context of the primary systems framework as implemented in connectionist neuropsychological models. This view proposes that damage to general visual, phonological or semantic processing abilities are the root causes of different forms of acquired dyslexia. Recent case-series behavioural evidence concerning pure alexia, phonological dyslexia and surface dyslexia that supports this perspective is presented. Lesion simulations of these findings within connectionist models of reading demonstrate the viability of this approach. The commitment of such models to learnt representations allows them to capture key aspects of performance in each type of acquired dyslexia, particularly the associated non-reading deficits, the role of relearning and the influence of individual differences in the premorbid state of the reading system. Identification of these factors not only advances our understanding of acquired dyslexia and the mechanisms of normal reading but they are also relevant to the complex interactions underpinning developmental reading disorders. PMID:24324241

Woollams, Anna M.

2014-01-01

356

Intermediate Typewriting Skills; Business Education: 7704.41.  

ERIC Educational Resources Information Center

Course content described in this pamphlet prepares students with the skills and knowledge needed as beginning typists in the world of work. Performing with both speed and accuracy, the student will develop a high level of typewriting skill in office production of business forms, envelopes, index cards, employment forms, statistical tables, and…

Diemar, Johnnye F.

357

TRADE-OFFS IN SKILL ACQUISITION AND TIME ALLOCATION AMONG  

E-print Network

TRADE-OFFS IN SKILL ACQUISITION AND TIME ALLOCATION AMONG JUVENILE CHACMA BABOONS Sara E. Johnson and John Bock California State University, Fullerton We hypothesize that juvenile baboons are less efficient foragers than adult baboons owing to their small size, lower level of knowledge and skill, and

Bock, John

358

Developing Understanding and Social Skills through Cooperative Learning  

ERIC Educational Resources Information Center

This study has two parallel research agenda: (1) the development of social skills and pedagogical content knowledge in teacher candidates as they work collaboratively in pairs, and (2) the development of conceptual understanding and social skills in elementary school students who are taught by teacher candidates with cooperative learning…

Ferrer, Lourdes M.

2004-01-01

359

A Change in Seasons: Increasing Student Observation Skills  

NSDL National Science Digital Library

The ability to accurately observe and notice small details is a skill important to scientists. To help students develop this skill, have them record and share observations, successively focusing in on smaller, more precise details. When students observe changes in the seasons, they can extend their science knowledge by carefully noting changes in color, shape, and patterns in vegetation, asking questions, and making predictions.

Sterling, Donna R.

2006-09-01

360

When Unbiased Probabilistic Learning Is Not Enough: Acquiring a Parametric System of Metrical Phonology  

ERIC Educational Resources Information Center

Parametric systems have been proposed as models of how humans represent knowledge about language, motivated in part as a way to explain children's rapid acquisition of linguistic knowledge. Given this, it seems reasonable to examine if children with knowledge of parameters could in fact acquire the adult system from the data available to them.…

Pearl, Lisa S.

2011-01-01

361

Ability Differences and Cognitive Mapping Skill.  

ERIC Educational Resources Information Center

Individual difference variables that are potentially related to cognitive mapping skills were examined, and good and poor cognitive mappers were compared in terms of those variables. Good and poor cognitive mappers were identified on the basis of the accuracy of their spatial knowledge about their own community. Four categories of individual…

Thorndyke, Perry W.; Goldin, Sarah E.

362

Interdisciplinary Robotic Activity Hones Important Skills  

ERIC Educational Resources Information Center

As educators, the authors believe in guiding students towards the life skills, knowledge, and expertise they need to succeed in life and in the workforce of the 21st century. With that in mind, they have created a project in which students drive their own learning through creativity and collaborative work to develop an efficient product. Through…

Black, Dan; Zeigler, Jodi

2011-01-01

363

Predicting bullying: maladjustment, social skills and popularity  

Microsoft Academic Search

In order to prevent bullying, research has characterised the adolescents involved in terms of their social skills, maladjustment and popularity. However, there is a lack of knowledge concerning the relationships between these variables and how these relationships predict bullying involvement. Moreover, the literature has focused on pure bullies and victims, despite the fact that bully-victims are known to be the

Silvia Postigo; Remedios González; Carmen Mateu; Inmaculada Montoya

2012-01-01

364

Predicting Bullying: Maladjustment, Social Skills and Popularity  

ERIC Educational Resources Information Center

In order to prevent bullying, research has characterised the adolescents involved in terms of their social skills, maladjustment and popularity. However, there is a lack of knowledge concerning the relationships between these variables and how these relationships predict bullying involvement. Moreover, the literature has focused on pure bullies…

Postigo, Silvia; Gonzalez, Remedios; Mateu, Carmen; Montoya, Inmaculada

2012-01-01

365

Story Map: How to Improve Writing Skills  

ERIC Educational Resources Information Center

The aim of written expression studies is to have students explain their knowledge, feelings, ideas and imaginations in a correct and effective manner. Therefore, the purpose of this study is to investigate the effect of story map on story writing skills of first grade teacher candidates who study at the Department of Elementary Education. The…

Sidekli, Sabri

2013-01-01

366

Learning Teamwork Skills in University Programming Courses  

ERIC Educational Resources Information Center

University courses about computer programming usually seek to provide students not only with technical knowledge, but also with the skills required to work in real-life software projects. Nowadays, the development of software applications requires the coordinated efforts of the members of one or more teams. Therefore, it is important for software…

Sancho-Thomas, Pilar; Fuentes-Fernandez, Ruben; Fernandez-Manjon, Baltasar

2009-01-01

367

Questioning Skills Facilitate Online Synchronous Discussions  

ERIC Educational Resources Information Center

The results of this study show that effective questioning skills increase student intellectual moves that, in turn, facilitate the process of knowledge construction in online synchronous discussion (OSD). The open-ended questions elicited multiple perspectives by promoting student participation, while OSD enabled them to share and debate multiple…

Wang, C.-H.

2005-01-01

368

State Skill Standards: Foods and Nutrition  

ERIC Educational Resources Information Center

The mission of Foods and Nutrition Education is to prepare students for family life, community life and careers in the foods and nutrition fields by creating opportunities to develop the knowledge, skills, attitudes and behaviors needed to: (1) Analyze career paths within the foods and nutrition industry; (2) Examine factors that influence food…

Atkinson, Jeanette; Black, Sara; Capdeville, Elsie; Grover, Janice; Killion, Marlene; Martin, Jan; Mathews, Carol; Moen, Julie; Reynolds, Penny; Chessell, Karen

2008-01-01

369

Oxford-Style Debates in a Microbiology Course for Majors: A Method for Delivering Content and Engaging Critical Thinking Skills  

PubMed Central

Developing scientific expertise in the classroom involves promoting higher-order cognitive skills as well as content mastery. Effective use of constructivism can facilitate these outcomes. However this is often difficult to accomplish when delivery of content is paramount. Utilizing many of the tenets of constructivist pedagogy, we have designed an Oxford-style debate assignment to be used in an introductory microbiology course. Two teams of students were assigned a debatable topic within microbiology. Over a five-week period students completed an informative web page consisting of three parts: background on the topic, data-based positions for each side of the argument, and a data-based persuasive argument to support their assigned position. This was followed by an in-class presentation and debate. Analysis of student performance on knowledge-based questions shows that students retain debate-derived content acquired primarily outside of lectures significantly better than content delivered during a normal lecture. Importantly, students who performed poorly on the lecture-derived questions did as well on debate-derived questions as other students. Students also performed well on questions requiring higher-order cognitive skills and in synthesizing data-driven arguments in support of a position during the debate. Student perceptions of their knowledge-base in areas covered by the debate and their skills in using scientific databases and analyzing primary literature showed a significant increase in pre- and postassignment comparisons. Our data demonstrate that an Oxford-style debate can be used effectively to deliver relevant content, increase higher-order cognitive skills, and increase self-efficacy in science-specific skills, all contributing to developing expertise in the field. PMID:23858349

Boucaud, Dwayne W.; Nabel, Michael; Eggers, Christian H.

2013-01-01

370

Oxford-style debates in a microbiology course for majors: a method for delivering content and engaging critical thinking skills.  

PubMed

Developing scientific expertise in the classroom involves promoting higher-order cognitive skills as well as content mastery. Effective use of constructivism can facilitate these outcomes. However this is often difficult to accomplish when delivery of content is paramount. Utilizing many of the tenets of constructivist pedagogy, we have designed an Oxford-style debate assignment to be used in an introductory microbiology course. Two teams of students were assigned a debatable topic within microbiology. Over a five-week period students completed an informative web page consisting of three parts: background on the topic, data-based positions for each side of the argument, and a data-based persuasive argument to support their assigned position. This was followed by an in-class presentation and debate. Analysis of student performance on knowledge-based questions shows that students retain debate-derived content acquired primarily outside of lectures significantly better than content delivered during a normal lecture. Importantly, students who performed poorly on the lecture-derived questions did as well on debate-derived questions as other students. Students also performed well on questions requiring higher-order cognitive skills and in synthesizing data-driven arguments in support of a position during the debate. Student perceptions of their knowledge-base in areas covered by the debate and their skills in using scientific databases and analyzing primary literature showed a significant increase in pre- and postassignment comparisons. Our data demonstrate that an Oxford-style debate can be used effectively to deliver relevant content, increase higher-order cognitive skills, and increase self-efficacy in science-specific skills, all contributing to developing expertise in the field. PMID:23858349

Boucaud, Dwayne W; Nabel, Michael; Eggers, Christian H

2013-01-01

371

Effects of a Self-Instruction Communication Skills Training on Skills, Self-Efficacy, Motivation, and Transfer  

ERIC Educational Resources Information Center

This article describes a study on the effects of a self-instruction training programme in communication skills for psychology students at the Open University of the Netherlands in comparison to a fully supervised training. We expected both training programmes to increase students' knowledge and skills, as well as their self-efficacy and motivation…

Hommes, Mark A.; Van der Molen, Henk T.

2012-01-01

372

The Development of Airline Pilot Skills through Simulated Practice  

Microsoft Academic Search

\\u000a Pilot education and training has historically been centred on knowledge of aircraft systems and flying skills. Additions to\\u000a pilot training syllabi over the years have generally occurred due to advances in technology that have required new skills\\u000a and knowledge to be taught. However, research into aviation accidents over the last 30 years has identified disconnects between\\u000a current syllabi and pilot

Timothy J. Mavin; Patrick S. Murray

373

The Investigation of Science Process Skills of Elementary School Teachers in Terms of Some Variables: Perspectives from Turkey  

ERIC Educational Resources Information Center

Individuals benefit from science process skills while trying to solve problems through research (Bagci-Kiliç, 2003). To solve these problems individuals must acquire sufficient science process skills. Teachers must be able to understand these skills so that students can obtain the required proficiency (Mutisya, Rotich & Rotich, 2013). This…

Aydogdu, Bülent; Erkol, Mehmet; Erten, Nuran

2014-01-01

374

Acquired Equivalence Changes Stimulus Representations  

ERIC Educational Resources Information Center

Acquired equivalence is a paradigm in which generalization is increased between two superficially dissimilar stimuli (or antecedents) that have previously been associated with similar outcomes (or consequents). Several possible mechanisms have been proposed, including changes in stimulus representations, either in the form of added associations or…

Meeter, M.; Shohamy, D.; Myers, C. E.

2009-01-01

375

Acquired malposition of the gallbladder.  

PubMed

A 59-year-old woman with a history of cirrhosis and portal hypertension underwent a planned laparoscopic cholecystectomy (LC) for long-standing cholelithiasis. Laparoscopy revealed the gallbladder extending to the left of the falciform ligament, an acquired malposition secondary to cirrhosis. Modification of the surgical approach allowed safe and successful completion of the procedure laparoscopically. PMID:25260427

Hossack, Martin; Date, Ravindra

2014-01-01

376

Chapter 5 Systemic Acquired Resistance  

Microsoft Academic Search

Systemic acquired resistance (SAR) is a form of induced resistance that is activated by pathogens that induce localized necrotic disease lesions or a hypersensitive response. A major characteristic of SAR is the broad spectrum nature of the protection it confers against a wide range of pathogens, although recent studies suggest that the resistance is most effective against biotrophic and hemibiotrophic

R. Hammerschmidt

2009-01-01

377

SYSTEMIC ACQUIRED RESISTANCE IN POTATO  

Technology Transfer Automated Retrieval System (TEKTRAN)

Systemic acquired resistance (SAR) is a defense mechanism that is increasingly being exploited for crop protection. However, successful utilization of SAR will likely require optimization of defense induction for each crop followed by a determination of the pathogens against which SAR is effective. ...

378

Open Mind Common Sense: Knowledge Acquisition from the General Public  

Microsoft Academic Search

Open Mind Common Sense is a knowledge acquisition system de- signed to acquire commonsense knowledge from the general public over the web. We describe and evaluate our first fielded system, which enabled the construction of a 450,000 assertion commonsense knowledge base. We then discuss how our second-generation system addresses weaknesses discovered in the first. The new system acquires facts, descriptions,

Push Singh; Thomas Lin; Erik T. Mueller; Grace Lim; Travell Perkins; Wan Li Zhu

2002-01-01

379

[The Strategic Organization of Skill  

NASA Technical Reports Server (NTRS)

Eye-movement software was developed in addition to several studies that focused on expert-novice differences in the acquisition and organization of skill. These studies focused on how increasingly complex strategies utilize and incorporate visual look-ahead to calibrate action. Software for collecting, calibrating, and scoring eye-movements was refined and updated. Some new algorithms were developed for analyzing corneal-reflection eye movement data that detect the location of saccadic eye movements in space and time. Two full-scale studies were carried out which examined how experts use foveal and peripheral vision to acquire information about upcoming environmental circumstances in order to plan future action(s) accordingly.

Roberts, Ralph

1996-01-01

380

Learning to hunt Crocodiles: social organization in the process of knowledge generation and the emergence of management practices among Mayan of Mexico  

PubMed Central

Background New kinds of knowledge, usage patterns and management strategies of natural resources emerge in local communities as a way of coping with uncertainty in a changing world. Studying how human groups adapt and create new livelihoods strategies are important research topics for creating policies in natural resources management. Here, we study the adoption and development of lagartos (Crocodylus moreletii) commercial hunting by Mayan people from a communal land in Quintana Roo state. Two questions guided our work: how did the Mayan learn to hunt lagartos? And how, and in what context, did knowledge and management practices emerge? We believe that social structures, knowledge and preexisting skills facilitate the hunting learning process, but lagarto ecological knowledge and organizational practice were developed in a “learning by doing” process. Methods We conducted free, semi-structured and in-depth interviews over 17 prestigious lagartos hunters who reconstructed the activity through oral history. Then, we analyzed the sources of information and routes of learning and investigated the role of previous knowledge and social organization in the development of this novel activity. Finally, we discussed the emergence of hunting in relation to the characteristic of natural resource and the tenure system. Results Lagarto hunting for skin selling was a short-term activity, which represented an alternative source of money for some Mayans known as lagarteros. They acquired different types of knowledge and skills through various sources of experience (individual practice, or from foreign hunters and other Mayan hunters). The developed management system involved a set of local knowledge about lagartos ecology and a social organization structure that was then articulated in the formation of “working groups” with particular hunting locations (rumbos and trabajaderos), rotation strategies and collaboration among them. Access rules and regulations identified were in an incipient state of development and were little documented. Conclusions In agreement to the hypothesis proposed, the Mayan used multiple learning paths to develop a new activity: the lagarto hunting. On the one hand, they used their traditional social organization structure as well as their culturally inherited knowledge. On the other hand, they acquired new ecological knowledge of the species in a learning-by-doing process, together with the use of other sources of external information. The formation of working groups, the exchange of information and the administration of hunting locations are similar to other productive activities and livelihood practiced by these Mayan. Skills such as preparing skins and lagartos ecological knowledge were acquired by foreign hunters and during hunting practice, respectively. We detected a feedback between local ecological knowledge and social organization, which in turn promoted the emergence of Mayan hunting management practices. PMID:23706104

2013-01-01

381

Biopharmaceutical Manufacturing Industry Skill Standards  

NSDL National Science Digital Library

This document from the Northeast Biomanufacturing Center and Collaborative offers an overview of the skills and knowledge necessary for success in the biopharmaceutical job market. It is designed for community college or technical college instructors helping students preparing to work in pharmaceutical companies, biotechnology companies and clinical laboratories. The document includes concrete information to help construct curriculum, courses and modules, and purchase equipment for education and training for ten biomanufacturing jobs including: Process Development Associate, Validation Specialist, Manufacturing Technician Upstream, Manufacturing Technician Downstream, Instrumentation/Calibration Technician, Chemistry QC Technician, Microbiology QC Technician, Environmental Health/Safety Technician, QA Documentation Coordinator, and Facilities Technician positions. A detailed job analysis including job functions, competencies, academic and technical knowledge, and familiarity with specific equipment/tools requirements are systematically presented for each position area.

Wallman, Sonia

2009-09-24

382

CONTENT KNOWLEDGE (Declarative Knowledge): Students in Political Science will demonstrate an understanding of concepts, theories, and facts about political structures and  

E-print Network

CONTENT KNOWLEDGE (Declarative Knowledge): Students in Political Science will demonstrate of the discipline. CONTENT KNOWLEDGE (Technical Skills): Students in Political Science will use a statistical. COMMUNICATION (Written Communication): Students in Political Science will write about political science

Fernandez, Eduardo

383

Training of Leadership Skills in Medical Education  

PubMed Central

Background: Effective team performance is essential in the delivery of high-quality health-care. Leadership skills therefore are an important part of physicians’ everyday clinical life. To date, the development of leadership skills are underrepresented in medical curricula. Appropriate training methods for equipping doctors with these leadership skills are highly desirable. Objective: The review aims to summarize the findings in the current literature regarding training in leadership skills in medicine and tries to integrate the findings to guide future research and training development. Method: The PubMED, ERIC, and PsycArticles, PsycINFO, PSYNDEX and Academic search complete of EBSCOhost were searched for training of leadership skills in medicine in German and English. Relevant articles were identified and findings were integrated and consolidated regarding the leadership principles, target group of training and number of participants, temporal resources of the training, training content and methods, the evaluation design and trainings effects. Results: Eight studies met all inclusion criteria and no exclusion criteria. The range of training programs is very broad and leadership skill components are diverse. Training designs implied theoretical reflections of leadership phenomena as well as discussions of case studies from practice. The duration of training ranged from several hours to years. Reactions of participants to trainings were positive, yet no behavioral changes through training were examined. Conclusions: More research is needed to understand the factors critical to success in the development of leadership skills in medical education and to adapt goal-oriented training methods. Requirements analysis might help to gain knowledge about the nature of leadership skills in medicine. The authors propose a stronger focus on behavioral training methods like simulation-based training for leadership skills in medical education. PMID:24282452

Kiesewetter, Jan; Schmidt-Huber, Marion; Netzel, Janine; Krohn, Alexandra C.; Angstwurm, Matthias; Fischer, Martin R.

2013-01-01

384

Service-Learning and Political Knowledge  

Microsoft Academic Search

Its proponents argue that the important cognitive effect of service-learning is increasing political knowledge. In this article, I enumerate additional skills of political thinking relevant to a civically engaged service-learning curriculum in political science. These skills include helping students: 1) develop interest in politics, 2) learn what their interests are, 3) participate and deliberate prudently, 4) listen politically, and 5)

Eric Gorham

2005-01-01

385

Skill set development of doctoral and post-doctoral graduates in life sciences.  

PubMed

Doctoral and post-doctoral training programs at leading research universities in the USA are highly important in generating the much needed knowledge in science, technology, engineering, and mathematics for keeping rural and urban economies strong and societies healthy and prosperous. In addition, innovative graduate and post doctoral research programs are the driving engines of the success of U.S. economy and have made the U.S. the most successful model of generating new knowledge in the broader areas of life sciences (and agricultural education, research, and extension). We need to do everything in our power to make these training programs innovative, collaborative, independent, and resourceful so that students are trained in different disciplines making them more flexible within a range of challenges and opportunities. The training programs must empower students to solve complex and interdisciplinary problems of the society in 21st century and make our students competitive within a global economic system, to improve the health of the nation's economy. If our land grant schools and institutions of higher learning are not preparing doctoral students to be globally competitive scientists to create new knowledge and technologies to solve complex and interdisciplinary problems of the 21st century, then either we need to redefine the mission of our land grant system or we risk losing our role to serve the public and industry effectively. Doctoral and post doctoral students should be given the needed skills and experiences to prepare them for tenure track faculty jobs at leading US Universities in the 21st century as well as prepare them for the world outside of academia. I would say minimum competency skills are needed as "bare survival skills" for all doctoral students to become successful after obtaining PhD degrees. Today's PhD students will be working in a global but highly competitive, rapidly changing, and complex world. It is no longer enough to be a good researcher and a good teacher; researchers and teachers must be good team players and leaders to lead interdisciplinary research programs, and exceptional managers to effectively manage their research staff, MS and PhD students, and post doctoral researchers. Doctoral students have exceptional opportunities during their PhD degree programs to acquire these skills from their world class supervisors and participate in available workshops on how to develop successful and winning grant proposals, improving communication skills, and participate in "future faculty programs" on their campuses. PMID:20491395

Kanwar, R S

2010-01-01

386

Nevada Skills Standards  

NSDL National Science Digital Library

This Nevada Department of Education Career & Technical Ed webpage hosts downloadable skills standards for various areas. Some areas of interest for the manufacturing industry are:Automotive Technology Computer-Aided Drafting & Design Metalworking Skills Standards Welding Skills Standards This resource is based on the Advanced Manufacturing Competency Model. A detailed description of the model is located at: http://www.careeronestop.org/CompetencyModel/pyramid.aspx?hg=Y

2009-11-26

387

Modified Cricothyroidotomy in Skill Laboratory  

PubMed Central

Introduction Unsuccessful tracheal intubation is considered the most common cause of anesthesia death or brain damage. This study delineates our experience recommending modifications in the cricothyroidotomy technique. Methods Thirty emergency medicine residents of participated in a study performed on the human simulator moulage in Skill Laboratory of Tabriz University of Medical Science. The cricothyroid membrane was punctured using a 16-gauge cannula. Later, J guide wire was advanced into trachea and standard 16-gauge intravenous cannula with a removable needle stylet withdrawn after the puncture being dilated by a dilator. Consequently, a cuffed tracheal tube (ID= 6) was introduced from the foramen. Results From 30 residents, 18 residents performed cricothyroidotomy within 1 minute, 7 residents in 2 minutes and 5 residents failed to fulfill the procedure. Conclusion Several studies using cadavers and human simulators have demonstrated the pre-hospital feasibility of this technique. However, descriptions of clinical pre-hospital experience with percutaneous cricothyroidotomy are limited. This study shows that skill lab may help residents to acquire techniques required in management of difficult airway. PMID:24250989

Soleimanpour, Hassan; Shams Vahdati, Samad; Mahmoodpoor, Ata; Rahimi Panahi, Jafar; Afhami, Mohammad Reza; Pouraghaei, Mahboub; Golzari, Samad EJ

2012-01-01

388

Promoting Students' Problem Solving Skills and Knowledge of STEM Concepts in a Data-Rich Learning Environment: Using Online Data as a Tool for Teaching about Renewable Energy Technologies  

ERIC Educational Resources Information Center

This study sought to compare a data-rich learning (DRL) environment that utilized online data as a tool for teaching about renewable energy technologies (RET) to a lecture-based learning environment to determine the impact of the learning environment on students' knowledge of Science, Technology, Engineering, and Math (STEM) concepts related…

Thurmond, Brandi

2011-01-01

389

UNF graduates of the B.A.E program in Art Education will demonstrate mastery of content knowledge and teaching skills through proficiency on course embedded assessments, activities, and critical task assessments in core, major, and clinical experiences at  

E-print Network

UNF graduates of the B.A.E program in Art Education will demonstrate mastery of content knowledge Statement Fdns & Secondary Ed - Art Education The Art Education program is designed to prepare a small but steady supply of art educators for K-12 schools in the Northeast Florida region. The program is designed

Asaithambi, Asai

390

EXPECT: Intelligent Support for Knowledge Base Refinement  

Microsoft Academic Search

Effective knowledge acquisition amounts to having good sources of expectations that can provide guidance about what knowledge needs to be acquired from users. Current approaches to knowledge acquisition often rely on strong models of the problem-solving method used in the task domain to form expectations. These methods are often implicit in the tool, which is a strong limitation for their

Cécile Paris; Yolanda Gil

1993-01-01

391

Knowledge Construction for Science Jobs: Employing Network Analysis to Identify the Scaffold of Competencies  

Microsoft Academic Search

How can we optimize knowledge uptake by exploring knowledge networks (knowledge spaces)? Such an optimization can significantly affect the work-related skills of the labor force yielding a better match to the requirements of the jobs, since every occupation requires a different mix of knowledge, skills, and abilities. In this paper, we identify critical competencies for a specific job family by

George Neofotistos; Nikitas Kastis

2008-01-01

392

Cogema acquires TOTAL's uranium assets  

SciTech Connect

On April 28, France's nuclear fuel cycle conglomerate Cogema and petroleum group TOTAL announced a plan in which Cogema will assume ownership of TOTAL's uranium assets worldwide, and as part of the deal, each firm will acquire shares of the other. On June 2, the agreement will be submitted to shareholders and, assuming it is approved, will go into effect this year. The agreement calls for TOTAL to acquire a 10.8-percent share in Cogema, thus becoming its first private sector shareholder, by underwriting a reserve capital increase of FF1.5 billion (approximately US$283 million). In return, Cogema will pay FF2.52 billion for approximately 4.3 percent of TOTAL, as part of a reserve capital increase totalling FF4.07 billion.

Not Available

1993-06-01

393

Community-acquired Acinetobacter infections  

Microsoft Academic Search

Acinetobacter infections have been attracting increasing attention during recent years because they have become common in hospitalized\\u000a patients, especially in the intensive care unit (ICU) setting. However, the available literature suggests that the pathogen\\u000a has another fearful potential; it can cause community-acquired infections. We searched PubMed and the reference lists of the\\u000a initially identified articles and identified six case series

M. E. Falagas; E. A. Karveli; I. Kelesidis; T. Kelesidis

2007-01-01

394

Familial and acquired hemophagocytic lymphohistiocytosis  

Microsoft Academic Search

Hemophagocytic lymphohistiocytosis (HLH) is a life-threatening condition of severe hyperinflammation caused by the uncontrolled\\u000a proliferation of activated lymphocytes and histiocytes secreting high amounts of inflammatory cytokines. Cardinal signs and\\u000a symptoms are prolonged fever, hepatosplenomegaly and pancytopenia. Characteristic biochemical markers include elevated triglycerides,\\u000a ferritin and low fibrinogen. HLH occurs on the basis of various inherited or acquired immune deficiencies. Impaired function

Gritta E. Janka

2007-01-01

395

Neuropsychological predictors of skills training for chronic psychiatric patients.  

PubMed

Measures of neuropsychological functioning were examined for their relationship to skills training ability. In a longitudinal design, 16 psychotic inpatients were followed during their involvement in a skills training program. The two training programs (Symptom Management and Medication Management) included daily 2-hour sessions over an 8-month period. Five clinical neuropsychological measures and three laboratory-based information processing measures were administered at baseline. The outcome variables included two measures of skill knowledge/ability and a measure of on-task behavior. Modest correlations were found between outcome measures and three types of predictors: serial verbal learning, susceptibility to distraction, and vigilance. These findings suggest that selected measures of neuropsychological functioning may help to target those cognitive abilities necessary for skill acquisition, and may aid in selecting patients most likely to benefit from skills training. PMID:1359595

Kern, R S; Green, M F; Satz, P

1992-09-01

396

Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children  

ERIC Educational Resources Information Center

The purpose of this study was to examine which emergent literacy skills contribute to preschool children's emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296 preschool children aged 4-5 years. Print knowledge and letter-writing skills made positive contributions to name…

Puranik, Cynthia S.; Lonigan, Christopher J.; Kim, Young-Suk

2011-01-01

397

The Effects of Post-Traumatic Stress Disorder on Children's Social Skills and Occupation of Play  

Microsoft Academic Search

The current study examines the effects of post-traumatic stress disorder (PTSD) on school-aged children's social skills and occupation of play. This knowledge will facilitate occupational therapists in identifying children with PTSD and subsequently referring these children for further services. Past studies have demonstrated a detrimental effect of PTSD on children's social skills, although the effect on play skills has received

Mari Kjorstad; Sara Ohare; Kathleen Soseman; Colleen Spellman; Paule Thomas

2005-01-01

398

Evidence-Based Social Skills Training for Adolescents with Autism Spectrum Disorders: The UCLA PEERS Program  

ERIC Educational Resources Information Center

The present study examines the efficacy and durability of the PEERS Program, a parent-assisted social skills group intervention for high-functioning adolescents with ASD. Results indicate that teens receiving PEERS significantly improved their social skills knowledge, social responsiveness, and overall social skills in the areas of social…

Laugeson, Elizabeth A.; Frankel, Fred; Gantman, Alexander; Dillon, Ashley R.; Mogil, Catherine

2012-01-01

399

A Practical Skills Model for Effectively Engaging Clients in Multicultural Settings  

ERIC Educational Resources Information Center

The Practical Skills Model of Multicultural Engagement represents an attempt to create a means for moving beyond the development of knowledge and awareness into the development of skills that will assist practitioners to practice in a culturally competent manner. The model builds on basic counseling skills, combining them with specific approaches…

Alberta, Anthony J.; Wood, Anita H.

2009-01-01

400

Skills Needs Assessment Process To Support Economic Development. HRD & ALL Research Series. Paper 90-01.  

ERIC Educational Resources Information Center

The purpose of skills-training needs-assessment is to identify what type of skills and knowledge are needed to support economic strategies and, as a result, improve organizational decisionmaking related to training investments and general work force development. This paper presents findings of 11 skills-retraining, needs-assessment,…

Geroy, Gary D.; Kaman, Vickie

401

High-Fidelity Simulation in Nursing Practice: The Impact on Nurses' Knowledge Acquisition, Satisfaction, and Self-Confidence  

ERIC Educational Resources Information Center

Nurses require ongoing opportunities to expand knowledge and skills; this expansion of knowledge and skills is one aspect of continued competence. One method that may be used to maintain and refine knowledge and skills is participation in continuing education activities. However, there has been little inquiry into creative strategies used in…

Square, Nicole Decuir

2012-01-01

402

Critical Thinking Skills.  

ERIC Educational Resources Information Center

This issue of a quarterly newsletter focuses on the theme of critical thinking skills. "Critical Thinking Skills: An Interview with Dr. Richard Paul" (Barbara Christopher) is the text of an interview in which the director of research at Sonoma State University's Center for Critical Thinking examines the meaning of critical thinking and the ways…

Word's Worth: A Quarterly Newsletter of the Lifelong Learning Network, 1998

1998-01-01

403

Early Communicative Skills.  

ERIC Educational Resources Information Center

Intended for parents and teachers, the manual offers guidelines for developing communication skills in severely and profoundly mentally handicapped children. An introduction helps the reader determine a suitable starting point and provides a description of early communication skills; Part II describes the five stages in communication development.…

MacKay, Gilbert F.; Dunn, William R.

404

Electromechanical Technician Skills Questionnaire.  

ERIC Educational Resources Information Center

This document contains test items to measure the job skills of electromechanical technicians. Questions are organized in four sections that cover the following topics: (1) shop math; (2) electricity and electronics; (3) mechanics and machining; and (4) plumbing, heating, ventilation and air conditioning, and welding skills. Questions call for…

Anoka-Hennepin Technical Coll., Minneapolis, MN.

405

LabSkills  

ERIC Educational Resources Information Center

This article describes LabSkills, a revolutionary teaching tool to improve practical science in schools. LabSkills offers the chance to help improve the exposure that the average Key Stage 5 (age 16-19) student has to practical work. This is a huge area for development being highlighted by universities who are seeing a worryingly growing trend in…

O'Brien, Nick

2010-01-01

406

More Life Skills.  

ERIC Educational Resources Information Center

Designed to supplement already existing life skills instructional materials, this manual consists of 30 lessons to help students develop general, transferrrable skills in four areas--attending behaviors, cognition, self-management, and critical thinking. The following topics are among those covered in the lessons: eye contact, body posture,…

Hearn, Joan

407

Michigan Consumer Education Skills.  

ERIC Educational Resources Information Center

The booklet identifies consumer skills which a committee of the Michigan Consumers Council believes are essential for students to master prior to graduation from high school. The purpose of the document is to give direction to school districts and teachers on which consumer education skills are needed. The booklet does not contain teaching methods…

Michigan State Consumers Council, Lansing.

408

Skills for the Future.  

ERIC Educational Resources Information Center

This publication contains two miniunits to help students in grades 7-12 build skills for the future. The exercises can also be adapted for use in grades 4-6. Each of the miniunits contains several exercises to build specific skills. Miniunit One, "The Arithmetic of Growth," deals with two concepts--exponential growth and doubling time. These two…

Smith, Gary R.

409

Building Science Process Skills  

NSDL National Science Digital Library

A well-designed and executed field trip experience serves not only to enrich and supplement course content, but also creates opportunities to build basic science process skills. This article describes an onsite trip to the Bronx Zoo that allowed collaborating students to develop acquisitive and organizational skills while exploring rain forest habitat characteristics and species diversity.

Anthony V. DeFina

2006-01-01

410

Elementary TIG Welding Skills.  

ERIC Educational Resources Information Center

The text was prepared to help deaf students develop the skills needed by an employed welder. It uses simplified language and illustrations to present concepts which should be reinforced by practical experience with welding skills. Each of the 12 lessons contains: (1) an information section with many illustrations which presents a concept or…

Pierson, John E., III

411

Decision-Making Skills.  

ERIC Educational Resources Information Center

The issue emphasizes decision-making skills. Human beings are constantly confronted with choices in all aspects of life. The five basic skill categories in the decision-making process are identified and explained: (1) Conceptualizing; (2) Sequencing; (3) Creating Alternative Sequences; (4) Evaluating Alternatives; and (5) Implementing a Decision.…

Hartoonian, H. Michael; Laughlin, Margaret A.

1986-01-01

412

Not-so-Soft Skills  

ERIC Educational Resources Information Center

Much recent discussion about the skills needed to secure Britain's economic recovery has focused on skills for employability. However, too often, these fundamental skills are understood in narrow functional or vocational terms. So-called "soft skills", what Penelope Tobin, in her 2008 paper "Soft Skills: the hard facts", terms "traits and…

Curran, Mary

2010-01-01

413

Teachers' Metacognitive Knowledge and the Instruction of Higher Order Thinking.  

ERIC Educational Resources Information Center

Investigated teachers' declarative metacognitive knowledge of higher-order thinking skills in the context of an inservice project designed to foster higher-order thinking in junior high school science classes. The study found that teachers' intuitive knowledge of metacognition of thinking skills was unsatisfactory for the purpose of teaching…

Zohar, Anat

1999-01-01

414

Towards a System Support of Collaborative Knowledge Work  

E-print Network

in developed countries. Leveraging their expertise, skills, and experiences, knowledge workers daily deal, and thereby it cannot be pre-specified like routine work. The lack of an appropriate context and process their distinguished skills, gained experiences, and expertise, knowledge workers (e.g., doctors, engineers

Ulm, Universität

415

Divergent Development of Manual Skills in Children Who Are Blind or Sighted  

ERIC Educational Resources Information Center

This empirical study compared the average ages at which four children with congenital blindness acquired 32 fine motor skills with age norms for sighted children. The results indicated that the children experienced extreme developmental delays in the acquisition of manual skills and a high degree of variability in developmental delays within and…

Brambring, Michael

2007-01-01

416

"No One Ever Showed Me Nothing": Skill and Self-Making among Trinidadian Garment Workers  

ERIC Educational Resources Information Center

This article examines the relationship between skill acquisition and the constitution of economic selfhood in Trinidad. Drawing on ethnographic fieldwork among garment workers in a context of industrial decline, I show how their formal, informal, and illicit means of acquiring sewing skills are inextricably linked to the fragmented and unstable…

Prentice, Rebecca

2012-01-01

417

Robot Skill Learning Jan Peters, Katharina Mulling, Jens Kober, Duy Nguyen-Tuong, Oliver Kromer 1  

E-print Network

Robot Skill Learning Jan Peters, Katharina M¨ulling, Jens Kober, Duy Nguyen-Tuong, Oliver Kr¨omer 1 Abstract. Learning robots that can acquire new motor skills and re- fine existing ones have been a long standing vision of robotics, artifi- cial intelligence, and the cognitive sciences. Early steps towards

418

Another Look at the Relative Impact of Workplace Design on Training Transfer for Supervisory Communication Skills  

ERIC Educational Resources Information Center

This ethnographic study extends the findings of earlier research that authenticated the impact of workplace design features on newly acquired communication skills back on the job. The qualitative nature of the earlier study, however, limited quantitative measurement of workplace design features that may have an impact on learned skills. This study…

Hillsman, Terron L.; Kupritz, Virginia W.

2010-01-01

419

The Development of Adaptive Skills in Young People with Down Syndrome  

ERIC Educational Resources Information Center

Background: To help children with Down syndrome reach optimum levels of adaptive behaviour, caretakers need to know how and to what extent children with Down syndrome acquire adaptive skills. Method: The adaptive levels of motor, daily living, communicative and social behavioural skills were determined in a group of 984 Dutch children with Down…

Van Duijn, G.; Dijkxhoorn, Y.; Scholte, E. M.; Van Berckelaer-Onnes, I. A.

2010-01-01

420

Soft Skills in the Development of Team-Based Electronic Learning Portfolio  

Microsoft Academic Search

The top qualities of an effective engineer include not only technical competence but also soft skills which may be hard to acquire while already on the job. Fulfilling stakeholders’ demand, educators design the curriculum for engineering programs with the objectives of producing graduates capable in not only technical competence but also possess the equally important soft skills. This calls for

Azizan Zainal Abidin; Fatimah Saleh

2010-01-01

421

The Learning and Development of Low-Skilled Workers Training to Become Surgical Technologists  

ERIC Educational Resources Information Center

The purpose of this case study was to explore how low-skilled workers who participated in a health care training program learned to acquire the technical, cognitive, and developmental competencies they needed to gain skilled employment in higher-level positions in the field and thus advance their careers. The data methods used were: (1) in-depth…

Dyer, Judith Sandra

2010-01-01

422

Divergent Development of Gross Motor Skills in Children Who Are Blind or Sighted  

ERIC Educational Resources Information Center

This empirical study compared the average ages at which four congenitally blind children acquired 29 gross motor skills with age norms for sighted children. The results indicated distinct developmental delays in the acquisition of motor skills and a high degree of variability in developmental delays within and across the six subdomains that were…

Brambring, Michael

2006-01-01

423

High skills pay off: the changing wage structure during economic transition in Poland  

Microsoft Academic Search

Economic transition turns the inherited wage structure upside down. Changes are rapid and dramatic. The Polish example shows that even in the first year of market-oriented reforms, there was a marked increase in earnings inequality, a dramatic rise in the wage premium for white-collar skills, and a significant jump in the returns to education. In contrast, skills acquired under the

Jan Rutkowski

1996-01-01

424

College Curriculum Competencies and Skills Former Students Found Essential to Their Careers  

ERIC Educational Resources Information Center

In this paper, the author examines college curriculum competencies and skills acquired in college education that former students report as most essential to improve their career experiences. Multivariate analysis indicates that despite the technological changes occurring in places of work, skills in oral communication, written communication,…

Zekeri, Andrew A.

2004-01-01

425

Skills for a New Century. A Blueprint for Lifelong Learning.  

ERIC Educational Resources Information Center

A group of leaders from business, organized labor, education, and government convened by Vice President Gore synthesized current thinking and promising practices on work force learning and issued recommendations to help Americans acquire the skills they need for the 21st century workplace. Four key recommendations were made for work force learning…

Office of the Vice President, Washington, DC.

426

The Design of an Individualized Perceptual Skills Curriculum.  

ERIC Educational Resources Information Center

The purpose of this individualized perceptual skills curriculum is to ensure that each child acquires facility in processing concrete information before being exposed to abstraction demands of an academic program. The four major curriculum areas described are general motor, visual motor, auditory motor, and integrative. Unit areas are defined,…

Rosner, Jerome

427

Gross Motor Skill Acquisition in Adolescents with Down Syndrome  

ERIC Educational Resources Information Center

The purpose of this study was to assess whether verbal-motor performances deficits exhibited by individuals with Down syndrome limited their ability to acquire gross motor skills when given visual and verbal instruction together and then transferred to either a visual or verbal instructional mode to reproduce the movement. Nine individuals with…

Meegan, Sarah; Maraj, Brian K. V.; Weeks, Daniel; Chua, Romeo

2006-01-01

428

Accident Avoidance Skill Training and Performance Testing. Final Report.  

ERIC Educational Resources Information Center

A two-phased study was conducted to determine the feasibility of training drivers to acquire skills needed to avoid critical conflict motor vehicle accidents, and to develop the procedures and materials necessary for such training. Basic data were derived from indepth accident investigations and task analyses of driver behavior. Principal…

Hatterick, G. Richard; Barthurst, James R.

429

The Pace of Vocabulary Growth Helps Predict Later Vocabulary Skill  

ERIC Educational Resources Information Center

Children vary widely in the rate at which they acquire words--some start slow and speed up, others start fast and continue at a steady pace. Do early developmental variations of this sort help predict vocabulary skill just prior to kindergarten entry? This longitudinal study starts by examining important predictors (socioeconomic status [SES],…

Rowe, Meredith L.; Raudenbush, Stephen W.; Goldin-Meadow, Susan

2012-01-01

430

Assessment of Inquiry Skills in the SAILS Project  

ERIC Educational Resources Information Center

Inquiry provides both the impetus and experience that helps students acquire problem solving and lifelong learning skills. Teachers on the Strategies for Assessment of Inquiry Learning in Science Project (SAILS) strengthened their inquiry pedagogy, through focusing on seeking assessment evidence for formative action. This paper reports on both the…

Harrison, Chris

2014-01-01

431

Towards an Integrated Model for Developing Sustainable Assessment Skills  

ERIC Educational Resources Information Center

One of the goals of current education is to ensure that graduates can act as independent lifelong learners. Graduates need to be able to assess their own learning and interpret assessment results. The central question in this article is how to acquire sustainable assessment skills, enabling students to assess their performance and learning…

Fastre, Greet M. J.; van der Klink, Marcel R.; Sluijsmans, Dominique; van Merrienboer, Jeroen J. G.

2013-01-01

432

Information Literacy: Pathways to Knowledge.  

ERIC Educational Resources Information Center

Discussion of the new information-literacy standards authored by the American Association of School Librarians (AASL) and the Association for Educational Communications and Technology (AECT) focuses on a new information process model, "Pathways to Knowledge: Follett's Information Skills Model." Topics include the role of teacher-librarians, and…

Harada, Violet; Tepe, Ann

1998-01-01

433

The inhibition of acquired fear.  

PubMed

A conditioned stimulus (CS) associated with a fearsome unconditioned stimulus (US) generates learned fear. Acquired fear is at the root of a variety of mental disorders, among which phobias, generalized anxiety, the posttraumatic stress disorder (PTSD) and some forms of depression. The simplest way to inhibit learned fear is to extinguish it, which is usually done by repeatedly presenting the CS alone, so that a new association, CS-"no US", will eventually overcome the previously acquired CS-US association. Extinction was first described by Pavlov as a form of "internal inhibition" and was recommended by Freud and Ferenczi in the 1920s (who called it "habituation") as the treatment of choice for phobic disorders. It is used with success till this day, often in association with anxiolytic drugs. Extinction has since then been applied, also successfully and also often in association with anxiolytics, to the treatment of panic, generalized anxiety disorders and, more recently, PTSD. Extinction of learned fear involves gene expression, protein synthesis, N-methyl-D-aspartate (NMDA) receptors and signaling pathways in the hippocampus and the amygdala at the time of the first CS-no US association. It can be enhanced by increasing the exposure to the "no US" component at the time of behavioral testing, to the point of causing the complete uninstallment of the original fear response. Some theorists have recently proposed that reiteration of the CS alone may induce a reconsolidation of the learned behavior instead of its extinction. Reconsolidation would preserve the original memory from the labilization induced by its retrieval. If true, this would of course be disastrous for the psychotherapy of fear-motivated disorders. Here we show that neither the CS nor retrieval cause anything remotely like reconsolidation, but just extinction. In fact, our findings indicate that the reconsolidation hypothesis is essentially incorrect, at least for the form of contextual fear most commonly studied in rodents. Therefore, it seems safe to continue using extinction-based forms of therapy for disorders secondary to acquired fear. Further, it is useful and desirable to device procedures by which the "no US" component of the extinction is strengthened in order to alleviate the symptoms of victims of acquired fear. PMID:15325957

Izquierdo, Iván; Cammarota, Martín; Vianna, Mónica M R; Bevilaqua, Lía R M

2004-01-01

434

Acquired smooth-muscle hamartoma.  

PubMed

A 52-year-old woman presented with an occasionally pruritic, hyperpigmented and hypertrichotic, indurated plaque on the left upper arm that initially developed during childhood. Histopathologic examination showed changes that were consistent with a smooth-muscle hamartoma. Cutaneous smooth-muscle hamartomas are uncommon benign neoplasms. Most lesions are congenital, but there have been a few reports of acquired lesions. These lesions have been described as part of a spectrum of neoplasms that include Becker nevi since they share many clinical and histopathologic features. PMID:19891920

Yancovitz, Molly; Gonzalez, Mercedes E; Votava, Henry J; Walters, Ruth; Kundu, Roopal; Shupack, Jerome L

2009-01-01

435

Demand for Skills Spurs Market To Manage Workforce Pipeline.  

ERIC Educational Resources Information Center

Knowledge supply chains are market-driven, competency-based systems in which education and training are aligned to help employers, educators, workers, and students navigate more effectively in the global economy. Three key trends warrant attention in today's global economy: (1) knowledge and skill needs are escalating and changing rapidly; (2)…

WorkAmerica, 1999

1999-01-01

436

Diagrammatic Reasoning Skills of Pre-Service Mathematics Teachers  

ERIC Educational Resources Information Center

This study attempted to explore a possible relationship between diagrammatic reasoning and geometric knowledge of pre-service mathematics teachers. Diagrammatic reasoning skills, as a sequence of steps from visualization, to interpretation, to formalisms, are at the core of teachers' content knowledge for teaching. However, there is no course…

Karrass, Margaret

2012-01-01

437

Teaching functional community skills to autistic children using nonhandicapped peer tutors.  

PubMed Central

In this study, two autistic children were paired with normal peers who, after pretraining sessions, taught community skills to the autistic children. Data were collected during three conditions: baseline, modeling, and peer tutoring. Results demonstrated that no identified skills were acquired during the baseline and modeling conditions. However, direct instruction of each child by a peer tutor resulted in the learning and maintenance of functional community skills. PMID:4086415

Blew, P A; Schwartz, I S; Luce, S C

1985-01-01

438

Wages and Skills Utilization: Effect of Broad Skills and Generic Skills on Wages in Singapore  

ERIC Educational Resources Information Center

Many people go for training to upgrade their skills which is hoped to pave the way for better pay. But what are the kinds of skills that really affect wages? Employers have emphasized the value of generic skills such as interpersonal and communication skills, teamwork and problem solving. Does possession of these skills translate to at least the…

Ramos, Catherine R.; Ng, Michael Chi Man; Sung, Johnny; Loke, Fiona

2013-01-01

439

MindNet: Acquiring and Structuring Semantic Information from Text  

Microsoft Academic Search

As a lexical knowledge base constructed automatically from the definitions and example sentences in two machine-readable dictionaries (MRDs), MindNet embodies several features that distinguish it from prior work with MRDs. It is, however, more than this static resource alone. MindNet represents a general methodology for acquiring, structuring, accessing, and exploiting semantic information from natural language text. This paper provides an

Stephen D. Richardson; William B. Dolan; Lucy Vanderwende

1998-01-01

440

Action video game play and transfer of navigation and spatial cognition skills in adolescents who are blind  

PubMed Central

For individuals who are blind, navigating independently in an unfamiliar environment represents a considerable challenge. Inspired by the rising popularity of video games, we have developed a novel approach to train navigation and spatial cognition skills in adolescents who are blind. Audio-based Environment Simulator (AbES) is a software application that allows for the virtual exploration of an existing building set in an action video game metaphor. Using this ludic-based approach to learning, we investigated the ability and efficacy of adolescents with early onset blindness to acquire spatial information gained from the exploration of a target virtual indoor environment. Following game play, participants were assessed on their ability to transfer and mentally manipulate acquired spatial information on a set of navigation tasks carried out in the real environment. Success in transfer of navigation skill performance was markedly high suggesting that interacting with AbES leads to the generation of an accurate spatial mental representation. Furthermore, there was a positive correlation between success in game play and navigation task performance. The role of virtual environments and gaming in the development of mental spatial representations is also discussed. We conclude that this game based learning approach can facilitate the transfer of spatial knowledge and further, can be used by individuals who are blind for the purposes of navigation in real-world environments. PMID:24653690

Connors, Erin C.; Chrastil, Elizabeth R.; Sánchez, Jaime; Merabet, Lotfi B.

2014-01-01

441

Action video game play and transfer of navigation and spatial cognition skills in adolescents who are blind.  

PubMed

For individuals who are blind, navigating independently in an unfamiliar environment represents a considerable challenge. Inspired by the rising popularity of video games, we have developed a novel approach to train navigation and spatial cognition skills in adolescents who are blind. Audio-based Environment Simulator (AbES) is a software application that allows for the virtual exploration of an existing building set in an action video game metaphor. Using this ludic-based approach to learning, we investigated the ability and efficacy of adolescents with early onset blindness to acquire spatial information gained from the exploration of a target virtual indoor environment. Following game play, participants were assessed on their ability to transfer and mentally manipulate acquired spatial information on a set of navigation tasks carried out in the real environment. Success in transfer of navigation skill performance was markedly high suggesting that interacting with AbES leads to the generation of an accurate spatial mental representation. Furthermore, there was a positive correlation between success in game play and navigation task performance. The role of virtual environments and gaming in the development of mental spatial representations is also discussed. We conclude that this game based learning approach can facilitate the transfer of spatial knowledge and further, can be used by individuals who are blind for the purposes of navigation in real-world environments. PMID:24653690

Connors, Erin C; Chrastil, Elizabeth R; Sánchez, Jaime; Merabet, Lotfi B

2014-01-01

442

Domain knowledge acquisition via language grounding  

E-print Network

This thesis addresses the language grounding problem at the level of word relation extraction. We propose methods to acquire knowledge represented in the form of relations and utilize them in two domain applications, ...

Lei, Tao, S.M. Massachusetts Institute of Technology

2013-01-01

443

Individual Differences in Conceptual and Procedural Knowledge when Learning Fractions  

ERIC Educational Resources Information Center

Previous research on children's conceptual and procedural understanding of fractions, and other arithmetic skills, has led to contradictory conclusions. Some research suggests that children learn conceptual knowledge before procedural knowledge, some suggests that they learn procedural knowledge before conceptual knowledge, and other research…

Hallett, Darcy; Nunes, Terezinha; Bryant, Peter

2010-01-01

444

The Costs of Knowledge  

NASA Technical Reports Server (NTRS)

Acquiring knowledge-genuinely learning something new-requires the consent and commitment of the person you're trying to learn from. In contrast to information, which can usually be effectively transmitted in a document or diagram, knowledge comes from explaining, clarifying, questioning, and sometimes actually working together. Getting this kind of attention and commitment often involves some form of negotiation, since even the most generous person's time and energy are limited. Few experts sit around waiting to share their knowledge with strangers or casual acquaintances. In reasonably collaborative enterprises- I think NASA is one-this sort of negotiation isn't too onerous. People want to help each other and share what they know, so the "cost" of acquiring knowledge is relatively low. In many organizations (and many communities and countries), however, there are considerable costs associated with this activity, and many situations in which negotiations fail. The greatest knowledge cost is in and adopting knowledge to one's own use. Sometimes this means formally organizing what one learns in writing. Sometimes it means just taking time to reflect on someone else's thoughts and experiences-thinking about knowledge that is not exactly what you need but can lead you to develop ideas that will be useful. A long, discursive conversation, with all the back-and-forth that defines conversation, can be a mechanism of knowledge exchange. I have seen many participants at NASA APPEL Masters Forums talking, reflecting, and thinking-adapting what they are hearing to their own needs. Knowledge transfer is not a simple proposition. An enormous amount of information flows through the world every day, but knowledge is local, contextual, and "stickyn-that is, it takes real effort to move it from one place to another. There is no way around this. To really learn a subject, you have to work at it, you have to pay your "knowledge dues." So while, thanks to advances in technology, almost infinite amounts of information are instantly available, it still takes the same amount of time and work to learn French as it did in the year 1800-or to master physics or philosophy.

Prusak, Laurence

2008-01-01

445

Foodborne listeriosis acquired in hospitals.  

PubMed

Listeriosis is characterized by bacteremia or meningitis. We searched for listeriosis case series and outbreak investigations published in English by 2013, and assessed the strength of evidence for foodborne acquisition among patients who ate hospital food. We identified 30 reports from 13 countries. Among the case series, the median proportion of cases considered to be hospital-acquired was 25% (range, 9%-67%). The median number of outbreak-related illnesses considered to be hospital-acquired was 4.0 (range, 2-16). All patients were immunosuppressed in 18 of 24 (75%) reports with available data. Eight outbreak reports with strong evidence for foodborne acquisition in a hospital implicated sandwiches (3 reports), butter, precut celery, Camembert cheese, sausage, and tuna salad (1 report each). Foodborne acquisition of listeriosis among hospitalized patients is well documented internationally. The number of listeriosis cases could be reduced substantially by establishing hospital policies for safe food preparation for immunocompromised patients and by not serving them higher-risk foods. PMID:24846635

Silk, Benjamin J; McCoy, Morgan H; Iwamoto, Martha; Griffin, Patricia M

2014-08-15

446

Teaching mental health skills to general practitioners and medical officers.  

PubMed

David Goldberg opened by describing the research that had led up to the present WPA teaching package. Early research had demonstrated that many psychological illnesses were not detected in primary care settings (Goldberg & Huxley 1980; ibid 1992), and these findings have been replicated in 14 centres round the world, with broadly similar results (Ustun & Sartorius 1995). We have found that in the UK the problem is not defects in factual knowledge, but not having clinical skills to assist in the management of mental disorders in general medical settings. The clinical skills needed in primary care are seldom taught in medical schools, and cannot be learned by listening to a lecture: it is necessary to practice them after they have been demonstrated. To do this it is convenient to break complex clinical skills down into their components: these are called "micro-skills", and we will deal later with the way in which these are taught. The most powerful method for improving mental health skills in this setting is to provide doctors with feedback--either video or audio--of their interview with real patients. The emphasis of such teaching must be on the interview techniques used by the doctor, rather than the clinical problems displayed by the particular patient being interviewed (Gask et al 1991). The problem with this is that video-feedback teaching of the necessary type is not always available, so we have developed videotapes that we can send out to distant locations, and which focus the attention of both local tutor and postgraduates on what should be learned. Because it is essential that most of the teaching is done by the live teacher rather than the videotape, there are always several "discussion points" so that postgraduates can ask questions, or describe their own way of dealing with particular situations. The videotapes are supplied together with teaching notes for the tutor, power points slides which can be adapted to suit local conditions, "role plays" to allow postgraduates to practice each skill they wish to learn, and other support materials. There is also a paper written by ourselves in association with Norman Sartorius, who has encouraged us to prepare the teaching package under the auspices of the WPA. Linda Gask described the process of teaching specific 'microskills', by working through how the skills necessary for the management of people who present in primary and general medical settings have been described and taught in the UK (see box 1). A model of the strategies and skills to be [figure: see text] taught was first developed utilizing the experience professionals and teachers from both primary care and mental health. A videotape was produced in which the skills to be acquired were demonstrated by real primary care doctors in role-played interviews with the addition of subtitles to label particular skills. The videotape is then utilised in a group teaching session to model the specific component skills of the model or 'microskills' to the participants in order to demonstrate exactly how the strategies of the model are applied in a real consultation. Watching the videotape will not however change behaviour. To do this, it is necessary to role-play brief scenarios so that the professional is able to practice the actual words he or she would use. This role-play work may be carried out in pairs, with one doctor playing the professional and the other playing the patient, or in threes, with the addition of an observer who ensures that the participants keep to the task. At the end of the role-play all participants provide feedback. These methods are described in much more detail in Gask (1999). Finally, there is also the possibility of videotaping one of these role-played interviews and teaching on this tape with the group as a whole. The specific skills and methods required to do this are described in much more detail along with the research evidence for these methods in Gask (1998). Our approach to facilitating the group in the exercise of videofeedback teaching is summarised in b

Goldberg, David; Gask, Linda

2002-01-01

447

7 CFR 926.10 - Acquire.  

Code of Federal Regulations, 2011 CFR

...COLLECTION, REPORTING AND RECORDKEEPING REQUIREMENTS APPLICABLE TO CRANBERRIES NOT SUBJECT TO THE CRANBERRY MARKETING ORDER § 926.10 Acquire. Acquire means to obtain cranberries by any means whatsoever for the purpose of handling...

2011-01-01

448

7 CFR 926.10 - Acquire.  

...COLLECTION, REPORTING AND RECORDKEEPING REQUIREMENTS APPLICABLE TO CRANBERRIES NOT SUBJECT TO THE CRANBERRY MARKETING ORDER § 926.10 Acquire. Acquire means to obtain cranberries by any means whatsoever for the purpose of handling...

2014-01-01

449

7 CFR 926.10 - Acquire.  

Code of Federal Regulations, 2012 CFR

...COLLECTION, REPORTING AND RECORDKEEPING REQUIREMENTS APPLICABLE TO CRANBERRIES NOT SUBJECT TO THE CRANBERRY MARKETING ORDER § 926.10 Acquire. Acquire means to obtain cranberries by any means whatsoever for the purpose of handling...

2012-01-01

450

7 CFR 926.10 - Acquire.  

Code of Federal Regulations, 2010 CFR

...COLLECTION, REPORTING AND RECORDKEEPING REQUIREMENTS APPLICABLE TO CRANBERRIES NOT SUBJECT TO THE CRANBERRY MARKETING ORDER § 926.10 Acquire. Acquire means to obtain cranberries by any means whatsoever for the purpose of handling...

2010-01-01

451

7 CFR 926.10 - Acquire.  

Code of Federal Regulations, 2013 CFR

...COLLECTION, REPORTING AND RECORDKEEPING REQUIREMENTS APPLICABLE TO CRANBERRIES NOT SUBJECT TO THE CRANBERRY MARKETING ORDER § 926.10 Acquire. Acquire means to obtain cranberries by any means whatsoever for the purpose of handling...

2013-01-01

452

A knowledge continuity management program for the energy, infrastructure and knowledge systems center, Sandia National Laboratories  

Microsoft Academic Search

A growing recognition exists in companies worldwide that, when employees leave, they take with them valuable knowledge that is difficult and expensive to recreate. The concern is now particularly acute as the large ''baby boomer'' generation is reaching retirement age. A new field of science, Knowledge Continuity Management (KCM), is designed to capture and catalog the acquired knowledge and wisdom

Menicucci; David F

2006-01-01

453

Management of acquired haemophilia A.  

PubMed

Acquired haemophilia A is an auto-immune disease caused by an inhibitory antibody to factor VIII. The pattern of bleeding varies but patients remain at risk of life threatening bleeding until the inhibitor has been eradicated. The cornerstones of management are; rapid and accurate diagnosis, control of bleeding, investigation for an underlying cause and eradication of the inhibitor by immunosuppression. Patients should always be managed jointly with a specialist centre even if they present without significant bleeding. Despite an extensive literature, few controlled data are available and treatment guidelines are based on expert opinion. To treat bleeds recombinant factor VIIa and activated prothrombin complex concentrate are equally efficacious but both are superior to factor VIII or desmopressin. Immunosuppression should be started as soon as the diagnosis is made. Commonly used regimens are steroids alone or combined with cytotoxic agents. Rituximab is being used more widely but current evidence does not suggest that it improves outcomes or reduces side effects. PMID:21781259

Collins, P W

2011-07-01

454

Acquired hemophilia: a case report.  

PubMed

Acquired hemophilia is a severe bleeding diathesis that affects both males and females. It is caused by suddenly appearing autoantibodies that interfere with coagulation factor VIII activity. This disorder is characterized by spontaneous and post-traumatic subcutaneous bleeds and massive mucosal hemorrhages. We report in the current article a case of acute renal failure and bleeding from the urinary tract caused by idiopathic acquired hemophilia in a 54-year-old woman. Hemostatic tests indicated prolonged activated partial thromboplastin time (APTT) to 107.8 sec (norm 26-36 sec), normal value of the prothrombin index which was 82% (norm 70-130%), increased fibrinogen concentration to 583 mg/dl (normal value 200-400 mg/dl), the bleeding time was 5 min and 20 s (norm < 10 min) and the platelet count was 366 x 10(9)/l (norm 130-400 x10(9)/l). The autoantibody against factor VIII in a titer of 121 Bethesda Units/ml (BU/ml) and decreased factor VIII activity to 2% (norm 50-150%) with normal plasma concentration of factor IX. Activated (FEIBA, Baxter) and nonactivated prothrombin complex concentrates (factor IX concentrate) have been used in the treatment of bleeding episode. Immunosuppressive treatment with the combination of oral prednisone 60 mg/24h and cyclophosphamide 150 mg/24h was administered in order to remove the factor VIII inhibitor. Reduction of the factor VIII inhibitor titer to 38 BU/ml and increase of factor VIII activity to 4% was initially achieved. This treatment has been continued for two years and led to normalization of hemostatic parameters (APTT 26 sec, factor VIII activity 108%) which means a total removal of factor VIII inhibitor. PMID:18575423

Flisi?ski, Mariusz; Windyga, Jerzy; Stefa?ska, Ewa; Huszcza, S?awomir; Donderski, Rafa?; Manitius, Jacek

2008-04-01

455

Calculus Instructors' Responses to Prior Knowledge Errors  

ERIC Educational Resources Information Center

This study investigates the responses to prior knowledge errors that Calculus I instructors make when assessing students. Prior knowledge is operationalized as any skill or understanding that a student needs to successfully navigate through a Calculus I course. A two part qualitative study consisting of student exams and instructor interviews was…

Talley, Jana Renee

2009-01-01

456

Improving visual skills: a new internet application  

NASA Astrophysics Data System (ADS)

The object of this paper is to describe an internet-based system and technique for improving performance on visuomotor tasks. The technique can be used in any setting where the internet can be accessed, and can be adapted for improving a variety of visual tasks. Sample learning curves for acquiring the visual skills of accommodative facility, saccadic tracking and binocular fusion are presented, from three subjects ages 7 and 9, including one child diagnosed with autism. The database structure of the system allows powerful data storage and retrieval options for use in providing feedback on performance, online monitoring of progress by an external observer, and statistical analysis of group and individual data.

Powers, M. K.

2006-09-01

457

Crew Skills and Training  

NASA Technical Reports Server (NTRS)

One of the major focus points for the workshop was the topic of crew skills and training necessary for the Mars surface mission. Discussions centered on the mix of scientific skills necessary to accomplish the proposed scientific goals, and the training environment that can bring the ground and flight teams to readiness. Subsequent discussion resulted in recommendations for specific steps to begin the process of training an experienced Mars exploration team.

Jones, Thomas; Burbank, Daniel C.; Eppler, Dean; Garrison, Robert; Harvey, Ralph; Hoffman, Paul; Schmitt, Harrison

1998-01-01

458

Migration, Skills and Productivity  

Microsoft Academic Search

The literature on international migration has repeatedly emphasized that the extent and structure of migration has an important impact on the competitiveness of regions and countries. This report provides an overview of the extent and the potential effects of high-skill migration to the EU27. It shows how many high-skilled migrants live in the EU, where these migrants come from, and

Robert Hierländer; Peter Huber; Anna Iara; Michael Landesmann; Klaus Nowotny; Mary OMahony; Fei Peng; Catherine Robinson; Robert Stehrer

2010-01-01

459

US Spacesuit Knowledge Capture  

NASA Technical Reports Server (NTRS)

The ability to learn from both the mistakes and successes of the past is vital to assuring success in the future. Due to the close physical interaction between spacesuit systems and human beings as users, spacesuit technology and usage lends itself rather uniquely to the benefits realized from the skillful organization of historical information; its dissemination; the collection and identification of artifacts; and the education of those in the field. The National Aeronautics and Space Administration (NASA), other organizations and individuals have been performing United States (U.S.) Spacesuit Knowledge Capture since the beginning of space exploration. Avenues used to capture the knowledge have included publication of reports; conference presentations; specialized seminars; and classes usually given by veterans in the field. More recently the effort has been more concentrated and formalized whereby a new avenue of spacesuit knowledge capture has been added to the archives in which videotaping occurs engaging both current and retired specialists in the field presenting technical scope specifically for education and preservation of knowledge. With video archiving, all these avenues of learning can now be brought to life with the real experts presenting their wealth of knowledge on screen for future learners to enjoy. Scope and topics of U.S. spacesuit knowledge capture have included lessons learned in spacesuit technology, experience from the Gemini, Apollo, Skylab and Shuttle programs, hardware certification, design, development and other program components, spacesuit evolution and experience, failure analysis and resolution, and aspects of program management. Concurrently, U.S. spacesuit knowledge capture activities have progressed to a level where NASA, the National Air and Space Museum (NASM), Hamilton Sundstrand (HS) and the spacesuit community are now working together to provide a comprehensive closed-looped spacesuit knowledge capture system which includes

Chullen, Cinda; Thomas, Ken; McMann, Joe; Dolan, Kristi; Bitterly, Rose; Lewis, Cathleen

2011-01-01

460

Enhancing Thinking Skills in the Sciences and Mathematics.  

ERIC Educational Resources Information Center

The need to provide an improved science and mathematics curriculum is imperative. Over recent years cognitive psychologists and educators have responded to this need by designing instructional programs that are more compatible with our knowledge of how people acquire, use, and retain knowledge. This book contains many of the guiding principles…

Halpern, Diane F., Ed.

461

Preserving Knowledge  

ERIC Educational Resources Information Center

Every year, teachers leave the profession and take valuable experience and knowledge with them. An increasing retirement rate makes schools vulnerable to a significant loss of knowledge. This article describes how implementing a knowledge management process will ensure that valuable assets are captured and shared. (Contains 3 online resources.)

Taintor, Spence

2008-01-01

462

Learning and venture capital: The growth of venture knowledge  

Microsoft Academic Search

Summary This paper sets out to analyze the modes of 'venture learning', which is defined as the process whereby knowledge is acquired on how to identify, develop and exploit business opportunities and the associated ventures. The context of learning discussed here is that of high technology ventures, and the ways in which certain types of venture relevant knowledge is acquired

Henrik Berglund; Tomas Hellström; Sören Sjölander

463

Assessment of Basic Social Skills  

Microsoft Academic Search

Following recent developments in the measurement of individual differences in nonverbal social skills, we proposed a conceptual framework for defining and assessing basic social skills. Preliminary testing resulted in the development of a 105-item, pencil-and-paper measure of seven basic dimensions of social skills, called the Social Skills Inventory (SSI). In a series of validation studies using undergraduate students, the SSI

Ronald E. Riggio

1986-01-01

464

A Center for Communications Skills.  

ERIC Educational Resources Information Center

The nationwide problem of declining communication skills is evident in the large numbers of students entering college with deficiencies in reading, writing, and speaking skills. This paper discusses the operation of a communication skills program within a college communication skills center which functions as a supportive resource service and…

Coons, Daniel E.

465

Skills Verdict: Must Do Better  

ERIC Educational Resources Information Center

"Ambition 2020: World Class Skills and Jobs" is the UK Commission for Employment and Skills' annual assessment, to the four UK nations, of their progress towards becoming "world class" in productivity, employment and skills by 2020. "Ambition 2020" provides a robust independent account of economic and skills developments. This report is the…

Spilsbury, Mark

2010-01-01

466

Participants’ perceptions of a knowledge-brokering strategy to facilitate evidence-informed policy-making in Fiji  

PubMed Central

Background Evidence-informed policy-making (EIPM) is optimal when evidence-producers (researchers) and policy developers work collaboratively to ensure the production and use of the best available evidence. This paper examined participants’ perceptions of knowledge-brokering strategies used in the TROPIC (Translational Research in Obesity Prevention in Communities) project to facilitate the use of obesity-related evidence in policy development in Fiji. Method Knowledge-brokers delivered a 12-18 month programme comprising workshops targeting EIPM skills and practical support for developing evidence-informed policy briefs to reduce obesity. The programme was tailored to each of the six participating organizations. Knowledge-brokering strategies included negotiating topics that were aligned to the goals of individual organizations, monitoring and evaluating time-management skills, accommodating other organizational and individual priorities, delivering practical sessions on use of appropriate research tools and supporting individual writing of policy briefs. Two qualitative methods were used to examine individuals’ perceptions of skills obtained, opportunities afforded by the TROPIC project, facilitators and inhibiters to planned policy brief development and suggestions for improved programme delivery. Forty-nine participants completed an electronic word table and then participated in a semi-structured interview. An independent interviewer conducted structured interviews with a high-ranking officer in each organization to examine their perceptions of TROPIC engagement strategies. Data were analyzed descriptively and thematically, with the first author and another experienced qualitative researcher analyzing data sets separately, and then combining analyses. Results Many participants believed that they had increased their skills in acquiring, assessing, adapting and applying evidence, writing policy briefs and presenting evidence-based arguments to higher levels. Many participants preferred one-to-one meetings to group activities to ensure early resolution of developing issues and to refine policy briefs. Perceived barriers to EIPM were lack of knowledge about data sources, inadequate time to develop evidence-informed briefs, and insufficient resources for accessing and managing evidence. Conclusion An innovative knowledge-brokering approach utilizing skill development and mentorship facilitated individual EIPM skills and policy brief development. The TROPIC model could stimulate evidence-based policy action relating to obesity prevention and other policy areas in other Pacific countries and elsewhere. PMID:23919672

2013-01-01

467

Modeling the relationships between cognitive-linguistic skills and writing in Chinese among elementary grades students.  

PubMed

The present study is a four-year longitudinal study examining the important predictors of writing of 340 Chinese children in elementary grades. Children's transcription skills (handwriting skills and spelling), and syntactic skills in grade 1 were significant predictors of text writing in grade 1-4 while ideation in grade 1 only contributed to text writing in grade 2. Stroke order knowledge was shown as an important handwriting skill in Chinese reflecting the characteristics of the Chinese orthography. A model of Chinese writing in early elementary grades was proposed. In the model, orthographic knowledge, morphological awareness and handwriting skills are proposed to contribute to spelling which is correlated with text writing. Handwriting skills, ideation, and syntactic skills were found to contribute to text writing. Path analysis results suggest that the longitudinal relationship between spelling and text writing is bidirectional. PMID:23853420

Yeung, Pui-Sze; Ho, Connie Suk-Han; Chan, David Wai-Ock; Chung, Kevin Kien-Hoa

2013-08-01

468

Soft skills and dental education.  

PubMed

Soft skills and hard skills are essential in the practice of dentistry. While hard skills deal with technical proficiency, soft skills relate to a personal values and interpersonal skills that determine a person's ability to fit in a particular situation. These skills contribute to the success of organisations that deal face-to-face with clients. Effective soft skills benefit the dental practice. However, the teaching of soft skills remains a challenge to dental schools. This paper discusses the different soft skills, how they are taught and assessed and the issues that need to be addressed in their teaching and assessment. The use of the module by the Faculty of Dentistry, University of Malaya for development of soft skills for institutions of higher learning introduced by the Ministry of Higher Education, Malaysia. PMID:23574183

Gonzalez, M A G; Abu Kasim, N H; Naimie, Z

2013-05-01

469

An Assessment of the Metacognitive Knowledge of Botswana ESL University Student Writers  

ERIC Educational Resources Information Center

This research explored metacognitive knowledge of the University of Botswana (UB) students taking the Advanced Writing Skills course, and related this knowledge to their writing performance. The specific objectives of this study were: (a) To explore the metacognitive knowledge of the Botswana students taking the Advanced Writing Skills (GEC…

Magogwe, Joel M.

2013-01-01

470

Knowledge | Replication Knowledg owledge | Replication Knowledge | R  

E-print Network

of Amsterdam "White or Black? Art, Science and the Black Skin in Print in the Seventeenth Century" I. B. Leemans, Vrije Universiteit, Amsterdam "Sociability, Radicalism, and the Pursuit of Knowledge: Dutch

Shull, Kenneth R.

471

Information and Knowledge in Biology  

PubMed Central

The second law of thermodynamics accounts for irreversibility of processes in the universe. As a statement about increasing disorder, it also plays a central role in creating order. Structuring is a way of how to increase the rate of dissipation of matter and energy. This is the reason why chemical reactions on Earth have produced a profusion of structures. Chemical structures with particularly high stability, maintained by continual dissipation, are designated, somewhat arbitrarily, as living systems. To preserve stability, organisms are unceasingly performing ontic work, assisted by epistemic work. Biological evolution is a progressing process of knowledge acquisition (cognition) and, correspondingly, of growth of complexity. The acquired knowledge represents epistemic complexity. Biological species are the main “bookkeepers” of acquired knowledge, with individual members of the species functioning as “explorers” of novelty. Science, a human species-specific mode of acquiring knowledge, abounds in metaphors no less than art. In the postgenomic era, the metaphor of information, along with the related metaphor of selfish genes, may need reconsideration and/or complementation. The world of great complexity, which is becoming the focus of studies of contemporary biology, may require—similarly as is the case of quantum physics—descriptions based on the principle of complementarity. Embodied knowledge, molecular engine, ontic and epistemic work, and triggering may become parts of a new conceptual armory. PMID:19516970

2007-01-01

472

How Neglect and Punitiveness Influence Emotion Knowledge  

ERIC Educational Resources Information Center

To explore whether punitive parenting styles contribute to early-acquired emotion knowledge deficits observable in neglected children, we observed 42 preschool children's emotion knowledge, expression recognition time, and IQ. The children's mothers completed the Parent-Child Conflict Tactics Scales to assess the recent use of three types of…

Sullivan, Margaret Wolan; Carmody, Dennis P.; Lewis, Michael

2010-01-01

473

Attitudes towards and Knowledge of AIDS.  

ERIC Educational Resources Information Center

Most research on Acquired Immune Deficiency Syndrome (AIDS) has been medical and most social science research on AIDS has been concerned with social factors in its spread and with social-psychological effects of contracting AIDS. This study was conducted to examine public attitudes toward, and public knowledge about AIDS. Knowledge about AIDS was…

Edwards, Andrew; Hiday, Virginia Aldige'

474

Practical Optimization Considerations For Diagnostic Knowledge Representation  

Microsoft Academic Search

Using practical criteria for the selection of a diagnostic knowledge representation, businesses can optimize the choice to their specific business goals, processes, and or- ganization structure. This optimization involves compro- mises, as there are tradeoffs among ease of acquiring the diagnostic knowledge, ease of maintenance, and ease of use in troubleshooti ng. We present a set of consideration s in

Patricia Cornwell; Jaap Suermondt; George Forman; Evan Kirshenbaum; Aparna Seetharaman

1999-01-01

475

Surface Sampler Arm Acquiring Sample  

NASA Technical Reports Server (NTRS)

Operation of the surface sampler in obtaining Martian soil for Viking 2's molecular analysis experiment last Saturday (September 25) was closely monitored by one of the Lander cameras because of the precision required in trenching the small area--8 by 9 inches-surrounded by rocks. Dubbed 'Bonneville Salt Flats,' the exposure of thin crust appeared unique in contrast with surrounding materials and became a prime target for organic analysis in spite of potential hazards. Large rock in foreground is 8 inches high. At left, the sampler scoop has touched the surface, missing the rock at upper left by a comfortable 6 inches, and the backhoe has penetrated the surface about one-half inch. The scoop was then pulled back to sample the desired point and (second photo) the backhoe furrowed the surface pulling a piece of thin crust toward the spacecraft. The initial touchdown and retraction sequence was used to avoid a collision between a rock in the shadow of the arm and a plate joining the arm and scoop. The rock was cleared by 2 to 3 inches. The third picture was taken 8 minutes after the scoop touched the surface and shows that the collector head has acquired a quantity of soil. With surface sampler withdrawn (right), the foot-long trench is seen between the rocks. The trench is three inches wide and about 1 1/2 to 2 inches deep. The scoop reached to within 3 inches of the rock at far end of trench. Penetration appears to have left a cavernous opening roofed by the crust and only about one inch of undisturbed crust separates the deformed surface and the rock.

1976-01-01

476

Therapeutic effectiveness of a virtual reality game in self-awareness after acquired brain injury.  

PubMed

Self-awareness deficits can manifest as a consequence of acquired brain injury decreasing the motivation and the adherence to the treatment. We present a multitouch system that promotes the role-playing and the self-assessment strategies and challenges the participants in a competitive context. This paper presents an initial clinical trial to study the effectiveness of the virtual system in the rehabilitation of the self-awareness skills.According the evolution of the participants in the Self-Awareness Deficits Interview and in the Spanish Social Skills Scale, the participants improve the perception of their deficits and disabilities. PMID:22954875

Lloréns, Roberto; Navarro, María Dolores; Alcañiz, Mariano; Noé, Enrique

2012-01-01

477

Editor's Note: Literacy Skills  

NSDL National Science Digital Library

Our science and literacy issue is always one of the most popular issues of the year, and we're betting this jam-packed issue will be no exception. Why? There are many probable reasons. Many elementary teachers are more comfortable with teaching science literacy so they look for ways to use their strengths. No Child Left Behind legislation has put the spotlight on literacy in the elementary grades, sometimes pushing science (and social studies and PE and art) out of the busy day. Teaching science with literacy skills may be one way to convey important science skills while still teaching and reinforcing literacy.

Ohana, Chris

2008-11-01

478

Using collaborative teaching and inquiry project-based learning to help primary school students develop information literacy and information skills  

Microsoft Academic Search

Information literacy and information technology (IT) skills have become increasingly important in today's knowledge society. Many studies have shown that students from primary school to postgraduate lack crucial information literacy and IT skills, hence there is a need for an effective pedagogical approach that will develop these skills. This study investigated the effect of combining a collaborative teaching approach with

Samuel Kai Wah Chu; S. K. Tse; Ken Chow

2011-01-01

479

Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study  

Microsoft Academic Search

Although research has identified oral language, print knowledge, and phonological sensitivity as important emergent literacy skills for the development of reading, few studies have examined the relations between these aspects of emergent literacy or between these skills during preschool and during later reading. This study examined the joint and unique predictive significance of emergent literacy skills for both later emergent

Christopher J. Lonigan; Stephen R. Burgess; Jason L. Anthony

2000-01-01

480

Do Girls Profit More? Gender-Specific Effectiveness of a Life Skills Program against Alcohol Consumption in Early Adolescence  

ERIC Educational Resources Information Center

This study investigated the effectiveness of a life skills program with regard to alcohol consumption, life skills, knowledge, and school bonding for young adolescents. The focus was on the moderating role of gender, based on the assumption that life skills programs may address specific needs of adolescent girls better than those of boys. The…

Weichold, Karina; Brambosch, Anett; Silbereisen, Rainer K.

2012-01-01

481

When words fail us: insights into language processing from developmental and acquired disorders  

PubMed Central

Acquired disorders of language represent loss of previously acquired skills, usually with relatively specific impairments. In children with developmental disorders of language, we may also see selective impairment in some skills; but in this case, the acquisition of language or literacy is affected from the outset. Because systems for processing spoken and written language change as they develop, we should beware of drawing too close a parallel between developmental and acquired disorders. Nevertheless, comparisons between the two may yield new insights. A key feature of connectionist models simulating acquired disorders is the interaction of components of language processing with each other and with other cognitive domains. This kind of model might help make sense of patterns of comorbidity in developmental disorders. Meanwhile, the study of developmental disorders emphasizes learning and change in underlying representations, allowing us to study how heterogeneity in cognitive profile may relate not just to neurobiology but also to experience. Children with persistent language difficulties pose challenges both to our efforts at intervention and to theories of learning of written and spoken language. Future attention to learning in individuals with developmental and acquired disorders could be of both theoretical and applied value. PMID:24324244

Bishop, Dorothy V. M.; Nation, Kate; Patterson, Karalyn

2014-01-01

482

Providing education on evidence-based practice improved knowledge but did not change behaviour: a before and after study  

Microsoft Academic Search

BACKGROUND: Many health professionals lack the skills to find and appraise published research. This lack of skills and associated knowledge needs to be addressed, and practice habits need to change, for evidence-based practice to occur. The aim of this before and after study was to evaluate the effect of a multifaceted intervention on the knowledge, skills, attitudes and behaviour of

Annie McCluskey; Meryl Lovarini

2005-01-01

483

[A case history of acquired haemophilia A].  

PubMed

Acquired haemophilia A is a rare form of acquired coagulopathy caused by autoantibodies against coagulation factor VIII. It is characterized by major bleeding complications often life-?threatening. An estimated incidence is about 1-?2 cases per million inhabitants per year. The authors report case history of acquired haemophilia in 85 year old woman. Bleeding complications were well controlled by bypassing agents. Inhibitor eradication was successful after the use of second line agent rituximab. PMID:23711058

Cermáková, Z; Hrdli?ková, R; Blahutová, S; Ligová, A

2013-04-01

484

Knowledge foundations for teaching reading and spelling  

Microsoft Academic Search

Changes in education policy, the accumulation of research evidence that skilled instruction prevents and ameliorates reading\\u000a failure, accountability requirements, and a new emphasis on multi-tiered interventions in schools are all causing a growing\\u000a interest in improving teacher knowledge and skill in reading instruction. Consensus frameworks that explain reading development\\u000a and individual differences provide an outline for what teachers need to

Louisa Moats

2009-01-01

485

Knowledge Producers or Knowledge Consumers? Argumentation and Decision Making about Environmental Management.  

ERIC Educational Resources Information Center

Describes a study involving decision making and argumentation in the context of wetland environmental management by 11th grade students. Focuses on knowledge and skills needed to reach a decision in socio-scientific contexts and to identify them in classroom discourse. Explores using relevant knowledge to understand and make decisions about a…

Jimenez-Aleixandre, Maria-Pilar; Pereiro-Munoz, Cristina

2002-01-01

486

Setting Up a Veterinary Medicine Skills Lab in Germany  

PubMed Central

The amendments introduced to the current Veterinary Licensing Ordinance (TAppV) by the Veterinary Licensing Regulation (TAppO) have brought a high degree of skills orientation to fill the gap between academic study and preparing for a wide range of professional skills. In order to improve the veterinary skills of students while conveying fundamental methods in a structured and reproducible way, the University of Veterinary Medicine Hannover, Foundation, has set up the first central veterinary skills lab in Germany. Practical training is provided by means of a three-tier delivery approach. This involves around 40 simulators on an area of approx. 800 m² under the guidance of 6-8 staff members, along with supplementary resources such as posters, text instructions and YouTube videos. Since it opened in March 2013, there have been 769 visits to the skills lab and 30,734 hits on YouTube. Initial results show that the skills lab helps to maintain student motivation by teaching them practical skills at an early stage of the basic study-based acquisition of knowledge, whilst reinforcing skills acquisition per se in competence-based teaching. It enables veterinary students to prepare for their first examinations and treatments of live patients in a manner compliant with animal welfare. PMID:24872855

Dilly, Marc; Tipold, Andrea; Schaper, Elisabeth; Ehlers, Jan P.

2014-01-01

487

Perception of first-year teachers concerning the extent to which a mentoring program helps to establish efficacy with regards to organizational skills, effective classroom management skills, creative instructional strategies and strategies for retention intentions  

Microsoft Academic Search

The purpose of this study was to ascertain the impact of an effective mentoring program upon first-year teachers to acquire efficacy in the areas of organizational skills, effective classroom management skills, creative instructional strategies and strategies for retention intentions. A Mentor Teacher Survey Instrument was administered to new teachers in six middle schools and 27 respondents provided completed surveys. The

Winnie Anderson

2009-01-01

488

Essential Skills for Principals.  

ERIC Educational Resources Information Center

No matter what standards they follow, principals must be skilled team builders, instructional leaders, and visionary risk-takers. There are five emerging roles: historian, cheerleader, lightning rod, landscaper (environmental scanner), and anthropologist. To succeed, principals must be empowered by districts, become authentic leaders, and make…

Terry, Paul M.

1999-01-01

489

Hierarchical skills in typewriting  

Microsoft Academic Search

The purpose of this study was to discover whether there is an hierarchy of letter, word, and phrase habits in the acquisition of the typewriting skill. Operators at 6 levels of typing performance ranging between the beginning student in typewriting and the demonstration expert were tested on connected discourse, word jumbles, and letter jumbles. The following conclusions are based on

P. Fendrick

1937-01-01

490

Developing Scientists' "Soft" Skills  

NASA Astrophysics Data System (ADS)

A great deal of professional advice directed at undergraduates, graduate students, postdoctoral fellows, and even early-career scientists focuses on technical skills necessary to succeed in a complex work environment in which problems transcend disciplinary boundaries. Collaborative research approaches are emphasized, as are cross-training and gaining nonacademic experiences [Moslemi et al., 2009].

Gordon, Wendy

2014-02-01

491

Adult Survival Skills Assessment.  

ERIC Educational Resources Information Center

The purpose of this instrument is to supplement data from the Adult Basic Learning Examination in assessing the functional level of adults in daily situations. It may also be used as a teaching tool for adults requesting tutoring in specific concepts and skills presented in the instrument. This instrument is an informal assessment instrument and…

Walsko, Gregory M.

492

The Skills Paradox  

ERIC Educational Resources Information Center

Despite a vocal commitment to fairness, the British Government has, according to these authors, wholeheartedly failed to live up to this pledge when it comes to skills and adult training. A report on adult learning released in December by Demos found a system rife with inequality and contradictions. As the jobs market becomes increasingly…

Burks, Beatrice Karol; Reeves, Richard

2009-01-01

493

Construction Superintendent Skill Sets  

Microsoft Academic Search

This is the first of a series of articles reviewing the results of an ongoing qualitative research project designed to document construction superintendent skill sets and develop postsecondary curricula to support superintendent education. Varying views of the role of the superintendent and an historical perspective are presented in a review of literature. The research methodology for the entire project, as

David E. Gunderson; Philip L. Barlow; Allan J. Hauck

494

Group Work Skills Rubric  

NSDL National Science Digital Library

This document provides a rubric for grading group work skills. With this, instructors can evaluate students in the areas of initiative, preparation, cooperation and time management.This rubric would be useful for grading groups at most educational levels. This document may be downloaded in PDF file format.

495

State Skill Standards: Welding  

ERIC Educational Resources Information Center

The Department of Education has undertaken an ambitious effort to develop statewide occupational skill standards. The standards in this document are for welding programs and are designed to clearly state what the student should know and be able to do upon completion of an advanced high-school program. The writing team determined that any statewide…

Pointer, Mike; Naylor, Randy; Warden, John; Senek, Gene; Shirley, Charles; Lefcourt, Lew; Munson, Justin; Johnson, Art

2005-01-01

496

Math Skills Review  

NSDL National Science Digital Library

This math skills review was written for first year college chemistry students who have weak math backgrounds, but is useful for all science students in high school and college. Topics covered include algebraic manipulation, dimensional analysis, significant figures, manipulation of exponents, scientific notation, logarithms, the quadratic equation and standard deviation.

Keeney-Kennicutt, Wendy

1997-11-03

497

Skilled Veterans Corps  

E-print Network

once and for all. A group of elders has volunteered to clean up the reactors damaged by the tsunami and earthquake. Calling itself the Skilled Veteran Corps, the group consists of engineers and other specialists over 60 who are able?and willing--to do a...

Hacker, Randi

2011-08-31

498

Measuring Skills and Behavior.  

ERIC Educational Resources Information Center

Customized skills assessments can perform a number of functions: help training departments demonstrate their effectiveness; provide a foundation for career development programs; reinforce company values; add feedback from the bottom up for performance evaluation; provide a concentrated focus for customer service improvement; and serve as a…

Ludeman, Kate

1991-01-01

499

Knowledge Alive  

ERIC Educational Resources Information Center

The strategies that expose learners to the large volume of knowledge, enables them for creative thinking, self-management and deep reading. The different ways of creating knowledge with the help of creativity, communication, organization, problem solving and decision-making are discussed.

Perkins, David

2004-01-01

500

Enhancing Knowledge Transfer Efforts at Delaware Technical Community College  

ERIC Educational Resources Information Center

Delaware Technical Community College employees possess critical knowledge and expertise that could be lost should they leave College employment. This paper investigates best practices in knowledge transfer and high-level staff and administrator responses to a survey concerning the critical knowledge and leadership skills needed to be successful in…

DePlasco, Patricia Oliver

2012-01-01