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Sample records for acquiring technical skills

  1. An Assessment of Workplace Skills Acquired by Students of Vocational and Technical Education Institutions

    ERIC Educational Resources Information Center

    Bakar, Ab Rahim; Mohamed, Shamsiah; Hamzah, Ramlah

    2013-01-01

    This study was performed to identify the employability skills of technical students from the Industrial Training Institutes (ITI) and Indigenous People's Trust Council (MARA) Skills Training Institutes (IKM) in Malaysia. The study sample consisted of 850 final year trainees of IKM and ITI. The sample was chosen by a random sampling procedure from…

  2. Acquiring Psychomotor Skills.

    ERIC Educational Resources Information Center

    Padelford, Harold E.

    1984-01-01

    The author discusses levels of psychomotor skill acquisition: perceiving, motivating, imitating, performing, adapting, and innovating. How these skills interact and how they affect the learner's ability to learn are examined. (CT)

  3. Assessing Students' Technical Skill Attainment

    ERIC Educational Resources Information Center

    Jorgensen, Haley

    2010-01-01

    The Wisconsin Technical College System (WTCS) is working to comply with the Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Perkins) to ensure that its graduates have mastered the technical skills needed by business and industry. The legislation requires that each state identify and approve program assessment strategies…

  4. Predictors of employer satisfaction: technical and non-technical skills.

    PubMed

    Danielson, Jared A; Wu, Tsui-Feng; Fales-Williams, Amanda J; Kirk, Ryan A; Preast, Vanessa A

    2012-01-01

    Employers of 2007-2009 graduates from Iowa State University College of Veterinary Medicine were asked to respond to a survey regarding their overall satisfaction with their new employees as well as their new employees' preparation in several technical and non-technical skill areas. Seventy-five responses contained complete data and were used in the analysis. Four technical skill areas (data collection, data interpretation, planning, and taking action) and five non-technical skill areas (interpersonal skills, ability to deal with legal issues, business skills, making referrals, and problem solving) were identified. All of the skill area subscales listed above had appropriate reliability (Cronbach's alpha>0.70) and were positively and significantly correlated with overall employer satisfaction. Results of two simultaneous regression analyses indicated that of the four technical skill areas, taking action is the most salient predictor of employer satisfaction. Of the five non-technical skill areas, interpersonal skills, business skills, making referrals, and problem solving were the most important skills in predicting employer satisfaction. Hierarchical regression analysis revealed that all technical skills explained 25% of the variation in employer satisfaction; non-technical skills explained an additional 42% of the variation in employer satisfaction. PMID:22433741

  5. Leadership Skills among Technical and Vocational Educators

    ERIC Educational Resources Information Center

    Zakaria, Nurazyan Zahidah; Jizat, Nor Atikah Md.; Zakaria, Normah

    2015-01-01

    The purpose of leadership skills among technical and vocational educator are to prepare them towards effective organization. Effective leadership is widely accepted as being a key constituent in achieving organization improvement and to examine. This study aimed to gauge the leadership skills among technical and vocational educators effectiveness…

  6. Replacing Technically Skilled Workers: Challenges and Suggestions

    ERIC Educational Resources Information Center

    Evanciew, Cheryl E. P.; Wither, Steven V.

    2004-01-01

    Throughout the early 1900s, the United States could either find technically skilled workers based upon their backgrounds or was able to train workers quickly. Farmers, military personnel, and other sources of skilled workers were available to fill the needs of the workforce. These sources of readily available skilled workers are no longer as…

  7. Non-technical skills for scrub practitioners.

    PubMed

    McClelland, Guy

    2012-12-01

    The non-technical skills of situational awareness and the formation of effective interpersonal relationships are essential to enhance surgical outcomes. However, most scrub practitioners demonstrate only tacit awareness of these skills and develop such qualities on an informal basis. Application of non-technical skills may be assessed formally, using a structured framework, to transform normative behaviour and to strengthen barriers against the latent threats that may result from fallible humans working in inadequate organisational systems. PMID:23413634

  8. A Procedural Skills OSCE: Assessing Technical and Non-Technical Skills of Internal Medicine Residents

    ERIC Educational Resources Information Center

    Pugh, Debra; Hamstra, Stanley J.; Wood, Timothy J.; Humphrey-Murto, Susan; Touchie, Claire; Yudkowsky, Rachel; Bordage, Georges

    2015-01-01

    Internists are required to perform a number of procedures that require mastery of technical and non-technical skills, however, formal assessment of these skills is often lacking. The purpose of this study was to develop, implement, and gather validity evidence for a procedural skills objective structured clinical examination (PS-OSCE) for internal…

  9. Non-technical skills assessment in surgery.

    PubMed

    Sharma, Bharat; Mishra, Amit; Aggarwal, Rajesh; Grantcharov, Teodor P

    2011-09-01

    Adverse events in surgery have highlighted the importance of non-technical skills, such as communication, decision-making, teamwork, situational awareness and leadership, to effective organizational performance. These skills carry particular importance to surgical oncology, as members of a multidisciplinary team must work cohesively to formulate effective patient care plans. Several non-technical skills evaluation tools have been developed for use in surgery, without adequate comparison and consensus on which should be standard for training. Eleven articles describing the use of three non-technical evaluation tools related to surgery: NOTSS (Non Technical Skills for Surgeons), NOTECHS (Non Technical Skills) and OTAS (Observational Teamwork Assessment for Surgery) were analyzed with respect to scale formulation, validity, reliability and feasibility. Furthermore, their use in training thus far and the future of non-technical rating scales in surgical curricula was discussed. Future work should focus on incorporating these assessment tools into training and into a real operating room setting to provide formative evaluations for surgical residents. PMID:21129950

  10. Psychomotor Skill Acquisition in the Technical Subjects.

    ERIC Educational Resources Information Center

    PaDelford, Harry

    Psychomotor skills need to be taught in technical education courses. Some students can be taught more easily than others, depending on their physical attributes. These attributes are speed, steadiness, perception, dexterity, agility/flexibility, endurance, equilibrium/balance, strength, and coordination. Before students attempt to learn vocational…

  11. Some technical writing skills industry needs

    NASA Technical Reports Server (NTRS)

    Smith, F. R.

    1981-01-01

    It is suggested that engineers and other technical students be taught three classes of skills in technical writing. First, "Big Picture Things", which includes: the importance of clear writing, the wide scope of writing, the wide scope of writing tasks that will be faced in industry, and the principles of organization of technical materials such as; how to analyze, classify, partition, and interpret. Second, "Writing Procedures", which encompasses: how to get words on paper efficiently and team-write. Third, "Writing Details", in which two considerations are important: how to achieve precision in the use of language and the aspects of style. Three problems in style are cited: the problem of sentence transition, overuse of attributive adjectives, and verbosity in paragraph structure. The most important thing in technical writing is considered to be functionality, economy and clarity.

  12. Generic Skills in Career and Technical Education. Myths and Realities.

    ERIC Educational Resources Information Center

    Brown, Bettina Lankard

    Exploring the relationship between generic skills (sometimes called employability skills) and career and technical education (CTE) requires asking these three questions: Are such skills taught in CTE? Can they be taught? Do employers value them over technical skills. A literature review of 14 books, reports, and journal articles concludes that…

  13. Helping Students Acquire Thinking Skills through Mathematics Instruction.

    ERIC Educational Resources Information Center

    Van Devender, Evelyn M.

    1992-01-01

    Describes three activities that the teacher can employ to help students develop thinking skills through mathematics instruction: (1) memorization using the technique of chunking; (2) higher order thinking with magic squares; and (3) predicting games. Identifies eight facets of the teacher's role in promoting thinking skills. (MDH)

  14. Cognitive learning strategies: their effectiveness in acquiring racquetball skill.

    PubMed

    Tennant, L M

    2000-06-01

    Racquetball players were compared to assess whether a Self-directed strategy (self-monitoring), a Task-oriented strategy (attentional focusing), or a Combined use of both strategies would be beneficial in acquisition of racquetball skills. According to skill (Beginning, Advanced), players (N=80) were assigned into treatment groups. After treatment, participants executed diagonal lob serves and rallies for Acquisition and Retention phases (Session 1). During Session 2, subjects competed in a modified play setting (Transfer phase). Analysis of variance with repeated measures showed differences by skill during the basic tests favored Advanced players. During modified play, the Task-oriented group won significantly more points and games compared to the Self-directed and Control groups, regardless of skill. Results are discussed relative to skill and the literature on learning strategies. PMID:10883768

  15. Assessing scrub practitioner non-technical skills: a literature review.

    PubMed

    McClelland, Guy

    2015-01-01

    A review by Catchpole et al (2009) into the causes and types of harm experienced by the surgical patient emphasised the high risk nature of the perioperative period. Investigations into recent failures at NHS organisations have emphasised the relevance of non-technical skills education in improving clinical performance and patient outcomes. However, scrub practitioner non-technical skills are often developed on a tacit basis, making assessment of performance difficult. This literature review identifies strategies that facilitate assessment of non-technical skills during surgery. Recommendations are made that will assist scrub practitioners in using a validated scrub practitioner non-technical skills assessment framework reliably. PMID:26016259

  16. Identifying Students' Difficulties When Learning Technical Skills via a Wireless Sensor Network

    ERIC Educational Resources Information Center

    Wang, Jingying; Wen, Ming-Lee; Jou, Min

    2016-01-01

    Practical training and actual application of acquired knowledge and techniques are crucial for the learning of technical skills. We established a wireless sensor network system (WSNS) based on the 5E learning cycle in a practical learning environment to improve students' reflective abilities and to reduce difficulties for the learning of technical…

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

    ERIC Educational Resources Information Center

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

    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'…

  18. A Perkins Challenge: Assessing Technical Skills in CTE

    ERIC Educational Resources Information Center

    Stone, James R., III

    2009-01-01

    Federal law requires state to develop performance measures and data-collection systems for secondary and postsecondary technical-skill attainment. This poses many challenges, such as defining a technical skills, measurement and when to assess students. In this article, the author outlines various assessment models and looks at the challenges…

  19. Curiosity Search: Producing Generalists by Encouraging Individuals to Continually Explore and Acquire Skills throughout Their Lifetime.

    PubMed

    Stanton, Christopher; Clune, Jeff

    2016-01-01

    Natural animals are renowned for their ability to acquire a diverse and general skill set over the course of their lifetime. However, research in artificial intelligence has yet to produce agents that acquire all or even most of the available skills in non-trivial environments. One candidate algorithm for encouraging the production of such individuals is Novelty Search, which pressures organisms to exhibit different behaviors from other individuals. However, we hypothesized that Novelty Search would produce sub-populations of specialists, in which each individual possesses a subset of skills, but no one organism acquires all or most of the skills. In this paper, we propose a new algorithm called Curiosity Search, which is designed to produce individuals that acquire as many skills as possible during their lifetime. We show that in a multiple-skill maze environment, Curiosity Search does produce individuals that explore their entire domain, while a traditional implementation of Novelty Search produces specialists. However, we reveal that when modified to encourage intra-life behavioral diversity, Novelty Search can produce organisms that explore almost as much of their environment as Curiosity Search, although Curiosity Search retains a significant performance edge. Finally, we show that Curiosity Search is a useful helper objective when combined with Novelty Search, producing individuals that acquire significantly more skills than either algorithm alone. PMID:27589267

  20. Encouraging Students To Acquire Key Skills and Manage Their Own Learning.

    ERIC Educational Resources Information Center

    Pickles, T. Anthony

    The United Kingdom higher education system is being encouraged to provide opportunities for students to acquire key skills/employability skills and to become better learners with a greater awareness of their individual learning needs, including the need to develop habits that will lead to lifelong learning. A number of issues need to be resolved…

  1. Essential Learning Skills in Vocational Technical Education.

    ERIC Educational Resources Information Center

    Oregon State Dept. of Education, Salem. Div. of Vocational Education.

    This document provides basic skill performance expectations for all Oregon students by the end of grade 11 to be incorporated into 15 vocational programs. (Exceptions are that in technology education, the skills identified are only for grade 8; in home economics, the identified skills are for grades 8 and 11.) The skills, which are in reading,…

  2. Job Skills Education Program. Final Technical Report.

    ERIC Educational Resources Information Center

    Florida State Univ., Tallahassee. Center for Educational Technology.

    This publication provides materials developed by a project designed to transfer a U.S. Army computer-based basic skills curriculum to applications in the vocational skills development of civilian adults. An executive summary of the final report describes the Job Skills Education Program (JSEP), which teaches academic skills that support vocational…

  3. Technology Advisory Council New Mexico Technical Business Skills Needs Survey.

    ERIC Educational Resources Information Center

    New Mexico Association of Community Colleges, Santa Fe.

    This document summarizes the findings of a technical needs assessment survey completed by 207 New Mexico technical businesses in 2000. The major objective of the survey was to identify the types of technical skills employers needed from workers coming from the community and vocational college level. Research indicates that 62% of businesses have…

  4. The role of non-technical skills in surgery

    PubMed Central

    Agha, Riaz A.; Fowler, Alexander J.; Sevdalis, Nick

    2015-01-01

    Non-technical skills are of increasing importance in surgery and surgical training. A traditional focus on technical skills acquisition and competence is no longer enough for the delivery of a modern, safe surgical practice. This review discusses the importance of non-technical skills and the values that underpin successful modern surgical practice. This narrative review used a number of sources including written and online, there was no specific search strategy of defined databases. Modern surgical practice requires; technical and non-technical skills, evidence-based practice, an emphasis on lifelong learning, monitoring of outcomes and a supportive institutional and health service framework. Finally these requirements need to be combined with a number of personal and professional values including integrity, professionalism and compassionate, patient-centred care. PMID:26904193

  5. The role of non-technical skills in surgery.

    PubMed

    Agha, Riaz A; Fowler, Alexander J; Sevdalis, Nick

    2015-12-01

    Non-technical skills are of increasing importance in surgery and surgical training. A traditional focus on technical skills acquisition and competence is no longer enough for the delivery of a modern, safe surgical practice. This review discusses the importance of non-technical skills and the values that underpin successful modern surgical practice. This narrative review used a number of sources including written and online, there was no specific search strategy of defined databases. Modern surgical practice requires; technical and non-technical skills, evidence-based practice, an emphasis on lifelong learning, monitoring of outcomes and a supportive institutional and health service framework. Finally these requirements need to be combined with a number of personal and professional values including integrity, professionalism and compassionate, patient-centred care. PMID:26904193

  6. An Experimental Approach to the Estimation of the Contribution of Skills Acquired during Military Training and Service in the Civilian Sector.

    ERIC Educational Resources Information Center

    Spencer, Daniel L.; Woroniak, Alexander

    This report describes a pioneering attempt to establish and quantify the transfer of military-acquired technical skills to civilian occupations. It provides a concrete demonstration of a method by which the military's non-defense contribution to the civilian economy can be estimated in money terms. Based on a sample of Japanese Air Self Defense…

  7. Non-technical skills for anaesthetists: developing and applying ANTS.

    PubMed

    Flin, Rhona; Patey, Rona

    2011-06-01

    This article examines the non-technical skills approach to enhancing operational safety, with particular reference to anaesthesia. Training and assessing the non-technical skills of staff in safety-critical occupations is accepted by high-risk industries, most notably aviation, but has only recently been adopted in health care. These authors explain the background to the concept of non-technical skills that was first adopted in relation to the behaviours of airline pilots and could enhance or jeopardise safety. Then, this article considers one particular non-technical skills framework for doctors, the Anaesthetists' Non-Technical Skills (ANTS) taxonomy and behaviour-rating tool. This was the first non-technical skills framework specifically designed for anaesthetists, and the authors explain how ANTS was designed as well as its use for selection, training and assessment. Finally, the article mentions similar tools available for surgeons (NOTSS) and scrub nurses (SPLINTS), as well as research activities to develop behavioural rating systems for obstetric anaesthetists and anaesthetic assistants. PMID:21550546

  8. The Defense Technical Information Center: Acquiring Information and Imparting Knowledge.

    ERIC Educational Resources Information Center

    Molholm, Kurt N.; And Others

    1988-01-01

    This overview of the Defense Technical Information Center (DTIC) discusses how DTIC fits into the Department of Defense Scientific and Technical Information Program; its history, organization, users, and operations; types of information handled; subject classification; cataloging standards; Information Analysis Centers (IACs); and research and…

  9. Illinois Occupational Skill Standards: Chemical Process Technical Operators.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    This document, which is intended for workforce preparation program providers, details the Illinois Occupational Skill Standards for programs preparing students for employment as chemical process technical operators. The document begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing, the process…

  10. Waukesha County Technical College: Student Development Model. Critical Life Skills.

    ERIC Educational Resources Information Center

    Anderson, Richard T.

    As part of an effort to reinforce the general education competencies of students in its Associate in Applied Science degree programs, Waukesha County Technical College (WCTC) conducted two needs assessment surveys to develop a list of critical life skills for integration into existing curricula. Each of the identified skills can be developed in 2…

  11. Technical and Non-technical Skills Needed by Oil Companies.

    ERIC Educational Resources Information Center

    Heath, C. P. M.

    2000-01-01

    Identifies new skills that are required for geoscience students to prepare more effectively for careers in the oil industry and help geoscience departments upgrade their curricula. Presents data gathered from 29 oil companies based in Britain surveying 382,000 employees, and assesses more than 40 geological and geographical skills. (Author/YDS)

  12. Factors that Influence Women's Technical Skill Development in Outdoor Adventure

    ERIC Educational Resources Information Center

    Warren, Karen; Loeffler, TA

    2006-01-01

    This article provides a theoretical foundation for understanding women's technical skill development (TSD) in outdoor adventure. An examination of societal and biological factors influencing women's TSD focuses on gender role socialization, sense of competence, technical conditioning, sexism, spatial ability, and risk-taking. The article suggests…

  13. Middle Level Technician/Higher Technical & Business Skills. Evaluation Report.

    ERIC Educational Resources Information Center

    European Social Fund, Dublin (Ireland).

    A study examined European Social Fund (ESF)-funded middle-level technician (MLT) and higher technical and business skills (HTBS) courses at Irish technical colleges. Data were obtained from the following: review of relevant literature; review of all program-monitoring documents submitted by Ireland's Department of Education since 1990; interviews…

  14. ASTD Technical and Skills Training Handbook.

    ERIC Educational Resources Information Center

    Kelly, Leslie, Ed.

    This handbook is intended to serve as a hands-on reference for technical trainers, many of whom are resident experts in corporations who have been recruited from within the organization rather than individuals with training background. It contains 23 chapters by experts in the field: (1) The History of Technical Training (Richard A. Swanson and…

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

    ERIC Educational Resources Information Center

    Wylie, Ken; Cummins, Brian

    2013-01-01

    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…

  16. Designing Training Interventions: Human or Technical Skills Training?

    ERIC Educational Resources Information Center

    Petridou, Eugenia N.; Spathis, Charalambos T.

    2001-01-01

    With data from 444 civil service employees, a model was developed to weight individual and occupational characteristics in order to assign employees to interpersonal or technical skills training. Age, gender, education, management level, and job tenure were significant variables associated with each type of training. (Contains 56 references.) (SK)

  17. Development of Technical Skills: Education, Simulation, and Maintenance of Certification.

    PubMed

    Sullivan, Sarah A; Anderson, Barbara M H; Pugh, Carla M

    2015-11-01

    The goal of this article is to provide a focused overview of technical skills education inside the operating room (OR), opportunities for learning outside of the OR (with a focus on simulation), and methods for measuring technical skills. In addition, the authors review the role of maintenance of certification in continuing education and quality improvement and consider the role that simulation plays in this process. The perspectives on teaching in the OR of both residents and faculty going into the case affect the learning environment, and preoperative interactions between attendings and residents to establish learning needs and goals are important. Furthermore, in regards to attending surgeons improving their skills, interaction with more experienced peers and feedback during and after a procedure can be beneficial. Simulation is increasingly being utilized as an education tool outside of the OR. Training in plastic surgery is poised to exploit simulation in multiple technical areas. There is potential to utilize these simulation environments to collect real-time data, such as motion, visual focus, and pressure. How to incorporate technical skill evaluation results in ways that are most beneficial for learning should be the focus of future research and curriculum development. Finally, simulation could be better utilized as a mechanism for both self and peer evaluation and assessment for continuing education and quality improvement. Professional development for faculty and surgery trainees on how to engage with simulation for teaching and learning and how to translate these experiences into improving patient care will be required. PMID:26501974

  18. 21st Century Readiness Skills for Career and Technical Education

    ERIC Educational Resources Information Center

    Bennett, Tyrone L.

    2012-01-01

    The 21st century has embraced the technological age by storm and has approached us quicker than most have expected, leaving many still stuck in the 20th century. Technical careers require very skilled workers and their education has sprung as a strong vehicle all over the country but still most of our employed citizens, especially the youth, have…

  19. The effect of acquiring life skills through humor on social adjustment rate of the female students

    PubMed Central

    Maghsoudi, Jahangir; sabour, Nazanin Hashemi; Yazdani, Mohsen; Mehrabi, Tayebeh

    2010-01-01

    BACKGROUND: Life skills have different effects on various aspects of the mental health. Social adjustment prepares adolescents for entering to the adulthood. On the other hand, humor and joking in the education is considered as a stress reducer and learning increaser. Therefore, the present study conducted aimed to determine the effect of acquiring life skills through humor on the social adjustment rate of the high school girls. METHODS: This was a two-group semi-experimental study including three phases. The study population included 69 first year high school female students of Isfahan Department of Education district 3 who were selected in simple random sampling. First of all, the social adjustment rate was measured using California Personality Inventory. Thereafter, life skills education was conducted using humor during five sessions. Finally, a test was taken in order to assess the acquisition of the life skills in which passing score was required for re-completing the questionnaire. The data were analyzed using software SPSS10 and independent and paired t-tests. RESULTS: The findings of the study indicated that the mean score of the social adjustment statistically had a significant difference in the intervention group before and after the intervention. Furthermore, statistically, there was a significant difference between mean score of the social adjustment in the control group and test group after conducting the intervention. CONCLUSIONS: The findings of the study indicated that life skills education has been increased through humor on the social adjustment rate of the high school girl students. Considering the efficacy of learning life skills on the social adjustment and results of the other studies which were in accordance with the present study, implementing such trainings with a new method comprehensively is recommended in the schools. PMID:22049280

  20. Technical Skill Attainment and Post-Program Outcomes: An Analysis of Pennsylvania Secondary Career and Technical Education Graduates

    ERIC Educational Resources Information Center

    Staklis, Sandra; Klein, Steven

    2010-01-01

    Since the mid-1990s, the Pennsylvania Department of Education (PDE) has required all students concentrating in career and technical education (CTE) programs to complete a standardized technical skill assessment at or near the end of their program. Results of technical skill assessments are used for a number of purposes, including recognizing…

  1. The Effect of Music on Acquiring Vocabulary with Technically Gifted Students.

    ERIC Educational Resources Information Center

    Quast, Ulrike

    1999-01-01

    This study evaluated the role of music in acquiring foreign language vocabulary using suggestopedia techniques with 40 technically gifted students. The study found that the effectiveness of different types of music depended on student characteristics including gender, musical ability, foreign language learning ability, and feeling states. (DB)

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

    ERIC Educational Resources Information Center

    Janacsek, Karolina; Fiser, Jozsef; Nemeth, Dezso

    2012-01-01

    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…

  3. Decoding Skills Acquired by Low Readers Taught in Regular Classrooms Using Clinical Techniques. Research Report No. 35.

    ERIC Educational Resources Information Center

    Gallistel, Elizabeth; Fischer, Phyllis

    This study evaluated the decoding skills acquired by low readers in an experimental project that taught low readers in regular class through the use of clinical procedures based on a synthetic phonic, multisensory approach. An evaluation instrument which permitted the tabulation of specific decoding skills was administered as a pretest and…

  4. Soft Skills: The New Curriculum for Hard-Core Technical Professionals

    ERIC Educational Resources Information Center

    Bancino, Randy; Zevalkink, Claire

    2007-01-01

    In this article, the authors talk about the importance of soft skills for hard-core technical professionals. In many technical professions, the complete focus of education and training is on technical topics either directly or indirectly related to a career or discipline. Students are generally required to master various mathematics skills,…

  5. Comprehensive feedback on trainee surgeons’ non-technical skills

    PubMed Central

    Dieckmann, Peter; Beier-Holgersen, Randi; Rosenberg, Jacob; Oestergaard, Doris

    2015-01-01

    Objectives This study aimed to explore the content of conversations, feedback style, and perceived usefulness of feedback to trainee surgeons when conversations were stimulated by a tool for assessing surgeons’ non-technical skills. Methods Trainee surgeons and their supervisors used the Non-Technical Skills for Surgeons in Denmark tool to stimulate feedback conversations. Audio recordings of post-operation feedback conversations were collected. Trainees and supervisors provided questionnaire responses on the usefulness and comprehensiveness of the feedback. The feedback conversations were qualitatively analyzed for content and feedback style. Usefulness was investigated using a scale from 1 to 5 and written comments were qualitatively analyzed. Results Six trainees and six supervisors participated in eight feedback conversations. Eighty questionnaires (response rate 83 percent) were collected from 13 trainees and 12 supervisors. Conversations lasted median eight (2-15) minutes. Supervisors used the elements and categories in the tool to structure the content of the conversations. Supervisors tended to talk about the trainees’ actions and their own frames rather than attempting to understand the trainees’ perceptions. Supervisors and trainees welcomed the feedback opportunity and agreed that the conversations were useful and comprehensive. Conclusions The content of the feedback conversations reflected the contents of the tool and the feedback was considered useful and comprehensive. However, supervisors talked primarily about their own frames, so in order for the feedback to reach its full potential, supervisors may benefit from training techniques to stimulate a deeper reflection among trainees. PMID:25602262

  6. English Skills for Engineers Required by the English Technical Writing Test

    NASA Astrophysics Data System (ADS)

    Kyouno, Noboru

    Japanese English education has focused mainly on teaching passive skills such as reading and listening, whereas actual business activities in society require active skills such as writing and speaking in addition to the passive skills. This educational situation is estimated to be a reason Japanese engineers are less confident in writing and speaking than in reading and listening. This paper focuses on details of the English Technical Writing Test provided by the Japan Society of Technical Communication and emphasizes the importance of the active skills, mainly focusing on what skills should be taught in the future and how to develop these skills. This paper also stresses the necessity of learning rhetoric-related skills, concept of information words, as well as paragraph reading and writing skills based on the concept of the 3Cs (Correct, Clear, and Concise) as a means to develop technical writing skills for engineers.

  7. Trial for Enhancing Technical Writing Skills to Improve Training Efficiency in Writing Technical Papers

    NASA Astrophysics Data System (ADS)

    Uneda, Michio; Ishikawa, Ken-Ichi

    One of the important undertakings of student in laboratory education practiced in higher educational institutions, such as universities, is the development of technical communication skills based on training in technical writing for preparing not only bachelor‧s and master‧s theses but also papers to be submitted to society journals. However, technical writing is difficult for students who are not trained in writing papers, and it might become a burden for the teaching staff. Considering this situation, we have examined methods that may enhance the technical writing skills of students and also improve the training efficiency of the teaching staff. Specifically, the methods include distributing checklists to students, providing as few corrections as possible using underlines and adding comments when correcting students‧ writings, and instructing students to exchange their writings to check each other‧s work. In this paper, we summarize and analyze the effects of practicing the above methods on the basis of the answers to a questionnaire provided by students.

  8. Expansion Policy of Secondary Technical Education as a Correlate to the Acquisition of Basic Technical Skills by Students in Cameroon

    ERIC Educational Resources Information Center

    Efande, Lyonga John

    2015-01-01

    This study aims at investigating the relationship between the expansion of secondary Technical Education on the acquisition of technical skills by students. Technical Vocational Education and Training (TVET) has been expanding quantitatively yearly without paying enough attention to its adverse effect on quality and the acquisition of the…

  9. How Do Primary School Students Acquire the Skill of Making Hypothesis

    ERIC Educational Resources Information Center

    Darus, Faridah Binti; Saat, Rohaida Mohd

    2014-01-01

    Science education in Malaysia emphasizes three components: namely knowledge, scientific skills which include science process skills and manipulative skills; scientific attitudes; and noble values. The science process skills are important in enhancing students' cognitive development and also to facilitate students' active participation during the…

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

    ERIC Educational Resources Information Center

    Davis, Dawn H.

    2011-01-01

    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…

  11. Work Force Education: Beyond Technical Skills. Trends and Issues Alert No. 1.

    ERIC Educational Resources Information Center

    Imel, Susan

    This brief suggests that during the past 2 decades, the skills needed to succeed in the workplace have changed significantly. Technical skills remain important, but, increasingly, employers recognize another category of skills crucial to a worker's ability to work "smarter, not harder." These "soft,""core,""nontechnical,""essential,""generic," and…

  12. The Inculcation of Generic Skills among Juveniles through Technical and Vocational Education

    ERIC Educational Resources Information Center

    Wan-Mohamed, Wan Azlinda; Yunus, Mohamed Hafis

    2009-01-01

    Generic skills are skills which contribute towards individual's effective and successful participation in the workplace. For juveniles, Technical and Vocational Education (TVE) is one of the platforms that provide them generic skills which enable them to compete for job market. The purpose of this study is to investigate the level of generic…

  13. The Use of ICT to Support the Development of Practical Music Skills through Acquiring Keyboard Skills: A Classroom Based Study

    ERIC Educational Resources Information Center

    Chan, Liz M. Y.; Jones, Ann C.; Scanlon, Eileen; Joiner, Richard

    2006-01-01

    This paper concerns the use of Information and Communications Technology (ICT) in music classrooms, with the focus on the secondary school music curriculum in the United Kingdom. In particular, it reports on a study of learners in a UK school using software designed to support practical music skills. The paper begins by briefly raising and…

  14. Visual skills and cross-modal plasticity in deaf readers: possible implications for acquiring meaning from print.

    PubMed

    Dye, Matthew W G; Hauser, Peter C; Bavelier, Daphne

    2008-12-01

    Most research on reading skill acquisition in deaf individuals has been conducted from the perspective of a hearing child learning to read. This approach may limit our understanding of how a deaf child approaches the task of learning to read and successfully acquires reading skills. An alternative approach is to consider how the cognitive skills that a deaf child brings to the reading task may influence the route by which he or she achieves reading fluency. A review of the literature on visual spatial attention suggests that deaf individuals are more distracted by visual information in the parafovea and periphery. We discuss how this may have an influence upon the perceptual processing of written text in deaf students. PMID:19076390

  15. The Intra-Rater Reliability of Nine Content-Validated Technical Skill Assessment Instruments (TSAI) for Athletic Taping Skills

    ERIC Educational Resources Information Center

    Lagumen, Niko G.; Butterwick, Dale J.; Paskevich, David M.; Fung, Tak S.; Donnon, Tyrone L.

    2008-01-01

    Objective: To establish the intra-rater reliability of nine content-validated Technical Skill Assessment Instruments (TSAI) for the skills of athletic taping. Setting: University of Calgary. Subjects: Canadian Certified Athletic Therapists, CAT(C), with a mean ± SD of 9.6 ± 10.8 years as a CAT(C), 7.8 ± 10.9 years as a Supervisory Athletic…

  16. Imperatives of intellectual capital and technical skills for innovation: Perspective on higher education

    NASA Astrophysics Data System (ADS)

    Alkhaffaf, Haetham H. Kasem; Aljanabi, AbdulQadir Rahomee Ahmed

    2016-08-01

    The purpose of this paper is to explore how intellectual capital and technical skills can affect innovation. This paper reviewed related literature with these concepts and then submits a proposed theoretical framework to manifest the relationship between these variable. This paper explores the intellectual capital and technical skills from higher education perspective as critical success factors for innovation and conclude show higher education institutions can benefit from the integration of intellectual capital and technical skills principles to develop innovation and achieve a high level of performance.

  17. Self Esteem Training as an Aid to Acquiring Conflict Management Skills.

    ERIC Educational Resources Information Center

    Casey, Margaret; Casey, Paul

    1997-01-01

    The conflict management skills of 16 women receiving self-esteem training were assessed before and after the program. Most made significant gains in self-esteem and at the same time developed nonadversarial styles of conflict management. (SK)

  18. Team Training and Retention of Skills Acquired Above Real Time Training on a Flight Simulator

    NASA Technical Reports Server (NTRS)

    Ali, Syed Friasat; Guckenberger, Dutch; Crane, Peter; Rossi, Marcia; Williams, Mayard; Williams, Jason; Archer, Matt

    2000-01-01

    Above Real-Time Training (ARTT) is the training acquired on a real time simulator when it is modified to present events at a faster pace than normal. The experiments related to training of pilots performed by NASA engineers (Kolf in 1973, Hoey in 1976) and others (Guckenberger, Crane and their associates in the nineties) have shown that in comparison with the real time training (RTT), ARTT provides the following benefits: increased rate of skill acquisition, reduced simulator and aircraft training time, and more effective training for emergency procedures. Two sets of experiments have been performed; they are reported in professional conferences and the respective papers are included in this report. The retention of effects of ARTT has been studied in the first set of experiments and the use of ARTT as top-off training has been examined in the second set of experiments. In ARTT, the pace of events was 1.5 times the pace in RTT. In both sets of experiments, university students were trained to perform an aerial gunnery task. The training unit was equipped with a joystick and a throttle. The student acted as a nose gunner in a hypothetical two place attack aircraft. The flight simulation software was installed on a Universal Distributed Interactive Simulator platform supplied by ECC International of Orlando, Florida. In the first set of experiments, two training programs RTT or ART7 were used. Students were then tested in real time on more demanding scenarios: either immediately after training or two days later. The effects of ARTT did not decrease over a two day retention interval and ARTT was more time efficient than real time training. Therefore, equal test performance could be achieved with less clock-time spent in the simulator. In the second set of experiments three training programs RTT or ARTT or RARTT, were used. In RTT, students received 36 minutes of real time training. In ARTT, students received 36 minutes of above real time training. In RARTT, students

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

    ERIC Educational Resources Information Center

    Mowbray, Susan; Halse, Christine

    2010-01-01

    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…

  20. Interprofessional non-technical skills for surgeons in disaster response: a literature review.

    PubMed

    Willems, Anneliese; Waxman, Bruce; Bacon, Andrew K; Smith, Julian; Kitto, Simon

    2013-09-01

    Natural disasters impose a significant burden on society. Current disaster training programmes do not place an emphasis on equipping surgeons with non-technical skills for disaster response. This literature review sought to identify non-technical skills required of surgeons in disaster response through an examination of four categories of literature: "disaster"; "surgical"; "organisational management"; and "interprofessional". Literature search criteria included electronic database searches, internet searches, hand searching, ancestry searching and networking strategies. Various potential non-technical skills for surgeons in disaster response were identified including: interpersonal skills such as communication, teamwork and leadership; cognitive strategies such flexibility, adaptability, innovation, improvisation and creativity; physical and psychological self-care; conflict management, collaboration, professionalism, health advocacy and teaching. Such skills and the role of interprofessionalism should be considered for inclusion in surgical disaster response training course curricula. PMID:23751138

  1. Development of perceived competence, tactical skills, motivation, technical skills, and speed and agility in young soccer players.

    PubMed

    Forsman, Hannele; Gråstén, Arto; Blomqvist, Minna; Davids, Keith; Liukkonen, Jarmo; Konttinen, Niilo

    2016-07-01

    The objective of this 1-year, longitudinal study was to examine the development of perceived competence, tactical skills, motivation, technical skills, and speed and agility characteristics of young Finnish soccer players. We also examined associations between latent growth models of perceived competence and other recorded variables. Participants were 288 competitive male soccer players ranging from 12 to 14 years (12.7 ± 0.6) from 16 soccer clubs. Players completed the self-assessments of perceived competence, tactical skills, and motivation, and participated in technical, and speed and agility tests. Results of this study showed that players' levels of perceived competence, tactical skills, motivation, technical skills, and speed and agility characteristics remained relatively high and stable across the period of 1 year. Positive relationships were found between these levels and changes in perceived competence and motivation, and levels of perceived competence and speed and agility characteristics. Together these results illustrate the multi-dimensional nature of talent development processes in soccer. Moreover, it seems crucial in coaching to support the development of perceived competence and motivation in young soccer players and that it might be even more important in later maturing players. PMID:26708723

  2. Constructing Items for Assessing English Writing Skills. Technical Note.

    ERIC Educational Resources Information Center

    Humes, Ann

    Specifying and writing appropriate items for student writing assessments is an exacting task. All too frequently, however, teachers approach this task by reading a skill statement and hurriedly writing a few items with correct answers combined with several distractors. This approach disregards the essentials of isolating a single skill for…

  3. Integrated Basic Education and Skills Training (I-BEST). Washington's Community and Technical Colleges

    ERIC Educational Resources Information Center

    Washington State Board for Community and Technical Colleges, 2014

    2014-01-01

    Washington's Integrated Basic Education and Skills Training Program (I-BEST) quickly teaches students literacy, work, and college-readiness skills so they can move through school and into living wage jobs faster. Pioneered by Washington's community and technical colleges, I-BEST uses a team-teaching approach to combine college-readiness classes…

  4. Rigor "and" Relevance: Enhancing High School Students' Math Skills through Career and Technical Education

    ERIC Educational Resources Information Center

    Stone, James R., III; Alfeld, Corinne; Pearson, Donna

    2008-01-01

    Numerous high school students, including many who are enrolled in career and technical education (CTE) courses, do not have the math skills necessary for today's high-skill workplace or college entrance requirements. This study tests a model for enhancing mathematics instruction in five high school CTE programs (agriculture, auto technology,…

  5. Case Study: Teaching Learning Skills as a Foundation for Technical Training.

    ERIC Educational Resources Information Center

    Nelson, John E.

    1992-01-01

    Discussion of instructional materials that teach knowledge and skills needed for technical training focuses on cooperative development between U.S. and Canadian educators and the Agency for Instructional Technology (AIT) to produce the "Math Works" and "Principles of Technology" materials. Learning skills are discussed, and instructional design…

  6. Developing Technical Writing Skills in the Physical Chemistry Laboratory: A Progressive Approach Employing Peer Review

    ERIC Educational Resources Information Center

    Gragson, Derek E.; Hagen, John P.

    2010-01-01

    Writing formal "journal-style" lab reports is often one of the requirements chemistry and biochemistry students encounter in the physical chemistry laboratory. Helping students improve their technical writing skills is the primary reason this type of writing is a requirement in the physical chemistry laboratory. Developing these skills is an…

  7. Why Do Contractors Contract? The Experience of Highly Skilled Technical Professionals in a Contingent Labor Market.

    ERIC Educational Resources Information Center

    Kunda, Gideon; Barley, Stephen R.; Evans, James

    2002-01-01

    A study of why 52 highly skilled technical contractors accepted contingent employment found that contracting paid better than permanent employment. However, they felt anxiety and estrangement; networks were developed to address needs such as training. Highly skilled contingent workers form a triad with employing companies and intermediaries such…

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

    USGS Publications Warehouse

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

    2009-01-01

    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

  9. Unravelling the Lifelong Learning Process for Canadian Workers and Adult Learners Acquiring Higher Skills

    ERIC Educational Resources Information Center

    Taylor, Maurice; Trumpower, David; Pavic, Ivana

    2013-01-01

    This article reports on a mixed methods study that investigated aspects of formal, non-formal and informal learning for workers and adult high school learners seeking literacy and essential skills. Three key themes emerged from the qualitative data: motivations for participation in various forms of learning; seeking out informal learning…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

    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…

  11. Collaboration Skills Pre-Service Teachers Acquire in a Responsive Preparation Program

    ERIC Educational Resources Information Center

    Gentry, Ruben

    2012-01-01

    Collaboration skills are essential for all teachers, but crucial for personnel who instruct students with disabilities. Through collaboration, families and professionals are able to combine their strengths and wisdom to make education as appropriate as possible for the student. Capitalizing on each other's knowledge and expertise not only helps…

  12. Self and Others in Team-Based Learning: Acquiring Teamwork Skills for Business

    ERIC Educational Resources Information Center

    Betta, Michela

    2016-01-01

    Team-based learning (TBL) was applied within a third-year unit of study about ethics and management with the aim of enhancing students' teamwork skills. A survey used to collect students' opinions about their experience with TBL provided insights about how TBL helped students to develop an appreciation for teamwork and team collaboration. The team…

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

    PubMed Central

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

    2014-01-01

    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

  14. Customisation of an instrument to assess anaesthesiologists' non-technical skills

    PubMed Central

    Spanager, Lene; Lyk-Jensen, Helle T.; Dieckmann, Peter; Østergaard, Doris

    2015-01-01

    Objectives The objectives of the study were to identify Danish anaesthesiologists’ non-technical skills and to customise the Scottish-developed Anaesthetists’ Non-Technical Skills instrument for Danish anaesthesiologists. Methods Six semi-structured group interviews were conducted with 31 operating room team members: anaesthesiologists, nurse anaesthetists, surgeons, and scrub nurses. Interviews were transcribed verbatim and analysed using directed content analysis. Anaesthesiologists’ non-technical skills were identified, coded, and sorted using the original instrument as a basis. The resulting prototype instrument was discussed with anaesthesiologists from 17 centres to ensure face validity. Results Interviews lasted 46–67 minutes. Identified examples of anaesthesiologists’ good or poor non-technical skills fit the four categories in the original instrument: situation awareness; decision making; team working; and task management. Anaesthesiologists’ leadership role in the operating room was emphasised: the original ‘Task Management’ category was named ‘Leadership’. One new element, ‘Demonstrating self-awareness’ was added under the category ‘Situation Awareness’. Compared with the original instrument, half of the behavioural markers were new, which reflected that being aware of and communicating one’s own abilities to the team; working systematically; and speaking up to avoid adverse events were important skills. Conclusions The Anaesthetists’ Non-Technical Skills instrument was customised to a Danish setting using the identified non-technical skills for anaesthesiologists and the original instrument as basis. The customised instrument comprises four categories and 16 underpinning elements supported by multiple behavioural markers. Identifying non-technical skills through semi-structured group interviews and analysing them using direct content analysis proved a useful method for customising an assessment instrument to another

  15. Objective Structured Assessment of Technical Skill in assessing technical competence to carry out caesarean section with increasing seniority.

    PubMed

    Landau, Alex; Reid, Wendy; Watson, Andrew; McKenzie, Clare

    2013-04-01

    Since the incorporation of workplace-based assessment within the specialty training programme in obstetrics and gynaecology, the assessment of technical competence to carry out caesarean section has been undertaken by the Objective Structured Assessment of Technical Skill tool. This requirement has been formalised in the Matrix of Educational Progression, ensuring that the tool must assess trainees' technical competence in caesarean section procedures of varying levels of complexity throughout training. Trainee feedback suggests that the effectiveness of the tool diminishes as the seniority of the trainee increases, with technical competence assessed less effectively in more complex procedures. This seems to be a result of the generic design of the tool and insufficient training on the part of assessors. Both of these are due to be addressed within a division of the Objective Structured Assessment of Technical Skill tool into explicitly formative and summative assessments of technical skill, following a General Medical Council-led consultation on the future of workplace-based assessment. PMID:23062591

  16. An Approach for Technical Skill Development & Succession in Kyushu Electric Power Co., Inc

    NASA Astrophysics Data System (ADS)

    Higuchi, Takahiro

    The original mission as electric power supplier is to stably supply high-quality and inexpensive electricity. In order to achieve this mission, for the employees that actually deal with the electric equipment, to engage themselves in precise job performance is crucial. In fostering human resources, we emphasize both on knowledge development that is required for employees and on skill building that is necessary for the precise job performance. Each engineering department is proactive in conducting the engineering training that is devised along with respective operation through OJT and Off-JT to acquire and transfer practical techniques and skills. Hereafter, we will furthermore work to enhance in-company training, visualizing the techniques and skills that engineers are required to acquire, and the achievement that each engineer has acquired.

  17. Measuring non-technical skills in medical emergency care: a review of assessment measures

    PubMed Central

    Cooper, Simon; Endacott, Ruth; Cant, Robyn

    2010-01-01

    Aim To review the literature on non-technical skills and assessment methods relevant to emergency care. Background Non-technical skills (NTS) include leadership, teamwork, decision making and situation awareness, all of which have an impact on healthcare outcomes. Significant concerns have been raised about the rates of adverse medical events, many of which are attributed to NTS failures. Methods Ovid, Medline, ProQUEST, PsycINFO and specialty websites were searched for NTS measures using applicable access strategies, inclusion and exclusion criteria. Publications identified were assessed for relevance. Results A range of non-technical skill measures relevant to emergency care was identified: leadership (n = 5), teamwork (n = 7), personality/behavior (n = 3) and situation awareness tools (n = 1). Of these, 9 have been used with emergency care populations/clinicians. All had varying degrees of reliability and validity. In the last decade there has been some development of teamwork measures specific to emergency care with a predominantly global and collective rating of broad skills. Conclusion A variety of non-technical skill measures are available; only a few have been used in the emergency care arena. There is a need for an increase in the focused assessment of teamwork skills for a greater understanding of team performance to enhance patient safety in medical emergency care. PMID:27147832

  18. Examining the Professional Development Experiences and Non-Technical Skills Desired for Geoscience Employment

    NASA Astrophysics Data System (ADS)

    Houlton, H. R.; Ricci, J.; Wilson, C. E.; Keane, C.

    2014-12-01

    Professional development experiences, such as internships, research presentations and professional network building, are becoming increasingly important to enhance students' employability post-graduation. The practical, non-technical skills that are important for succeeding during these professional development experiences, such as public speaking, project management, ethical practices and writing, transition well and are imperative to the workplace. Thereby, graduates who have honed these skills are more competitive candidates for geoscience employment. Fortunately, the geoscience community recognizes the importance of these professional development opportunities and the skills required to successfully complete them, and are giving students the chance to practice non-technical skills while they are still enrolled in academic programs. The American Geosciences Institute has collected data regarding students' professional development experiences, including the preparation they receive in the corresponding non-technical skills. This talk will discuss the findings of two of AGI's survey efforts - the Geoscience Student Exit Survey and the Geoscience Careers Master's Preparation Survey (NSF: 1202707). Specifically, data highlighting the role played by internships, career opportunities and the complimentary non-technical skills will be discussed. As a practical guide, events informed by this research, such as AGI's professional development opportunities, networking luncheons and internships, will also be included.

  19. Additional evidence of far transfer of scientific reasoning skills acquired in a CLASP reformed physics course

    NASA Astrophysics Data System (ADS)

    Potter, Wendell H.; Lynch, Robert B.

    2013-01-01

    The introductory physics course taken by biological science majors at UC Davis, Physics 7, was radically reformed 16 years ago in order to explicitly emphasize the development of scientific reasoning skills in all elements of the course. We have previously seen evidence of increased performance on the biological and physical science portions of the MCAT exam, in a rigorous systemic physiology course, and higher graduating GPAs for students who took Physics 7 rather than a traditionally taught introductory physics course. We report here on the increased performance by a group of biological-science majors in a general chemistry course who took the first quarter of Physics 7 prior to beginning the chemistry course sequence compared to a similar group who began taking physics after completing the first two quarters of general chemistry.

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

    PubMed

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

    2014-07-01

    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

  1. The rise of simulation in technical skills teaching and the implications for training novices in anaesthesia.

    PubMed

    Castanelli, D J

    2009-11-01

    Changes in work practices have led to a decline in the opportunities for anaesthetic trainees to learn technical procedures in supervised practice. Efforts to mitigate medical error and other changes have coincided with the development of alternative training methods so that it is increasingly difficult to justify the traditional model of teaching technical procedures. The range of simulators available for training in technical procedures in anaesthesia continues to expand. While simulation has been widely adopted in anaesthesia for crisis management training, there is little documented evidence of its use for technical skills training. The theoretical basis for the use of simulation to aid the acquisition of psychomotor skills and the development of expertise is now well established. In addition, practical frameworks that allow this theory to be applied in a systematic fashion have been developed and successfully used in other specialties. Using the available simulation equipment and educational tools, trainees can be prepared to begin supervised practice having demonstrated adequate procedural knowledge and expertise in simulation. With the use of simulated patients there is also the opportunity to integrate non-technical skills as well where appropriate. This review summarises the justification for the use of simulation in technical skills training in anaesthesia and the educational theory that supports its use, and outlines one of the available frameworks that can be used to aid its application. PMID:20014595

  2. Lessons from surgery and anaesthesia: evaluation of non-technical skills in interventional radiology

    PubMed Central

    Patel, Salil B; Pilkington, Nicola

    2015-01-01

    In the medical profession, surgery and anaesthesia are leading the way in identifying human errors that negatively affect patient safety. Evidence suggests that the implementation of non-technical skills assessments reduces such errors. Interventional Radiology is a procedural based speciality and therefore may also benefit from formal assessment of non-technical skills. This literature review supports the use of standardised assessment tools used in surgery and anaesthesia. Using the Downing framework of internal validity, the tools demonstrated good internal consistency but a spectrum of inter-rater variability, which can be partially improved with training. At present, a formal Interventional Radiology non-technical skills assessment tool is probably not suitable to be a stand-alone ‘high stakes’ assessment, but may be a useful adjunct to the existing array of workplace-based assessments. PMID:26664733

  3. Descriptive analysis of context evaluation instrument for technical oral presentation skills evaluation: A case study in English technical communication course

    NASA Astrophysics Data System (ADS)

    Mohamed, Abdullah-Adnan; Asmawi, Adelina; Hamid, Mohd Rashid Ab; Mustafa, Zainol bin

    2015-02-01

    This paper reports a pilot study of Context Evaluation using a self-developed questionnaire distributed among engineering undergraduates at a university under study. The study aims to validate the self-developed questionnaires used in the Context evaluation, a component in the CIPP Model. The Context evaluation assesses background information for needs, assets, problems and opportunities relevant to beneficiaries of the study in a defined environment. Through the questionnaire, background information for the assessment of needs, assets and problems related to the engineering undergraduates' perceptions on the teaching and learning of technical oral presentation skills was collected and analysed. The questionnaire was developed using 5-points Likert scale to measure the constructs under study. They were distributed to 100 respondents with 79 returned. The respondents consisted of engineering undergraduates studied at various faculties at one technical university in Malaysia. The descriptive analysis of data for each item which makes up the construct for Context evaluation is found to be high. This implied that engineering undergraduates showed high interest in teaching and learning of technical oral presentation skills, thus their needs are met. Also, they agreed that assets and facilities are conducive to their learning. In conclusion, the context evaluation involving needs and assets factors are both considerably important; their needs are met and the assets and facilities do support their technical oral presentation skills learning experience.

  4. An Integrative Approach to the Teaching of Technical Communication Skills.

    ERIC Educational Resources Information Center

    Yeo, Roland

    2001-01-01

    Examines the role of language in the teaching of technical report writing for first-year Engineering students at Temasek Polytechnic (Singapore). Describes, predicts, and critiques the communicative behaviors of students coming into contact with report writing. Findings indicate that good report writing can be learned through an integrative…

  5. Acquired versus innate prey capturing skills in super-precocial live-bearing fish.

    PubMed

    Lankheet, Martin J; Stoffers, Twan; van Leeuwen, Johan L; Pollux, Bart J A

    2016-07-13

    Live-bearing fish start hunting for mobile prey within hours after birth, an example of extreme precociality. Because prenatal, in utero, development of this behaviour is constrained by the lack of free-swimming sensory-motor interactions, immediate success after birth depends on innate, evolutionarily acquired patterns. Optimal performance however requires flexible adjustment to an unpredictable environment. To distinguish innate from postnatally developing patterns we analysed over 2000 prey capture events for 28 metallic livebearers (Girardinus metallicus; Poeciliidae), during their first 3 days after birth. We show that the use of synchronous pectoral fin beats for final acceleration and ingestion is fixed and presumably innate. It allows for direct, symmetrical control of swimming speed and direction, while avoiding head yaw. Eye movements and body curvatures, however, change considerably in the first few days, showing that eye-tail coordination requires postnatal development. The results show how successful prey captures for newborn, live-bearing fish are based on a combination of fixed motor programmes and rapid, postnatal development. PMID:27412277

  6. Deaf Children's Acquisition of Prereading Skills Using the Reciprocal Teaching Procedure. Technical Report No. 350.

    ERIC Educational Resources Information Center

    Andrews, Jean F.

    As part of a larger study on the levels experienced by deaf children in acquiring knowledge about printed letters, words, and stories, an investigation was undertaken to discover the effects of a reciprocal teaching method on deaf children's learning of four prereading skills--finger spelling, book reading, story reciting, and word recognition.…

  7. Trial for Enhancing Technical Writing Skills to Improve Training Efficiencyin Writing Technical Papers and Its Effectiveness Evaluation

    NASA Astrophysics Data System (ADS)

    Uneda, Michio; Ishikawa, Ken-Ichi

    One of the important undertakings of student in laboratory education practiced in higher educational institutions, such as universities, is the development of technical communication skills based on training in technical writing for preparing not only theses but also papers to be submitted to society journals. However, technical writing is difficult for students who study at a technical university. Moreover, it might become a burden for the teaching staff, when a teaching staff trains many students. With the background of this situation, we have examined four effective methods described in this paper from year 2006. This paper describes the effects of practicing our four methods on the basis of the answers to questionnaires provided by students in years 2006 and 2007.

  8. A Comparison of Career Technical Education--16 Career Pathway High School Participants with Non-Participants on Academic Achievement, School Engagement, and Development of Technical Skills

    ERIC Educational Resources Information Center

    Orozco, Edith Aimee

    2010-01-01

    The objective of this research was to compare Career Technical Education--16 Career Pathway high school participants with non-participants on academic achievement, development of technical skills and school engagement. Academic achievement was measured by Exit Level Math and English Language Arts Texas Assessment of Knowledge and Skills (TAKS)…

  9. Computer-based video instructions for acquisition of technical skills.

    PubMed

    Dubrowski, Adam; Xeroulis, George

    2005-12-01

    This study aimed to assess which type of information presented in an interactive computer-based video instruction was most frequently used by novice medical students during a 1-hour training session in instrument suturing and knot-tying skills. Custom-designed instructional software enabled tracking when a given segment of the video was accessed. The results suggest that, in the early stages of learning, trainees require guidance in proper looping techniques and placement of the knots. In accordance with motor learning theory, when setting up CD-ROM or Web-based curricula, instructors should, therefore, emphasize these steps during early stages of learning. PMID:16503567

  10. Trade and Technical. Volume II. Access Skills. Vocational Readiness Skills. Missouri LINC. Assessing Vocational Education.

    ERIC Educational Resources Information Center

    Missouri Univ., Columbia. Dept. of Practical Arts and Vocational-Technical Education.

    This document contains trade and industrial occupations-related materials to help teachers and parents teach access skills to Missouri junior high and high school special needs students who want to pursue a vocational program in auto body repair, auto mechanics, building maintenance and custodial work, diesel mechanics, machinist, small engine…

  11. Technical Analysis of the Reading Essential Skills Screener-Upper Elementary Version

    ERIC Educational Resources Information Center

    O'Brocki, Catherine M.; Moore-Thomas, Cheryl; Erford, Bradley T.

    2007-01-01

    The technical characteristics of scores on the Reading Essential Skills Screener-Upper Elementary Version (B. T. Erford, G. Vitali, R. Hass. & R. R. Boykin, 1995) were studied using 4 independent samples of boys and girls in Grades 4-6. Decision efficiency, principal axis factor analysis, internal consistency, 30-day test-retest reliability, and…

  12. Designing Entrepreneurial Skills Development Programmes. Resource Book for Technical and Vocational Institutions.

    ERIC Educational Resources Information Center

    Rao, T. V.; And Others

    This resource book offers people involved in Entrepreneurial Skills Development Programs (ESDPs) in technical and vocational education and training institutions (curriculum developers, trainers, policymakers, and managers) tools to fashion a program that suits their specific environment. The two sections of the book are "Planning an ESPD"…

  13. Employability and Technical Skill Required to Establish a Small Scale Automobile Workshop

    ERIC Educational Resources Information Center

    Olaitan, Olawale O.; Ikeh, Joshua O.

    2015-01-01

    The study focused on identifying the employability and technical skills needed to establish small-scale automobile workshop in Nsukka Urban of Enugu State. Five purposes of the study were stated to guide the study. Five research questions were stated and answered in line with the purpose of the study. The population for the study is 1,500…

  14. Briefing Paper regarding the Establishment of a Regional Technical and Industrial Skills Training Center.

    ERIC Educational Resources Information Center

    Powell, Roger Baden

    In spring 1997, Oregon's Regional Workforce Committee commissioned a study to investigate the feasibility of creating a technical and industrial skills training center in Region 12 of the state. Interviews were conducted with 40 individuals from area companies, social service agencies, and training organizations regarding the need for such a…

  15. Integrating Vocational-Technical Education and Basic Academic Skills. A Status Report.

    ERIC Educational Resources Information Center

    Losh, Charles; And Others

    A study examined the degree to which states are working on integrating vocational-technical education and instruction in basic academic skills. Usable information was provided by 29 of the 30 states contacted. Nearly all of the states belong to one or more of the various consortia developing the applied math, communications, principles of…

  16. An Exploration of Desktop Virtual Reality and Visual Processing Skills in a Technical Training Environment

    ERIC Educational Resources Information Center

    Ausburn, Lynna J.; Ausburn, Floyd B.; Kroutter, Paul

    2010-01-01

    Virtual reality (VR) technology has demonstrated effectiveness in a variety of technical learning situations, yet little is known about its differential effects on learners with different levels of visual processing skill. This small-scale exploratory study tested VR through quasi-experimental methodology and a theoretical/conceptual framework…

  17. The Potential Transfer of Industrial Skills from Defense to Nondefense Industries. Volume II, Technical Appendix.

    ERIC Educational Resources Information Center

    California State Dept. of Employment, Sacramento.

    This study of skill transferability between missile production and nondefense industries provides the necessary data to help formulate retraining and other programs designed to help workers adjust to cutbacks in defense spending. This technical appendix to the project report contains the data upon which the report's conclusions are based. The…

  18. Using a Collaborative Critiquing Technique to Develop Chemistry Students' Technical Writing Skills

    ERIC Educational Resources Information Center

    Carr, Jeremy M.

    2013-01-01

    The technique, termed "collaborative critiquing", was developed to teach fundamental technical writing skills to analytical chemistry students for the preparation of laboratory reports. This exercise, which can be completed prior to peer-review activities, is novel, highly interactive, and allows students to take responsibility for their…

  19. Take a Page from Your Coach's Play Book: Teaching Technical and Tactical Skills in Athletic Training

    ERIC Educational Resources Information Center

    Hawkins, Jeremy R.; Sharp, Elizabeth B.; Williams, Skip M.

    2015-01-01

    Context: The ability to demonstrate sound clinical reasoning is needed for a practicing athletic trainer. However, instruction on how to make a correct clinical decision may be deficient in many athletic training programs. Objective: To provide an overview of how to teach technical and tactical skills, using both a tradition and a nontraditional…

  20. Development of a Situated Spectrum Analyzer Learning Platform for Enhancing Student Technical Skills

    ERIC Educational Resources Information Center

    Chuang, Chien-Pen; Jou, Min; Lin, Yen-Ting; Lu, Cheng-Tien

    2015-01-01

    Electronic engineering industries require technical specialists to operate precision electronic instruments. However, limitations in course designs and equipment availability mean that only a few students are able to use the equipment in practical lessons within a limited timeframe. Also, instruction of techniques and skills are still mostly…

  1. The Accounting Class as Accounting Firm: A Model Program for Developing Technical and Managerial Skills

    ERIC Educational Resources Information Center

    Docherty, Gary

    1976-01-01

    One way to bring the accounting office into the classroom is to conduct the class as a "company." Such a class is aimed at developing students' technical and managerial skills, as well as their career awareness and career goals. Performance goals, a course description, and overall objectives of the course are given and might serve as a model.…

  2. Wilder-Naifeh Technical Skills Grant Program Report: A Baseline Evaluation

    ERIC Educational Resources Information Center

    Tennessee Higher Education Commission, 2010

    2010-01-01

    The Wilder-Naifeh Technical Skills Grant, introduced in Winter 2004, grants awards of up to $2,000 to students who attend one of the 27 Tennessee Technology Centers. Since the inception of this program, approximately 50,000 students have received grants, and the state of Tennessee has spent roughly $47.5 million on the program over the last four…

  3. Employers' Perception of Graduates with Entry-Level Technical Skills from Construction Industry Programs in Ghana and Nigeria

    ERIC Educational Resources Information Center

    Acheampong, Philip

    2013-01-01

    The purpose of this comparative study was to identify the technical skills and abilities needed by prospective employees of construction industries in Ghana and Nigeria. Potential employees were defined here as recent graduates of construction industry programs with entry-level technical skills. The continuous growth in and expansion of these two…

  4. Integrating Space Flight Resource Management Skills into Technical Lessons for International Space Station Flight Controller Training

    NASA Technical Reports Server (NTRS)

    Baldwin, Evelyn

    2008-01-01

    The Johnson Space Center s (JSC) International Space Station (ISS) Space Flight Resource Management (SFRM) training program is designed to teach the team skills required to be an effective flight controller. It was adapted from the SFRM training given to Shuttle flight controllers to fit the needs of a "24 hours a day/365 days a year" flight controller. More recently, the length reduction of technical training flows for ISS flight controllers impacted the number of opportunities for fully integrated team scenario based training, where most SFRM training occurred. Thus, the ISS SFRM training program is evolving yet again, using a new approach of teaching and evaluating SFRM alongside of technical materials. Because there are very few models in other industries that have successfully tied team and technical skills together, challenges are arising. Despite this, the Mission Operations Directorate of NASA s JSC is committed to implementing this integrated training approach because of the anticipated benefits.

  5. An Approach to Developing Independent Learning and Non-Technical Skills Amongst Final Year Mining Engineering Students

    ERIC Educational Resources Information Center

    Knobbs, C. G.; Grayson, D. J.

    2012-01-01

    There is mounting evidence to show that engineers need more than technical skills to succeed in industry. This paper describes a curriculum innovation in which so-called "soft" skills, specifically inter-personal and intra-personal skills, were integrated into a final year mining engineering course. The instructional approach was designed to…

  6. Interprofessional non-technical skills for surgeons in disaster response: a qualitative study of the Australian perspective.

    PubMed

    Willems, Anneliese; Waxman, Buce; Bacon, Andrew K; Smith, Julian; Peller, Jennifer; Kitto, Simon

    2013-03-01

    Interprofessional non-technical skills for surgeons in disaster response have not yet been developed. The aims of this study were to identify the non-technical skills required of surgeons in disaster response and training for disaster response and to explore the barriers and facilitators to interprofessional practice in surgical teams responding to disasters. Twenty health professionals, with prior experience in natural disaster response or education, participated in semi-structured in-depth interviews. A qualitative matrix analysis design was used to thematically analyze the data. Non-technical skills for surgeons in disaster response identified in this study included skills for austere environments, cognitive strategies and interprofessional skills. Skills for austere environments were physical self-care including survival skills, psychological self-care, flexibility, adaptability, innovation and improvisation. Cognitive strategies identified in this study were "big picture" thinking, situational awareness, critical thinking, problem solving and creativity. Interprofessional attributes include communication, team-player, sense of humor, cultural competency and conflict resolution skills. "Interprofessionalism" in disaster teams also emerged as a key factor in this study and incorporated elements of effective teamwork, clear leadership, role adjustment and conflict resolution. The majority of participants held the belief that surgeons needed training in non-technical skills in order to achieve best practice in disaster response. Surgeons considerring becoming involved in disaster management should be trained in these skills, and these skills should be incorporated into disaster preparation courses with an interprofessional focus. PMID:22830532

  7. The importance of professional skills alongside scientific and technical excellence to underpin ethical geoscience practice

    NASA Astrophysics Data System (ADS)

    Allington, Ruth; Fernandez-Fuentes, Isabel

    2013-04-01

    There is consensus that reliable ground models, based on a sound understanding of the geology and surface processes are vital as a basis for natural hazard identification and risk assessment, and there is a great deal of skill and experience in the geoscience community with mapping, modelling and predicting natural hazards and their likely impacts. This presentation will highlight the contributions of geology and geomorphology in the identification of natural hazards and mitigation of their impacts. It will then consider a range of "professional skills" that are needed by geoscientists working with other specialists and non-specialists (e.g. engineers, emergency services, land-use planners, architects responsible for building codes, politicians, regulators, the public etc) alongside technical and scientific excellence. It will argue that development and application of both scientific/technical and professional skills is essential to ensure that the maps, models and other data relevant to natural hazards and environmental change are used to provide effective public protection through communication, land-use planning and planning for resilience. The professional skills of particular importance include interdisciplinary collaboration; project management; cost-benefit analysis; effective communication with specialists and non specialists (especially the public); and facilitative skills. All the technical, scientific and professional skills need to be applied competently and with the highest standards of ethical underpinning. The contribution will consider how this can be achieved (or at least facilitated) through professional training, award of professional titles, licensure etc, drawing on international examples of best practice in professional codes of conduct and regulation directed to the protection of the public.

  8. Using simulation to train orthopaedic trainees in non-technical skills: A pilot study

    PubMed Central

    Heaton, Samuel R; Little, Zoe; Akhtar, Kash; Ramachandran, Manoj; Lee, Joshua

    2016-01-01

    AIM To enhance non-technical skills and to analyse participant’s experience of a course tailored for orthopaedic surgeons. METHODS A Delphi technique was used to develop a course in human factors specific to orthopaedic residents. Twenty-six residents (six per course) participated in total with seven course facilitators all trained in Crisis Resource Management providing structured feedback. Six scenarios recreated challenging real-life situations using high-fidelity mannequins and simulated patients. Environments included a simulated operating suite, clinic room and ward setting. All were undertaken in a purpose built simulation suite utilising actors, mock operating rooms, mock clinical rooms and a high fidelity adult patient simulator organised through a simulation control room. Participants completed a 5-point Likert scale questionnaire (strongly disagree to strongly agree) before and after the course. This assessed their understanding of non-technical skills, scenario validity, relevance to orthopaedic training and predicted impact of the course on future practice. A course evaluation questionnaire was also completed to assess participants’ feedback on the value and quality of the course itself. RESULTS Twenty-six orthopaedic residents participated (24 male, 2 female; post-graduation 5-10 years), mean year of residency program 2.6 out of 6 years required in the United Kingdom. Pre-course questionnaires showed that while the majority of candidates recognised the importance of non-technical (NT) skills in orthopaedic training they demonstrated poor understanding of non-technical skills and their role. This improved significantly after the course (Likert score 3.0-4.2) and the perceived importance of these skills was reported as good or very good in 100%. The course was reported as enjoyable and provided an unthreatening learning environment with the candidates placing particular value on the learning opportunity provided by reflecting on their performance

  9. Technical and Soft Skills Expectations During the Transition from Recent Graduate to New Hire

    NASA Astrophysics Data System (ADS)

    Keane, C. M.

    2001-12-01

    Employer-applicant skill compatibility represents a major component of the career development process, particularly for new entrants to the job market. Newly minted geoscientists largely bring a distinct set of skills learned during their formal education and training, which combined with a broader view of the person are evaluated for career potential in today's major employers. University departments possess a strong view of their role in educating future geoscientists, including the skill sets imparted, the basis of education provided, and the expectation for how their students will evolve into colleagues in the profession. Regretfully, based on numerous surveys by both the American Geological Institute's Human Resources program and other independent studies, the formally transferred skills and expectations do not necessarily match those of many geoscience employers. While academia has increased its focus on increasing technical skills and greater specialization, most geoscience employers have further increased the technology gap between themselves and academia, leading most employers to seek broadly trained and well-educated graduates. Additionally, soft skills represent an area of major disagreement between what is considered important and what is considered feasible in a formal education. While debate continues both within industry and academia over the ideal set of soft skills, the great variance in soft skill demands lead to better opportunities for matching of graduate to employer. This debate further enhances the ongoing discussion of the role of the university, the importance of employer needs, and the health of the geoscience discipline within society. Fundamentally, the hiring and career development process remains as sequence of compromises for both the employer and the recent graduate.

  10. Technical Education Today: The Need for a Greater Emphasis on Verbal Skills and Their Relation to Successful Problem Solving.

    ERIC Educational Resources Information Center

    Gerace, William J.; Mestre, Jose P.

    Research findings that indicate the need for greater integration in the development of verbal and mathematical skills for college technical majors are presented in this paper. Although the project discussed was originally designed to isolate language-related difficulties that affect mathematical skills among bilingual Hispanic students, some…

  11. An Assessment of Need for Developing and Implementing Technical and Skilled Worker Training for the Solar Energy Industry.

    ERIC Educational Resources Information Center

    Orsak, Charles G.; And Others

    A Navarro College, Texas, study determined the quantitative and qualitative needs for developing skilled manpower for the solar industry and secondarily identified the (present) solar industry manpower populations and tasks performed by solar technical and skilled workers. Results from three initial working groups addressing equipment, market…

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

    SciTech Connect

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

    1993-11-01

    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.

  13. Effects of Feedback Frequency and Timing on Acquisition, Retention, and Transfer of Speech Skills in Acquired Apraxia of Speech

    ERIC Educational Resources Information Center

    Hula, Shannon N. Austermann; Robin, Donald A.; Maas, Edwin; Ballard, Kirrie J.; Schmidt, Richard A.

    2008-01-01

    Purpose: Two studies examined speech skill learning in persons with apraxia of speech (AOS). Motor-learning research shows that delaying or reducing the frequency of feedback promotes retention and transfer of skills. By contrast, immediate or frequent feedback promotes temporary performance enhancement but interferes with retention and transfer.…

  14. Non-technical skills of anaesthesia providers in Rwanda: an ethnography

    PubMed Central

    Livingston, Patricia; Zolpys, Lauren; Mukwesi, Christian; Twagirumugabe, Theogene; Whynot, Sara; MacLeod, Anna

    2014-01-01

    Introduction Patient safety depends on excellent practice of anaesthetists’ non-technical skills (ANTS). The ANTS framework has been validated in developed countries but there is no literature on the practice of ANTS in low-income countries. This study examines ANTS in this unexplored context. Methods This qualitative ethnographic study used observations of Rwandan anaesthesia providers and in-depth interviews with both North American and Rwandan anaesthesia providers to understand practice of ANTS in Rwanda. Results Communication is central to the practice of ANTS. Cultural factors in Rwanda, such as lack of assertiveness and discomfort taking leadership, and the strains of working in a resource-limited environment hinder the unfettered and focused communication needed for excellent anaesthesia practice. Conclusion Despite the challenges, anaesthesia providers are able to coordinate activities when good communication is actively encouraged. Future teaching interventions should address leadership and communication skills through encouraging both role definition and speaking up for patient safety. PMID:25722770

  15. The Relationship between Self-Concept and Self-Ratings of Generalizable Skills of Students in Postsecondary Career and Technical Programs

    ERIC Educational Resources Information Center

    Kraebber, Sharon L.; Greenan, James P.

    2012-01-01

    Increasingly, employers desire skills that have traditionally been the purview of high schools and postsecondary career and technical training systems: reading and writing, applied mathematics, and technical and functional skills specific to an occupational area. However, employers also want employees to possess generic skills, employability…

  16. Up to the Challenge: The Role of Career and Technical Education and 21st Century Skills in College and Career Readiness

    ERIC Educational Resources Information Center

    Partnership for 21st Century Skills, 2010

    2010-01-01

    This report highlights the demand for skills in the global economy and the ways in which educators can meet this demand by drawing on both career and technical education and the Partnership for 21st Century Skills' Framework for 21st Century Learning. Twenty-first century skills and career and technical education are essential in every state,…

  17. Toward an objective assessment of technical skills: a national survey of surgical program directors in Saudi Arabia

    PubMed Central

    Alkhayal, Abdullah; Aldhukair, Shahla; Alselaim, Nahar; Aldekhayel, Salah; Alhabdan, Sultan; Altaweel, Waleed; Magzoub, Mohi Elden; Zamakhshary, Mohammed

    2012-01-01

    Background After almost a decade of implementing competency-based programs in postgraduate training programs, the assessment of technical skills remains more subjective than objective. National data on the assessment of technical skills during surgical training are lacking. We conducted this study to document the assessment tools for technical skills currently used in different surgical specialties, their relationship with remediation, the recommended tools from the program directors’ perspective, and program directors’ attitudes toward the available objective tools to assess technical skills. Methods This study was a cross-sectional survey of surgical program directors (PDs). The survey was initially developed using a focus group and was then sent to 116 PDs. The survey contains demographic information about the program, the objective assessment tools used, and the reason for not using assessment tools. The last section discusses the recommended tools to be used from the PDs’ perspective and the PDs’ attitude and motivation to apply these tools in each program. The associations between the responses to the assessment questions and remediation were statistically evaluated. Results Seventy-one (61%) participants responded. Of the respondents, 59% mentioned using only nonstandardized, subjective, direct observation for technical skills assessment. Sixty percent use only summative evaluation, whereas 15% perform only formative evaluations of their residents, and the remaining 22% conduct both summative and formative evaluations of their residents’ technical skills. Operative portfolios are kept by 53% of programs. The percentage of programs with mechanisms for remediation is 29% (19 of 65). Conclusion The survey showed that surgical training programs use different tools to assess surgical skills competency. Having a clear remediation mechanism was highly associated with reporting remediation, which reflects the capability to detect struggling residents

  18. A Generalizability Theory Study of Athletic Taping Using the Technical Skill Assessment Instrument

    PubMed Central

    Lafave, Mark R.; Butterwick, Dale J.

    2014-01-01

    Context: Athletic taping skills are highly valued clinical competencies in the athletic therapy and training profession. The Technical Skill Assessment Instrument (TSAI) has been content validated and tested for intrarater reliability. Objective: To test the reliability of the TSAI using a more robust measure of reliability, generalizability theory, and to hypothetically and mathematically project the optimal number of raters and scenarios to reliably measure athletic taping skills in the future. Setting: Mount Royal University. Design: Observational study. Patients or Other Participants: A total of 29 university students (8 men, 21 women; age = 20.79 ± 1.59 years) from the Athletic Therapy Program at Mount Royal University. Intervention(s): Participants were allowed 10 minutes per scenario to complete prophylactic taping for a standardized patient presenting with (1) a 4-week-old second-degree ankle sprain and (2) a thumb that had been hyperextended. Two raters judged student performance using the TSAI. Main Outcome Measure(s): Generalizability coefficients were calculated using variance scores for raters, participants, and scenarios. A decision study was calculated to project the optimal number of raters and scenarios to achieve acceptable levels of reliability. Generalizability coefficients were interpreted the same as other reliability coefficients, with 0 indicating no reliability and 1.0 indicating perfect reliability. Results: The result of our study design (2 raters, 1 standardized patient, 2 scenarios) was a generalizability coefficient of 0.67. Decision study projects indicated that 4 scenarios were necessary to reliably measure athletic taping skills. Conclusions: We found moderate reliability coefficients. Researchers should include more scenarios to reliably measure athletic taping skills. They should also focus on the development of evidence-based practice guidelines and standards of athletic taping and should test those standards using a

  19. Assist Students in Developing Technical Reading Skills. Module M-2 of Category M--Assisting Students in Improving Their Basic Skills. Professional Teacher Education Module Series.

    ERIC Educational Resources Information Center

    Fardig, Glen E.; West, Gail B.

    This learning module, one of a series of 127 performance-based teacher education learning packages focusing on specific professional competencies of vocational teachers, deals with the task of assisting students in developing technical reading skills. Addressed in the individual learning experiences included in the module are the following topics:…

  20. Clinical Behaviors and Skills That Faculty from 12 Institutions Judged Were Essential for Medical Students to Acquire.

    ERIC Educational Resources Information Center

    Scott, Craig S.; And Others

    1991-01-01

    A survey of medical school faculty (n=135) found that most respondents saw 32 of 77 exit objectives for medical students as essential. These objectives included general clinical, cognitive, and interpersonal skills. Objectives relating to diagnosis and management of specific conditions were deemed useful but not essential at the undergraduate…

  1. The Long Term Effects of Early Acquired Skills and Behaviors on Young Children's Achievement in Literacy and Mathematics

    ERIC Educational Resources Information Center

    Bodovski, Katerina; Youn, Min-Jong

    2011-01-01

    Using the recently available wave of a large nationally representative sample of American elementary school children (ECLS-K data), this study examined the relationship between 6-7 year old students' behaviors exhibited in the 1st grade (approaches to learning, interpersonal skills, externalizing and internalizing behavior) and their reading and…

  2. The Cooperation of Small and Middle-Sized Companies with Universities in Turkey: Acquiring Enterprising Skills Project

    ERIC Educational Resources Information Center

    Dalyan, Figen

    2004-01-01

    Higher education institutions are the places from where the societies base the information, deliver and apply it. Moreover, it is the place where the people who are required to bring innovations with required abilities, skills and attitudes are trained. Forming a network between the small and middle sized companies (SMSC) and higher education…

  3. How useful are skills acquired at adult non-formal education and training centres for finding employment in South Africa?

    NASA Astrophysics Data System (ADS)

    Mayombe, Celestin; Lombard, Antoinette

    2015-10-01

    Non-formal adult education and training (NFET) in South Africa is instrumental in breaking the high level of poverty and decreasing the social inequality the country continues to face as a post-apartheid democracy. Public and private NFET centres in South Africa aim to meet the training needs of adults who have been deprived of formal education with courses which foster access to opportunities for skills acquisition and employment and bring about social and economic inclusion. However, many adults who were facing long-term unemployment due to a lack of marketable skills remain unemployed after completing NFET programmes. This paper reports on a study which investigated what constitutes favourable conditions ("internal enabling environments") for skills acquisition inside NFET centres leading to employment and how they can be improved to contribute to coordinated efforts of increasing NFET graduates' paid and/or self-employment capacities. The authors found that centres focusing on activities suitable for self-employment during training were more likely to create internal enabling environments for skills acquisition and income generation than centres offering courses designed for entering paid employment. The authors conclude that there appears to be a significant correlation between NFET centres' training programme objectives, financial resources, trainee selection criteria, the process of training needs assessment, and skills acquisition for successful employment outcomes of NFET graduates. Without these internal enabling factors, adult trainees are likely to continue finding it difficult to integrate into the labour market or participate in economic activities and hence break the cycle of poverty and social exclusion.

  4. A Human Factors Analysis of Technical and Team Skills Among Surgical Trainees During Procedural Simulations in a Simulated Operating Theatre

    PubMed Central

    Moorthy, Krishna; Munz, Yaron; Adams, Sally; Pandey, Vikas; Darzi, Ara

    2005-01-01

    Background: High-risk organizations such as aviation rely on simulations for the training and assessment of technical and team performance. The aim of this study was to develop a simulated environment for surgical trainees using similar principles. Methods: A total of 27 surgical trainees carried out a simulated procedure in a Simulated Operating Theatre with a standardized OR team. Observation of OR events was carried out by an unobtrusive data collection system: clinical data recorder. Assessment of performance consisted of blinded rating of technical skills, a checklist of technical events, an assessment of communication, and a global rating of team skills by a human factors expert and trained surgical research fellows. The participants underwent a debriefing session, and the face validity of the simulated environment was evaluated. Results: While technical skills rating discriminated between surgeons according to experience (P = 0.002), there were no differences in terms of the checklist and team skills (P = 0.70). While all trainees were observed to gown/glove and handle sharps correctly, low scores were observed for some key features of communication with other team members. Low scores were obtained by the entire cohort for vigilance. Interobserver reliability was 0.90 and 0.89 for technical and team skills ratings. Conclusions: The simulated operating theatre could serve as an environment for the development of surgical competence among surgical trainees. Objective, structured, and multimodal assessment of performance during simulated procedures could serve as a basis for focused feedback during training of technical and team skills. PMID:16244534

  5. Assessing the Feasibility of a Test Item Bank and Assessment Clearinghouse: Strategies to Measure Technical Skill Attainment of Career and Technical Education Participants

    ERIC Educational Resources Information Center

    Derner, Seth; Klein, Steve; Hilber, Don

    2008-01-01

    This report documents strategies that can be used to initiate development of a technical skill test item bank and/or assessment clearinghouse and quantifies the cost of creating and maintaining such a system. It is intended to inform state administrators on the potential uses and benefits of system participation, test developers on the needs and…

  6. The Relationship of Aptitudes to the Performance of Skilled Technical Jobs in Engine Manufacturing. Technical Report 1982-5 [and Supplement].

    ERIC Educational Resources Information Center

    Daniel, Mark; And Others

    A study examined the relationship of aptitudes to the performance of skilled technical jobs in engine manufacturing. During the study, several approaches were utilized, including criterion-referenced validation, taxonomic validation, construct validation, and detailed anlaysis of the behaviors involved in performing the jobs. The study sample…

  7. An integrated approach to develop professional and technical skills for informatics engineering students

    NASA Astrophysics Data System (ADS)

    Fernandes, João M.; van Hattum-Janssen, Natascha; Nestor Ribeiro, António; Fonte, Victor; Santos, Luís Paulo; Sousa, Pedro

    2012-05-01

    Many of the current approaches used in teaching and learning in engineering education are not the most appropriate to prepare students for the challenges they will face in their professional careers. The active involvement of students in their learning process facilitates the development of the technical and professional competencies they need as professionals. This article describes the organisation and impact of a mini-conference and project work - the creation of a software product and its introduction in the market - aimed at the development of professional competencies in general and writing skills in particular. The course was evaluated by assessing the students' perception of the development of a number of professional competencies through a questionnaire completed by 125 students from two consecutive year groups. The results indicate that the project work and the mini-conference had a positive impact on students' perceptions of the development of professional competencies.

  8. Endoscopic non-technical skills team training: The next step in quality assurance of endoscopy training

    PubMed Central

    Matharoo, Manmeet; Haycock, Adam; Sevdalis, Nick; Thomas-Gibson, Siwan

    2014-01-01

    AIM: To investigate whether novel, non-technical skills training for Bowel Cancer Screening (BCS) endoscopy teams enhanced patient safety knowledge and attitudes. METHODS: A novel endoscopy team training intervention for BCS teams was developed and evaluated as a pre-post intervention study. Four multi-disciplinary BCS teams constituting BCS endoscopist(s), specialist screening practitioners, endoscopy nurses and administrative staff (A) from English BCS training centres participated. No patients were involved in this study. Expert multidisciplinary faculty delivered a single day’s training utilising real clinical examples. Pre and post-course evaluation comprised participants’ patient safety awareness, attitudes, and knowledge. Global course evaluations were also collected. RESULTS: Twenty-three participants attended and their patient safety knowledge improved significantly from 43%-55% (P ≤ 0.001) following the training intervention. 12/41 (29%) of the safety attitudes items significantly improved in the areas of perceived patient safety knowledge and awareness. The remaining safety attitude items: perceived influence on patient safety, attitudes towards error management, error management actions and personal views following an error were unchanged following training. Both qualitative and quantitative global course evaluations were positive: 21/23 (91%) participants strongly agreed/agreed that they were satisfied with the course. Qualitative evaluation included mandating such training for endoscopy teams outside BCS and incorporating team training within wider endoscopy training. Limitations of the study include no measure of increased patient safety in clinical practice following training. CONCLUSION: A novel comprehensive training package addressing patient safety, non-technical skills and adverse event analysis was successful in improving multi-disciplinary teams’ knowledge and safety attitudes. PMID:25516665

  9. An approach to developing independent learning and non-technical skills amongst final year mining engineering students

    NASA Astrophysics Data System (ADS)

    Knobbs, C. G.; Grayson, D. J.

    2012-06-01

    There is mounting evidence to show that engineers need more than technical skills to succeed in industry. This paper describes a curriculum innovation in which so-called 'soft' skills, specifically inter-personal and intra-personal skills, were integrated into a final year mining engineering course. The instructional approach was designed to promote independent learning and to develop non-technical skills, essential for students on the threshold of becoming practising engineers. Three psychometric tests were administered at the beginning of the course to make students aware of their own and their classmates' characteristics. Substantial prescribed reading assignments preceded weekly group discussions. Several projects during the course required team work skills and application of content knowledge to real-world contexts. Results obtained from students' reflection papers, assignments related to 'soft' skills and end of course evaluations suggest that students' appreciation of the need for these skills, as well as their own perceived competence, increased during the course. Their ability to function as independent learners also increased.

  10. Utility and assessment of non-technical skills for rapid response systems and medical emergency teams.

    PubMed

    Chalwin, R P; Flabouris, A

    2013-09-01

    Efforts are ongoing to improve outcomes from cardiac arrest and medical emergencies. A promising quality improvement modality is use of non-technical skills (NTS) that aim to address human factors through improvements in performance of leadership, communication, situational awareness and decision-making. Originating in the airline industry, NTS training has been successfully introduced into anaesthesia, surgery, emergency medicine and other acute medical specialities. Some aspects of NTS have already achieved acceptance for cardiac arrest teams. Leadership skills are emphasised in advanced life support training and have shown favourable results when employed in simulated and clinical resuscitation scenarios. The application of NTS in medical emergency teams as part of a rapid response system attending medical emergencies is less certain; however, observations of simulations have also shown promise. This review highlights the potential benefits of NTS competency for cardiac arrest teams and, more importantly, medical emergency teams because of the diversity of clinical scenarios encountered. Discussion covers methods to assess and refine NTS and NTS training to optimise performance in the clinical environment. Increasing attention should be applied to yielding meaningful patient and organisational outcomes from use of NTS. Similarly, implementation of any training course should receive appropriate scrutiny to refine team and institutional performance. PMID:23611153

  11. Predicting Student Performance in Web-Based Distance Education Courses Based on Survey Instruments Measuring Personality Traits and Technical Skills

    ERIC Educational Resources Information Center

    Hall, Michael

    2008-01-01

    Two common web-based surveys, "Is Online Learning Right for Me?' and "What Technical Skills Do I Need?", were combined into a single survey instrument and given to 228 on-campus and 83 distance education students. The students were enrolled in four different classes (business, computer information services, criminal justice, and…

  12. Constructing a Validity Argument for the Objective Structured Assessment of Technical Skills (OSATS): A Systematic Review of Validity Evidence

    ERIC Educational Resources Information Center

    Hatala, Rose; Cook, David A.; Brydges, Ryan; Hawkins, Richard

    2015-01-01

    In order to construct and evaluate the validity argument for the Objective Structured Assessment of Technical Skills (OSATS), based on Kane's framework, we conducted a systematic review. We searched MEDLINE, EMBASE, CINAHL, PsycINFO, ERIC, Web of Science, Scopus, and selected reference lists through February 2013. Working in duplicate, we selected…

  13. Creating Pathways for Low-Skill Adults: Lessons for Community and Technical Colleges from a Statewide Longitudinal Study

    ERIC Educational Resources Information Center

    Perry, Carol A.

    2012-01-01

    The purpose of this study was to examine the educational experiences and outcomes of low-skill adults in West Virginia's community and technical colleges, providing a more detailed profile of these students. Data for the variables were obtained from archival databases through a cooperative agreement between state agencies. Descriptive…

  14. Project Build: Integrating Technical and Employability Skills in a Construction Industry-Based Welfare-to-Work Training Program.

    ERIC Educational Resources Information Center

    Overtoom, Christine G.

    Project Build is an eight-week course in construction industry basics for unemployed residents of the neighborhoods surrounding The Ohio State University. Developing curriculum for Project Build revealed that existing training materials in the construction industry focus on technical skills. Extensive conversations with industry experts about…

  15. Mismatched Perceptions and Expectations: An Exploration of Stakeholders' Views of Key and Technical Skills in Vocational Education and Training

    ERIC Educational Resources Information Center

    Saunders, Mark N. K.; Skinner, Denise; Beresford, Richard

    2005-01-01

    Purpose: To explore potential mismatches between stakeholders' perceptions and expectations of key and technical skills needed for an advanced modern apprentice within the UK. Design/methodology/approach: Using data collected from the automotive sector, the template process is used to establish lecturer, student and employee stakeholder group's…

  16. Examining Educators' and Employers' Perceptions on Career and Technical Education Graduates' Employability Skills for the Labor Market in Jordan

    ERIC Educational Resources Information Center

    Al-Alawneh, Muhammad Khaled

    2009-01-01

    Preparing skilled and knowledgeable workforce that fits the labor market requires continued collaboration between education and work. Studying educators' and employers' perspectives on technical and non-technical skills may result in improving the quality of the graduates to compete on the level of the local as well as the global labor…

  17. Item Analysis and Report of Student Skills of Secondary School Students. Technical Report #2, Public School Basic Skills Achievement Survey.

    ERIC Educational Resources Information Center

    Bliss, Leonard B.

    A sample of slightly over 1,500 students from even-numbered grades in public schools of the U.S. Virgin Islands were given the 1973 edition of the Stanford Achievement Test (in grades 2, 4, 6, and 8) and the Test of Academic Skills (grades 10 and 12) in an attempt to assess student academic achievement in the basic skill areas of mathematics,…

  18. Influence of Skeletal Maturity on Size, Function and Sport-specific Technical Skills in Youth Soccer Players.

    PubMed

    Gouvea, M; Cyrino, E S; Ribeiro, A S; da Silva, D R P; Ohara, D; Valente-Dos-Santos, J; Coelho-E-Silva, M J; Ronque, E

    2016-06-01

    This study compared variation in size, function and sport-specific technical skills of youth soccer players associated with differences in biological maturity status. 60 male soccer players of under-14 (U14) and under-17 (U17) categories were submitted to anthropometric and body composition measurements as well as motor and soccer-specific technical skill tests. Skeletal maturity was determined by skeletal age. Athletes of both categories were classified as early, on-time or late-maturing, according to the difference between chronological age and skeletal age. Body mass and height were lower in the late athletes, independent of category (P<0.01). Differences in adiposity were found only between athletes of the U14 (lateskills. The results suggest that the maturational development influences body mass, height, body fat, flexibility, muscular strength of upper limbs and cardiorespiratory fitness, whereas the specific technical skills and other functional capabilities do not seem to be affected. PMID:26990721

  19. Factors Influencing the Acquisition of Employability Skills by Students of Selected Technical Secondary School in Malaysia

    ERIC Educational Resources Information Center

    Dania, Jovinia; Bakar, Ab Rahim; Mohamed, Shamsiah

    2014-01-01

    The main purpose of the study was to assess the acquisition of employability skills by vocational students in Malaysia. A total of 214 students participated in the study. We used the SCANS instrument to assess vocational students' employability skills. The overall mean of vocational secondary students' employability skills was 3.81 (SD = 0.34).…

  20. Skill Standards for Professional-Technical College Instructors and Customized Trainers.

    ERIC Educational Resources Information Center

    Goldstein, Norma; Navone, Susie; Bailey, Terryll

    This document presents skill standards that aim to be portable to address the need for instructors to adapt to workplace and student diversity in their classrooms and labs and to provide learners with the best workplace skills possible. Introductory materials include background of the skill standards project and definition of terms. Section 1…

  1. Non-Technical Skills in Undergraduate Degrees in Business: Development and Transfer

    ERIC Educational Resources Information Center

    Jackson, Denise; Hancock, Phil

    2010-01-01

    The development of discipline-specific skills and knowledge is no longer considered sufficient in graduates of Bachelor level degrees in Business. Higher education providers are becoming increasingly responsible for the development of a generic skill set deemed essential in undergraduates. This required skill set comprises a broad range of…

  2. Technical Assistance and Reinforcement for Teachers Implementing a Thinking Skill Model.

    ERIC Educational Resources Information Center

    Clarie, Joanne

    A fourth grade teacher in an accredited parochial school implemented and evaluated a 10-week practicum intervention designed to improve nine elementary school teachers' understanding of terminology related to thinking skills and to increase their integration of thinking skills processes into the curriculum. Thinking skills addressed were…

  3. Relational Study of Technical Education in Scotland and Nigeria for Sustainable Skill Development

    ERIC Educational Resources Information Center

    Umunadi, E. Kennedy

    2014-01-01

    This paper was designed to look at technical education curriculum and mode of implementation in Scotland in order to adopt the advantageous attributes of the Scottish technical education in Nigeria. The paper x-rayed the staff perceptions of technical education and its roles in Scotland; history of technical education before the advent of British…

  4. Perceptions of Craftsmen and Apprentices Regarding Self-Employment Skill Acquisition in the Kenyan Informal Sector.

    ERIC Educational Resources Information Center

    Nelson, Robert E.; K'Aol, George O.

    1997-01-01

    Interviews with 52 craft workers and 52 apprentices in Kenya found that apprentices had more formal education and 76.9% of craft workers acquired technical skills informally. Both groups felt self-employment skills were not well taught in the informal sector, despite the need for business planning, bookkeeping, marketing, and other skills. (SK)

  5. Voluntary undergraduate technical skills training course to prepare students for clerkship assignment: tutees’ and tutors’ perspectives

    PubMed Central

    2014-01-01

    Background Skills lab training has become a widespread tool in medical education, and nowadays, skills labs are ubiquitous among medical faculties across the world. An increasingly prevalent didactic approach in skills lab teaching is peer-assisted learning (PAL), which has been shown to be not only effective, but can be considered to be on a par with faculty staff-led training. The aim of the study is to determine whether voluntary preclinical skills teaching by peer tutors is a feasible method for preparing medical students for effective workplace learning in clerkships and to investigate both tutees’ and tutors’ attitudes towards such an intervention. Methods A voluntary clerkship preparation skills course was designed and delivered. N = 135 pre-clinical medical students visited the training sessions. N = 10 tutors were trained as skills-lab peer tutors. Voluntary clerkship preparation skills courses as well as tutor training were evaluated by acceptance ratings and pre-post self-assessment ratings. Furthermore, qualitative analyses of skills lab tutors’ attitudes towards the course were conducted following principles of grounded theory. Results Results show that a voluntary clerkship preparation skills course is in high demand, is highly accepted and leads to significant changes in self-assessment ratings. Regarding qualitative analysis of tutor statements, clerkship preparation skills courses were considered to be a helpful and necessary asset to preclinical medical education, which benefits from the tutors’ own clerkship experiences and a high standardization of training. Tutor training is also highly accepted and regarded as an indispensable tool for peer tutors. Conclusions Our study shows that the demand for voluntary competence-oriented clerkship preparation is high, and a peer tutor-led skills course as well as tutor training is well accepted. The focused didactic approach for tutor training is perceived to be effective in preparing

  6. A Consideration of Skill Hierarchy Approaches to the Teaching of Reading. Technical Report No. 42.

    ERIC Educational Resources Information Center

    Mason, Jana M.; And Others

    This report contains three papers discussing skill hierarchy approaches to reading instruction. Jana Mason presents an historical and theoretical review of the notion of a reading skills hierarchy, relates it to three major types of reading programs currently in use, and argues that it is instructionally advantageous to construct a decoding…

  7. Social Skills Development in the Early Childhood Education Project. Technical Report No. 7.

    ERIC Educational Resources Information Center

    Pena, Deagelia; Miller, George

    A total of 105 children (3, 4, and 5 years old) participated in a study to determine the extent to which the experience of attending a mobile classroom for an hour and a half, once a week (32 weeks) contributed to the development of social skills. Since this was one of the first attempts to measure these skills in young children, another objective…

  8. Case Study: Use of Problem-Based Learning to Develop Students' Technical and Professional Skills

    ERIC Educational Resources Information Center

    Warnock, James N.; Mohammadi-Aragh, M. Jean

    2016-01-01

    Problem-based learning (PBL) is a pedagogy that has attracted attention for many biomedical engineering curricula. The aim of the current study was to address the research question, "Does PBL enable students to develop desirable professional engineering skills?" The desirable skills identified were communication, teamwork, problem…

  9. Gateway to the Future. Skill Standards for the Bioscience Industry for Technical Workers in Pharmaceutical Companies, Biotechnology Companies, and Clinical Laboratories.

    ERIC Educational Resources Information Center

    Education Development Center, Inc., Newton, MA.

    The Bioscience Industry Skills Standards Project (BISSP) is developing national, voluntary skill standards for technical jobs in biotechnology and pharmaceutical companies and clinical laboratories in hospitals, universities, government, and independent settings. Research with employees and educators has pinpointed three issues underscoring the…

  10. Animal Science Experts' Opinions on the Non-Technical Skills Secondary Agricultural Education Graduates Need for Employment in the Animal Science Industry: A Delphi Study

    ERIC Educational Resources Information Center

    Slusher, Wendy L.; Robinson, J. Shane; Edwards, M. Craig

    2010-01-01

    Non-technical, employability skills are in high demand for entry-level job-seekers. As such, this study sought to describe the perceptions of Oklahoma's animal science industry leaders as it related to the employability skills needed for entry-level employment of high school graduates who had completed coursework in Oklahoma's Agricultural, Food…

  11. A Factor Analysis of the Distance Education Surveys "Is Online Learning Right for Me?" and "What Technical Skills Do I Need?"

    ERIC Educational Resources Information Center

    Hall, Michael C.

    2009-01-01

    This article presents the results of a factor analysis on the distance education surveys "Is Online Learning Right for Me?" and "What Technical Skills Do I Need?" Both surveys are 15-question, forced response, self-scoring guides that have face validity for individual traits and skills believed to contribute to potential success in an…

  12. Is Beauty in the Eyes of the Beholder? Aesthetic Quality versus Technical Skill in Movement Evaluation of Tai Chi

    PubMed Central

    2015-01-01

    The aim of this study was to compare experts to naïve practitioners in rating the beauty and the technical quality of a Tai Chi sequence observed in video-clips (of high and middle level performances). Our hypothesis are: i) movement evaluation will correlate with the level of skill expressed in the kinematics of the observed action but ii) only experts will be able to unravel the technical component from the aesthetic component of the observed action. The judgments delivered indicate that both expert and non-expert observers are able to discern a good from a mediocre performance; however, as expected, only experts discriminate the technical from the aesthetic component of the action evaluated and do this independently of the level of skill shown by the model (high or middle level performances). Furthermore, the judgments delivered were strongly related to the kinematic variables measured in the observed model, indicating that observers rely on specific movement kinematics (e.g. movement amplitude, jerk and duration) for action evaluation. These results provide evidence of the complementary functional role of visual and motor action representation in movement evaluation and underline the role of expertise in judging the aesthetic quality of movements. PMID:26047473

  13. Impact of Digital Tooth Preparation Evaluation Technology on Preclinical Dental Students' Technical and Self-Evaluation Skills.

    PubMed

    Gratton, David G; Kwon, So Ran; Blanchette, Derek; Aquilino, Steven A

    2016-01-01

    The aim of this study was to evaluate the effect of digital tooth preparation imaging and evaluation technology on dental students' technical abilities, self-evaluation skills, and the assessment of their simulated clinical work. A total of 80 second-year students at one U.S. dental school were assigned to one of three groups: control (n=40), E4D Compare (n=20), and Sirona prepCheck (n=20). Students in the control group were taught by traditional teaching methodologies, and the technology-assisted groups received both traditional training and supplementary feedback from the corresponding digital system. Three outcomes were measured: faculty technical score, self-evaluation score, and E4D Compare scores at 0.30 mm tolerance. Correlations were determined between the groups' scores from visual assessment and self-evaluation and between the visual assessment and digital scores. The results showed that the visual assessment and self-evaluation scores did not differ among groups (p>0.05). Overall, correlations between visual and digital assessment scores were modest though statistically significant (5% level of significance). These results suggest that the use of digital tooth preparation evaluation technology did not impact the students' prosthodontic technical and self-evaluation skills. Visual scores given by faculty and digital assessment scores correlated moderately in only two instances. PMID:26729689

  14. A survey-based cross-sectional study of doctors’ expectations and experiences of non-technical skills for Out of Hours work

    PubMed Central

    Brown, Michael; Shaw, Dominick; Sharples, Sarah; Jeune, Ivan Le; Blakey, John

    2015-01-01

    Objectives The skill set required for junior doctors to work efficiently and safely Out of Hours (OoH) in hospitals has not been established. This is despite the OoH period representing 75% of the year and it being the time of highest mortality. We set out to explore the expectations of medical students and experiences of junior doctors of the non-technical skills needed to work OoH. Design Survey-based cross-sectional study informed by focus groups. Setting Online survey with participants from five large teaching hospitals across the UK. Participants 300 Medical Students and Doctors Outcome measure Participants ranked the importance of non-technical skills, as identified by literature review and focus groups, needed for OoH care. Results The focus groups revealed a total of eight non-technical skills deemed to be important. In the survey ‘Task Prioritisation’ (mean rank 1.617) was consistently identified as the most important non-technical skill. Stage of training affected the ranking of skills, with significant differences for ‘Communication with Senior Doctors’, ‘Dealing with Clinical Isolation’, ‘Task Prioritisation’ and ‘Communication with Patients’. Importantly, there was a significant discrepancy between the medical student expectations and experiences of doctors undertaking work. Conclusions Our findings suggest that medical staff particularly value task prioritisation skills; however, these are not routinely taught in medical schools. The discrepancy between expectations of students and experience of doctors reinforces the idea that there is a gap in training. Doctors of different grades place different importance on specific non-technical skills with implications for postgraduate training. There is a pressing need for medical schools and deaneries to review non-technical training to include more than communication skills. PMID:25687899

  15. Debriefing after simulation-based non-technical skill training in healthcare: a systematic review of effective practice.

    PubMed

    Garden, A L; Le Fevre, D M; Waddington, H L; Weller, J M

    2015-05-01

    Non-technical skills training in healthcare frequently uses high-fidelity simulation followed by a facilitated discussion known as debriefing. This type of training is mandatory for anaesthesia training in Australia and New Zealand. Debriefing by a skilled facilitator is thought to be essential for new learning through feedback and reflective processes. Key elements of effective debriefing need to be clearly identified to ensure that the training is evidence-based. We undertook a systematic review of empirical studies where elements of debriefing have been systematically manipulated during non-technical skills training. Eight publications met the inclusion criteria, but seven of these were of limited generalisability. The only study that was generalisable found that debriefing by novice instructors using a script improved team leader performance in paediatric resuscitation. The remaining seven publications were limited by the small number of debriefers included in each study and these reports were thus analogous to case reports. Generally, performance improved after debriefing by a skilled facilitator. However, the debriefer provided no specific advantage over other post-experience educational interventions. Acknowledging their limitations, these studies found that performance improved after self-led debrief, no debrief (with experienced practitioners), standardised multimedia debrief or after reviewing a DVD of the participants' own eye-tracking. There was no added performance improvement when review of a video recording was added to facilitator-led debriefing. One study reported no performance improvement after debriefing. Without empirical evidence that is specific to the healthcare domain, theories of learning from education and psychology should continue to inform practices and teaching for effective debriefing. PMID:25943601

  16. STEM-ING the Skills Gap. Washington's Community and Technical Colleges

    ERIC Educational Resources Information Center

    Washington State Board for Community and Technical Colleges, 2013

    2013-01-01

    Washington could add as many as 110,000 new jobs by 2017 by closing skill gaps--the mismatch between the skills people have and those employers need, according to a March 2013 Washington Roundtable report. STEM professions face the most critical demand. Of the 25,000 jobs vacant for three months or more due to a shortage of qualified candidates,…

  17. Comparison of effectiveness of class lecture versus workshop-based teaching of basic life support on acquiring practice skills among the health care providers

    PubMed Central

    Karim, Habib Md. Reazaul; Yunus, Md.; Bhattacharyya, Prithwis; Ahmed, Ghazal

    2016-01-01

    Background: Basic life support (BLS) is an integral part of emergency medical care. Studies have shown poor knowledge of it among health care providers who are usually taught BLS by lecture-based teachings in classes. Objectives: This study is designed to assess the effectiveness of class lecture versus workshop-based teaching of BLS on acquiring the practice skills on mannequin. Methods: After ethical approval and informed consent from the participants, the present study was conducted among the health care providers. Participants were grouped in lecture-based class teaching and workshop-based teaching. They were then asked to practice BLS on mannequin (Resusci Anne with QCPR) and evaluated as per performance parameters based on American Heart Association BLS. Statistical analyses are done by Fisher's exact t-test using GraphPad INSTAT software and P < 0.05 is taken as significant. Results: There were 55 participants in lecture-based teaching and 50 in workshop-based teaching group. There is no statistical difference in recognition of arrest, checking pulse, and starting chest compression (P > 0.05). Though more than 83% of lecture-based teaching group has started chest compression as compared 96% of workshop group; only 49% of the participants of lecture-based group performed quality chest compression as compared to 82% of other group (P = 0.0005). The workshop group also performed better bag mask ventilation and defibrillation (P < 0.0001). Conclusion: Workshop-based BLS teaching is more effective and lecture-based class teaching better is replaced in medical education curriculum. PMID:27308252

  18. Case study: use of problem-based learning to develop students' technical and professional skills

    NASA Astrophysics Data System (ADS)

    Warnock, James N.; Mohammadi-Aragh, M. Jean

    2016-03-01

    Problem-based learning (PBL) is a pedagogy that has attracted attention for many biomedical engineering curricula. The aim of the current study was to address the research question, 'Does PBL enable students to develop desirable professional engineering skills?' The desirable skills identified were communication, teamwork, problem solving and self-directed learning. Forty-seven students enrolled in a biomedical materials course participated in the case study. Students worked in teams to complete a series of problems throughout the semester. The results showed that students made significant improvements in their problem-solving skills, written communication and self-directed learning. Students also demonstrated an ability to work in teams and communicate orally. In conclusion, this case study provides empirical evidence of the efficacy of PBL on student learning. We discuss findings from our study and provide observations of student performance and perceptions that could be useful for faculty and researchers interested in PBL for biomedical engineering education.

  19. Leadership is the essential non-technical skill in the trauma team - results of a qualitative study

    PubMed Central

    Hjortdahl, Magnus; Ringen, Amund H; Naess, Anne-Cathrine; Wisborg, Torben

    2009-01-01

    Background Trauma is the leading cause of death for young people in Norway. Studies indicate that several of these deaths are avoidable if the patient receives correct initial treatment. The trauma team is responsible for initial hospital treatment of traumatized patients, and team members have previously reported that non-technical skills as communication, leadership and cooperation are the major challenges. Better team function could improve patient outcome. The aim of this study was to obtain a deeper understanding of which non-technical skills are important to members of the trauma team during initial examination and treatment of trauma patients. Methods Twelve semi-structured interviews were conducted at four different hospitals of various sizes and with different trauma load. At each hospital a nurse, an anaesthesiologist and a team leader (surgeon) were interviewed. The conversations were transcribed and analyzed using systematic text condensation according to the principles of Giorgi's phenomenological analysis as modified by Malterud. Results and conclusion Leadership was perceived as an essential component in trauma management. The ideal leader should be an experienced surgeon, have extensive knowledge of trauma care, communicate clearly and radiate confidence. Team leaders were reported to have little trauma experience, and the team leaders interviewed requested more guidance and supervision. The need for better training of trauma teams and especially team leaders requires further investigation and action. PMID:19781093

  20. Technical, perceptual and motor skills in novice-expert water polo players: an individual discriminant analysis for talent development.

    PubMed

    DʼErcole, Alessandro A; DʼErcole, Cristina; Gobbi, Massimo; Gobbi, Fabio

    2013-12-01

    The 4 tasks (A, B, C, and Y) have the characteristic of containing one more element than the task performed before it. In fact, task B introduces the slalom which is not present in task A. Task C introduces the ball control that are not present in tasks A and B, whereas task Y introduces the slalom and ball control in a visual dual task situation developed in horizontal swimming over a distance of 20 m at maximum speed. This exercise not included in task C. These tasks were performed by a group of pre-adolescent players and national under 18 water polo players. The novice players showed that tasks B and C are predictors of task Y. Such characteristics were not present in the expert players. The novice players also had difficulty in performing task Y because of the visual-attention overload, a difficulty that was not present in the expert players. To improve the 4 skills, the coach of the novice players developed a technical-didactic program, which was checked 6 months after the pretest. The posttest was not significantly different from the pretest while the individual discriminant analysis identified the improvements in some novice players, which on elaboration proved significant, enabling us to distinguish 2 subgroups, one with higher learning rates and the other with lower learning rates. In the practical applications, we describe the didactic tools (task analysis) and the different levels of development of technical skills in water polo. Improvements in these skills are explained through computational models like the HMOSAIC (Hierarchical, Modular, Selection and Identification for Control) while the individual discriminant analysis enables us to do a longitudinal analysis that is not possible with cross-sectional models. PMID:24270458

  1. Study Skills of Students at a Post-Secondary Vocational-Technical Institute.

    ERIC Educational Resources Information Center

    Slate, John R.; Jones, Craig H.; Harlan, E. Joyce

    1998-01-01

    Scores of 132 accounting, secretarial, and data processing students on the Study Habits Inventory revealed numerous study skill strengths and few weaknesses and significant differences between upper and lower quartile students. Inappropriate study behavior on 39% of the items indicates room for some improvement. (SK)

  2. The Relations of Employability Skills to Career Adaptability among Technical School Students

    ERIC Educational Resources Information Center

    de Guzman, Allan B.; Choi, Kyoung Ok

    2013-01-01

    This two pronged study reports the initial validation of the psychometric properties and factor structure of the Career Adapt-Abilities Scale (CAAS) in the context of Papua New Guinea (PNG) and the investigation of the relationship between employability skills and career adaptability. Results of the study revealed that CAAS can be a valid and…

  3. Goal Orientations and Metacognitive Skills of Normal Technical and Normal Academic Students on Project Work

    ERIC Educational Resources Information Center

    Ee, J.; Wang, C.; Koh, C.; Tan, O.; Liu, W.

    2009-01-01

    In 2000, the Singapore Ministry of Education launched Project Work (PW) to encourage the application of knowledge across disciplines, and to develop thinking, communication, collaboration and metacognitive skills. This preliminary findings of a large scale study examines the role of goal orientations (achievement goals and social goals) in…

  4. Evaluation Research in Basic Skills with Incarcerated Adults. Technical Report No. 303.

    ERIC Educational Resources Information Center

    Meyer, Linda A.; And Others

    To evaluate the relative effectiveness of traditional versus computer managed instruction (CMI) basic skills programs for incarcerated adults, 359 male inmates from three traditional self-paced and three PLATO/CMI programs were given pretests in the Test of Adult Basic Education (TABE) and the Tennessee Self-Concept Scale (TSCS). Following three…

  5. The Workplace Know-How Skills Needed To Be Productive. Technical Report.

    ERIC Educational Resources Information Center

    Hollenbeck, Kevin

    A study identified workplace know-how skills and characteristics that employers in Kalamazoo and St. Joseph counties in Michigan feel workers need to succeed and be productive. Employer input was obtained in fall 1993 at 12 focus group meetings during which a total of 103 of 192 invited local employers (a 53.6% attendance rate) completed…

  6. New Technology and Skill Formation: Issues and Hypotheses. Technical Paper No. 1.

    ERIC Educational Resources Information Center

    Bailey, Thomas; Noyelle, Thierry

    Most recent research on the impact of the new computer technology on skills has been focused on developing arguments that either support or contradict the "deskilling" thesis put forth by some economists and sociologists in the mid- and late 1970s. Although this research remains inconclusive, some generalizations can be suggested. The research…

  7. Fundamental Reasoning Skills: A Partial Bibliography.

    ERIC Educational Resources Information Center

    Miles, Curtis; Upchurch, Richard

    This selected bibliography lists 489 monographs, articles, and reports dealing with reasoning skills and their applications to social science problems. These citations, representing those items acquired by the Center for Reasoning Studies at Piedmont Technical College, include theoretical works on problem-solving, values education,…

  8. Skill Set

    ERIC Educational Resources Information Center

    Holdsworth, Tom

    2007-01-01

    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…

  9. Technical skills and training of upper gastrointestinal endoscopy for new beginners

    PubMed Central

    Lee, Seung-Hwa; Park, Young-Kyu; Cho, Sung-Min; Kang, Joon-Koo; Lee, Duck-Joo

    2015-01-01

    The incidence of gastric cancer remains high in South Korea. Upper gastrointestinal (GI) endoscopy, i.e., esophagogastroduodenoscopy (EGD), has a higher diagnostic specificity and sensitivity than the upper GI series. Additionally, EGD has the ability to biopsy, through taking a tissue of the pathologic lesion. Successful training of EGD procedural skills require a few important things to be learned and remembered, including the posture of an examinee (e.g., left lateral decubitus and supine) and examiner (e.g., one-man standing method vs one-man sitting method), basic skills (e.g., tip deflection, push forward and pull back, and air suction and infusion), advanced skills (e.g., paradoxical movement, J-turn, and U-turn), and intubation techniques along the upper GI tract (e.g., oral cavity, pharynx, larynx including vocal cord, upper and middle and lower esophagus, gastroesophageal junction, gastric fundus, body, and antrum, duodenal bulb, and descending part of duodenum). In the current review, despite several limitations, we explained the intubation method of EGD for beginners. We hope this will be helpful to beginners who wish to learn the procedure. PMID:25624710

  10. Technical skills and training of upper gastrointestinal endoscopy for new beginners.

    PubMed

    Lee, Seung-Hwa; Park, Young-Kyu; Cho, Sung-Min; Kang, Joon-Koo; Lee, Duck-Joo

    2015-01-21

    The incidence of gastric cancer remains high in South Korea. Upper gastrointestinal (GI) endoscopy, i.e., esophagogastroduodenoscopy (EGD), has a higher diagnostic specificity and sensitivity than the upper GI series. Additionally, EGD has the ability to biopsy, through taking a tissue of the pathologic lesion. Successful training of EGD procedural skills require a few important things to be learned and remembered, including the posture of an examinee (e.g., left lateral decubitus and supine) and examiner (e.g., one-man standing method vs one-man sitting method), basic skills (e.g., tip deflection, push forward and pull back, and air suction and infusion), advanced skills (e.g., paradoxical movement, J-turn, and U-turn), and intubation techniques along the upper GI tract (e.g., oral cavity, pharynx, larynx including vocal cord, upper and middle and lower esophagus, gastroesophageal junction, gastric fundus, body, and antrum, duodenal bulb, and descending part of duodenum). In the current review, despite several limitations, we explained the intubation method of EGD for beginners. We hope this will be helpful to beginners who wish to learn the procedure. PMID:25624710

  11. A Curriculum to Enhance Decision-Making Skills of Technical Personnel Working in Teams

    ERIC Educational Resources Information Center

    Raju, P. K.; Sankar, Chetan S.; Xue, Yajiong

    2004-01-01

    Rapidly changing engineering designs and business scenarios make it essential for engineers and technical personnel to be trained to be effective team players and project managers. This paper reports the experiences gained in developing and implementing a workshop to train engineers at a steel manufacturing plant. The objective of the workshop was…

  12. An Integrated Approach to Develop Professional and Technical Skills for Informatics Engineering Students

    ERIC Educational Resources Information Center

    Fernandes, Joao M.; Van Hattum-Janssen, Natascha; Ribeiro, Antonio Nestor; Fonte, Victor; Santos, Luis Paulo; Sousa, Pedro

    2012-01-01

    Many of the current approaches used in teaching and learning in engineering education are not the most appropriate to prepare students for the challenges they will face in their professional careers. The active involvement of students in their learning process facilitates the development of the technical and professional competencies they need as…

  13. Technical writing versus technical writing

    NASA Technical Reports Server (NTRS)

    Dillingham, J. W.

    1981-01-01

    Two terms, two job categories, 'technical writer' and 'technical author' are discussed in terms of industrial and business requirements and standards. A distinction between 'technical writing' and technical 'writing' is made. The term 'technical editor' is also considered. Problems inherent in the design of programs to prepare and train students for these jobs are discussed. A closer alliance between industry and academia is suggested as a means of preparing students with competent technical communication skills (especially writing and editing skills) and good technical skills.

  14. Comparing the Effects of Objective Structured Assessment of Technical Skills (OSATS) and Traditional Method on Learning of Students

    PubMed Central

    Mansoorian, Mohammad Reza; Hosseiny, Marzeih Sadat; Khosravan, Shahla; Alami, Ali; Alaviani, Mehri

    2015-01-01

    Background: Despite the benefits of the objective structured assessment of technical skills (OSATS) and it appropriateness for evaluating clinical abilities of nursing students , few studies are available on the application of this method in nursing education. Objectives: The purpose of this study was to compare the effect of using OSATS and traditional methods on the students’ learning. We also aimed to signify students’ views about these two methods and their views about the scores they received in these methods in a medical emergency course. Patients and Methods: A quasi-experimental study was performed on 45 first semester students in nursing and medical emergencies passing a course on fundamentals of practice. The students were selected by a census method and evaluated by both the OSATS and traditional methods. Data collection was performed using checklists prepared based on the ‘text book of nursing procedures checklists’ published by Iranian nursing organization and a questionnaire containing learning rate and students’ estimation of their received scores. Descriptive statistics as well as paired t-test and independent samples t-test were used in data analysis. Results: The mean of students’ score in OSATS was significantly higher than their mean score in traditional method (P = 0.01). Moreover, the mean of self-evaluation score after the traditional method was relatively the same as the score the students received in the exam. However, the mean of self-evaluation score after the OSATS was relatively lower than the scores the students received in the OSATS exam. Most students believed that OSATS can evaluate a wide range of students’ knowledge and skills compared to traditional method. Conclusions: Results of this study indicated the better effect of OSATS on learning and its relative superiority in precise assessment of clinical skills compared with the traditional evaluation method. Therefore, we recommend using this method in evaluation of

  15. Can technical laboratory skills be taught at a distance? An analysis of a semiconductor course taught at a distance via interactive technologies

    NASA Astrophysics Data System (ADS)

    Rao, Lalita

    2000-10-01

    This study investigated extending synchronous distance learning to teaching courses in the psychomotor domain in real-time, with immediate, direct feedback on technical skills performance from an instructor at a remote site via interactive technologies such as videoconferencing. This study focused on two research questions (1) can interactive distance learning technologies be used to teach technical and/or trouble shooting skills that fall under psychomotor domain? and, (2) to what degree can psychomotor skills be taught at a distance? A technical course, "RF Power PC 211L" from a technical and vocational institute was selected and the instructor who had no prior experience in teaching a distance learning course taught the course. Data on cognitive skills, psychomotor technical skills, attitudes and perceptions, demographics as well as boundary conditions on teaching psychomotor skills was gathered from both remote and the main campus. Instruments used for data gathering were final course grades, total points in laboratory exercise, pre and post course surveys, demographic survey and open-ended interviews with the instructor, student and review of instructor journal were used to address the two research questions. The main campus course was taught to the remote campus via distance learning technology in a distance learning format. The main technology used was videoconferencing. Both campus classrooms had the RF Trainer equipment. The rooms were set up to facilitate distance learning in the classroom. The instructor was present only at the main campus. The students on the remote campus were the experimental group. The experimental group participated in all course activities such as demonstrations, laboratory exercises, learning conceptual skills and tests only via distance. These students only had the benefit of laboratory assistant. The role of the laboratory assistant was to assist students/instructor as needed, ensure the safety of students and equipment and

  16. Do Digital Divisions Still Persist in Schools? Access to Technology and Technical Skills of Teachers in High Needs Schools in the United States of America

    ERIC Educational Resources Information Center

    Chapman, Lauren; Masters, Jessica; Pedulla, Joseph

    2010-01-01

    Technology use in schools has great potential to improve student learning outcomes. However, it is imperative that teachers possess a set of technical skills required to implement high-quality technologies in the classroom. Research conducted during the late 1990s and the early 2000s had pointed to the existence of a digital divide that existed in…

  17. Changes in Aspects of Students' Self-Reported Personal, Social and Technical Skills during a Six-Week Wilderness Expedition in Arctic Greenland

    ERIC Educational Resources Information Center

    Stott, Tim; Hall, Neil

    2003-01-01

    This investigation focuses on students' self-reported changes in personal, social and technical skills that took place during a six-week long expedition to East Greenland. A 105-item pre-and post-expedition questionnaire was completed by 60 young expeditioners aged 16 to 20. Before the expedition participants generally felt that they had high…

  18. Evaluation of the Relationship between Critical Thinking Skills and Affective Control in Child Training Students of the Female Technical and Vocational College in the City of Broujerd

    ERIC Educational Resources Information Center

    Esmaeili, Zohreh; Bagheri, Mahdi

    2015-01-01

    This study is a descriptive-correlational study with the purpose of evaluating the relationship between critical thinking skills and affective control in child training students of the female technical and Vocational College in the city of Broujerd. Statistical population of this study consisted of all students in the field of child training of…

  19. Instructional Strategies and Students' Academic Performance in Electrical Installation in Technical Colleges in Akwa Ibom State: Instructional Skills for Structuring Appropriate Learning Experiences for Students

    ERIC Educational Resources Information Center

    Onweh, Vincent E.; Akpan, Udeme Timothy

    2014-01-01

    The study investigated the effects of instructional strategies on students' academic performance in Electrical Installation in Technical Colleges in Akwa Ibom State. Instructional skills are the most specific category of teaching behaviours. A non-equivalent control group quasi experimental design was adopted for the study. Four intact classes…

  20. The Chrysler-Weldtech Approach to Retraining Displaced Workers. A Model Project to Develop Specialized Welding Skills Required for Modern Auto Assembly Operations. Final Technical Report.

    ERIC Educational Resources Information Center

    Lyons, Thomas M.; Knight, Glen A.

    A model project was conducted to demonstrate how Chrysler, in partnership with the education community and the government, could provide technical training to enable displaced workers to contribute to the "H-Body" car launch, to improve their job skills, and to enhance their future employability. The training was conducted on a pilot basis for 2…

  1. A Comparative Study of the Critical Thinking Skills among the Students of Accounting and Software in the Female Technical and Vocational University in the City of Borojerd

    ERIC Educational Resources Information Center

    Bagheri, Mahdi; Nowrozi, Reza Ali

    2015-01-01

    The purpose of this study is to compare the critical thinking skills among the students of accounting and software in the female technical and vocational university in the city of Borojerd. This study is a descriptive-comparative research. The statistical population of this study includes the female students of accounting and software in the…

  2. Rote Learning in the Age of Technology: A Quantitative Study of a Career and Technical High School and the Practical Use of Basic Skills

    ERIC Educational Resources Information Center

    Cotreau Berube, Elyse A.

    2011-01-01

    The purpose of this quantitative research study was to investigate the use of rote learning in basic skills of mathematics and spelling of 12 high school students, from a career and technical high school, in an effort to learn if the pedagogy of rote fits in the frameworks of today's education. The study compared the accuracy of…

  3. Are short-term focused training courses on a phantom model using porcine gall bladder useful for trainees in acquiring basic laparoscopic skills?

    PubMed

    Bansal, Virinder Kumar; Panwar, Rajesh; Misra, Mahesh C; Bhattacharjee, Hemanga K; Jindal, Vikas; Loli, Athiko; Goswami, Amit; Krishna, Asuri; Tamang, Tseten

    2012-04-01

    The best training method in laparoscopic surgery has not been defined. We evaluated the efficacy of laparoscopic skills acquisition in a short-term focused program. Two hundred fifty-six participants undergoing training on a phantom model were divided into 2 groups. Group 1 had no exposure and group 2 had performed a few laparoscopic surgeries. Acquisition of laparoscopic skills was assessed by operation time and the modified Global Operative Assessment of Laparoscopic Skills (GOALS) scale. A questionnaire was sent to the participants after 3 to 6 months for assessment of impact of training. There was a statistically significant improvement in the assessed parameters and in the mean score of all 5 domains of GOALS. The participants in group 2 performed better than those in group 1 in the first case. The difference between both the groups disappeared after the training. Participants who responded to the questionnaire felt that training helped them in improving their performance in the operation theater. PMID:22487631

  4. Skills Fair '85: May 14-16, 1985. Guidelines and Information.

    ERIC Educational Resources Information Center

    Fox Valley Technical Inst., Appleton, WI.

    Designed for participants, instructors, and counselors, this booklet provides guidelines and information regarding the annual Skills Fair conducted by Fox Valley Technical Institute to provide junior and senior high school students with an opportunity to receive recognition for occupational skills acquired in their high school course work.…

  5. The Learning and Development of Low-Skilled Workers Training to Become Surgical Technologists

    ERIC Educational Resources Information Center

    Dyer, Judith Sandra

    2010-01-01

    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…

  6. Destrezas Pre-Vocacionales: Curriculo Basico. Guia para el Maestro (Prevocational Skills: Basic Curriculum. Teacher's Guide).

    ERIC Educational Resources Information Center

    Puerto Rico State Dept. of Education, Hato Rey. Office of Special Education.

    The Auxiliary Secretary of Vocational, Technical, and Higher Skill Instruction of Puerto Rico has the responsibility of offering prevocational services to students with disabilities. In the prevocational phase, the student receives academic instruction and acquires the knowledge and skills of general employment. This teacher's guide, in Spanish,…

  7. Assessing the Animal Science Technical Skills Needed by Secondary Agricultural Education Graduates for Employment in the Animal Industries: A Modified Delphi Study

    ERIC Educational Resources Information Center

    Slusher, Wendy L.; Robinson, J. Shane; Edwards, M. Craig

    2011-01-01

    Career and technical education courses, such as agricultural education, exist, in part, to assist students in acquiring the competencies needed to achieve employability. However, whether the current secondary agricultural education curriculum meets the needs of industry leaders who employ high school graduates of agricultural education programs is…

  8. Self-Contained Training Materials for Teacher Education: A Derivation from Research on the Learning of Complex Skills. Acquiring Teaching Competencies. Reports and Studies. Report No. 5.

    ERIC Educational Resources Information Center

    Hudgins, Bryce B.

    The purpose of this paper is to select from among the bodies of research on complex skill learning those generalizations that seem to have some applicability to issues in designing training materials for teacher education. That selection entails a review of the principal points and findings within the domain and of the implications of the findings…

  9. Observation of the Effectiveness of Drama Method in Helping to Acquire the Addition-Subtraction Skills by Children at Preschool Phase

    ERIC Educational Resources Information Center

    Soydan, Sema; Quadir, Seher Ersoy

    2013-01-01

    Principal aim of this study is to show the effectiveness of the program prepared by researchers in order to enable 6 year-old children attending pre-school educational institutions to effectively gain addition subtraction skills through a drama-related method. The work group in the research comprised of 80 kids who continued their education in…

  10. 3D Simulation as a Learning Environment for Acquiring the Skill of Self-Management: An Experience Involving Spanish University Students of Education

    ERIC Educational Resources Information Center

    Cela-Ranilla, Jose María; Esteve-Gonzalez, Vanessa; Esteve-Mon, Francesc; Gisbert-Cervera, Merce

    2014-01-01

    In this study we analyze how 57 Spanish university students of Education developed a learning process in a virtual world by conducting activities that involved the skill of self-management. The learning experience comprised a serious game designed in a 3D simulation environment. Descriptive statistics and non-parametric tests were used in the…

  11. Balance maintenance as an acquired motor skill: Delayed gains and robust retention after a single session of training in a virtual environment.

    PubMed

    Elion, Orit; Sela, Itamar; Bahat, Yotam; Siev-Ner, Itzhak; Weiss, Patrice L Tamar; Karni, Avi

    2015-06-01

    Does the learning of a balance and stability skill exhibit time-course phases and transfer limitations characteristic of the acquisition and consolidation of voluntary movement sequences? Here we followed the performance of young adults trained in maintaining balance while standing on a moving platform synchronized with a virtual reality road travel scene. The training protocol included eight 3 min long iterations of the road scene. Center of Pressure (CoP) displacements were analyzed for each task iteration within the training session, as well as during tests at 24h, 4 weeks and 12 weeks post-training to test for consolidation phase ("offline") gains and assess retention. In addition, CoP displacements in reaction to external perturbations were assessed before and after the training session and in the 3 subsequent post-training assessments (stability tests). There were significant reductions in CoP displacements as experience accumulated within session, with performance stabilizing by the end of the session. However, CoP displacements were further reduced at 24h post-training (delayed "offline" gains) and these gains were robustly retained. There was no transfer of the practice-related gains to performance in the stability tests. The time-course of learning the balance maintenance task, as well as the limitation on generalizing the gains to untrained conditions, are in line with the results of studies of manual movement skill learning. The current results support the conjecture that a similar repertoire of basic neuronal mechanisms of plasticity may underlay skill (procedural, "how to" knowledge) acquisition and skill memory consolidation in voluntary and balance maintenance tasks. PMID:25797802

  12. Retention of Skills After Simulation-based Training in Orthopaedic Surgery.

    PubMed

    Atesok, Kivanc; Satava, Richard M; Van Heest, Ann; Hogan, MaCalus V; Pedowitz, Robert A; Fu, Freddie H; Sitnikov, Irena; Marsh, J Lawrence; Hurwitz, Shepard R

    2016-08-01

    Simulation-based surgical skills training has become essential in orthopaedic practice because of concerns about patient safety and an increase in technically challenging procedures. Surgical skills training in specifically designed simulation laboratories allows practice of procedures in a risk-free environment before they are performed in the operating room. The transferability of acquired skills to performance with patients is the most effective measure of the predictive validity of simulation-based training. Retention of the skills transferred to clinical situations is also critical. However, evidence of simulation-based skill retention in the orthopaedic literature is limited, and concerns about sustainability exist. Solutions for skill decay include repeated practice of the tasks learned on simulators and reinforcement of areas that are sensitive to decline. Further research is required to determine the retention rates of surgical skills acquired in simulation-based training as well as the success of proposed solutions for skill decay. PMID:27348146

  13. The effects of a displayed cognitive aid on non-technical skills in a simulated 'can't intubate, can't oxygenate' crisis.

    PubMed

    Marshall, S D; Mehra, R

    2014-07-01

    Guidelines outlining recommended actions are difficult to implement in the stressful, time-pressured situation of an airway emergency. Cognitive aids such as posters and algorithms improve performance during some anaesthetic emergencies; however, their effects on team behaviours have not been determined. In this study, 64 participants were randomly assigned into control (no cognitive aid) and intervention (cognitive aid provided) groups before a simulated 'can't intubate, can't oxygenate' scenario. Video analysis was undertaken of the non-technical skills and technical performance during the scenarios. All categories had higher Anaesthetists' Non-Technical Skills (ANTS) scores when a cognitive aid was supplied (mean (SD) total ANTS score 10.4 (3.1) vs. 13.2 (2.4), p < 0.001). The number of times the cognitive aid was used was associated with higher ANTS scores (ρ = 0.383, p = 0.002). A trend towards the establishment of an infraglottic airway within 3 min was also noted (control group 55.3% vs. intervention 76.9%, p = 0.076). Non-technical skills are improved when a cognitive aid is present during airway emergencies. PMID:24917333

  14. Effect of a Nontechnical Skills Intervention on First-Year Student Registered Nurse Anesthetists' Skills During Crisis Simulation.

    PubMed

    Wunder, Linda L

    2016-02-01

    Simulation-based education provides a safe place for student registered nurse anesthetists to practice non-technical skills before entering the clinical arena. An anesthetist's lack of nontechnical skills contributes to adverse patient outcomes. The purpose of this study was to determine whether an educational intervention on nontechnical skills could improve the performance of nontechnical skills during anesthesia crisis simulation with a group of first-year student registered nurse anesthetists. Thirty-two first-year students volunteered for this quasi-experimental study. Each subject was videotaped and rated as he or she performed 6 simulated crisis scenarios: 3 scenarios before the intervention and 3 after the intervention. Findings revealed that the nontechnical skills mean posttest score was greater than pretest scores: t (df = 31) = 1.99, P = .028. The mean gain in scores for standardized nontechnical skills were significantly greater than those for standardized technical skills: t (df = 30) = 1.81, P = .04. In conclusion, a 3-hour educational intervention on nontechnical skills resulted in significant improvement. Nontechnical skills therefore are not acquired through experience, but rather through instruction. An educational intervention using the Anaesthetists' Non-Technical Skills system is a valuable tool in the measurement of nontechnical skills assessment of first-year student registered nurse anesthetists. PMID:26939388

  15. Is High Fidelity Simulation the Most Effective Method for the Development of Non-Technical Skills in Nursing? A Review of the Current Evidence

    PubMed Central

    Lewis, Robin; Strachan, Alasdair; Smith, Michelle McKenzie

    2012-01-01

    Aim: To review the literature on the use of simulation in the development of non-technical skills in nursing Background: The potential risks to patients associated with learning 'at the bedside' are becoming increasingly unacceptable, and the search for innovative education and training methods that do not expose the patient to preventable errors continues. All the evidence shows that a significant proportion of adverse events in health care is caused by problems relating to the application of the 'non-technical' skills of communication, teamwork, leadership and decision-making. Results: Simulation is positively associated with significantly improved interpersonal communication skills at patient handover, and it has also been clearly shown to improve team behaviours in a wide variety of clinical contexts and clinical personnel, associated with improved team performance in the management of crisis situations. It also enables the effective development of transferable, transformational leadership skills, and has also been demonstrated to improve students' critical thinking and clinical reasoning in complex care situations, and to aid in the development of students' self-efficacy and confidence in their own clinical abilities. Conclusion: High fidelity simulation is able to provide participants with a learning environment in which to develop non-technical skills, that is safe and controlled so that the participants are able to make mistakes, correct those mistakes in real time and learn from them, without fear of compromising patient safety. Participants in simulation are also able to rehearse the clinical management of rare, complex or crisis situations in a valid representation of clinical practice, before practising on patients. PMID:22893783

  16. Development and reliability of the explicit professional oral communication observation tool to quantify the use of non-technical skills in healthcare

    PubMed Central

    Kemper, Peter F; van Noord, Inge; de Bruijne, Martine; Knol, Dirk L; Wagner, Cordula; van Dyck, Cathy

    2013-01-01

    Background A lack of non-technical skills is increasingly recognised as an important underlying cause of adverse events in healthcare. The nature and number of things professionals communicate to each other can be perceived as a product of their use of non-technical skills. This paper describes the development and reliability of an instrument to measure and quantify the use of non-technical skills by direct observations of explicit professional oral communication (EPOC) in the clinical situation. Methods In an iterative process we translated, tested and refined an existing checklist from the aviation industry, called self, human interaction, aircraft, procedures and environment, in the context of healthcare, notably emergency departments (ED) and intensive care units (ICU). The EPOC comprises six dimensions: assertiveness, working with others; task-oriented leadership; people-oriented leadership; situational awareness; planning and anticipation. Each dimension is specified into several concrete items reflecting verbal behaviours. The EPOC was evaluated in four ED and six ICU. Results In the ED and ICU, respectively, 378 and 1144 individual and 51 and 68 contemporaneous observations of individual staff members were conducted. All EPOC dimensions occur frequently, apart from assertiveness, which was hardly observed. Intraclass correlations for the overall EPOC score ranged between 0.85 and 0.91 and for underlying EPOC dimensions between 0.53 and 0.95. Conclusions The EPOC is a new instrument for evaluating the use of non-technical skills in healthcare, which is reliable in two highly different settings. By quantifying professional behaviour the instrument facilitates measurement of behavioural change over time. The results suggest that EPOC can also be translated to other settings. PMID:23412933

  17. The development and evaluation of an adaptable computer aided instruction(CAI) program for acquiring problem solving skills in biochemistry on the WWW: The "BioChem Thinker".

    PubMed Central

    Hershkovitz, B.

    1997-01-01

    BioChem Thinker is a CAI program that was developed to enhance problem solving skills and ability to integrate knowledge in biochemistry for medical and dental students. The program runs on a WWW browser. BioChem Thinker is adaptable, it enables the teacher to create a new problem solving assignment, or edit existing assignments without in-depth knowledge of computer programming. This provides teachers with greater independence and flexibility so as to be able to adapt the program to their own course requirements. The program was implemented and evaluated in the 3rd year biochemistry course of The Hebrew University-Hadassah Medical School. The tool used to develop Biochem Thinker can be utilized to develop similar CAI in other biomedical areas. PMID:9357717

  18. Acquired hyperpigmentations*

    PubMed Central

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

    2014-01-01

    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

  19. Technical Skill, Industry Knowledge and Experience, and Interpersonal Skill Competencies for Fashion Design Careers: A Comparison of Perspectives between Fashion Industry Professionals and Fashion Educators

    ERIC Educational Resources Information Center

    Yang, Eunyoung

    2010-01-01

    In updating fashion and apparel related design programs, many educators are striving to address the perspective of the fashion industry to obtain the career-specific skill and knowledge requirements sought by employers when hiring college or university graduates. Identifying such competencies from the view of fashion industry professionals as well…

  20. Does Problem-Based Learning Improve Problem Solving Skills?--A Study among Business Undergraduates at Malaysian Premier Technical University

    ERIC Educational Resources Information Center

    Kadir, Z. Abdul; Abdullah, N. H.; Anthony, E.; Salleh, B. Mohd; Kamarulzaman, R.

    2016-01-01

    Problem-based Learning (PBL) approach has been widely used in various disciplines since it is claimed to improve students' soft skills. However, empirical supports on the effect of PBL on problem solving skills have been lacking and anecdotal in nature. This study aimed to determine the effect of PBL approach on students' problem solving skills…

  1. Integrating Basic Skills and Career-Technical Instruction: Findings from a Field Study of Washington State's I-BEST Model

    ERIC Educational Resources Information Center

    Wachen, John; Jenkins, Davis; Van Noy, Michelle

    2011-01-01

    The federal government and private foundations for education have established postsecondary credential completion as a national imperative. Washington State's Integrated Basic Education and Skills Training (I-BEST) model was developed to increase the rate at which basic skills students advance to and succeed in college-level occupational programs,…

  2. Simulation for the Training of Human Performance and Technical Skills: The Intersection of How We Will Train Health Care Professionals in the Future

    PubMed Central

    Hamman, William R.; Beaubien, Jeffrey M.; Beaudin-Seiler, Beth M.

    2009-01-01

    Aims The aims of this research are to begin to understand health care teams in their operational environment, establish metrics of performance for these teams, and validate a series of scenarios in simulation that elicit team and technical skills. The focus is on defining the team model that will function in the operational environment in which health care professionals work. Methods Simulations were performed across the United States in 70- to 1000-bed hospitals. Multidisciplinary health care teams analyzed more than 300 hours of videos of health care professionals performing simulations of team-based medical care in several different disciplines. Raters were trained to enhance inter-rater reliability. Results The study validated event sets that trigger team dynamics and established metrics for team-based care. Team skills were identified and modified using simulation scenarios that employed the event-set-design process. Specific skills (technical and team) were identified by criticality measurement and task analysis methodology. Discussion In situ simulation, which includes a purposeful and Socratic Method of debriefing, is a powerful intervention that can overcome inertia found in clinician behavior and latent environmental systems that present a challenge to quality and patient safety. In situ simulation can increase awareness of risks, personalize the risks, and encourage the reflection, effort, and attention needed to make changes to both behaviors and to systems. PMID:21975987

  3. The limits of a technical concept of a good marriage: exploring the role of virtue in communication skills.

    PubMed

    Fowers, B J

    2001-07-01

    Teaching communication skills is one of the most common approaches used to improve couples' relationships. These skills are typically presented as content-free techniques that are value neutral. Yet, marital therapists frequently see that exercising communication skills, particularly in conflict situations, can be quite difficult, requiring personal strengths such as self-restraint, courage, generosity, justice, and good judgment. These personal strengths are virtues that are presupposed in communication skills and are necessary for their successful use. The traditional attempt to see marital therapy as value neutral has made it difficult to recognize the importance of these virtues. Therapists might be more effective if they could help couples to identify and cultivate underlying character strengths necessary for good communication. This paper presents an Aristotelian reading of virtues in marriage that can broaden our understanding of marriage and open new avenues for helping couples. PMID:11436425

  4. Objectives and Organization of Technical Report Writing for Police.

    ERIC Educational Resources Information Center

    Cox, Clarice R.

    Instructional objectives for a junior college course in technical report writing for police science students are presented. The objectives are offered as samples that may be used where they correspond to the skills, abilities, and attitudes instructors want their students to acquire. They may also serve as models for assisting instructors to…

  5. THE ROLE OF TECHNICAL SCHOOLS IN IMPROVING THE SKILLS AND EARNING CAPACITY OF RURAL MANPOWER, A CASE STUDY. FINAL REPORT.

    ERIC Educational Resources Information Center

    PEJOVICH, SVETOZAR; SULLIVAN, WILLIAM

    AN EFFORT WAS MADE TO ESTABLISH A BASIS FOR EVALUATING THE PRIVATE AND SOCIAL COSTS AND RETURNS ACCRUING FROM INVESTMENT IN RURAL TECHNICAL SCHOOLS. A SERIES OF STATISTICAL FORMULAS WAS DEVELOPED AND TESTED ON QUESTIONNAIRE DATA SUPPLIED BY 359 GRADUATES AND TRAINEES OF THE WINONA AREA TECHNICAL SCHOOL IN MINNESOTA. THE NINE PROGRAM AREAS OF…

  6. A Long-Range Follow-up of Post-Secondary Vocational, Technical and Adult Education Graduates. Final Report.

    ERIC Educational Resources Information Center

    Wisconsin Univ. - Stout, Menomonie. Center for Vocational, Technical and Adult Education.

    A study examined the job-related skills acquired and career opportunities that have arisen for 1966, 1971, and 1976 graduates of postsecondary vocational-technical programs in Wisconsin's Vocational, Technical, and Adult Education (VTAE) system. Fifteen VTAE graduates from each of the years 1966, 1971, and 1976 completed a 26-item survey designed…

  7. Stochastic Reinforcement Benefits Skill Acquisition

    ERIC Educational Resources Information Center

    Dayan, Eran; Averbeck, Bruno B.; Richmond, Barry J.; Cohen, Leonardo G.

    2014-01-01

    Learning complex skills is driven by reinforcement, which facilitates both online within-session gains and retention of the acquired skills. Yet, in ecologically relevant situations, skills are often acquired when mapping between actions and rewarding outcomes is unknown to the learning agent, resulting in reinforcement schedules of a stochastic…

  8. Undergraduate technical skills training guided by student tutors – Analysis of tutors' attitudes, tutees' acceptance and learning progress in an innovative teaching model

    PubMed Central

    Weyrich, Peter; Schrauth, Markus; Kraus, Bernd; Habermehl, Daniel; Netzhammer, Nicolai; Zipfel, Stephan; Jünger, Jana; Riessen, Reimer; Nikendei, Christoph

    2008-01-01

    Background Skills labs provide a sheltered learning environment. As close supervision and individual feedback were proven to be important in ensuring effective skills training, we implemented a cross-year peer tutor system in our skills lab of internal medicine that allowed intense training sessions with small learning groups (3–4 students) taught by one student tutor. Methods The expectations, experiences and criticisms of peer tutors regarding the tutor system for undergraduate skills lab training were investigated in the context of a focus group. In addition, tutees' acceptance of this learning model and of their student tutors was evaluated by means of a pre/post web-based survey. Results 14 voluntary senior students were intensely prepared by consultants for their peer tutor activity. 127 students participated in the project, 66.9% of which responded to the web-based survey (23 topics with help of 6-point Likert scale + free comments). Acceptance was very high (5.69 ± 0.07, mean ± SEM), and self-confidence ratings increased significantly after the intervention for each of the trained skills (average 1.96 ± 0.08, all p < 0.002). Tutors received high global ratings (5.50 ± 0.07) and very positive anonymous individual feedback from participants. 82% of tutees considered the peer teaching model to be sufficient, and a mere 1% expressed the wish for skills training to be provided by faculty staff only. Focus group analyses with tutors revealed 18 different topics, including profit in personal knowledge and personal satisfaction through teaching activities. The ratio of 1:4 tutor/tutees was regarded to be very beneficial for effective feedback, and the personalized online evaluation by tutees to be a strong motivator and helpful for further improvements. The tutors ascribed great importance to the continuous availability of a contact doctor in case of uncertainties. Conclusion This study demonstrates that peer teaching in undergraduate technical clinical

  9. An Inventory of U.S. Navy Courses Suitable for Use in Training Civiliam Personnel in Basic Technical Skills.

    ERIC Educational Resources Information Center

    Rogers, William A., Jr.; Nisos, Michael J.

    An inventory of courses of study developed by the United States Navy which might be useful to other private and public institutions in training civilian students in basic technological skills is presented. Individual course reports contain the following information: course description, comments, course content (including blocks of instruction and…

  10. Training Tactical Decision-Making Skills: An Emerging Technology. Final Technical Report for Period November 1986-April 1990.

    ERIC Educational Resources Information Center

    Brecke, Fritz H.; Young, Michael J.

    Training in decision-making skills directly contributes to the combat readiness of Battle Staff Officers. More affordable, accessible, and effective training technologies are required to supplement the Command Post Exercises currently in use. This is the final report for a 3-year research and development (R&D) effort aimed toward development of…

  11. One-Year Follow-Up of Apprentices in a Skilled-Trades Program. Technical Report 1983-3.

    ERIC Educational Resources Information Center

    Daniel, Mark

    As a consequence of a validation study based on over 200 skilled technicians employed in engine manufacturing, seven aptitude tests were administered to 50 applicants in June 1982. This report presents correlations between test scores and three criteria (math grades, job performance ratings, and a composite) for the 26 people who entered the…

  12. Entry-Level Technical Skills That Teachers Expected Students to Learn through Supervised Agricultural Experiences (SAEs): A Modified Delphi Study

    ERIC Educational Resources Information Center

    Ramsey, Jon W.; Edwards, M. Craig

    2012-01-01

    Supervised experiences are designed to provide opportunities for the hands-on learning of skills and practices that lead to successful personal growth and future employment in an agricultural career (Talbert, Vaughn, Croom, & Lee, 2007). In the Annual Report for Agricultural Education (2005-2006), it was stated that 91% of the respondents (i.e.,…

  13. Teaching Technical and Professional Skills Using a Laboratory Exercise: A Comparison of Two Methods of Plasmid Preparation

    ERIC Educational Resources Information Center

    Brown, Lesley R.

    2006-01-01

    This laboratory exercise encourages upper level biochemistry students to build and expand upon previously developed laboratory skills and knowledge as they conduct a comparison of two methods of plasmid preparation based upon cost, quality of product, production time, and environmental impact. Besides creating an environment that mimics a more…

  14. Phoneme Segmenting Alignment with the Common Core Foundational Skills Standard Two: Grades K-1. Technical Report #1227

    ERIC Educational Resources Information Center

    Sáez, Leilani; Irvin, P. Shawn; Alonzo, Julie; Tindal, Gerald

    2012-01-01

    In 2006, the easyCBM reading assessment system was developed to support the progress monitoring of phoneme segmenting, letter names and sounds recognition, word reading, passage reading fluency, and comprehension skill development in elementary schools. More recently, the Common Core Standards in English Language Arts have been introduced as a…

  15. Assessing system operation skills in robotic surgery trainees

    PubMed Central

    Kumar, Rajesh; Jog, Amod; Malpani, Anand; Vagvolgyi, Balazs; Yuh, David; Nguyen, Hiep; Hager, Gregory; Grace Chen, Chi Chiung

    2012-01-01

    Background With increased use of robotic surgery in specialties including urology, development of training methods has also intensified. However, current approaches lack the ability of discriminating operational and surgical skills. Methods An automated recording system was used to longitudinally (monthly) acquire instrument motion/telemetry and video and for 4 basic surgical skills -- suturing, manipulation, transection, and dissection. Statistical models were then developed to discriminate the human-machine skill differences between practicing expert surgeons and trainees. Results Data from 6 trainee and 2 experts was analyzed to validate the first ever statistical models of operational skills, and demonstrate classification with very high accuracy (91.7% for masters, and 88.2% for camera motion) and sensitivity. Conclusions We report on our longitudinal study aimed at tracking robotic surgery trainees to proficiency, and methods capable of objectively assessing operational and technical skills that would be used in assessing trainee progress at the participating institutions. PMID:22114003

  16. An Alumni Assessment of MIS Related Job Skill Importance and Skill Gaps

    ERIC Educational Resources Information Center

    Wilkerson, Jerod W.

    2012-01-01

    This paper presents the results of a job skill survey of Management Information Systems (MIS) alumni from a Northeastern U.S. university. The study assesses job skill importance and skill gaps associated with 104 technical and non-technical skill items. Survey items were grouped into 6 categories based on prior research. Skill importance and skill…

  17. Differentiating technical skill and motor abilities in selected and non-selected 3-5 year old team-sports players.

    PubMed

    Archer, David T; Drysdale, Kristian; Bradley, Edward J

    2016-06-01

    This study examined the difference in 22 3-5year old boys selected to an advanced or non-advanced group on an English community-based professional club training program. Time to complete 15m linear sprint and 15m zig-zag agility tests, with and without a ball, were used to assess the children's technical skill and motor ability. Age and body mass of both groups were the same, whereas height was greater and BMI was lower in the selected group (p<0.01). Linear sprint times without and with the ball were 3.98±0.35 and 4.44±0.36s, respectively for the selected and corresponding times were 4.64±1.04 and 11.2±5.37s for the non-selected (p<0.01, ES 0.8, 1.8). Similar results were found when a change of movement was included, both with and without the ball. A model of selection indicated that performance in an agility test with the ball and height had the greatest discriminatory power and explained 95.5% of between group variance. Selected players performed significantly better in tests when ball control was required. These findings suggest that technical proficiency and physical differences may influence team selection in three to five year old children. PMID:26904973

  18. Employability Skills Assessment Tool Development

    ERIC Educational Resources Information Center

    Rasul, Mohamad Sattar; Rauf, Rose Amnah Abd; Mansor, Azlin Norhaini; Puvanasvaran, A. P.

    2012-01-01

    Research nationally and internationally found that technical graduates are lacking in employability skills. As employability skills are crucial in outcome-based education, the main goal of this research is to develop an Employability Skill Assessment Tool to help students and lecturers produce competent graduates in employability skills needed by…

  19. Educational Outcomes of I-BEST, Washington State Community and Technical College System's Integrated Basic Education and Skills Training Program: Findings from a Multivariate Analysis. CCRC Working Paper No. 16

    ERIC Educational Resources Information Center

    Jenkins, Davis; Zeidenberg, Matthew; Kienzl, Gregory

    2009-01-01

    This paper presents findings from a study conducted by the Community College Research Center (CCRC) at Teachers College, Columbia University, on the outcomes of the Integrated Basic Education and Skills Training program (I-BEST), developed by the community and technical colleges in Washington State to increase the rate at which adult basic skills…

  20. Simulation-based training and assessment of non-technical skills in the Norwegian Helicopter Emergency Medical Services: a cross-sectional survey

    PubMed Central

    Abrahamsen, Håkon B; Sollid, Stephen J M; Öhlund, Lennart S; Røislien, Jo; Bondevik, Gunnar Tschudi

    2015-01-01

    Background Human error and deficient non-technical skills (NTSs) among providers of ALS in helicopter emergency medical services (HEMS) is a threat to patient and operational safety. Skills can be improved through simulation-based training and assessment. Objective To document the current level of simulation-based training and assessment of seven generic NTSs in crew members in the Norwegian HEMS. Methods A cross-sectional survey, either electronic or paper-based, of all 207 physicians, HEMS crew members (HCMs) and pilots working in the civilian Norwegian HEMS (11 bases), between 8 May and 25 July 2012. Results The response rate was 82% (n=193). A large proportion of each of the professional groups lacked simulation-based training and assessment of their NTSs. Compared with pilots and HCMs, physicians undergo statistically significantly less frequent simulation-based training and assessment of their NTSs. Fifty out of 82 (61%) physicians were on call for more than 72 consecutive hours on a regular basis. Of these, 79% did not have any training in coping with fatigue. In contrast, 72 out of 73 (99%) pilots and HCMs were on call for more than 3 days in a row. Of these, 54% did not have any training in coping with fatigue. Conclusions Our study indicates a lack of simulation-based training and assessment. Pilots and HCMs train and are assessed more frequently than physicians. All professional groups are on call for extended hours, but receive limited training in how to cope with fatigue. PMID:25344577

  1. Technical report writing

    NASA Technical Reports Server (NTRS)

    Vidoli, Carol A.

    1992-01-01

    This manual covers the fundamentals of organizing, writing, and reviewing NASA technical reports. It was written to improve the writing skills of LeRC technical authors and the overall quality of their reports.

  2. A national skills standard

    SciTech Connect

    Goff, G.

    1996-06-01

    The United States Department of Education has awarded a contract to an organization named the Vocational-technical Education Consortium of States (V-TECS) for the development of a skills standard for the HVAC/R industry. This report describes the development of the skills standard.

  3. ASTD Update: Basic Skills.

    ERIC Educational Resources Information Center

    Gainer, Lei

    As the 16-24 age group, the traditional source of entry level workers, shrinks, employers increasingly have to hire the less advantaged to staff their entry-level work force; they must, therefore, hire people with deficient skills. At the same time, a mix of technical changes and heightened competition is increasing the skill level needed for work…

  4. Hospital-acquired pneumonia

    MedlinePlus

    ... this page: //medlineplus.gov/ency/article/000146.htm Hospital-acquired pneumonia To use the sharing features on this page, please enable JavaScript. Hospital-acquired pneumonia is an infection of the lungs ...

  5. Employability Skills. At a Glance

    ERIC Educational Resources Information Center

    Wibrow, Bridget

    2011-01-01

    In a competitive workforce it is not just having the right qualification or technical skills that will land an individual a job; it could very well be their interpersonal skills. How someone communicates is often the first impression an employer has of a possible worker. Yet, it is precisely communication skills that employers feel applicants are…

  6. Skill Upgrading, Incorporated. Final Report.

    ERIC Educational Resources Information Center

    Skill Upgrading, Inc., Baltimore, MD.

    As in two other projects in Cleveland and Newark, New Jersey, this project was set up in Baltimore to provide technical assistance in designing ways to meet in-plant skills needs by upgrading job skills on entry workers through High Intensity Training (HIT). Skill Upgrading, Inc. was established in Maryland to provide training and manpower…

  7. Attitudes of College Graduates, Faculty, and Human Resource Managers Regarding the Importance of Skills Acquired in College and Needed for Job Performance and Career Advancement Potential in the Retail Sector

    ERIC Educational Resources Information Center

    Heimler, Ronald

    2010-01-01

    The purpose of this study was to empirically examine college graduate, faculty, and human resource manager descriptions of needed, received, and further training in eight employability dimensions of literacy and numeracy, critical thinking, management, leadership, interpersonal, information technology, systems thinking skills, and work ethic…

  8. Indigenous Knowledge and Learning. Papers Presented in the Workshop on Indigenous Knowledge and Skills and the Ways They Are Acquired (Cha'am, Thailand, March 2-5, 1988).

    ERIC Educational Resources Information Center

    Chulalongkorn Univ., Bangkok (Thailand).

    This proceedings documents an international workshop that focused on the research linking indigenous knowledge and indigenous learning with rural intervention programs. Research into indigenous knowledge and indigenous learning could lead to an improvement in rural intervention programs by building upon the knowledge and skills indigenous to rural…

  9. Promoting Strong Written Communication Skills

    NASA Astrophysics Data System (ADS)

    Narayanan, M.

    2015-12-01

    The reason that an improvement in the quality of technical writing is still needed in the classroom is due to the fact that universities are facing challenging problems not only on the technological front but also on the socio-economic front. The universities are actively responding to the changes that are taking place in the global consumer marketplace. Obviously, there are numerous benefits of promoting strong written communication skills. They can be summarized into the following six categories. First, and perhaps the most important: The University achieves learner satisfaction. The learner has documented verbally, that the necessary knowledge has been successfully acquired. This results in learner loyalty that in turn will attract more qualified learners.Second, quality communication lowers the cost per pupil, consequently resulting in increased productivity backed by a stronger economic structure and forecast. Third, quality communications help to improve the cash flow and cash reserves of the university. Fourth, having high quality communication enables the university to justify the need for high costs of tuition and fees. Fifth, better quality in written communication skills result in attracting top-quality learners. This will lead to happier and satisfied learners, not to mention greater prosperity for the university as a whole. Sixth, quality written communication skills result in reduced complaints, thus meaning fewer hours spent on answering or correcting the situation. The University faculty and staff are thus able to devote more time on scholarly activities, meaningful research and productive community service. References Boyer, Ernest L. (1990). Scholarship reconsidered: Priorities of the Professorate.Princeton, NJ: Carnegie Foundation for the Advancement of Teaching. Hawkins, P., & Winter, J. (1997). Mastering change: Learning the lessons of the enterprise.London: Department for Education and Employment. Buzzel, Robert D., and Bradley T. Gale. (1987

  10. The Development of Cognitive Skills through Archaeology.

    ERIC Educational Resources Information Center

    Danes, Lois M. J.

    1989-01-01

    Explains methods for structuring student participation in an archaeological expedition to develop the students' self-worth and to increase appreciation for history as it relates to the students' lives. Skills acquired may include: (1) earth science; (2) mathematics; (3) map reading skills; (4) communication skills; (5) writing skills; (6)…

  11. Examination of the Applicability of the Hershey Blanchard Changing Skills Model to Non-Technical Skills Curriculum Needs Assessment Process in a Dual Career Ladder Research and Development Organization. Study Number Seven.

    ERIC Educational Resources Information Center

    Dobesh, Rudolph; Geroy, Gary D.

    A study sought to: (1) determine what nontechnical skills were needed at each level on the dual (management/nonmanagement) career ladder labeled "technician" at the host organization; (2) determine the impact of the dual ladder on needs assessment; and (3) use the skills needs assessment process as a pilot study for determining the nontechnical…

  12. Technical parameters for specifying imagery requirements

    NASA Technical Reports Server (NTRS)

    Coan, Paul P.; Dunnette, Sheri J.

    1994-01-01

    Providing visual information acquired from remote events to various operators, researchers, and practitioners has become progressively more important as the application of special skills in alien or hazardous situations increases. To provide an understanding of the technical parameters required to specify imagery, we have identified, defined, and discussed seven salient characteristics of images: spatial resolution, linearity, luminance resolution, spectral discrimination, temporal discrimination, edge definition, and signal-to-noise ratio. We then describe a generalizing imaging system and identified how various parts of the system affect the image data. To emphasize the different applications of imagery, we have constrasted the common television system with the significant parameters of a televisual imaging system for technical applications. Finally, we have established a method by which the required visual information can be specified by describing certain technical parameters which are directly related to the information content of the imagery. This method requires the user to complete a form listing all pertinent data requirements for the imagery.

  13. Exploring the Mismatch between Skills and Jobs for Women in Saudi Arabia in Technical and Vocational Areas: The Views of Saudi Arabian Private Sector Business Managers.

    ERIC Educational Resources Information Center

    Calvert, John R.; Al-Shetaiwi, A. S.

    2002-01-01

    Gives an overview of women in both general and technical-vocational education and employment in Saudi Arabia. Reports on a survey of 220 private business managers: 83% indicated that Saudi women had limited participation in technical jobs; 63% suggested that vocational-technical education did not promote women's participation. (Contains 51…

  14. A Critical Analysis of an Instrument Used to Measure 21st Century Skills Attainment among High School Career and Technical Education Students

    ERIC Educational Resources Information Center

    Mast Ryan, Dana

    2013-01-01

    "To prepare our children for the world of tomorrow, we must enhance the learning environments of today" ("Partnership for 21st Century Skills," 2009, p. 24). In the first decade of the 21st Century, a common set of skills necessary for postsecondary success has emerged which includes creativity, critical thinking, problem…

  15. Developing a Research Skill Set

    PubMed Central

    You, Y. Nancy; Bednarski, Brian

    2014-01-01

    The recent decades have witnessed a significant expansion in the diversity of career paths within academic surgery. Although the skills for providing exemplary surgical care and for maintaining a strong work ethic are the foundations of an academic surgeon, deliberate career planning and organized acquisition of research skills contribute to the success of an academic career. In this article, we identify a set of core academic skills and propose a framework for acquiring them. We also describe specific career paths within academic surgery and provide an overview of the opportunities for acquiring specific skill sets. The development of an academic career is challenging, and firm knowledge of the personal motivations will sustain and endure the time needed for acquiring the needed skills. PMID:25067917

  16. [Efforts to achieve and effects of acquiring ISO 15189 in Tokushima University Hospital].

    PubMed

    Shono, Kazuko; Kishi, Misako; Satou, Mituyo; Nagamine, Yasunori; Doi, Tosio

    2009-12-01

    The medical laboratory of Tokushima University Hospital acquired ISO 15189, an international standard for medical laboratories, on July 6th, 2007, resulting in it achieving the 24th place in Japan and 5th place among national university hospitals. The first surveillance was just performed on October 6th, 2008. Tokushima University Hospital, in which our medical laboratory is included as one section, already succeeded in acquiring ISO 9001, PrivacyMark System, and Quality Health Care ver. 5 before accomplishing ISO 15189. To achieve ISO 15189, we prepared documents based on ISO 9001 without any consultation, resulting in a review of the difference between ISO 9001 and ISO 15189 after the preliminary survey. Although achieving ISO 15189 resulted in an improvement in the reliability of laboratory results and accuracy, leading to the development of our technical skills and awareness, and sharing of knowledge, we consider that the considerable investment of time to prepare the requirements remains to be overcome. PMID:20077817

  17. Acquired reactive perforating collagenosis.

    PubMed

    Basak, P Y; Turkmen, C

    2001-01-01

    Acquired perforating disorder has been recognized as an uncommon distinct dermatosis in which altered collagen is eliminated through the epidermis. Several disorders accompanied by itching and scratching were reported to be associated with reactive perforating collagenosis. A 67-year-old white woman diagnosed as acquired reactive perforating collagenosis with poorly controlled diabetes mellitus and congestive cardiac failure is presented. PMID:11525959

  18. Motor skill acquisition.

    PubMed

    Higgins, S

    1991-02-01

    The purpose of this article is to provide a framework for understanding motor skill and the process by which it is acquired. A selective historical overview is presented to demonstrate how the study of movement is a necessary preliminary to the study of motor skill learning. The phenomenon of skill is explored as an inherent feature of goal-directed organisms whose effective functioning depends on achieving a degree of competence in solving problems that are encountered in the everyday world. The relationship between problems and solutions is discussed. Movement is examined as a problem-solving tool and as the means by which the individual expresses skill. Factors that influence the individual's level of skill are fully explored, along with the implications for functional behavior. The creative use of resources in problem solving is thoroughly examined, and tasks are discussed in terms of the demands imposed on the individual. PMID:1989008

  19. Teaching the "Soft Skills": A Professional Development Curriculum to Enhance the Employability Skills of Business Graduates

    ERIC Educational Resources Information Center

    Winstead, Ann S.; Adams, Barbara L.; Sillah, Marion Rogers

    2009-01-01

    Today's business climate requires that management recruits not only know the technical aspects of their jobs, but also possess communication, teambuilding and leadership skills. Most business school curricula, however, focus only on technical skills, and do not address the "soft skills" in a formal setting or on a consistent basis. As…

  20. Acquired Cystic Kidney Disease

    MedlinePlus

    ... a kidney transplant or blood-filtering treatments called dialysis. The cysts are more likely to develop in people who are on kidney dialysis. The chance of developing acquired cystic kidney disease ...

  1. Hospital-acquired pneumonia

    MedlinePlus

    ... tends to be more serious than other lung infections because: People in the hospital are often very sick and cannot fight off ... prevent pneumonia. Most hospitals have programs to prevent hospital-acquired infections.

  2. Skills on the Move: Rethinking the Relationship Between Human Capital and Immigrant Economic Mobility *

    PubMed Central

    Hagan, Jacqueline; Lowe, Nichola; Quingla, Christian

    2013-01-01

    Studies of immigrant labor market incorporation in the unregulated sector of the US economy either assume that immigrant workers are trapped in low-wage jobs because of low human capital, or paint a picture of blocked mobility because of exploitation and discrimination. In this paper we offer a third sociological alternative to understand processes of occupational mobility and skill learning. Drawing on work histories of 111 immigrant construction workers, we find that many immigrants are skilled, having come to their jobs with technical skill sets acquired in their home communities and their previous U.S. jobs. We further find that these less-educated immigrants, who rank low on traditional human capital attributes but high on work experience may circumvent exploitation and build mobility pathways through skill transference, on- the- job reskilling, and brincando (job jumping). PMID:23700356

  3. Skills on the Move: Rethinking the Relationship Between Human Capital and Immigrant Economic Mobility.

    PubMed

    Hagan, Jacqueline; Lowe, Nichola; Quingla, Christian

    2011-05-01

    Studies of immigrant labor market incorporation in the unregulated sector of the US economy either assume that immigrant workers are trapped in low-wage jobs because of low human capital, or paint a picture of blocked mobility because of exploitation and discrimination. In this paper we offer a third sociological alternative to understand processes of occupational mobility and skill learning. Drawing on work histories of 111 immigrant construction workers, we find that many immigrants are skilled, having come to their jobs with technical skill sets acquired in their home communities and their previous U.S. jobs. We further find that these less-educated immigrants, who rank low on traditional human capital attributes but high on work experience may circumvent exploitation and build mobility pathways through skill transference, on- the- job reskilling, and brincando (job jumping). PMID:23700356

  4. Critical Learning Skills for Business Students

    ERIC Educational Resources Information Center

    Jance, Marsha; Morgan, Anita

    2013-01-01

    A survey addressing critical skills for business students was developed and disseminated. Sixteen critical skills (such as critical thinking and time management) were identified as skills that need to be acquired in order for business students to be successful in their advanced courses and careers. The survey was disseminated and taken by several…

  5. Comparing Work Skills Analysis Tools. Project Report.

    ERIC Educational Resources Information Center

    Barker, Kathryn

    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…

  6. Language Matters: The Supply of and Demand for UK Born and Educated Academic Researchers with Skills in Languages Other Than English. Technical Report

    ERIC Educational Resources Information Center

    Levitt, Ruth; Janta, Barbara; Shehabi, Ala'a; Jones, Daniel; Valentini, Elizabeth

    2009-01-01

    This report discusses concerns that the future of the UK's world class research base might be threatened by the decline in modern language learning and calls for a series of measures by Universities and Government bodies to address this danger. It investigates evidence for the role of language skills in academic research in the humanities and…

  7. Military Curricula for Vocational & Technical Education. Basic Electronics School. CANTRAC A-100-0010. Modules 15-19: Basic Troubleshooting Skills. Study and Progress Check Booklet.

    ERIC Educational Resources Information Center

    Chief of Naval Education and Training Support, Pensacola, FL.

    These individualized learning modules on basic troubleshooting skills are one unit in a series of modules for a course in basic electricity and electronics. The course is one of a number of military-developed curriculum packages selected for adaptation to vocational instructional and curriculum development in a civilian setting. Five modules are…

  8. The Nature and Recipients of Compensatory Education. Technical Report #5 from the Study of the Sustaining Effects of Compensatory Education on Basic Skills.

    ERIC Educational Resources Information Center

    Wang, Ming-mei; And Others

    This report on Compensatory Education (CE) provides a description of instructional services in basic skills and assesses educational development through the presentation of extensive data. Findings are based on data collected on 81,450 elementary school students enrolled in fifty representative schools during 1976-77 school year, and questionnaire…

  9. State Skill Standards: Photography

    ERIC Educational Resources Information Center

    Howell, Frederick; Reed, Loretta; Jensen, Capra; Robison, Gary; Taylor, Susan; Pavesich, Christine

    2007-01-01

    The Department of Education has undertaken an ambitious effort to develop statewide skill standards for all content areas in career and technical education. The standards in this document are for photography 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.…

  10. Developing Scientists' "Soft" Skills

    NASA Astrophysics Data System (ADS)

    Gordon, Wendy

    2014-02-01

    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].

  11. Community-acquired pneumonia.

    PubMed

    Falguera, M; Ramírez, M F

    2015-11-01

    This article not only reviews the essential aspects of community-acquired pneumonia for daily clinical practice, but also highlights the controversial issues and provides the newest available information. Community-acquired pneumonia is considered in a broad sense, without excluding certain variants that, in recent years, a number of authors have managed to delineate, such as healthcare-associated pneumonia. The latter form is nothing more than the same disease that affects more frail patients, with a greater number of risk factors, both sharing an overall common approach. PMID:26186969

  12. Nurturing Soft Skills Among High School Students Through Space Weather Competition

    NASA Astrophysics Data System (ADS)

    Abdullah, Mardina; Abd Majid, Rosadah; Bais, Badariah; Syaidah Bahri, Nor

    2016-07-01

    Soft skills fulfill an important role in shaping an individual's personality. It is of high importance for every student to acquire adequate skills beyond academic or technical knowledge. The objective of this project was to foster students' enthusiasm in space science and develop their soft skills such as; interpersonal communication, critical thinking and problem-solving, team work, lifelong learning and information management, and leadership skills. This is a qualitative study and the data was collected via group interviews. Soft skills development among high school students were nurtured through space weather competition in solar flare detection. High school students (16 to 17 years old) were guided by mentors consisting of science teachers to carry out this project based on a module developed by UKM's researchers. Students had to acquire knowledge on antenna development and construct the antenna with recyclable materials. They had to capture graphs and identify peaks that indicate solar flare. Their findings were compared to satellite data for verification. They also presented their work and their findings to the panel of judges. After observation, it can be seen that students' soft skills and interest in learning space science had become more positive after being involved in this project.

  13. Entry-Level Technical Skills that Agricultural Industry Experts Expected Students to Learn through Their Supervised Agricultural Experiences: A Modified Delphi Study

    ERIC Educational Resources Information Center

    Ramsey, Jon W.; Edwards, M. Craig

    2011-01-01

    The National Research Council's (NRC) Report (1988), Understanding Agriculture: New Directions for Education, called on secondary agricultural education to shift its scope and purpose, including students' supervised agricultural experiences (SAEs). The NRC asserted that this shift should create opportunities for students to acquire supervised…

  14. Acquired Brain Injury Program.

    ERIC Educational Resources Information Center

    Schwartz, Stacey Hunter

    This paper reviews the Acquired Brain Injury (ABI) Program at Coastline Community College (California). The ABI Program is a two-year, for-credit educational curriculum designed to provide structured cognitive retraining for adults who have sustained an ABI due to traumatic (such as motor vehicle accident or fall) or non-traumatic(such as…

  15. Acquired von Willebrand disease.

    PubMed

    Petrini, P

    1999-05-01

    Acquired von Willebrand disease (AvWD) is a syndrome that has clinical and laboratory features similar to hereditary vWD. In contrast to the latter it occurs in patients without a family history of previous bleeding tendency. PMID:23401904

  16. Technical and Vocational Training.

    ERIC Educational Resources Information Center

    Vocational Training, 1993

    1993-01-01

    This issue focuses on the various forms that secondary technical and vocational education takes in different European Community Member States. "The Future for Skilled Workers" is an interview with Burkart Lutz, a German researcher. Other articles are as follows: "Contradictions in Technical and Vocational Education: The Outlook" (Paolo Garonna);…

  17. National Skill Standards Implementation Guide.

    ERIC Educational Resources Information Center

    National Vocational Technical Education Foundation, Washington, DC.

    This guide was developed to encourage state policy makers and local school boards to implement the national skill standards formulated by the National Institute for Automotive Service Excellence (ASE) and the National Automotive Technician Education Foundation (NATEF) in high schools, technical schools, and technical and community colleges.…

  18. 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

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

    2009-01-01

    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)…

  19. Does a Math-Enhanced Curriculum and Instructional Approach Diminish Students' Attainment of Technical Skills? A Year-Long Experimental Study in Agricultural Power and Technology

    ERIC Educational Resources Information Center

    Young, R. Brent; Edwards, M. Craig; Leising, James G.

    2009-01-01

    The purpose of this study was to empirically test the posit that students who participated in a contextualized, mathematics-enhanced high school agricultural power and technology (APT) curriculum and aligned instructional approach would not differ significantly (p less than 0.05) in their technical competence from students who participated in the…

  20. Teaching cognitive skills improves learning in surgical skills courses: a blinded, prospective, randomized study

    PubMed Central

    Kohls-Gatzoulis, Julie A.; Regehr, Glenn; Hutchison, Carol

    2004-01-01

    Objective To investigate the teaching of cognitive skills within a technical skills course, we carried out a blinded, randomized prospective study. Methods Twenty-one junior residents (postgraduate years 1– 3) from a single program at a surgical-skills training centre were randomized to 2 surgical skills courses teaching total knee arthroplasty. One course taught only technical skill and had more repetitions of the task (5 or 6). The other focused more on developing cognitive skills and had fewer task repetitions (3 or 4). All were tested with the Objective Structured Assessment of Technical Skill (OSATS) both before and after the course, as well as a pre- and postcourse error-detection exam and a postcourse exam with multiple-choice questions (MCQs) to test their cognitive skills. Results Both groups' technical skills as assessed by OSATS were equivalent, both pre- and postcourse. Taking their courses improved the technical skills of both groups (OSATS, p < 0.01) over their pre-course scores. Both groups demonstrated equivalent levels of knowledge on the MCQ exam, but the cognitive group scored better on the error-detection test (p = 0.02). Conclusions Cognitive skills training enhances the ability to correctly execute a surgical skill. Furthermore, specific training and practice are required to develop procedural knowledge into appropriate cognitive skills. Surgeons need to be trained to judge the correctness of their actions. PMID:15362330

  1. Acquired von Willebrand disease.

    PubMed

    Kumar, Shaji; Pruthi, Rajiv K; Nichols, William L

    2002-02-01

    Acquired von Willebrand disease (AvWD) is a relatively rare acquired bleeding disorder that usually occurs in elderly patients, in whom its recognition may be delayed. Patients usually present predominantly with mucocutaneous bleeding, with no previous history of bleeding abnormalities and no clinically meaningful family history. Various underlying diseases have been associated with AvWD, most commonly hematoproliferative disorders, including monoclonal gammopathies, lymphoproliferative disorders, and myeloproliferative disorders. The pathogenesis of AvWD remains incompletely understood but includes autoantibodies directed against the von Willebrand factor (vWF), leading to a more rapid clearance from the circulation or interference with its function, adsorption of vWF by tumor cells, and nonimmunologic mechanisms of destruction. Laboratory evaluation usually reveals a pattern of prolonged bleeding time and decreased levels of vWF antigen, ristocetin cofactor activity, and factor VIII coagulant activity consistent with a diagnosis of vWD. Acquired vWD is distinguished from the congenital form by age at presentation, absence of a personal and family history of bleeding disorders, and, often, presence of a hematoproliferative or autoimmune disorder. The severity of the bleeding varies considerably among patients. Therapeutic options include desmopressin and certain factor VIII concentrates that also contain vWF. Successful treatment of the associated illness can reverse the clinical and laboratory manifestations. Intravenous immunoglobulins have also shown some efficacy in the management of AvWD, especially cases associated with monoclonal gammopathies. Awareness of AvWD is essential for diagnosis and appropriate management. PMID:11838652

  2. The Promise of Middle-Skill Occupations

    ERIC Educational Resources Information Center

    Stone, James R., III; Blackman, Orville; Lewis, Morgan

    2010-01-01

    Labor market economists argue that it is difficult to fit occupations into a few skill categories, but most will agree that there are at least three. In this schema, high-skill occupations are those in the professional/technical and managerial categories. Low-skill occupations are in the traditional, in-person service and agricultural categories.…

  3. Basic/Technical Literacy Project. Final Report.

    ERIC Educational Resources Information Center

    White River Vocational Technical School, Newport, AR.

    The Basic/Technical Literacy project at White River Vocational Technical School in Arkansas implemented a comprehensive curriculum to raise students' basic reading and technical literacy levels in their chosen skill area. During the project, master vocabulary lists for each skill area were developed, and self-test worksheets and study guides were…

  4. TEACHING ABDUCTION-PREVENTION SKILLS TO CHILDREN WITH AUTISM

    PubMed Central

    Gunby, Kristin V; Carr, James E; LeBlanc, Linda A

    2010-01-01

    Three children with autism were taught abduction-prevention skills using behavioral skills training with in situ feedback. All children acquired the skills, which were maintained at a 1-month follow-up assessment. In addition, 1 of the children demonstrated the skills during a stimulus generalization probe in a community setting. PMID:20808500

  5. Evaluation of Behavioral Skills Training to Prevent Gun Play in Children

    ERIC Educational Resources Information Center

    Miltenberger, Raymond G.; Flessner, Christopher; Gatheridge, Brian; Johnson, Brigitte; Satterlund, Melisa; Egemo, Kristin

    2004-01-01

    This study evaluated behavioral skills training (BST), in a multiple baseline across subjects design, for teaching firearm safety skills to 6 6- and 7-year-old children. Similar to previous research with 4- and 5-year-olds, half of the children acquired the safety skills following BST and half acquired the skills following BST plus in situ…

  6. The problems inherent in teaching technical writing and report writing to native Americans

    NASA Technical Reports Server (NTRS)

    Zukowski/faust, J.

    1981-01-01

    Teaching technical writing to Native Americans contending with a second language and culture is addressed. Learning difficulties arising from differences between native and acquired language and cultural systems are examined. Compartmentalized teaching, which presents the ideals of technical writing in minimal units, and skills development are considered. Rhetorical problems treated include logic of arrangement, selection of support and scope of detail, and time and space. Specific problems selected include the concept of promptness, the contextualization of purpose, interpersonal relationships, wordiness, mixture of registers, and the problem of abstracting. Four inductive procedures for students having writing and perception problems are included. Four sample exercises and a bibliography of 13 references are also included.

  7. [Acquired von Willebrand syndrome].

    PubMed

    Franchini, Massimo

    2006-01-01

    Acquired von Willebrand syndrome (aVWS) is a rare, but probably underestimated, bleeding disorder that mimics the congenital form of von Willebrand disease (VWD) in terms of laboratory findings and clinical presentation. However, unlike congenital VWD, it arises in individuals with no personal or family history of bleeding. AVWS occurs in association with a variety of underlying disorders, including lymphoproliferative disorders, myeloproliferative disorders and cardiovascular diseases. The main pathogenic, clinical, laboratory and therapeutic aspects of this syndrome are concisely reported in this review. PMID:16913181

  8. Library Skills.

    ERIC Educational Resources Information Center

    Paul, Karin; Kuhlthau, Carol C.; Branch, Jennifer L.; Solowan, Diane Galloway; Case, Roland; Abilock, Debbie; Eisenberg, Michael B.; Koechlin, Carol; Zwaan, Sandi; Hughes, Sandra; Low, Ann; Litch, Margaret; Lowry, Cindy; Irvine, Linda; Stimson, Margaret; Schlarb, Irene; Wilson, Janet; Warriner, Emily; Parsons, Les; Luongo-Orlando, Katherine; Hamilton, Donald

    2003-01-01

    Includes 19 articles that address issues related to library skills and Canadian school libraries. Topics include information literacy; inquiry learning; critical thinking and electronic research; collaborative inquiry; information skills and the Big 6 approach to problem solving; student use of online databases; library skills; Internet accuracy;…

  9. Basic Skills.

    ERIC Educational Resources Information Center

    Luparelli, Augustus N.; And Others

    1981-01-01

    These four articles focus on developing basic reading, science, and job search skills: "Reading Program for Vocational Classes" by Augustus Luparelli; "Why Teach Employability Skills?" by Larry Siefferman; "Improving Vocabulary and Reading Skills" by Edythe Conway; and "Science in Everyday Life" by Virginia Eleazer and George Carney. (SK)

  10. An integrator final exam at the end of the engineering degrees to evaluate the acquired competences

    NASA Astrophysics Data System (ADS)

    Perdigones, A.; Sánchez, E.; Valiño, V.; Tarquis, A. M.

    2010-05-01

    In the last decade strong changes in the design of university degrees have occurred in Spain, affecting real competences acquired by graduates. The new degrees often provide students greater freedom in shaping their curriculum which results in many cases in a problem for their training. In engineering degrees of Spain, the final project, that allows to know the integrated skills of the students in engineering subjects, is not compulsory anymore; it can be substituted for other specific types of work that often do not involve skills valued by the companies of the industrial sector. This situation may create doubts about the real competences of the graduates. In the present study, a final exam (voluntary) has been carried out during three years to assess competences in engineering students in the last course of the degree in agricultural engineering (diploma of five years) and agricultural technical engineering (diploma of three years) at the Polytechnic University of Madrid (Spain). They took part 132 students in the years 2006, 2007 and 2008. The exam had a common format, with three parts assessing skills in construction, machinery and electrical installations. The results showed the evolution in the training of students, and the relationship between skills acquired and late differences in the learning process. The most important conclusions were that the attainment levels was lower than expected, but generally consistent with the training received by each group of students. In particular, the low number of hours of subjects in electrical installations in certain groups of students was evident when evaluating the skills acquired. The results indicated that they aim to increase the number of hours in certain subjects and groups of students, if a graduate is to get qualified. The authors recommend an examination similar to the raised, integrator type, in all programs that do not have any overall final assessment in order to conduct a quality control of graduates

  11. Establishing a surgical skills laboratory and dissection curriculum for neurosurgical residency training.

    PubMed

    Liu, James K C; Kshettry, Varun R; Recinos, Pablo F; Kamian, Kambiz; Schlenk, Richard P; Benzel, Edward C

    2015-11-01

    Surgical education has been forced to evolve from the principles of its initial inception, in part due to external pressures brought about through changes in modern health care. Despite these pressures that can limit the surgical training experience, training programs are being held to higher standards of education to demonstrate and document trainee competency through core competencies and milestones. One of the methods used to augment the surgical training experience and to demonstrate trainee proficiency in technical skills is through a surgical skills laboratory. The authors have established a surgical skills laboratory by acquiring equipment and funding from nondepartmental resources, through institutional and private educational grants, along with product donations from industry. A separate educational curriculum for junior- and senior-level residents was devised and incorporated into the neurosurgical residency curriculum. The initial dissection curriculum focused on cranial approaches, with spine and peripheral nerve approaches added in subsequent years. The dissections were scheduled to maximize the use of cadaveric specimens, experimenting with techniques to best preserve the tissue for repeated uses. A survey of residents who participated in at least 1 year of the curriculum indicated that participation in the surgical skills laboratory translated into improved understanding of anatomical relationships and the development of technical skills that can be applied in the operating room. In addition to supplementing the technical training of surgical residents, a surgical skills laboratory with a dissection curriculum may be able to help provide uniformity of education across different neurosurgical training programs, as well as provide a tool to assess the progression of skills in surgical trainees. PMID:26052729

  12. Using the Arts To Acquire and Enhance Management Skills.

    ERIC Educational Resources Information Center

    Mockler, Robert J.

    2002-01-01

    Draws analogies between strategic management and experiences found in dramatic literature and symphony conducting. Provides examples of using the arts to support management learning. (Contains 50 references.) (SK)

  13. Learning to Read Words in Albanian: A Skill Easily Acquired

    ERIC Educational Resources Information Center

    Hoxhallari, Lorenc; van Daal, Victor H. P.; Ellis, Nick C.

    2004-01-01

    Effects of orthographic transparency were examined by comparing children learning to read in Albanian, Welsh, and English. Twenty Year 1 Albanian children were given a reading test consisting of a 100-word stratified sample of decreasing written frequency. They were able to read accurately 80% of the words; reading latency was a direct effect of…

  14. Retention of Military Skills Acquired in Basic Combat Training.

    ERIC Educational Resources Information Center

    McDonald, Robert D.

    Performance data were collected in the three general basic combat training (BCT) proficiency areas (rifle marksmanship, physical combat fitness, end of cycle tests) from independent groups of soldiers (60 per group) during BCT, during Advanced Individual Training (AIT), and combat support training (CST), and for permanent party personnel in the…

  15. AIDS: acquired immunodeficiency syndrome *

    PubMed Central

    Gilmore, N.J.; Beaulieu, R.; Steben, M.; Laverdière, M.

    1992-01-01

    Acquired immunodeficiency syndrome, or AIDS, is a new illness that occurs in previously healthy individuals. It is characterized by immunodeficiency, opportunistic infections and unusual malignant diseases. Life-threatening single or multiple infections with viruses, mycobacteria, fungi or protozoa are common. A rare neoplasm, Kaposi's sarcoma, has developed in approximately one third of patients with AIDS. More than 800 cases of AIDS have been reported in North America, over 24 of them in Canada. The majority of patients are male homosexuals, although AIDS has also developed in abusers of intravenously administered drugs, Haitian immigrants, individuals with hemophilia, recipients of blood transfusions, prostitutes, and infants, spouses and partners of patients with AIDS. The cause of AIDS is unknown, but the features are consistent with an infectious process. Early diagnosis can be difficult owing to the nonspecific symptoms and signs of the infections and malignant diseases. Therefore, vigilance by physicians is of the utmost importance. PMID:1544049

  16. Community-acquired pneumonia.

    PubMed

    Polverino, E; Torres Marti, A

    2011-02-01

    Despite the remarkable advances in antibiotic therapies, diagnostic tools, prevention campaigns and intensive care, community-acquired pneumonia (CAP) is still among the primary causes of death worldwide, and there have been no significant changes in mortality in the last decades. The clinical and economic burden of CAP makes it a major public health problem, particularly for children and the elderly. This issue provides a clinical overview of CAP, focusing on epidemiology, economic burden, diagnosis, risk stratification, treatment, clinical management, and prevention. Particular attention is given to some aspects related to the clinical management of CAP, such as the microbial etiology and the available tools to achieve it, the usefulness of new and old biomarkers, and antimicrobial and other non-antibiotic adjunctive therapies. Possible scenarios in which pneumonia does not respond to treatment are also analyzed to improve clinical outcomes of CAP. PMID:21242952

  17. Acquired Porphyria Cutanea Tarda

    PubMed Central

    Koval, Andrew; Danby, C. W. E.; Petermann, H.

    1965-01-01

    Currently, the porphyrias are classified in four main groups: congenital porphyria, acute intermittent porphyria, porphyria cutanea tarda hereditaria, and porphyria cutanea tarda symptomatica. The acquired form of porphyria (porphyria cutanea tarda symptomatica) occurs in older males and is nearly always associated with chronic alcoholism and hepatic cirrhosis. The main clinical changes are dermatological, with excessive skin fragility and photosensitivity resulting in erosions and bullae. Biochemically, high levels of uroporphyrin are found in the urine and stools. Treatment to date has been symptomatic and usually unsuccessful. A case of porphyria cutanea tarda symptomatica is presented showing dramatic improvement of both the skin lesions and porphyrin levels in urine and blood following repeated phlebotomy. Possible mechanisms of action of phlebotomy on porphyria cutanea tarda symptomatica are discussed. ImagesFig. 1Fig. 2 PMID:14341652

  18. [ICU acquired neuromyopathy].

    PubMed

    Gueret, G; Guillouet, M; Vermeersch, V; Guillard, E; Talarmin, H; Nguyen, B-V; Rannou, F; Giroux-Metges, M-A; Pennec, J-P; Ozier, Y

    2013-09-01

    ICU acquired neuromyopathy (IANM) is the most frequent neurological pathology observed in ICU. Nerve and muscle defects are merged with neuromuscular junction abnormalities. Its physiopathology is complex. The aim is probably the redistribution of nutriments and metabolism towards defense against sepsis. The main risk factors are sepsis, its severity and its duration of evolution. IANM is usually diagnosed in view of difficulties in weaning from mechanical ventilation, but electrophysiology may allow an earlier diagnosis. There is no curative therapy, but early treatment of sepsis, glycemic control as well as early physiotherapy may decrease its incidence. The outcomes of IANM are an increase in morbi-mortality and possibly long-lasting neuromuscular abnormalities as far as tetraplegia. PMID:23958176

  19. Technical Writing: Applications in the Classroom.

    ERIC Educational Resources Information Center

    Weber, Dean

    1992-01-01

    Defines technical writing, the importance of audience awareness, and the fog index. Analyzes examples of technical writing and tips on developing skills such as writing instructions and assembling a model. Offers assignments and projects as well as class activities. (PRA)

  20. Disparity in Frontal Lobe Connectivity on a Complex Bimanual Motor Task Aids in Classification of Operator Skill Level.

    PubMed

    Andreu-Perez, Javier; Leff, Daniel Richard; Shetty, Kunal; Darzi, Ara; Yang, Guang-Zhong

    2016-06-01

    Objective metrics of technical performance (e.g., dexterity, time, and path length) are insufficient to fully characterize operator skill level, which may be encoded deep within neural function. Unlike reports that capture plasticity across days or weeks, this articles studies long-term plasticity in functional connectivity that occurs over years of professional task practice. Optical neuroimaging data are acquired from professional surgeons of varying experience on a complex bimanual coordination task with the aim of investigating learning-related disparity in frontal lobe functional connectivity that arises as a consequence of motor skill level. The results suggest that prefrontal and premotor seed connectivity is more critical during naïve versus expert performance. Given learning-related differences in connectivity, a least-squares support vector machine with a radial basis function kernel is employed to evaluate skill level using connectivity data. The results demonstrate discrimination of operator skill level with accuracy ≥0.82 and Multiclass Matthew's Correlation Coefficient ≥0.70. Furthermore, these indices are improved when local (i.e., within-region) rather than inter-regional (i.e., between-region) frontal connectivity is considered (p = 0.002). The results suggest that it is possible to classify operator skill level with good accuracy from functional connectivity data, upon which objective assessment and neurofeedback may be used to improve operator performance during technical skill training. PMID:26899241

  1. Butcher, Baker, Candlestick Maker: Skills Required for Effective Multimedia Development.

    ERIC Educational Resources Information Center

    Hon, David

    1992-01-01

    Presents a matrix of skills necessary for multimedia development. Skills are identified in business, artistic, and technical areas. These skills are then applied to the following reasons for multimedia use: to condense time and material; to effect rapid skills transfer; and to manage feedback and evaluation. (MES)

  2. Cognitive Skills in Workplace Learning?

    ERIC Educational Resources Information Center

    Assiter, Alison

    This philosophical and empirical investigation explored whether cognitive skills can be acquired in a workplace setting. A preliminary investigation looked at views of knowledge in liberal humanism where knowledge is a matter for individuals with transcendent minds with objects of knowledge being matters for which there is clear perceptual…

  3. Social Skills. News Digest #6.

    ERIC Educational Resources Information Center

    Murphy, James, Ed.; Hobbs, Barbara

    1987-01-01

    This edition of the newsletter of the National Information Center for Handicapped Children and Youth introduces methods used to change children's behavior and help them acquire the skills needed to work with others, have friendships, achieve independence, and enjoy normal social relationships. Brief articles have the following titles: "Social…

  4. Skill Development for Volunteering in Rural Communities

    ERIC Educational Resources Information Center

    Kilpatrick, Sue; Stirling, Christine; Orpin, Peter

    2010-01-01

    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…

  5. How to Understand Skill Acquisition in Sport

    ERIC Educational Resources Information Center

    Moe, Vegard Fusche

    2004-01-01

    A crucial task for sport research is to understand and explain the processes and conditions underlying skillful motor behavior. One way to account for these processes and conditions is to describe and analyze the distinct stages a learner goes through when acquiring a skill. This article starts by elaborating one of the most dominant…

  6. Intelligent Tutoring Systems for Scientific Inquiry Skills.

    ERIC Educational Resources Information Center

    Shute, Valerie; Bonar, Jeffrey

    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,…

  7. Phases of Learning: Ninth Graders' Skill Acquisition.

    ERIC Educational Resources Information Center

    Eilam, Billie

    2002-01-01

    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…

  8. Integrating Cognitive Development and the Basic Skills.

    ERIC Educational Resources Information Center

    Coleman, Jerry; Berg, Anna

    The Cognitive Project at Passaic County College (New Jersey) was designed to develop a curriculum that would give educationally underprepared, nontraditional students an opportunity to actively experience ways of acquiring, solidifying, and using knowledge while acquiring the basic skills necessary for college work. Student explorations were…

  9. Acute Acquired Concomitant Esotropia

    PubMed Central

    Chen, Jingchang; Deng, Daming; Sun, Yuan; Shen, Tao; Cao, Guobin; Yan, Jianhua; Chen, Qiwen; Ye, Xuelian

    2015-01-01

    Abstract Acute acquired concomitant esotropia (AACE) is a rare, distinct subtype of esotropia. The purpose of this retrospective study was to describe the clinical characteristics and discuss the classification and etiology of AACE. Charts from 47 patients with AACE referred to our institute between October 2010 and November 2014 were reviewed. All participants underwent a complete medical history, ophthalmologic and orthoptic examinations, and brain and orbital imaging. Mean age at onset was 26.6 ± 12.2 years. Of the 18 cases with deviations ≤ 20 PD, 16 presented with diplopia at distance and fusion at near vision at the onset of deviation; differences between distance and near deviations were < 8 PD; all cases except one were treated with prism and diplopia resolved. Of the 29 cases with deviations > 20 PD, 5 were mild hypermetropic with age at onset between 5 and 19 years, 16 were myopic, and 8 were emmetropic with age at onset > 12 years; 24 were surgically treated and 5 cases remained under observation; all 24 cases achieved normal retinal correspondence or fusion or stereopsis on postoperative day 1 in synoptophore; in 23 cases diplopia or visual confusion resolved postoperatively. Of the 47 cases, brain and orbital imaging in 2 cases revealed a tumor in the cerebellopontine angle and 1 case involved spinocerebellar ataxia as revealed by genetic testing. AACE in this study was characterized by a sudden onset of concomitant nonaccommodative esotropia with diplopia or visual confusion at 5 years of age or older and the potential for normal binocular vision. We suggest that AACE can be divided into 2 subgroups consisting of patients with relatively small versus large angle deviations. Coexisting or underlying neurological diseases were infrequent in AACE. PMID:26705210

  10. Communication Skills.

    ERIC Educational Resources Information Center

    Carlisle, Lynn

    This document presents one module in a set of training resources for trainers to use with parents and/or professionals serving children with disabilities; focus is on communication skills. The modules stress content and activities that build skills and offer resources to promote parent-professional collaboration. Each training module takes about 2…

  11. Study Skills.

    ERIC Educational Resources Information Center

    Thomas, Anne

    1993-01-01

    Three developments lend support to the idea that schools must help teach study skills: (1) advances in cognitive psychology that suggest children are active learners; (2) society's concern for at-risk students; and (3) growing demands for improved student performance. There is evidence that systematic study skills instruction does improve academic…

  12. Sharing Skills.

    ERIC Educational Resources Information Center

    Snoddon, Ruth V.; And Others

    1987-01-01

    Descriptions of activities designed to enhance the learning of library and information skills focus on the location of materials (ready-to-use library skills games); finding materials in the card catalog; and Aesop's fables. Games and puzzles are provided. (CLB)

  13. 16 CFR 801.2 - Acquiring and acquired persons.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... confer control of X and therefore will file as an acquiring person. Because A held the plant prior to the... within two persons, “A” and “B.” Under this section, if V is to acquire corporation X, both “A” and “B... person. Examples: 1. Assume that person “Q” will acquire voting securities of corporation X held by...

  14. 16 CFR 801.2 - Acquiring and acquired persons.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... confer control of X and therefore will file as an acquiring person. Because A held the plant prior to the... within two persons, “A” and “B.” Under this section, if V is to acquire corporation X, both “A” and “B... person. Examples: 1. Assume that person “Q” will acquire voting securities of corporation X held by...

  15. 16 CFR 801.2 - Acquiring and acquired persons.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... acquired person is the pre-acquisition ultimate parent entity of the entity. (ii) The value of an... directors of B. A is deemed to be acquiring all of the assets of B as a result. (g) Transfers of patent... transfer of patent rights covered by this paragraph constitutes an asset acquisition; and (3) Patent...

  16. Library Skills Instruction for Developmental Courses.

    ERIC Educational Resources Information Center

    Houck, Tisa

    1988-01-01

    Describes the involvement of the library staff in developmental studies instruction at Chattanooga State Technical Community College in Tennessee. Examines the different approaches to library instruction used in English, developmental reading, and study skills classes. (DMM)

  17. Skills Requirements of Engineering Program Managers.

    ERIC Educational Resources Information Center

    Thamhain, Hans J.; Wilemon, David L.

    1979-01-01

    Discussed are the ten specific skills which have been identified with successful engineering management. These include: team building; leadership; conflict resolution; technical expertise; planning; organization; entrepreneurship; administration; management support; and resource allocation. (CS)

  18. Middlesex Community College Software Technical Writing Program.

    ERIC Educational Resources Information Center

    Middlesex Community Coll., Bedford, MA.

    This document describes the Software Technical Writing Program at Middlesex Community College (Massachusetts). The program is a "hands-on" course designed to develop job-related skills in three major areas: technical writing, software, and professional skills. The program was originally designed in cooperation with the Massachusetts High…

  19. Development of Different Forms of Skill Learning throughout the Lifespan

    ERIC Educational Resources Information Center

    Lukács, Ágnes; Kemény, Ferenc

    2015-01-01

    The acquisition of complex motor, cognitive, and social skills, like playing a musical instrument or mastering sports or a language, is generally associated with implicit skill learning (SL). Although it is a general view that SL is most effective in childhood, and such skills are best acquired if learning starts early, this idea has rarely been…

  20. Transferable Skills Training for Researchers: Supporting Career Development and Research

    ERIC Educational Resources Information Center

    OECD Publishing (NJ3), 2012

    2012-01-01

    Researchers are embarking on increasingly diverse careers where collaboration, networking and interdisciplinarity are becoming more important. Transferable skills (e.g. communication skills and problem-solving abilities) can help researchers operate more effectively in different work environments. While researchers acquire some of these skills in…

  1. High Skills: The Concept and Its Application to South Africa

    ERIC Educational Resources Information Center

    Ashton, David N.

    2005-01-01

    This paper argues the case for re-visiting the concepts of high and low skills as used in academic and political debates in the older industrial countries. There the concept of low skills has, for a number of reasons, acquired negative connotations in that low skilled jobs are seen to "drag down" the economy and therefore something which policy…

  2. Modelling Graduate Skill Transfer from University to the Workplace

    ERIC Educational Resources Information Center

    Jackson, Denise

    2016-01-01

    This study explores skill transfer in graduates as they transition from university to the workplace. Graduate employability continues to dominate higher education agendas yet the transfer of acquired skills is often assumed. The study is prompted by documented concern with graduate performance in certain employability skills, and prevalent skill…

  3. Children Acquire Emotion Categories Gradually

    ERIC Educational Resources Information Center

    Widen, Sherri C.; Russell, James A.

    2008-01-01

    Some accounts imply that basic-level emotion categories are acquired early and quickly, whereas others imply that they are acquired later and more gradually. Our study examined this question for fear, happiness, sadness, and anger in the context of children's categorization of emotional facial expressions. Children (N=168, 2-5 years) first labeled…

  4. Technical Writing in Hydrogeology.

    ERIC Educational Resources Information Center

    Tinker, John R., Jr.

    1986-01-01

    A project for Writing Across the Curriculum at the University of Wisconsin-Eau Claire is described as a method to relate the process of writing to the process of learning hydrology. The project focuses on an actual groundwater contamination case and is designed to improve the technical writing skills of students. (JN)

  5. Integration and reuse in cognitive skill acquisition.

    PubMed

    Salvucci, Dario D

    2013-07-01

    Previous accounts of cognitive skill acquisition have demonstrated how procedural knowledge can be obtained and transformed over time into skilled task performance. This article focuses on a complementary aspect of skill acquisition, namely the integration and reuse of previously known component skills. The article posits that, in addition to mechanisms that proceduralize knowledge into more efficient forms, skill acquisition requires tight integration of newly acquired knowledge and previously learned knowledge. Skill acquisition also benefits from reuse of existing knowledge across disparate task domains, relying on indexicals to reference and share necessary information across knowledge components. To demonstrate these ideas, the article proposes a computational model of skill acquisition from instructions focused on integration and reuse, and applies this model to account for behavior across seven task domains. PMID:23551386

  6. Executive Perceptions of the Top 10 Soft Skills Needed in Today's Workplace

    ERIC Educational Resources Information Center

    Robles, Marcel M.

    2012-01-01

    Hard skills are the technical expertise and knowledge needed for a job. Soft skills are interpersonal qualities, also known as people skills, and personal attributes that one possesses. Business executives consider soft skills a very important attribute in job applicants. Employers want new employees to have strong soft skills, as well as hard…

  7. Learning through Business Games: Acquiring Competences within Virtual Realities

    ERIC Educational Resources Information Center

    Fortmuller, Richard

    2009-01-01

    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…

  8. Urgent operation for acquired ventricular septal defect.

    PubMed Central

    Thomas, C S; Alford, W C; Burrus, G R; Glassford, D M; Stoney, W S

    1982-01-01

    Recent experience suggests that ventricular septal defect (VSD) secondary to myocardial infarction constitutes an indication for urgent operation. Acquired VSD at St. Thomas Hospital, Nashville, was reviewed to substantiate the obsolescence of protracted medical therapy designed to allow a late, technically less demanding, repair. Twenty-two acute VSDs (less than four weeks following onset of murmur) have been treated since 1970. Five patients died during medical therapy. Two patients survived for more than four weeks without operation. One never manifested significant cardiac decompensation. The other was operated on at 33 days, after progressive deterioration. No technical advantage from the delay was apparent, although survival was achieved. Ten of 15 patients (67%) operated on during the first four weeks survived. Fourteen had reached a level of marked instability prior to operation. Of the five deaths, four were technical and were the product of an initial lack of recognition of the necessity for patch replacement of the interventricular septum. The prosthetic patch is now considered essential to minimize suture-line stress in necrotic muscle. Potentially, only one of 15 patients operated on early using current methods would have expired. This experience supports an aggressive surgical approach to any unstable patient with postinfarction VSD. Early repair requires specific techniques. Results of early operation using these techniques are dramatically superior to past efforts designed to delay definitive repair. PMID:7082062

  9. Emergency Care Skills for Occupational Health Nurses.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Community Colleges, Raleigh. Occupational Information Center.

    Designed for use in community colleges, technical colleges, and technical institutes, this manual contains a course for teaching emergency care skills to both licensed practical and registered nurses employed in occupational health. The manual consists of three sections. In section 1 the need for the course, its content, objectives, length,…

  10. Operational Context Training in Individual Technical Skills.

    ERIC Educational Resources Information Center

    Hoehn, Arthur J.; And Others

    Four papers were presented at a conference dealing with the objectives and problems of operational context training (OCT) sponsored by HumRRO in June 1958. The first paper (by William McCleland) outlines the objectives of the conference and its general goals. The second paper (by Arthur J. Hoehn) describes the use of operational context training…

  11. Simulation-based instruction of technical skills

    NASA Technical Reports Server (NTRS)

    Towne, Douglas M.; Munro, Allen

    1991-01-01

    A rapid intelligent tutoring development system (RAPIDS) was developed to facilitate the production of interactive, real-time graphical device models for use in instructing the operation and maintenance of complex systems. The tools allowed subject matter experts to produce device models by creating instances of previously defined objects and positioning them in the emerging device model. These simulation authoring functions, as well as those associated with demonstrating procedures and functional effects on the completed model, required no previous programming experience or use of frame-based instructional languages. Three large simulations were developed in RAPIDS, each involving more than a dozen screen-sized sections. Seven small, single-view applications were developed to explore the range of applicability. Three workshops were conducted to train others in the use of the authoring tools. Participants learned to employ the authoring tools in three to four days and were able to produce small working device models on the fifth day.

  12. Technical Education Demonstration Program. Final Report.

    ERIC Educational Resources Information Center

    Milwaukee Area Technical Coll., WI.

    The Technical Education Demonstration Program helped students aged 16-25 traditionally excluded from technical careers because of lack of training to attain academic and technical skills. Eighty-one teachers attended four-credit summer courses; 500 teachers, counselors, and administrators attended seminars. A demonstration model interfacing…

  13. Coping Skills.

    ERIC Educational Resources Information Center

    Library of Congress, Washington, DC. National Library Service for the Blind and Physically Handicapped.

    This annotated bibliography lists approximately 150 braille books and 300 audiocassettes of books which address coping skills for people in a variety of situations. All items listed are available in the network library collections provided by the National Library Service for the Blind and Physically Handicapped of the Library of Congress.…

  14. Skill Standards.

    ERIC Educational Resources Information Center

    Glover, Robert W.

    1992-01-01

    Industry-based skill assessment and certification should (1) be independent of training providers; (2) use variety of instruments; (3) recognize multiple levels of mastery; (4) promote broad training and continuous learning; (5) be geared to high-performance work organizations; (6) be voluntary; and (7) be flexible to keep pace with technology.…

  15. Sharing Skills.

    ERIC Educational Resources Information Center

    Thompson, Verna; And Others

    1994-01-01

    Provides three activities that help develop library skills for elementary school students. One describes a riddle card game that reviews research book terms; one explains a book report activity; and one focuses on cooperative problem-solving activities to find titles by favorite authors. (LRW)

  16. Skills Center.

    ERIC Educational Resources Information Center

    Canter, Patricia; And Others

    The services of the Living Skills Center for the Visually Handicapped, a habilitative service for blind young adults, are described. It is explained that the Center houses its participants in their own apartments in a large complex and has served over 70 young people in 4 years. The evaluation section describes such assessment instruments as an…

  17. SoSTeM Model Development for Application of Soft Skills to Engineering Students at Malaysian Polytechnics

    ERIC Educational Resources Information Center

    Esa, Ahmad; Padil, Suhaili; Selamat, Asri; Idris, Mohammad Talha Mohamed

    2015-01-01

    Soft skills are some of the skills needed to ensure that graduates fulfill the needs of the job market. Until 2010, almost 30% of unemployed graduates in Malaysia are technical graduates and one third comes are graduates from polytechnic. Most engineering graduates are proficient in technical skills but lack in soft skills. The lack of relevant…

  18. 48 CFR 212.211 - Technical data.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 48 Federal Acquisition Regulations System 3 2014-10-01 2014-10-01 false Technical data. 212.211 Section 212.211 Federal Acquisition Regulations System DEFENSE ACQUISITION REGULATIONS SYSTEM, DEPARTMENT... Acquisition of Commercial Items 212.211 Technical data. The DoD policy for acquiring technical data...

  19. 48 CFR 212.211 - Technical data.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 48 Federal Acquisition Regulations System 3 2011-10-01 2011-10-01 false Technical data. 212.211 Section 212.211 Federal Acquisition Regulations System DEFENSE ACQUISITION REGULATIONS SYSTEM, DEPARTMENT... Acquisition of Commercial Items 212.211 Technical data. The DoD policy for acquiring technical data...

  20. 48 CFR 212.211 - Technical data.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 48 Federal Acquisition Regulations System 3 2013-10-01 2013-10-01 false Technical data. 212.211 Section 212.211 Federal Acquisition Regulations System DEFENSE ACQUISITION REGULATIONS SYSTEM, DEPARTMENT... Acquisition of Commercial Items 212.211 Technical data. The DoD policy for acquiring technical data...

  1. 48 CFR 212.211 - Technical data.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 48 Federal Acquisition Regulations System 3 2010-10-01 2010-10-01 false Technical data. 212.211 Section 212.211 Federal Acquisition Regulations System DEFENSE ACQUISITION REGULATIONS SYSTEM, DEPARTMENT... Acquisition of Commercial Items 212.211 Technical data. The DoD policy for acquiring technical data...

  2. 48 CFR 212.211 - Technical data.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 48 Federal Acquisition Regulations System 3 2012-10-01 2012-10-01 false Technical data. 212.211 Section 212.211 Federal Acquisition Regulations System DEFENSE ACQUISITION REGULATIONS SYSTEM, DEPARTMENT... Acquisition of Commercial Items 212.211 Technical data. The DoD policy for acquiring technical data...

  3. Investigating the Perception of Stakeholders on Soft Skills Development of Students: Evidence from South Africa

    ERIC Educational Resources Information Center

    Taylor, Estelle

    2016-01-01

    Soft skills are becoming increasingly important and will be critical for success in the Information Systems profession. Employers complain about a lack in soft skills among graduates from tertiary education institutions. No agreement exists about what these skills actually are, which are of importance, and how acquiring these soft skills should be…

  4. Initiating technical refinements in high-level golfers: Evidence for contradictory procedures.

    PubMed

    Carson, Howie J; Collins, Dave; Richards, Jim

    2016-06-01

    When developing motor skills there are several outcomes available to an athlete depending on their skill status and needs. Whereas the skill acquisition and performance literature is abundant, an under-researched outcome relates to the refinement of already acquired and well-established skills. Contrary to current recommendations for athletes to employ an external focus of attention and a representative practice design,  Carson and  Collins' (2011) [Refining and regaining skills in fixation/diversification stage performers: The Five-A Model. International Review of Sport and Exercise Psychology, 4, 146-167. doi: 10.1080/1750984x.2011.613682 ] Five-A Model requires an initial narrowed internal focus on the technical aspect needing refinement: the implication being that environments which limit external sources of information would be beneficial to achieving this task. Therefore, the purpose of this paper was to (1) provide a literature-based explanation for why techniques counter to current recommendations may be (temporarily) appropriate within the skill refinement process and (2) provide empirical evidence for such efficacy. Kinematic data and self-perception reports are provided from high-level golfers attempting to consciously initiate technical refinements while executing shots onto a driving range and into a close proximity net (i.e. with limited knowledge of results). It was hypothesised that greater control over intended refinements would occur when environmental stimuli were reduced in the most unrepresentative practice condition (i.e. hitting into a net). Results confirmed this, as evidenced by reduced intra-individual movement variability for all participants' individual refinements, despite little or no difference in mental effort reported. This research offers coaches guidance when working with performers who may find conscious recall difficult during the skill refinement process. PMID:26428876

  5. Acquiring and maintaining competency in gastrointestinal endoscopy.

    PubMed

    Dubé, Catherine; Rostom, Alaa

    2016-06-01

    In recent years, an important transformation has taken place in the field of gastrointestinal endoscopy training. Two important movements have helped initiate this transformation: patient centered quality and competency based training. Patient centered quality in endoscopy became an important focus for colorectal cancer screening programs, as it was acknowledged that colonoscopy services played a central role in the outcomes of screening. This prompted the need to close the quality loop through the development of innovative endoscopist training and upskilling programs. As well, the importance of leadership skills and leadership training was highlighted as a key factor in effective quality improvement. Competency-based training depends on well-defined goals of training and on the regular documentation and review of the learner's progress. This is facilitated by objective assessment and performance enhancing feedback, enabled by measurement tools that can provide a quantitative or qualitative assessment and identify areas in need of further development. Simulators and scope imagers can aid the acquisition of technical skills, particularly in the novice phase. These important advances in our evolving concepts around endoscopy training have also raised many questions, highlighting important knowledge gaps which, we hope, will be addressed in coming years. PMID:27345643

  6. On Supporting Physical Skill Discovery

    NASA Astrophysics Data System (ADS)

    Furukawa, Koichi; Suwa, Masaki; Kato, Takaaki

    One of the main difficulties in motor skill acquisition is attributed to body control based on wrong mental models. This is true to various domains such as playing sports and playing musical instruments. In order to acquire adequate motor skill by modifying false belief, we need to help people find appropriate key points in achieving a body control and integrate them. In this paper, we investigate three approaches to realize such support. The first one is to encourage exploration of the relations among key points constituting a motor skill, using a technique of meta-cognitive verbalization. The second one is to represent a motor skill by appropriate mechanical models. The third one is to integrate rules for component tasks in achieving a compound task. These three approaches, we argue, help people build an integrated mental model consisting of multiple relations among various key points, one that seems to be indispensable for acquisition of motor skills. These ideas suggest the possibility to create new skill rules to perform difficult tasks automatically.

  7. Skills for Development: A New Approach to International Cooperation in Skills Development?

    ERIC Educational Resources Information Center

    McGrath, Simon

    2002-01-01

    Technical and vocational education and training was a central tool of international cooperation in economic development from the 1950s to the 1980s. Recent changes have shifted the focus to skills development, with a broader conceptualization of skills, the need for responsiveness to globalization, and new models of international development…

  8. Learning Psychomotor Skills in TAFE (or The Psychology of Psychomotor Skills). Educational Psychology for TAFE Teachers.

    ERIC Educational Resources Information Center

    Watson, Anthony

    Developed for use in Technical and Further Education (TAFE) teacher education, this module is intended to widen teachers' knowledge and understanding of the psychology of psychomotor skills to improve teaching of psychomotor skills in the TAFE classroom or workshop. The module is divided into two parts: basic and advanced. The first part, "What…

  9. Button Pushers and Ribbon Cutters: Observations on Skill and Practice in a Hospital Laboratory and Their Implications for the Shortage of Skilled Technicians. EQW Working Papers.

    ERIC Educational Resources Information Center

    Scarselletta, Mario

    Employers and policymakers have traditionally sought to manage skill shortages in technical and other occupations through initiatives predicted in one of two broad definitions of skill: skill-as-input and skill-as-artifact. A weakness of both these perspectives is that focusing on the inputs and outcomes of a labor process obscures or ignores the…

  10. Communication and Critical Thinking Skills

    NASA Astrophysics Data System (ADS)

    Simmons, Elizabeth H.

    2011-03-01

    This talk will discuss how faculty can help graduate students (and even postdocs) improve non-technical professional skills required for success in scientific careers. Examples to be covered will include a) planning and delivering high-quality presentations b) listening critically to others' presentations c) writing grant proposals, cover letters, and CV's d) reviewing manuscripts and responding to referee reports. The faculty member(s) involved must be prepared to project a welcoming attitude, to convey the importance of these skills, and to make a consistent investment of time.

  11. Is Three-Dimensional Videography the Cutting Edge of Surgical Skill Acquisition?

    ERIC Educational Resources Information Center

    Roach, Victoria A.; Brandt, Michael G.; Moore, Corey C.; Wilson, Timothy D.

    2012-01-01

    The process of learning new surgical technical skills is vital to the career of a surgeon. The acquisition of these new skills is influenced greatly by visual-spatial ability (VSA) and may be difficult for some learners to rapidly assimilate. In many cases, the role of VSA on the acquisition of a novel technical skill has been explored; however,…

  12. Acquired Equivalence Changes Stimulus Representations

    ERIC Educational Resources Information Center

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

    2009-01-01

    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…

  13. Computer Assisted Job Skill Evaluation (CAJSE). 1994-1995.

    ERIC Educational Resources Information Center

    Tarrant County Junior Coll. District, Ft. Worth, TX.

    The Computer-Assisted Job Skill Evaluation (CAJSE) project was conducted to develop an evaluation software instrument that could be used in career and technical education programs throughout Texas to provide immediate performance evaluations in vocational-technical and career education. Ten instructors selected from vocational-technical education…

  14. Library Technician Skill Standards.

    ERIC Educational Resources Information Center

    Highline Community Coll., Des Moines, WA.

    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.…

  15. Leadership skills?

    PubMed

    2016-09-01

    Senior executive leaders might be interested in applying for the NHS Leadership Academy's director programme, which is designed to 'stretch and challenge' those with an 'existing level of complex leadership skills'. The programme also offers an opportunity for participants to work with other leaders and other parts of the system to enhance inclusiveness. There are three cohorts a year, and the programme runs for a 12 months. Closing dates for applicants are 4 September 2016, 22 January 2017 and 21 May 2017. PMID:27581902

  16. Improving arteriovenous fistula cannulation skills.

    PubMed

    Ball, Lynda K

    2005-01-01

    Cannulation of arteriovenous fistulae is technically more challenging than cannulation of arteriovenous grafts. With the advent of the National Vascular Improvement Initiative, Fistula First, the United States has seen an increase in the number of arteriovenous fistulae. The problem we now face is how to refocus and reeducate nurses to the intricacies of arteriovenous fistula cannulation. Through evidenced-based practice and current best-demonstrated practices, this article will provide the tools needed to improve arteriovenous fistulae cannulation skills. PMID:16425809

  17. Illinois Occupational Skill Standards: Machining Skills Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    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…

  18. Technical communication. Perspectives for the Eighties, part 2

    NASA Technical Reports Server (NTRS)

    Mathes, J. C. (Compiler); Pinelli, T. E. (Compiler)

    1981-01-01

    The importance of technical writing as a separate discipline is suggested. Some specific areas addressed were: technical writing skills industry needs, definitions of technical writing, the hows and whys of inhouse writing, and the nature of the composing process in technical comunication.

  19. Skills and Training for the Hospitality Sector: A Review of Issues.

    ERIC Educational Resources Information Center

    Baum, Tom

    2002-01-01

    Addresses the skills debate in hospitality in four key areas: the nature of work and skills in hospitality, considering skills in terms of personal attributes, job requirements, and work settings; deskilling within the hospitality workplace; the technical/generic skills debate; and the education/training process in hospitality. Concludes that…

  20. Writing Skills of Grade Three French Immersion Pupils. Working Papers on Bilingualism, No. 7.

    ERIC Educational Resources Information Center

    Swain, Merrill

    This paper analyzes short stories written in English and French by French immersion pupils at the Grade 3 level. Their English writing skills are compared to those of Grade 3 pupils in a regular English program. Aspects of their writing skills which are examined include vocabulary skills, technical skills (punctuation, capitalization and…

  1. Acquired causes of intestinal malabsorption.

    PubMed

    van der Heide, F

    2016-04-01

    This review focuses on the acquired causes, diagnosis, and treatment of intestinal malabsorption. Intestinal absorption is a complex process that depends on many variables, including the digestion of nutrients within the intestinal lumen, the absorptive surface of the small intestine, the membrane transport systems, and the epithelial absorptive enzymes. Acquired causes of malabsorption are classified by focussing on the three phases of digestion and absorption: 1) luminal/digestive phase, 2) mucosal/absorptive phase, and 3) transport phase. Most acquired diseases affect the luminal/digestive phase. These include short bowel syndrome, extensive small bowel inflammation, motility disorders, and deficiencies of digestive enzymes or bile salts. Diagnosis depends on symptoms, physical examination, and blood and stool tests. There is no gold standard for the diagnosis of malabsorption. Further testing should be based on the specific clinical context and the suspected underlying disease. Therapy is directed at nutritional support by enteral or parenteral feeding and screening for and supplementation of deficiencies in vitamins and minerals. Early enteral feeding is important for intestinal adaptation in short bowel syndrome. Medicinal treatment options for diarrhoea in malabsorption include loperamide, codeine, cholestyramine, or antibiotics. PMID:27086886

  2. Teaching communication skills: beyond wishful thinking.

    PubMed

    Junod Perron, Noelle; Sommer, Johanna; Louis-Simonet, Martine; Nendaz, Mathieu

    2015-01-01

    Communication skills tend to decline with time unless they are regularly recalled and practiced. However, most medical schools still deliver clinical communication training only during pre-clinical years although the clinical environment is considered to be ideal for acquiring and teaching clinical communication. The aim of this article is to review the barriers that prevent communication skills teaching and training from occurring in clinical practice and describe strategies that may help enhance such activities. Barriers occur at several levels: students, junior doctors and clinical supervisors sometimes have negative attitudes towards communication training; structured training in communication skills is often insufficient; clinical supervisors behave as poor role models and lack effective communication and teaching skills; finally, there are organisational constraints such as lack of time, competing priorities, weak hierarchy support and lack of positive incentives for using, training or teaching good communication skills in clinical practice. Given the difficulty of assessing transfer of communication skills in practice, only few studies describe successful educational interventions. In order to optimise communication skills learning in practice, there is need to: (1.) modify the climate and structure of the working environment so that that use, training and teaching of good communication skills in clinical practice becomes valued, supported and rewarded; (2.) extend communication skills training to any field of medicine; (3.) provide regular structured trainings and tailor them to trainees' needs. Practical implications of such findings are discussed at the end of this review. PMID:25664624

  3. Totally Model-Free Learned Skillful Coping

    ERIC Educational Resources Information Center

    Dreyfus, Stuart E.

    2004-01-01

    The author proposes a neural-network-based explanation of how a brain might acquire intuitive expertise. The explanation is intended merely to be suggestive and lacks many complexities found in even lower animal brains. Yet significantly, even this simplified brain model is capable of explaining the acquisition of simple skills without developing…

  4. Development of Implanted Deaf Children's Conversational Skills

    ERIC Educational Resources Information Center

    Le Maner-Idrissi, Gaid; Dardier, Virginie; Pajon, Cecile; Tan-Bescond, Geraldine; David, Kristell; Deleau, Michel; Godey, Benoit

    2010-01-01

    Previous studies of preverbal development have highlighted the recurrent difficulties experienced by deaf children in acquiring knowledge of the social rules and social skills pertaining to discourse. We expected cochlear implants in children with bilateral profound deafness to improve their use of verbal language, so that their communication…

  5. Track & Field: Special Olympics Sports Skills Instructional Program.

    ERIC Educational Resources Information Center

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

    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,…

  6. Teaching Information Evaluation and Critical Thinking Skills in Physics Classes

    ERIC Educational Resources Information Center

    Popescu, Adriana; Morgan, James

    2007-01-01

    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…

  7. Human Relation Skills in Counseling. A Higher Education Training Monograph.

    ERIC Educational Resources Information Center

    Brown, Robert W.

    The purpose of this training module is to assist participants in acquiring high-level basic counseling skills. Specifically, trainees will master those skills crucial to the four Carkhuff stages of basic helping. The ultimate purpose is to help counselors involved in Manpower Programs upgrade their interpersonal human relations/basic counseling…

  8. Teaching Vocational Skills with a Faded Auditory Prompting System.

    ERIC Educational Resources Information Center

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

    2000-01-01

    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.)…

  9. Infants with Down Syndrome: Percentage and Age for Acquisition of Gross Motor Skills

    ERIC Educational Resources Information Center

    Pereira, Karina; Basso, Renata Pedrolongo; Lindquist, Ana Raquel Rodrigues; da Silva, Louise Gracelli Pereira; Tudella, Eloisa

    2013-01-01

    The literature is bereft of information about the age at which infants with Down syndrome (DS) acquire motor skills and the percentage of infants that do so by the age of 12 months. Therefore, it is necessary to identify the difference in age, in relation to typical infants, at which motor skills were acquired and the percentage of infants with DS…

  10. Career Technical Education and Labor Market Demand

    ERIC Educational Resources Information Center

    National Association of State Directors of Career Technical Education Consortium, 2012

    2012-01-01

    Current data indicates that Career Technical Education (CTE) graduates with high school diplomas or postsecondary skills are preparing for careers in fields that are growing or in high-demand. Matching employability skills with workforce demand has been an issue among industries across the nation. CTE provides relevant academic and technical…

  11. Perioperatively acquired disorders of coagulation

    PubMed Central

    Grottke, Oliver; Fries, Dietmar; Nascimento, Bartolomeu

    2015-01-01

    Purpose of review To provide an overview of acquired coagulopathies that can occur in various perioperative clinical settings. Also described are coagulation disturbances linked to antithrombotic medications and currently available strategies to reverse their antithrombotic effects in situations of severe hemorrhage. Recent findings Recent studies highlight the link between low fibrinogen and decreased fibrin polymerization in the development of acquired coagulopathy. Particularly, fibrin(ogen) deficits are observable after cardiopulmonary bypass in cardiac surgery, on arrival at the emergency room in trauma patients, and with ongoing bleeding after child birth. Regarding antithrombotic therapy, although new oral anticoagulants offer the possibility of efficacy and relative safety compared with vitamin K antagonists, reversal of their anticoagulant effect with nonspecific agents, including prothrombin complex concentrate, has provided conflicting results. Specific antidotes, currently being developed, are not yet licensed for clinical use, but initial results are promising. Summary Targeted hemostatic therapy aims to correct coagulopathies in specific clinical settings, and reduce the need for allogeneic transfusions, thus preventing massive transfusion and its deleterious outcomes. Although there are specific guidelines for reversing anticoagulation in patients treated with antiplatelet agents or warfarin, there is currently little evidence to advocate comprehensive recommendations to treat drug-induced coagulopathy associated with new oral anticoagulants. PMID:25734869

  12. Foodborne listeriosis acquired in hospitals.

    PubMed

    Silk, Benjamin J; McCoy, Morgan H; Iwamoto, Martha; Griffin, Patricia M

    2014-08-15

    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

  13. Autobody Technology. Technical Committee Report.

    ERIC Educational Resources Information Center

    Idaho State Dept. of Education, Boise. Div. of Vocational Education.

    This Technical Committee Report prepared by industry representatives in Idaho lists the skills currently necessary for an employee in that state to obtain a job in autobody technology, retain a job once hired, and advance in that occupational field. (Task lists are grouped according to duty areas generally used in industry settings and are used as…

  14. Pharmacy Technician. Technical Committee Report.

    ERIC Educational Resources Information Center

    Idaho State Dept. of Education, Boise. Div. of Vocational Education.

    This report contains the task list for the pharmacy technician program in the state of Idaho. The task list reflects the current trends and skills necessary for an employee to obtain a job in this industry in Idaho, retain a job once hired, and advance in the occupational field. Technical information provided includes program area, program title,…

  15. Electronic Technology. Technical Committee Report.

    ERIC Educational Resources Information Center

    Idaho State Dept. of Education, Boise. Div. of Vocational Education.

    This Technical Committee Report prepared by industry representatives in Idaho lists the skills currently necessary for an employee in that state to obtain a job in electronic technology, retain a job once hired, and advance in that occupational field. (Task lists are grouped according to duty areas generally used in industry settings, and are used…

  16. Automotive Technology. Technical Committee Report.

    ERIC Educational Resources Information Center

    Idaho State Dept. of Education, Boise. Div. of Vocational Education.

    This Technical Committee Report prepared by industry representatives in Idaho lists the skills currently necessary for an employee in that state to obtain a job in automotive technology, retain a job once hired, and advance in that occupational field. (Task lists are grouped according to duty areas generally used in industry settings, and are used…

  17. Technical Shibboleths.

    ERIC Educational Resources Information Center

    Harris, John S.

    1998-01-01

    Focuses on technical sub-languages to reveal sociological functions of language that transcend mere transfer of substantive information. Finds one sociological feature, the shibboleth, acting widely throughout technical fields. (PA)

  18. Credentialing of surgical skills centers.

    PubMed

    Sachdeva, Ajit K

    2011-01-01

    Major imperatives regarding quality of patient care and patient safety are impacting surgical care and surgical education. Also, significant emphasis continues to be placed on education and training to achieve proficiency, expertise, and mastery in surgery. Simulation-based surgical education and training can be of immense help in acquiring and maintaining surgical skills in safe environments without exposing patients to risk. Opportunities for repetition of tasks can be provided to achieve pre-established standards, and knowledge and skills can be verified using valid and reliable assessment methods. Also, expertise and mastery can be attained through repeated practice, specific feedback, and establishment of progressively higher learning goals. Simulation-based education and training can help surgeons maintain their skills in infrequently performed procedures and regain proficiency in procedures they have not performed for a period of time. In addition, warm-ups and surgical rehearsals in simulated environments should enhance performance in real settings. Major efforts are being pursued to advance the field of simulation-based surgical education. New education and training models involving validation of knowledge and skills are being designed for practicing surgeons. A competency-based national surgery resident curriculum was recently launched and is undergoing further enhancements to address evolving education and training needs. Innovative simulation-based surgical education and training should be offered at state-of-the-art simulation centers, and credentialing and accreditation of these centers are key to achieving their full potential. PMID:21549986

  19. Illinois Occupational Skill Standards: Information Technology Operate Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    This document contains Illinois Occupational Skill Standards for occupations in the Information Technology Operate Cluster (help desk support, computer maintenance and technical support technician, systems operator, application and computer support specialist, systems administrator, network administrator, and database administrator). The skill…

  20. Skills of an Effective Administrator. An HBR Classic

    ERIC Educational Resources Information Center

    Katz, Robert L.

    1974-01-01

    A reprint of an article, originally written in 1955. Identifies technical, human, and conceptual basic skills that every successful manager should have in varying degrees, according to the level of management at which he is operating. (Editor)

  1. Acquired immunodeficiency syndrome: neuroradiologic findings.

    PubMed

    Kelly, W M; Brant-Zawadzki, M

    1983-11-01

    Central nervous system complications depicted by CT in ten patients with acquired immunodeficiency syndrome are described. Three patients had multifocal intra-axial enhancing lesions representing atypical brain abscesses (two with toxoplasmosis, one with candidiasis). A fourth patient with multifocal "ring" lesions whose biopsy was interpreted as suggestive of toxoplasmosis responded poorly to treatment. Following his death three months later of Pneumocystis carinii pneumonia, autopsy revealed primary intracerebral immunoblastic lymphoma. One patient had Kaposi sarcoma involving the right frontal lobe (seen as an enhancing mass on the CT scan). CT findings in the remaining five patients revealed mild to moderate enlargement of cerebrospinal fluid spaces (including ventricles and basal cisternae) as a result of cryptococcal meningitis in three patients and "aseptic" meningitis in two. The two patients in whom early biopsy confirmed toxoplasmosis responded well to anti-infective therapy, resulting in dramatic clinical recoveries. PMID:6622693

  2. Bejel: acquirable only in childhood?

    PubMed

    Rothschild, Bruce M; Rothschild, Christine; Naples, Virginia; Billard, Michel; Panero, Barbara

    2006-10-01

    Bejel clearly has a long history in the Middle East and the Sudan, but was it transmitted to Europe? As the major manifestation of bejel is presence of periosteal reaction in 20-40% of afflicted populations, absence of significant population frequency of periosteal reaction in Europe would exclude that diagnosis. Examination of skeletal populations from continental Europe revealed no significant periosteal reaction at the time of and immediately subsequent to the Crusades. Thus, there is no evidence for bejel in Europe, in spite of clear contact (the mechanism of bejel transmission in children) between warring groups, at least during the Crusades. This supports the hypothesis that bejel is a childhood-acquired disease and apparently cannot be contracted in adulthood. PMID:17049474

  3. Lymphoma in acquired generalized lipodystrophy.

    PubMed

    Brown, Rebecca J; Chan, Jean L; Jaffe, Elaine S; Cochran, Elaine; DePaoli, Alex M; Gautier, Jean-Francois; Goujard, Cecile; Vigouroux, Corinne; Gorden, Phillip

    2016-01-01

    Acquired generalized lipodystrophy (AGL) is a rare disease thought to result from autoimmune destruction of adipose tissue. Peripheral T-cell lymphoma (PTCL) has been reported in two AGL patients. We report five additional cases of lymphoma in AGL, and analyze the role of underlying autoimmunity and recombinant human leptin (metreleptin) replacement in lymphoma development. Three patients developed lymphoma during metreleptin treatment (two PTCL and one ALK-positive anaplastic large cell lymphoma), and two developed lymphomas (mycosis fungoides and Burkitt lymphoma) without metreleptin. AGL is associated with high risk for lymphoma, especially PTCL. Autoimmunity likely contributes to this risk. Lymphoma developed with or without metreleptin, suggesting metreleptin does not directly cause lymphoma development; a theoretical role of metreleptin in lymphoma progression remains possible. For most patients with AGL and severe metabolic complications, the proven benefits of metreleptin on metabolic disease will likely outweigh theoretical risks of metreleptin in lymphoma development or progression. PMID:25864863

  4. 48 CFR 12.211 - Technical data.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 48 Federal Acquisition Regulations System 1 2014-10-01 2014-10-01 false Technical data. 12.211... data. Except as provided by agency-specific statutes, the Government shall acquire only the technical data and the rights in that data customarily provided to the public with a commercial item or...

  5. 48 CFR 12.211 - Technical data.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 48 Federal Acquisition Regulations System 1 2010-10-01 2010-10-01 false Technical data. 12.211... data. Except as provided by agency-specific statutes, the Government shall acquire only the technical data and the rights in that data customarily provided to the public with a commercial item or...

  6. 48 CFR 12.211 - Technical data.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... 48 Federal Acquisition Regulations System 1 2012-10-01 2012-10-01 false Technical data. 12.211... data. Except as provided by agency-specific statutes, the Government shall acquire only the technical data and the rights in that data customarily provided to the public with a commercial item or...

  7. 48 CFR 12.211 - Technical data.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 48 Federal Acquisition Regulations System 1 2011-10-01 2011-10-01 false Technical data. 12.211... data. Except as provided by agency-specific statutes, the Government shall acquire only the technical data and the rights in that data customarily provided to the public with a commercial item or...

  8. 48 CFR 12.211 - Technical data.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 48 Federal Acquisition Regulations System 1 2013-10-01 2013-10-01 false Technical data. 12.211... data. Except as provided by agency-specific statutes, the Government shall acquire only the technical data and the rights in that data customarily provided to the public with a commercial item or...

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

    ERIC Educational Resources Information Center

    Jackson, Denise

    2013-01-01

    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…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

    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,…

  11. An Approximation of an Instructional Model for Developing Home Living Skills in Severely Handicapped Students.

    ERIC Educational Resources Information Center

    Hamre, S.

    The author discusses the need for severely handicapped students to acquire basic home living skills, reviews task analysis principles, and provides sample instructional programs. Listed are basic grooming, dressing, domestic maintenance, and cooking skills. A sample task analysis procedure is demonstrated for the skill of brushing teeth. Reported…

  12. Access Skills. Vocational Readiness Skills Inventory for Special Needs Students. (Revised Entry Level Skills Inventory.) Missouri LINC.

    ERIC Educational Resources Information Center

    Cassity, Sandra; Boyer-Stephens, Arden

    This manual is intended to assist special educators and vocational educators in determining the vocational readiness skills of special needs students. The information in this Missouri inventory is based on data provided by the Michigan Occupational Data Analysis System (ODAS) as a part of the Vocational-Technical Education Consortium of States…

  13. 7 CFR 926.10 - Acquire.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 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 cranberries....

  14. 7 CFR 926.10 - Acquire.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 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 cranberries....

  15. 7 CFR 926.10 - Acquire.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 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 cranberries....

  16. 7 CFR 926.10 - Acquire.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 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 cranberries....

  17. Improving Perceptual Skills with 3-Dimensional Animations.

    ERIC Educational Resources Information Center

    Johns, Janet Faye; Brander, Julianne Marie

    1998-01-01

    Describes three-dimensional computer aided design (CAD) models for every component in a representative mechanical system; the CAD models made it easy to generate 3-D animations that are ideal for teaching perceptual skills in multimedia computer-based technical training. Fifteen illustrations are provided. (AEF)

  18. Skills Conversion Project, Chapter 12, Leisure Industries.

    ERIC Educational Resources Information Center

    National Society of Professional Engineers, Washington, DC.

    The Skills Conversion Project conducted by the National Society of Professional Engineers sought to study the transition mechanisms required to transfer available technical manpower from aerospace and defense industries into other areas of employment in private industry and public service. Fourteen study teams assessed the likelihood of future…

  19. Leadership Skills in School and Business.

    ERIC Educational Resources Information Center

    Stronge, James H.

    1998-01-01

    Explores principals' leadership role by examining the business and general leadership literature. Applies Robert Katz's framework of technical, conceptual, and human skills to key organizational concepts and themes described by several writers (James MacGregor Burns, John Gardner, Stephen Covey, James Kouzes and Barry Posner) and the U.S. Managers…

  20. State Skill Standards: Furniture and Cabinetmaking

    ERIC Educational Resources Information Center

    Evans, Ronald; Varischetti, Barry; Alvey, Raymond; Volberding, Le; McCabe, Dave; Sanchez, Fernando; Wright, Russell

    2006-01-01

    The Department of Education is continuing the development of statewide skill standards for all career and technical education programs. The standards in this document are for Furniture and Cabinetmaking 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…

  1. Learning Teamwork Skills in University Programming Courses

    ERIC Educational Resources Information Center

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

    2009-01-01

    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…

  2. The Geopolitics and Meanings of India's Massive Skills Development Ambitions

    ERIC Educational Resources Information Center

    King, Kenneth

    2012-01-01

    This paper interrogates the drivers and meanings behind the dramatic rise of technical and vocational education and training in the policy and political agenda of India. What are the assumptions about the existing traditions and character of India's culture or cultures of skills development? Is the massive planned expansion of skilled people in…

  3. Observations regarding the Development of Occupational/Skill Clusters.

    ERIC Educational Resources Information Center

    McCage, Ronald D.

    This paper presents an overview and suggestions about the development of occupational and skill clusters by the Vocational-Technical Education Consortium of States (V-TECS), based on the observations of the executive director of the organization. Aspects reviewed include the following: development of occupational and skill clusters; classification…

  4. National Occupational Skill Standards. CADD: Computer Aided Drafting and Design.

    ERIC Educational Resources Information Center

    National Coalition for Advanced Manufacturing, Washington, DC.

    This document identifies computer-aided drafting and design (CADD) skills that companies require of training programs and future employees. The information was developed by two committees of technically knowledgeable CADD users from across the United States and validated by several hundred other CADD users. The skills are aimed at a beginner CADD…

  5. Illinois Occupational Skill Standards: Information Technology Design/Build Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    This document contains Illinois Occupational Skill Standards for occupations in the Information Technology Design and Build Cluster (technical writer, programmer, system analyst, network architect, application product architect, network engineer, and database administrator). The skill standards define what an individual should know and the…

  6. Work, Skills Development for Employability and Education for Sustainable Development

    ERIC Educational Resources Information Center

    Maclean, Rupert; Ordonez, Victor

    2007-01-01

    This article focuses on the radical changes taking place in skills development for work and life, and their implications for the content of education and schooling. It examines skills development for employability and workforce education, with particular reference to technical and vocational education and training (TVET). In turn, it is argued…

  7. Learning Soft Skills at Work: An Interview with Annalee Luhman

    ERIC Educational Resources Information Center

    Davis, Barbara D.; Muir, Clive

    2004-01-01

    Soft skills are attitudes and behaviors displayed in interactions among individuals that affect the outcomes of such encounters. These differ from hard skills, which are the technical knowledge and abilities required to perform specific job-related tasks more formally stated in job descriptions. In the past, it was felt that managers and employees…

  8. Incoherence in the South African Labour Market for Intermediate Skills

    ERIC Educational Resources Information Center

    Kraak, Andre

    2008-01-01

    This article is concerned with the production and employment of technically skilled labour at the intermediate level in South Africa. Three differing labour market pathways to intermediate skilling are identified. These are: the traditional apprenticeship route, the new "Learnerships" pathway (similar to the "modern apprenticeship" schemes adopted…

  9. A Vocationally Oriented Skills Center for Remedial Learning

    ERIC Educational Resources Information Center

    Messenger, John

    1977-01-01

    A learning skills center was set up in Flint Hills Area Vocational-Technical School, Emporia, Kansas, to provide remedial instruction in basic skills leading to student success in the regular vocational program. Group instruction, individualized instruction, and multimedia aids are used to help the participants (high school students and adults)…

  10. The conceptual process of skill progression development in artistic gymnastics.

    PubMed

    Irwin, Gareth; Hanton, Sheldon; Kerwin, David G

    2005-10-01

    In this study, we examined the methods used and knowledge required by 16 elite men's gymnastic coaches in the development of skill progressions. Following in-depth interviews, a conceptual model representing the process of skill progression development was generated. We found that: (1) elite gymnastic coaches developed skill progressions through experimental practice, reflection and critical inquiry; (2) the development of skill progressions was underpinned by the coaches acquiring a mindset based on four further sub-components (i.e. skill progression refinement, current coaching knowledge, mental imagery and biomechanical understanding); and (3) coaches identified the importance of replication of the spatial and temporal characteristics of the final skill. The results are consistent with task analysis, reflective practice and the principle of specificity. Practically, these findings suggest the need to develop coaches with a more objective approach to skill progression development and a greater understanding of the controlling mechanisms inherent in such practices. PMID:16194985

  11. Human Skill in a Computerized Society: Complex Skills and Their Acquisition.

    ERIC Educational Resources Information Center

    Lesgold, Alan M.

    1986-01-01

    This paper discusses some of the issues raised for cognitive psychologists by the computer revolution together with the role that psychologists with computer training ought to play, especially in the study of how people acquire complex skills. The issues addressed include: (1) the competition between humans and intelligent machines; (2) the…

  12. "It Is Only the Instructed and Trained Overlooker and Artisan That Can Successfully Compete against Foreign Skills": Nineteenth-Century Adult Technical and Vocational Education Offered by the Yorkshire Union of Mechanics' Institutes and the Foundation of Further Education Curricula

    ERIC Educational Resources Information Center

    Walker, Martyn

    2012-01-01

    Further education colleges in England and Wales have offered government-recognised courses and qualifications which receive public funding and have included technical and vocational courses since their foundation in the early twentieth century. Yet developments in such curricula and qualifications are not new and they can be traced back to the…

  13. Medical Skills and Related Health Careers. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    Vlahides, Norma

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a…

  14. Acquired immune deficiency syndrome (AIDS).

    PubMed

    1987-02-01

    The International Planned Parenthood Medical Advisory Panel has developed recommendations to assist family planning associations in playing a more active role in the prevention and control of acquired immunodeficiency syndrome (AIDS). Of primary importance is an effective program of information and education aimed at communicating the following facts: AIDS is a fatal disease for which there is no cure; AIDS is spread by sexual intercourse, contaminated blood, and contaminated needles; an infected woman can transmit AIDS to her fetus during pregnancy; a monogamous sexual relationship is the surest way to avoid AIDS infection; condom use is good protection; an infected person can look and feel well, yet still be able to transmit the AIDS virus; and AIDS is not spread by ordinary contact with an infected person. Family planning associations should include information on AIDS in all existing IEC projects, as well as develop new materials. Among the target audiences for IEC activities are family planning workers, family planning clients, and the general public including youth, teachers, parents, employers, and national leaders. Special attention should be given to high-risk groups such as homosexual and bisexual men, hemophiliacs, male and female prostitutes, clients of sexually transmitted disease clinics, people with many sexual partners, illegal users of intravenous drugs, and the sexual partners of those in any of these groups. Wide promotion of condom use is a priority activity for family planning organizations. PMID:12340977

  15. Infections Acquired in the Garden.

    PubMed

    Cunha, Cheston B; Cunha, Burke A

    2015-10-01

    Gardening is a wonderful pastime, and the garden is a very peaceful place to enjoy one's vacation. However, the garden may be a treacherous place for very young or compromised hosts when one takes into account the infectious potential residing in the soil, as well as the insect vectors on plants and animals. Even normal hosts may acquire a variety of infections from the soil, animals, or animal-related insect bites. The location of the garden, its natural animal and insect inhabitants, and the characteristics of the soil play a part in determining its infectious potential. The most important factor making the garden an infectious and dangerous place is the number and interaction of animals, whether they are pets or wild, that temporarily use the garden for part of their daily activities. The clinician should always ask about garden exposure, which will help in eliminating the diagnostic possibilities for the patient. The diagnostic approach is to use epidemiological principles in concert with clinical clues, which together should suggest a reasonable list of diagnostic possibilities. Organ involvement and specific laboratory tests help further narrow the differential diagnosis and determine the specific tests necessary to make a definitive diagnosis. PMID:26542044

  16. Associative Learning Through Acquired Salience

    PubMed Central

    Treviño, Mario

    2016-01-01

    Most associative learning studies describe the salience of stimuli as a fixed learning-rate parameter. Presumptive saliency signals, however, have also been linked to motivational and attentional processes. An interesting possibility, therefore, is that discriminative stimuli could also acquire salience as they become powerful predictors of outcomes. To explore this idea, we first characterized and extracted the learning curves from mice trained with discriminative images offering varying degrees of structural similarity. Next, we fitted a linear model of associative learning coupled to a series of mathematical representations for stimulus salience. We found that the best prediction, from the set of tested models, was one in which the visual salience depended on stimulus similarity and a non-linear function of the associative strength. Therefore, these analytic results support the idea that the net salience of a stimulus depends both on the items' effective salience and the motivational state of the subject that learns about it. Moreover, this dual salience model can explain why learning about a stimulus not only depends on the effective salience during acquisition but also on the specific learning trajectory that was used to reach this state. Our mathematical description could be instrumental for understanding aberrant salience acquisition under stressful situations and in neuropsychiatric disorders like schizophrenia, obsessive-compulsive disorder, and addiction. PMID:26793078

  17. Associative Learning Through Acquired Salience.

    PubMed

    Treviño, Mario

    2015-01-01

    Most associative learning studies describe the salience of stimuli as a fixed learning-rate parameter. Presumptive saliency signals, however, have also been linked to motivational and attentional processes. An interesting possibility, therefore, is that discriminative stimuli could also acquire salience as they become powerful predictors of outcomes. To explore this idea, we first characterized and extracted the learning curves from mice trained with discriminative images offering varying degrees of structural similarity. Next, we fitted a linear model of associative learning coupled to a series of mathematical representations for stimulus salience. We found that the best prediction, from the set of tested models, was one in which the visual salience depended on stimulus similarity and a non-linear function of the associative strength. Therefore, these analytic results support the idea that the net salience of a stimulus depends both on the items' effective salience and the motivational state of the subject that learns about it. Moreover, this dual salience model can explain why learning about a stimulus not only depends on the effective salience during acquisition but also on the specific learning trajectory that was used to reach this state. Our mathematical description could be instrumental for understanding aberrant salience acquisition under stressful situations and in neuropsychiatric disorders like schizophrenia, obsessive-compulsive disorder, and addiction. PMID:26793078

  18. Effects of Phonological Complexity on Error Production and Pseudoword Training in Acquired Phonological Dyslexia

    ERIC Educational Resources Information Center

    Riley, Ellyn Anne

    2011-01-01

    Individuals with acquired phonological dyslexia experience difficulty associating written letters with their corresponding sounds, especially in pseudowords. Several studies have attempted to improve reading in this population by training letter-to-sound correspondence, general phonological skills, or a combination of these approaches; however,…

  19. Graduate student's guide to necessary skills for nonacademic conservation careers.

    PubMed

    Blickley, Jessica L; Deiner, Kristy; Garbach, Kelly; Lacher, Iara; Meek, Mariah H; Porensky, Lauren M; Wilkerson, Marit L; Winford, Eric M; Schwartz, Mark W

    2013-02-01

    Graduate education programs in conservation science generally focus on disciplinary training and discipline-specific research skills. However, nonacademic conservation professionals often require an additional suite of skills. This discrepancy between academic training and professional needs can make it difficult for graduate students to identify the skills and experiences that will best prepare them for the conservation job market. We analyzed job advertisements for conservation-science positions and interviewed conservation professionals with experience hiring early-career conservation scientists to determine what skills employers of conservation professionals seek; whether the relative importance of skills varies by job sector (government, nonprofit, and private); and how graduate students interested in careers in conservation science might signal competency in key skills to potential employers. In job advertisements, disciplinary, interpersonal, and project-management skills were in the top 5 skills mentioned across all job sectors. Employers' needs for additional skills, like program leadership, conflict resolution and negotiation, and technical and information technology skills, varied across sectors. Our interview results demonstrated that some skills are best signaled to employers via experiences obtained outside thesis or dissertation work. Our findings suggest that graduate students who wish to be competitive in the conservation job market can benefit by gaining skills identified as important to the job sector in which they hope to work and should not necessarily expect to be competent in these skills simply by completing their chosen degree path. PMID:23140555

  20. New Desktop Virtual Reality Technology in Technical Education

    ERIC Educational Resources Information Center

    Ausburn, Lynna J.; Ausburn, Floyd B.

    2008-01-01

    Virtual reality (VR) that immerses users in a 3D environment through use of headwear, body suits, and data gloves has demonstrated effectiveness in technical and professional education. Immersive VR is highly engaging and appealing to technically skilled young Net Generation learners. However, technical difficulty and very high costs have kept…

  1. Acquisition, generalization and maintenance of grocery shopping skills by severely mentally retarded adolescents.

    PubMed

    Aeschleman, S R; Schladenhauffen, J

    1984-01-01

    A program designed to teach severely mentally retarded adolescents grocery shopping skills was evaluated. A multiple-probe design was used to assess the training program which was systematically introduced across four participants. To determine the minimally sufficient conditions for generating shopping skills, store probes were interpolated between successive presentations of three more involved shopping skill training procedures (verbal instruction, role play, and in vivo.). A mnemonic training procedure and a simplified monetary transaction component were employed to obviate the participants' deficient reading and math skills. The results indicated that all participants acquired grocery shopping skills, that the acquired skills were maintained for at least five months, and that only a modest decrement in performance was obtained on generalization probes in two novel grocery stores. Additionally, the results suggested that role play training contributed most significantly to the acquisition of shopping skills and that in vivo training was not required to teach this community living skill. PMID:6465884

  2. Clinicopathological associations of acquired erythroblastopenia

    PubMed Central

    Gunes, Gursel; Malkan, Umit Yavuz; Yasar, Hatime Arzu; Eliacik, Eylem; Haznedaroglu, Ibrahim Celalettin; Demiroglu, Haluk; Sayinalp, Nilgun; Aksu, Salih; Etgul, Sezgin; Aslan, Tuncay; Goker, Hakan; Ozcebe, Osman Ilhami; Buyukasik, Yahya

    2015-01-01

    Introduction: Acquired erythroblastopenia (AE) is a rare clinical situation. It is characterized by the reduction of erythroid precursors in the bone marrow together with the low reticulocyte counts in the peripheral blood. Background: Main secondary causes of AE are drugs, Parvovirus B19 and other infectious reasons, lymphoid and myeloid neoplasia, autoimmune diseases, thymoma and pregnancy. The aim of this study is to assess the frequencies and clinical associations of AE via analyzing 12340 bone marrow samples in a retrospective manner. Material and method: Bone marrow aspirations which were obtained from patients who applied to Hacettepe University Hematology Clinic between 2002 and 2013, were analyzed retrospectively. Results: Thirty four erythroblastopenia cases were found. Patients ranged in age from 16 to 80 years with a median of 38 years. Fifteen patients were men (44%) and nineteen were women (56%). In these patients, detected causes of erythroblastopenia were MDS, idiopathic pure red cell aplasia (PRCA), parvovirus infection, post chemotherapy aplasia, plasma proliferative diseases, copper deficiency due to secondary amyloidosis, fever of unknown origin, hemophagocytic syndrome, enteric fever and legionella pneumonia. We found that between those reasons the most common causes of erythroblastopenia are MDS (17.7%) and idiopathic PRCA (17.7%). Discussion: As a result, erythroblastopenia in the bone marrow may be an early sign of MDS. In those AE cases possibility of being MDS must be kept in mind as it can be mistaken for PRCA. Conclusion: To conclude, in adults MDS without excess blast is one of the most common causes of erythroblastopenia in clinical practice and in case of erythroblastopenia the presence of MDS should be investigated. PMID:26885236

  3. Surface Sampler Arm Acquiring Sample

    NASA Technical Reports Server (NTRS)

    1976-01-01

    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.

  4. 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)

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

    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.

  5. Discussion of skill improvement in marine ecosystem dynamic models based on parameter optimization and skill assessment

    NASA Astrophysics Data System (ADS)

    Shen, Chengcheng; Shi, Honghua; Liu, Yongzhi; Li, Fen; Ding, Dewen

    2015-12-01

    Marine ecosystem dynamic models (MEDMs) are important tools for the simulation and prediction of marine ecosystems. This article summarizes the methods and strategies used for the improvement and assessment of MEDM skill, and it attempts to establish a technical framework to inspire further ideas concerning MEDM skill improvement. The skill of MEDMs can be improved by parameter optimization (PO), which is an important step in model calibration. An efficient approach to solve the problem of PO constrained by MEDMs is the global treatment of both sensitivity analysis and PO. Model validation is an essential step following PO, which validates the efficiency of model calibration by analyzing and estimating the goodness-of-fit of the optimized model. Additionally, by focusing on the degree of impact of various factors on model skill, model uncertainty analysis can supply model users with a quantitative assessment of model confidence. Research on MEDMs is ongoing; however, improvement in model skill still lacks global treatments and its assessment is not integrated. Thus, the predictive performance of MEDMs is not strong and model uncertainties lack quantitative descriptions, limiting their application. Therefore, a large number of case studies concerning model skill should be performed to promote the development of a scientific and normative technical framework for the improvement of MEDM skill.

  6. Discussion of skill improvement in marine ecosystem dynamic models based on parameter optimization and skill assessment

    NASA Astrophysics Data System (ADS)

    Shen, Chengcheng; Shi, Honghua; Liu, Yongzhi; Li, Fen; Ding, Dewen

    2016-07-01

    Marine ecosystem dynamic models (MEDMs) are important tools for the simulation and prediction of marine ecosystems. This article summarizes the methods and strategies used for the improvement and assessment of MEDM skill, and it attempts to establish a technical framework to inspire further ideas concerning MEDM skill improvement. The skill of MEDMs can be improved by parameter optimization (PO), which is an important step in model calibration. An efficient approach to solve the problem of PO constrained by MEDMs is the global treatment of both sensitivity analysis and PO. Model validation is an essential step following PO, which validates the efficiency of model calibration by analyzing and estimating the goodness-of-fit of the optimized model. Additionally, by focusing on the degree of impact of various factors on model skill, model uncertainty analysis can supply model users with a quantitative assessment of model confidence. Research on MEDMs is ongoing; however, improvement in model skill still lacks global treatments and its assessment is not integrated. Thus, the predictive performance of MEDMs is not strong and model uncertainties lack quantitative descriptions, limiting their application. Therefore, a large number of case studies concerning model skill should be performed to promote the development of a scientific and normative technical framework for the improvement of MEDM skill.

  7. 17 CFR 210.8-06 - Real estate operations acquired or to be acquired.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 17 Commodity and Securities Exchanges 2 2011-04-01 2011-04-01 false Real estate operations acquired or to be acquired. 210.8-06 Section 210.8-06 Commodity and Securities Exchanges SECURITIES AND... Statements of Smaller Reporting Companies § 210.8-06 Real estate operations acquired or to be acquired....

  8. 17 CFR 210.8-06 - Real estate operations acquired or to be acquired.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 17 Commodity and Securities Exchanges 2 2013-04-01 2013-04-01 false Real estate operations acquired or to be acquired. 210.8-06 Section 210.8-06 Commodity and Securities Exchanges SECURITIES AND...-06 Real estate operations acquired or to be acquired. If, during the period for which...

  9. 17 CFR 210.8-06 - Real estate operations acquired or to be acquired.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 17 Commodity and Securities Exchanges 3 2014-04-01 2014-04-01 false Real estate operations acquired or to be acquired. 210.8-06 Section 210.8-06 Commodity and Securities Exchanges SECURITIES AND...-06 Real estate operations acquired or to be acquired. If, during the period for which...

  10. 17 CFR 210.8-06 - Real estate operations acquired or to be acquired.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 17 Commodity and Securities Exchanges 2 2012-04-01 2012-04-01 false Real estate operations acquired or to be acquired. 210.8-06 Section 210.8-06 Commodity and Securities Exchanges SECURITIES AND...-06 Real estate operations acquired or to be acquired. If, during the period for which...

  11. 17 CFR 210.8-06 - Real estate operations acquired or to be acquired.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 17 Commodity and Securities Exchanges 2 2010-04-01 2010-04-01 false Real estate operations acquired or to be acquired. 210.8-06 Section 210.8-06 Commodity and Securities Exchanges SECURITIES AND... Statements of Smaller Reporting Companies § 210.8-06 Real estate operations acquired or to be acquired....

  12. Teaching Feminine Hygiene Skills to Young females with Autism Spectrum Disorder and Intellectual Disability.

    PubMed

    Veazey, Sarah E; Valentino, Amber L; Low, Adeline I; McElroy, Alyssa R; LeBlanc, Linda A

    2016-06-01

    Little applied research focuses on teaching feminine hygiene skills to females with disabilities, yet this is a common clinical concern. The current study demonstrates the use of chaining to teach two young females with autism spectrum disorder feminine hygiene skills. A nonconcurrent multiple baseline across participants was utilized, and the results indicate that both participants acquired the skill. Generalization probes with one participant indicated the skill generalized to novel stimuli. PMID:27606248

  13. Laying the foundation of surgical skills for trainees (residents).

    PubMed

    Perry, Richard E

    2009-03-01

    The role of the surgical skills laboratory is becoming increasingly important as surgical service needs evolve and educational processes seek to become more robust. The skills laboratory offers an opportunity to better prepare residents for their clinical rotations and to accelerate their clinical effectiveness. The Royal Australasian College of Surgeons has developed and introduced a new standardised basic surgical skills curriculum that can be delivered sustainably in centres throughout Australia and New Zealand. A technical skill set required by all surgical disciplines was compiled, and each skill was deconstructed into cognitive steps. Models were devised to simulate an application of each skill, and standardized demonstrations were created and recorded to ensure uniform teaching. Extensive resource material supports the course programme, with information for tutors, technicians, course directors and participants. Currently, clinical rotations offer inconsistent opportunities for trainees to practise their skills after the course. Recruitment and retention of tutors remains a key challenge. PMID:19317775

  14. An interesting review on soft skills and dental practice.

    PubMed

    Dalaya, Maya; Ishaquddin, Syed; Ghadage, Mahesh; Hatte, Geeta

    2015-03-01

    In today's world of education, we concentrate on teaching activities and academic knowledge. We are taught to improve our clinical skills. Soft skills refer to the cluster of personality traits, social graces, and personal habits, facility with language, friendliness and personal habits that mark people to varying degrees. Soft Skills are interpersonal, psychological, self-promoted and non-technical qualities for every practitioner and academician, whereas hard skills are new tools or equipment and professional knowledge. Hence, more and more clinicians now days consider soft skills as important job criteria. An increase in service industry and competitive practices emphasizes the need for soft skills. Soft Skills are very important and useful in personal and professional life. PMID:25954720

  15. An Interesting Review on Soft Skills and Dental Practice

    PubMed Central

    Ishaquddin, Syed; Ghadage, Mahesh; Hatte, Geeta

    2015-01-01

    In today’s world of education, we concentrate on teaching activities and academic knowledge. We are taught to improve our clinical skills. Soft skills refer to the cluster of personality traits, social graces, and personal habits, facility with language, friendliness and personal habits that mark people to varying degrees. Soft Skills are interpersonal, psychological, self-promoted and non-technical qualities for every practitioner and academician, whereas hard skills are new tools or equipment and professional knowledge. Hence, more and more clinicians now days consider soft skills as important job criteria. An increase in service industry and competitive practices emphasizes the need for soft skills. Soft Skills are very important and useful in personal and professional life. PMID:25954720

  16. Tapping the Internet for Classroom Use: Information Literacy Skills Pave the Way.

    ERIC Educational Resources Information Center

    Schrock, Kathy

    2001-01-01

    The steps of the "Big Six Skills" approach make an excellent framework for highlighting skills educators need to take advantage of the Internet. There are several considerations-technical, ethical, and educational-to examine concurrently, which this article does in the context of the Big Six Skills: Task Definition, Information-Seeking Strategies,…

  17. The Gendering of Skill and Vocationalism in Twentieth-Century Australian Education.

    ERIC Educational Resources Information Center

    Blackmore, Jill

    1992-01-01

    Skill is a social construct that assumes different meanings in particular historical circumstances. This paper explains how the dominant concept of skill has shifted in twentieth-century Australia from being job- and content-specific to a more generic view (embracing cognitive, technical, and operational, social, and affective skills) that…

  18. Entrepreneur Program. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

    ERIC Educational Resources Information Center

    De Maria, Richard

    This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The document consists of matrices that describe the relationship of vocational skills to basic communication, mathematics, and science skills within the entrepreneur…

  19. Teachers' ICT and Problem-Solving Skills: Competencies and Needs. Education Indicators in Focus. No. 40

    ERIC Educational Resources Information Center

    OECD Publishing, 2016

    2016-01-01

    The education sector performs well for information and communication technology (ICT) and problem-solving skills, although it still lags behind the professional, scientific and technical activities sector. Primary and secondary teachers have better ICT and problem-solving skills than the general population, and similar skills to other…

  20. Acquired tracheoesophageal fistula in infancy and childhood.

    PubMed

    Szold, A; Udassin, R; Seror, D; Mogle, P; Godfrey, S

    1991-06-01

    Acquired tracheoesophageal fistula (TEF) is a rare entity in the pediatric age group. We report two pediatric patients with acquired TEF caused by shells of pistachio nuts. In both patients the primary operation did not resolve the problem and a second intervention for recurrent fistula was needed. The special nature of acquired TEF, particularly the one described herein, requires delayed surgical intervention and meticulous separation of the respiratory and alimentary tracts by an intercostal muscle flap. PMID:1941455

  1. Acquired stuttering due to recurrent anaplastic astrocytoma

    PubMed Central

    Peters, Katherine B; Turner, Scott

    2013-01-01

    Acquired (neurogenic) stuttering is a rare phenomenon seen after cerebral infarction or brain injury. Aetiology of this symptom is unclear, but recent evidence supports that it is a disturbance in the left hemispheric neural network involving the interplay between the cortex and basal ganglia. We present the case of a patient who develops acquired stuttering after a recurrence of a right temporoparietal anaplastic astrocytoma (WHO grade III). We also review other cases of acquired stuttering and known anatomical correlates. PMID:24252834

  2. Survival Skills: A Basic Skills Program.

    ERIC Educational Resources Information Center

    Mahoney, Don

    The guide describes an approach designed to promote the basic skills of hearing impaired students Basic or survival skills are identified which cover the student's daily functioning at home, school, and in the community. The guide is aimed at the 10-15 year old hearing impaired student, but techniques are expected to be applicable to both…

  3. Managers' perceptions of radiographers' skills: current and future needs.

    PubMed

    Akroyd, D; Wold, B

    1996-01-01

    As the healthcare delivery system changes, it is imperative to assess the skills of practitioners to ensure consistency between educational preparation and work place needs. The purpose of this study was to examine radiology managers' perception of selected workplace skills and new radiography graduates' ability to perform them. A random sample of 1,932 members of the American Healthcare Radiology Administrators (AHRA) received a questionnaire containing 35 skills categorized as basic, intermediate or advanced. Skills were ranked by the magnitude of the difference between managers' rating of importance of each skill and their rating of graduates' ability to perform that skill satisfactorily. In the basic skill area, the four top-ranked skills represented problem-solving ability or critical thinking. Of the five highest-ranked intermediate skills, the top three were patient care skills: venipuncture, taking vital signs and monitoring patient equipment. In the advanced skill area, six skills exhibited high values for the difference between importance and ability. Two of those related to patient care, three were non-technical and the sixth was the ability to perform CT in addition to basic radiography. Employers and educators should work together to seek educational methods that produce radiographers who are better prepared for the fast-changing workplace. PMID:10158371

  4. Teaching Safety Skills to Children to Prevent Gun Play: an Evaluation of in Situ Training

    PubMed Central

    2005-01-01

    This study evaluated behavioral skills training with added in situ training for teaching safety skills to prevent gun play. Following baseline, each child received two sessions of behavioral skills training and one in situ training session. Additional in situ training sessions were conducted until the child exhibited the safety skills (don't touch the gun, get away, and tell an adult). All children acquired and maintained the safety skills at a 3-month follow-up. In addition, of the 7 children assessed in a dyad situation, all exhibited the correct skills in the presence of another child. PMID:16270848

  5. Skills Required for Nursing Career Advancement: A Qualitative Study

    PubMed Central

    Sheikhi, Mohammad Reza; Fallahi-Khoshnab, Masoud; Mohammadi, Farahnaz; Oskouie, Fatemeh

    2016-01-01

    Background Nurses require certain skills for progression in their field. Identifying these skills can provide the context for nursing career advancement. Objectives This study aimed to identify the skills needed for nurses’ career advancement. Materials and Methods A qualitative approach using content analysis was adopted to study a purposive sample of eighteen nurses working in teaching hospitals affiliated with the Qazvin, Shahid Beheshti, and Iran Universities of Medical Sciences. The data were collected through semi-structured interviews, and analyzed using conventional content analysis. Results The three themes extracted from the data included interpersonal capabilities, competency for career success, and personal capacities. The results showed that acquiring a variety of skills is essential for career advancement. Conclusions The findings showed that personal, interpersonal, and functional skills can facilitate nurses’ career advancement. The effects of these skills on career advancement depend on a variety of conditions that require further studies. PMID:27556054

  6. Clinical skills: bed making and patient positioning.

    PubMed

    Pellatt, Glynis Collis

    Providing a clean, comfortable bed and positioning a patient in the optimum posture for prevention of complications and to enable maximum independence are fundamental nursing skills. Bed-making is a daily routine that requires practical and technical skills. Selecting the correct posture for a patient in bed or in a chair is essential for physiological functioning and recovery. In this article bed-making is described, as are positioning and re-positioning in relation to patients in bed, armchairs and wheelchairs. Infection control and moving and handling issues are also considered. PMID:17505378

  7. Skill learning and repetition priming in Alzheimer's disease.

    PubMed

    Grober, E; Ausubel, R; Sliwinski, M; Gordon, B

    1992-10-01

    While perceptual-motor learning occurs normally in Alzheimer's disease (AD) patients, their ability to acquire the skill of reading transformed text has not been well delineated. AD patients and matched controls were timed as they read two blocks of words presented in mirror image. Control subjects displayed both skill learning and repetition priming, whereas AD patients displayed only repetition priming. Skill learning in AD patients was associated with their ability to complete verbal analogies. They displayed the expected impairment in recognition for the words from the mirror reading task. The failure of AD patients to acquire the mirror reading skill can be understood through a task analysis and may reflect an underlying deficit in abstract reasoning that precludes the development of appropriate pattern analyzing strategies needed to transform rotated text. PMID:1436432

  8. Orbital debris: A technical assessment

    NASA Technical Reports Server (NTRS)

    Gleghorn, George; Asay, James; Atkinson, Dale; Flury, Walter; Johnson, Nicholas; Kessler, Donald; Knowles, Stephen; Rex, Dietrich; Toda, Susumu; Veniaminov, Stanislav

    1995-01-01

    To acquire an unbiased technical assessment of (1) the research needed to better understand the debris environment, (2) the necessity and means of protecting spacecraft against the debris environment, and (3) potential methods of reducing the future debris hazard, NASA asked the National Research Council to form an international committee to examine the orbital debris issue. The committee was asked to draw upon available data and analyses to: characterize the current debris environment, project how this environment might change in the absence of new measures to alleviate debris proliferation, examine ongoing alleviation activities, explore measures to address the problem, and develop recommendations on technical methods to address the problems of debris proliferation.

  9. Reconceptualising Core Skills

    ERIC Educational Resources Information Center

    Canning, Roy

    2007-01-01

    The paper provides an analysis of Core Skill policy and practice in the UK. The author presents a conceptual basis for re-thinking generic Core Skills within educational approaches in teaching and learning. The discussion looks at whether universal notions of generic skills are appropriate when considering post-compulsory pedagogic approaches to…

  10. School Leadership Skill Development

    ERIC Educational Resources Information Center

    Weigel, Richard A.

    2013-01-01

    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…

  11. The Core Skills Initiative.

    ERIC Educational Resources Information Center

    Further Education Unit, London (England).

    A British initiative that aims to identify, develop, and assess core skills in post-16 courses and qualifications is summarized in this bulletin. The first section discusses expectations regarding what core skills can achieve. The following section focuses on other purposes to which core skills could contribute, such as broadening the post-16…

  12. Life Skills Project

    ERIC Educational Resources Information Center

    Bates, Jan P.

    2005-01-01

    In this article, Bates, the Inmate Programs Manager of the Hillsborough County Sheriff's Office in Tampa, Florida, describes her office's Life Skills Project, a comprehensive program that has significantly enhanced three existing programs by adding extensive life skills components. The added life skills modules reinforce the importance of…

  13. Basic Skills Program Standards.

    ERIC Educational Resources Information Center

    Page, Lenore; And Others

    This handbook for kindergarten through grade eight provides instructional objectives for student mastery in the basic skills of reading, mathematics, written communication, and oral communication. The section on reading is divided into the following strands: word identification skills; vocabulary skills; comprehension (literal, inferential, and…

  14. Teaching Management Skills.

    ERIC Educational Resources Information Center

    Cameron, Kim S.; Whetten, David A.

    1983-01-01

    Two articles address the need for training in management skills as part of the management curriculum and provide a model for teaching management skills based on social learning theory. The approach is characterized as an integration of previously-used management teaching approaches. Identification of critical management skills and issues in…

  15. Construction & Basic Skills.

    ERIC Educational Resources Information Center

    BCEL Newsletter for the Business and Literacy Communities, 1991

    1991-01-01

    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…

  16. Assessing Skill Development

    ERIC Educational Resources Information Center

    Mueller, Jon

    2008-01-01

    Most educators are familiar with instances of authentic assessment of "content" within the disciplines or of authentic assessment of "discipline-specific skills." In such authentic assessments, students apply the knowledge and skills of the discipline to situations or tasks that replicate real world challenges. The measurement of skills is…

  17. Enhancing Employee Skills.

    ERIC Educational Resources Information Center

    1999

    This document contains four symposium papers on enhancing employee skills. "The Effect of Study Skills Training Intervention on United States Air Force Aeromedical Apprentices" (John C. Griffith) demonstrates how study skills intervention resulted in a significant increase in the end-of-course scores of a sample of 90 randomly selected Air Force…

  18. Entry Skills for BSNs.

    ERIC Educational Resources Information Center

    Stull, Mary K.

    1986-01-01

    Describes the Continuing Education for Consensus on Entry Skills project, designed to bring the expectations of nursing service and nursing education closer on entry-level competencies of new baccalaureate graduates. Discusses teaching and collaboration skills, planning and evaluation of patient care skills, interpersonal relations/communication…

  19. Developing Word Analysis Skills.

    ERIC Educational Resources Information Center

    Heilman, Arthur W.

    The importance of word analysis skills to reading ability is discussed, and methodologies for teaching such skills are examined. It is stated that a child cannot become proficient in reading if he does not master the skill of associating printed letter symbols with the sounds they represent. Instructional procedures which augment the alphabet with…

  20. Phases of Learning: ninth graders' skill acquisition

    NASA Astrophysics Data System (ADS)

    Eilam, Billie

    2002-01-01

    The present study explored in detail students' cognitive behaviours observed in the process of learning, as performed in the classroom context while acquiring a thinking skill ('choosing wisely'). The participants comprised 10 ninth graders. They were engaged in a year long, independent, open-ended inquiry project in science, performed in a group setting and guided by a curriculum for the instruction of cognitive skills, designed in accordance with the literature recommendations. 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 along three parallel lines: utterance clarification, elaboration and generalisation of core concepts, and schema integration, automation, and manipulation. These lines of development correspond to the phases/levels of learning suggested in the literature.

  1. Communication skills to ensure patient satisfaction.

    PubMed

    Shendurnikar, Niranjan; Thakkar, Pareshkumar A

    2013-11-01

    Every pediatrician would want to satisfy their patients and their parents to sustain good practice, earn name and fame and simultaneously to avoid litigation in this era of consumer protection act. This can be achieved only by use of good communication skills. Today the patients demand time, information and want their questions to be answered. They expect politeness, empathy and human touch from doctors. Time constraints, arrogance, telephone calls, language barriers and cultural insensitivity are the important barriers to good communication. Research has shown that doctor, who undergoes training to acquire good communication skills, can better satisfy his patients. Good communication skill is an art which can be acquired or improved by putting conscious efforts in day to day practice. Such skills should also be incorporated as part of medical teaching curriculum. Asking open ended questions, effective listening, appropriate praise, providing enough information as part of advice and finally checking their understanding, are the key areas of communication during medical interview. During this process pediatrician should ensure to address the parental concerns, should empathize with parents and involve parents in decision making. This will not only ensure satisfaction of parents but also their adherence to the therapy and to the pediatrician. PMID:23378053

  2. Acquired Surface Dyslexia: The Evidence from Hebrew.

    ERIC Educational Resources Information Center

    Birnboim, Smadar

    1995-01-01

    Investigates the symptoms of acquired surface dyslexia in Hebrew. Four acquired surface dyslexic adults were compared with eight normal second graders in terms of reading strategy. Homophones and homographs were a major source of difficulty for native Hebrew surface dyslexic readers; the normal second graders used a non-lexical strategy. (45…

  3. Acquiring and Managing Electronic Journals. ERIC Digest.

    ERIC Educational Resources Information Center

    Curtis, Donnelyn; Yue, Paoshan

    Electronic journals are both a blessing and a curse for libraries. To be meaningful in the current information environment--to meet users' ever-increasing demands--libraries must acquire as many appropriate full text resources as possible, as quickly as possible, and make them easy to use. This Digest provides tips for acquiring and providing…

  4. Acquired Zinc Deficiency in an Adult Female

    PubMed Central

    Saritha, Mohanan; Gupta, Divya; Chandrashekar, Laxmisha; Thappa, Devinder M; Rajesh, Nachiappa G

    2012-01-01

    Acrodermatitis enteropathica is an autosomal recessive inherited disorder of zinc absorption. Acquired cases are reported occasionally in patients with eating disorders or Crohn's disease. We report a 24-year-old housewife with acquired isolated severe zinc deficiency with no other comorbidities to highlight the rare occurrence of isolated nutritional zinc deficiency in an otherwise normal patient. PMID:23248371

  5. Validation of Land Cover Maps Utilizing Astronaut Acquired Imagery

    NASA Technical Reports Server (NTRS)

    Estes, John E.; Gebelein, Jennifer

    1999-01-01

    This report is produced in accordance with the requirements outlined in the NASA Research Grant NAG9-1032 titled "Validation of Land Cover Maps Utilizing Astronaut Acquired Imagery". This grant funds the Remote Sensing Research Unit of the University of California, Santa Barbara. This document summarizes the research progress and accomplishments to date and describes current on-going research activities. Even though this grant has technically expired, in a contractual sense, work continues on this project. Therefore, this summary will include all work done through and 5 May 1999. The principal goal of this effort is to test the accuracy of a sub-regional portion of an AVHRR-based land cover product. Land cover mapped to three different classification systems, in the southwestern United States, have been subjected to two specific accuracy assessments. One assessment utilizing astronaut acquired photography, and a second assessment employing Landsat Thematic Mapper imagery, augmented in some cases, high aerial photography. Validation of these three land cover products has proceeded using a stratified sampling methodology. We believe this research will provide an important initial test of the potential use of imagery acquired from Shuttle and ultimately the International Space Station (ISS) for the operational validation of the Moderate Resolution Imaging Spectrometer (MODIS) land cover products.

  6. Teaching and assessing procedural skills: a qualitative study

    PubMed Central

    2013-01-01

    Background Graduating Internal Medicine residents must possess sufficient skills to perform a variety of medical procedures. Little is known about resident experiences of acquiring procedural skills proficiency, of practicing these techniques, or of being assessed on their proficiency. The purpose of this study was to qualitatively investigate resident 1) experiences of the acquisition of procedural skills and 2) perceptions of procedural skills assessment methods available to them. Methods Focus groups were conducted in the weeks following an assessment of procedural skills incorporated into an objective structured clinical examination (OSCE). Using fundamental qualitative description, emergent themes were identified and analyzed. Results Residents perceived procedural skills assessment on the OSCE as a useful formative tool for direct observation and immediate feedback. This positive reaction was regularly expressed in conjunction with a frustration with available assessment systems. Participants reported that proficiency was acquired through resident directed learning with no formal mechanism to ensure acquisition or maintenance of skills. Conclusions The acquisition and assessment of procedural skills in Internal Medicine programs should move toward a more structured system of teaching, deliberate practice and objective assessment. We propose that directed, self-guided learning might meet these needs. PMID:23672617

  7. Technical Guid

    NASA Astrophysics Data System (ADS)

    Tanasescu, F. T.; Stanciu, V.; Nitu, V.; Nitu, C.

    The book contains the most important informations from Physics,Mechanics,Heat,Electromagnetism, Nuclear Physics as well as tables with values for physical and technical Quantities. The book is designed especially for engineers, but could be useful for physicists

  8. Acquired hemophilia masked by warfarin therapy.

    PubMed

    Kantor, R; Mayan, H; Puritz, L; Varon, D; Farfel, Z

    2000-03-01

    People without hemophilia but with autoantibodies specifically directed against the procoagulant activity of factor VIII are known to have acquired hemophilia. The bleeding diathesis in these patients is often severe and life-threatening. The definite laboratory diagnosis of this disorder includes demonstration of low factor VIII levels in plasma with a high titer of factor VIII inhibitors, but the initial suspicion for its presence should rise in view of a prolonged partial thromboblastin time (PTT) and a normal prothrombin time associated with an acquired bleeding disorder. Oral anticoagulant treatment is known to prolong PTT as well, and the merger of these 2 situations may cause delayed diagnosis of acquired hemophilia with devastating consequences. We describe here the first reported case of acquired hemophilia diagnosed in a patient treated with warfarin. In such patients prolonged PTT may be ascribed to warfarin therapy rather than to acquired hemophilia, thus causing a dangerous delay in diagnosis. PMID:10746834

  9. Family Generated and Delivered Social Story Intervention: Acquisition, Maintenance, and Generalization of Social Skills in Youths with ASD

    ERIC Educational Resources Information Center

    Olcay-Gül, Seray; Tekin-Iftar, Elif

    2016-01-01

    The purpose of this study was to examine whether (a) family members were able to learn to write a social story and deliver social story intervention to teach social skills to their children (age 12 to 16) with ASD, (b) youths with ASD acquired and maintained the targeted social skills and generalized these skills across novel situations. Multiple…

  10. Using Oral Language Skills to Build on the Emerging Literacy of Adult English Learners. CAELA Network Brief

    ERIC Educational Resources Information Center

    Vinogradov, Patsy; Bigelow, Martha

    2010-01-01

    In addition to learning to read and write for the first time, adult English language learners with limited or emerging literacy skills must acquire oral English. Often, learners with limited print literacy in their first language have oral skills in English that exceed their English literacy skills (Geva & Zadeh, 2006). While this mismatch of oral…

  11. Open and Distance Education Systems: Do They Enhance Graduates' Soft Skills? The Results from 2009 Universitas Terbuka Tracer Study

    ERIC Educational Resources Information Center

    Ratnaningsih, Dewi Juliah

    2013-01-01

    The vision and mission of Universitas Terbuka (UT) is to become a highly qualified open and distance education institution and to provide higher education access to all communities. Graduates of UT are expected to acquire adequate knowledge, hard skills and soft skills. Soft skills play important roles in the world of work. The aim of this article…

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

    ERIC Educational Resources Information Center

    Aydogdu, Bülent; Erkol, Mehmet; Erten, Nuran

    2014-01-01

    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…

  13. [The Strategic Organization of Skill

    NASA Technical Reports Server (NTRS)

    Roberts, Ralph

    1996-01-01

    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.

  14. Practical Skills of Rhythmic Gymnastics Judges

    PubMed Central

    Fernandez-Villarino, Maria A.; Bobo-Arce, Marta; Sierra-Palmeiro, Elena

    2013-01-01

    The aim of this study was to analyze the practical skills of rhythmic gymnastics judges and to identify how their degree and experience influence the assessment of these skills. Sixty one rhythmic gymnastics judges participated in the study. A questionnaire was used for data collection. This tool was composed of 28 questions and divided into six categories: identification, experience, initial training, continuing education, skills and training needs. The results suggest that the most valued skills are those related to the sport’s technical parameters and the ability to adapt to any level of competition with self-confidence and self-assuredness. Significant differences were found regarding the variables for: the ability to communicate (p = 0.002) and for the ability to observe, identify and register performance (p = 0.005). The results showed that experience was not a decisive factor in assessing skills. This study thus presents evidence that rhythmic gymnastics judges must implement and optimise a set of skills that contribute to the effectiveness of the assessment process. These findings might help in the design of programs and training models that contribute to effective professional development. PMID:24511360

  15. Practical skills of rhythmic gymnastics judges.

    PubMed

    Fernandez-Villarino, Maria A; Bobo-Arce, Marta; Sierra-Palmeiro, Elena

    2013-12-18

    The aim of this study was to analyze the practical skills of rhythmic gymnastics judges and to identify how their degree and experience influence the assessment of these skills. Sixty one rhythmic gymnastics judges participated in the study. A questionnaire was used for data collection. This tool was composed of 28 questions and divided into six categories: identification, experience, initial training, continuing education, skills and training needs. The results suggest that the most valued skills are those related to the sport's technical parameters and the ability to adapt to any level of competition with self-confidence and self-assuredness. Significant differences were found regarding the variables for: the ability to communicate (p = 0.002) and for the ability to observe, identify and register performance (p = 0.005). The results showed that experience was not a decisive factor in assessing skills. This study thus presents evidence that rhythmic gymnastics judges must implement and optimise a set of skills that contribute to the effectiveness of the assessment process. These findings might help in the design of programs and training models that contribute to effective professional development. PMID:24511360

  16. Potential disadvantages of using socially acquired information.

    PubMed Central

    Giraldeau, Luc-Alain; Valone, Thomas J; Templeton, Jennifer J

    2002-01-01

    The acquisition and use of socially acquired information is commonly assumed to be profitable. We challenge this assumption by exploring hypothetical scenarios where the use of such information either provides no benefit or can actually be costly. First, we show that the level of incompatibility between the acquisition of personal and socially acquired information will directly affect the extent to which the use of socially acquired information can be profitable. When these two sources of information cannot be acquired simultaneously, there may be no benefit to socially acquired information. Second, we assume that a solitary individual's behavioural decisions will be based on cues revealed by its own interactions with the environment. However, in many cases, for social animals the only socially acquired information available to individuals is the behavioural actions of others that expose their decisions, rather than the cues on which these decisions were based. We argue that in such a situation the use of socially acquired information can lead to informational cascades that sometimes result in sub-optimal behaviour. From this theory of informational cascades, we predict that when erroneous cascades are costly, individuals should pay attention only to socially generated cues and not behavioural decisions. We suggest three scenarios that might be examples of informational cascades in nature. PMID:12495513

  17. When words fail us: insights into language processing from developmental and acquired disorders.

    PubMed

    Bishop, Dorothy V M; Nation, Kate; Patterson, Karalyn

    2014-01-01

    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

  18. When words fail us: insights into language processing from developmental and acquired disorders

    PubMed Central

    Bishop, Dorothy V. M.; Nation, Kate; Patterson, Karalyn

    2014-01-01

    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

  19. Neural Modularity Helps Organisms Evolve to Learn New Skills without Forgetting Old Skills

    PubMed Central

    Ellefsen, Kai Olav; Mouret, Jean-Baptiste; Clune, Jeff

    2015-01-01

    A long-standing goal in artificial intelligence is creating agents that can learn a variety of different skills for different problems. In the artificial intelligence subfield of neural networks, a barrier to that goal is that when agents learn a new skill they typically do so by losing previously acquired skills, a problem called catastrophic forgetting. That occurs because, to learn the new task, neural learning algorithms change connections that encode previously acquired skills. How networks are organized critically affects their learning dynamics. In this paper, we test whether catastrophic forgetting can be reduced by evolving modular neural networks. Modularity intuitively should reduce learning interference between tasks by separating functionality into physically distinct modules in which learning can be selectively turned on or off. Modularity can further improve learning by having a reinforcement learning module separate from sensory processing modules, allowing learning to happen only in response to a positive or negative reward. In this paper, learning takes place via neuromodulation, which allows agents to selectively change the rate of learning for each neural connection based on environmental stimuli (e.g. to alter learning in specific locations based on the task at hand). To produce modularity, we evolve neural networks with a cost for neural connections. We show that this connection cost technique causes modularity, confirming a previous result, and that such sparsely connected, modular networks have higher overall performance because they learn new skills faster while retaining old skills more and because they have a separate reinforcement learning module. Our results suggest (1) that encouraging modularity in neural networks may help us overcome the long-standing barrier of networks that cannot learn new skills without forgetting old ones, and (2) that one benefit of the modularity ubiquitous in the brains of natural animals might be to

  20. Neural modularity helps organisms evolve to learn new skills without forgetting old skills.

    PubMed

    Ellefsen, Kai Olav; Mouret, Jean-Baptiste; Clune, Jeff

    2015-04-01

    A long-standing goal in artificial intelligence is creating agents that can learn a variety of different skills for different problems. In the artificial intelligence subfield of neural networks, a barrier to that goal is that when agents learn a new skill they typically do so by losing previously acquired skills, a problem called catastrophic forgetting. That occurs because, to learn the new task, neural learning algorithms change connections that encode previously acquired skills. How networks are organized critically affects their learning dynamics. In this paper, we test whether catastrophic forgetting can be reduced by evolving modular neural networks. Modularity intuitively should reduce learning interference between tasks by separating functionality into physically distinct modules in which learning can be selectively turned on or off. Modularity can further improve learning by having a reinforcement learning module separate from sensory processing modules, allowing learning to happen only in response to a positive or negative reward. In this paper, learning takes place via neuromodulation, which allows agents to selectively change the rate of learning for each neural connection based on environmental stimuli (e.g. to alter learning in specific locations based on the task at hand). To produce modularity, we evolve neural networks with a cost for neural connections. We show that this connection cost technique causes modularity, confirming a previous result, and that such sparsely connected, modular networks have higher overall performance because they learn new skills faster while retaining old skills more and because they have a separate reinforcement learning module. Our results suggest (1) that encouraging modularity in neural networks may help us overcome the long-standing barrier of networks that cannot learn new skills without forgetting old ones, and (2) that one benefit of the modularity ubiquitous in the brains of natural animals might be to

  1. Enabling performance skills: Assessment in engineering education

    NASA Astrophysics Data System (ADS)

    Ferrone, Jenny Kristina

    Current reform in engineering education is part of a national trend emphasizing student learning as well as accountability in instruction. Assessing student performance to demonstrate accountability has become a necessity in academia. In newly adopted criterion proposed by the Accreditation Board for Engineering and Technology (ABET), undergraduates are expected to demonstrate proficiency in outcomes considered essential for graduating engineers. The case study was designed as a formative evaluation of freshman engineering students to assess the perceived effectiveness of performance skills in a design laboratory environment. The mixed methodology used both quantitative and qualitative approaches to assess students' performance skills and congruency among the respondents, based on individual, team, and faculty perceptions of team effectiveness in three ABET areas: Communications Skills. Design Skills, and Teamwork. The findings of the research were used to address future use of the assessment tool and process. The results of the study found statistically significant differences in perceptions of Teamwork Skills (p < .05). When groups composed of students and professors were compared, professors were less likely to perceive student's teaming skills as effective. The study indicated the need to: (1) improve non-technical performance skills, such as teamwork, among freshman engineering students; (2) incorporate feedback into the learning process; (3) strengthen the assessment process with a follow-up plan that specifically targets performance skill deficiencies, and (4) integrate the assessment instrument and practice with ongoing curriculum development. The findings generated by this study provides engineering departments engaged in assessment activity, opportunity to reflect, refine, and develop their programs as it continues. It also extends research on ABET competencies of engineering students in an under-investigated topic of factors correlated with team

  2. Universal Skills and Competencies for Geoscientists

    NASA Astrophysics Data System (ADS)

    Mosher, S.

    2015-12-01

    Geoscience students worldwide face a changing future workforce, but all geoscience work has universal cross-cutting skills and competencies that are critical for success. A recent Geoscience Employers Workshop, and employers' input on the "Future of Undergraduate Geoscience Education" survey, identified three major areas. Geoscience work requires spatial and temporal (3D & 4D) thinking, understanding that the Earth is a system of interacting parts and processes, and geoscience reasoning and synthesis. Thus, students need to be able to solve problems in the context of an open and dynamic system, recognizing that most geoscience problems have no clear, unambiguous answers. Students must learn to manage uncertainty, work by analogy and inference, and make predations with limited data. Being able to visualize and solve problems in 3D, incorporate the element of time, and understand scale is critical. Additionally students must learn how to tackle problems using real data, including understand the problems' context, identify appropriate questions to ask, and determine how to proceed. Geoscience work requires integration of quantitative, technical, and computational skills and the ability to be intellectually flexible in applying skills to new situations. Students need experience using high-level math and computational methods to solve geoscience problems, including probability and statistics to understand risk. Increasingly important is the ability to use "Big Data", GIS, visualization and modeling tools. Employers also agree a strong field component in geoscience education is important. Success as a geoscientist also requires non-technical skills. Because most work environments involve working on projects with a diverse team, students need experience with project management in team settings, including goal setting, conflict resolution, time management and being both leader and follower. Written and verbal scientific communication, as well as public speaking and

  3. Optimal management of common acquired melanocytic nevi (moles): current perspectives

    PubMed Central

    Sardana, Kabir; Chakravarty, Payal; Goel, Khushbu

    2014-01-01

    Although common acquired melanocytic nevi are largely benign, they are probably one of the most common indications for cosmetic surgery encountered by dermatologists. With recent advances, noninvasive tools can largely determine the potential for malignancy, although they cannot supplant histology. Although surgical shave excision with its myriad modifications has been in vogue for decades, the lack of an adequate histological sample, the largely blind nature of the procedure, and the possibility of recurrence are persisting issues. Pigment-specific lasers were initially used in the Q-switched mode, which was based on the thermal relaxation time of the melanocyte (size 7 μm; 1 μsec), which is not the primary target in melanocytic nevus. The cluster of nevus cells (100 μm) probably lends itself to treatment with a millisecond laser rather than a nanosecond laser. Thus, normal mode pigment-specific lasers and pulsed ablative lasers (CO2/erbium [Er]:yttrium aluminum garnet [YAG]) are more suited to treat acquired melanocytic nevi. The complexities of treating this disorder can be overcome by following a structured approach by using lasers that achieve the appropriate depth to treat the three subtypes of nevi: junctional, compound, and dermal. Thus, junctional nevi respond to Q-switched/normal mode pigment lasers, where for the compound and dermal nevi, pulsed ablative laser (CO2/Er:YAG) may be needed. If surgical excision is employed, a wide margin and proper depth must be ensured, which is skill dependent. A lifelong follow-up for recurrence and melanoma is warranted in predisposed individuals, although melanoma is decidedly uncommon in most acquired melanocytic nevi, even though histological markers may be seen on evaluation. PMID:24672253

  4. Optimal management of common acquired melanocytic nevi (moles): current perspectives.

    PubMed

    Sardana, Kabir; Chakravarty, Payal; Goel, Khushbu

    2014-01-01

    Although common acquired melanocytic nevi are largely benign, they are probably one of the most common indications for cosmetic surgery encountered by dermatologists. With recent advances, noninvasive tools can largely determine the potential for malignancy, although they cannot supplant histology. Although surgical shave excision with its myriad modifications has been in vogue for decades, the lack of an adequate histological sample, the largely blind nature of the procedure, and the possibility of recurrence are persisting issues. Pigment-specific lasers were initially used in the Q-switched mode, which was based on the thermal relaxation time of the melanocyte (size 7 μm; 1 μsec), which is not the primary target in melanocytic nevus. The cluster of nevus cells (100 μm) probably lends itself to treatment with a millisecond laser rather than a nanosecond laser. Thus, normal mode pigment-specific lasers and pulsed ablative lasers (CO2/erbium [Er]:yttrium aluminum garnet [YAG]) are more suited to treat acquired melanocytic nevi. The complexities of treating this disorder can be overcome by following a structured approach by using lasers that achieve the appropriate depth to treat the three subtypes of nevi: junctional, compound, and dermal. Thus, junctional nevi respond to Q-switched/normal mode pigment lasers, where for the compound and dermal nevi, pulsed ablative laser (CO2/Er:YAG) may be needed. If surgical excision is employed, a wide margin and proper depth must be ensured, which is skill dependent. A lifelong follow-up for recurrence and melanoma is warranted in predisposed individuals, although melanoma is decidedly uncommon in most acquired melanocytic nevi, even though histological markers may be seen on evaluation. PMID:24672253

  5. A Tryout of Procedures for Developing a Technical Lexicon.

    ERIC Educational Resources Information Center

    Cronnell, Bruce; Rhode, Mary

    The Model 3 communication skills lexicon consists of three lists of words developed by the Southwest Regional Laboratory (SWRL) for use in communication skills instruction in K-6. This report documents the procedures used for developing a technical lexicon for subject areas in kindergarten and the elementary grades. To develop a music lexicon,…

  6. Stafford Technical Center: Designing a Future for Architects and Builders

    ERIC Educational Resources Information Center

    Lucci, William, Jr.

    2005-01-01

    The Engineering Technology Academy (ETA) program at Stafford Technical Center in Rutland, Vermont, offers benefits beyond the conventional high school learning experience. In September, at the beginning of the program, students learn the traditional skills of using tools, line weights and lettering. Once they develop these basic skills, students…

  7. Nontechnical skills in pediatric surgery: Factors influencing operative performance.

    PubMed

    Youngson, George G

    2016-02-01

    Technical competence is an essential aspect of intraoperative performance but is in itself insufficient to ensure an optimal surgical outcome. A list of other skills complement technical ability and these relate, among others, to surgical judgment and intraoperative decision-making processes as well as the role of the operating surgeon as leader of the surgical team. This article outlines the composite set of nontechnical skills (NTS) and the factors which influence surgical performance by virtue of this skill set. A framework has been developed to allow identification, teaching, and assessment of NTS known as Nontechnical Skills for Surgeons (NOTSS), and the relevance and influence of NOTSS during the intraoperative performance of pediatric surgery is presented. PMID:26644073

  8. Technical Mathematics.

    ERIC Educational Resources Information Center

    Flannery, Carol A.

    This manuscript provides information and problems for teaching mathematics to vocational education students. Problems reflect applications of mathematical concepts to specific technical areas. The materials are organized into six chapters. Chapter 1 covers basic arithmetic, including fractions, decimals, ratio and proportions, percentages, and…

  9. Chlordane (Technical)

    Integrated Risk Information System (IRIS)

    Chlordane ( Technical ) ; CASRN 12789 - 03 - 6 Human health assessment information on a chemical substance is included in the IRIS database only after a comprehensive review of toxicity data , as outlined in the IRIS assessment development process . Sections I ( Health Hazard Assessments for Noncarc

  10. Mechanical considerations and design skills.

    SciTech Connect

    Alvis, Robert L.

    2008-03-01

    The purpose of the report is to provide experienced-based insights into design processes that will benefit designers beginning their employment at Sandia National Laboratories or those assuming new design responsibilities. The main purpose of this document is to provide engineers with the practical aspects of system design. The material discussed here may not be new to some readers, but some of it was to me. Transforming an idea to a design to solve a problem is a skill, and skills are similar to history lessons. We gain these skills from experience, and many of us have not been fortunate enough to grow in an environment that provided the skills that we now need. I was fortunate to grow up on a farm where we had to learn how to maintain and operate several different kinds of engines and machines. If you are like me, my formal experience is partially based upon the two universities from which I graduated, where few practical applications of the technologies were taught. What was taught was mainly theoretical, and few instructors had practical experience to offer the students. I understand this, as students have their hands full just to learn the theoretical. The practical part was mainly left up to 'on the job experience'. However, I believe it is better to learn the practical applications early and apply them quickly 'on the job'. System design engineers need to know several technical things, both in and out of their field of expertise. An engineer is not expected to know everything, but he should know when to ask an expert for assistance. This 'expert' can be in any field, whether it is in analyses, drafting, machining, material properties, testing, etc. The best expert is a person who has practical experience in the area of needed information, and consulting with that individual can be the best and quickest way for one to learn. If the information provided here can improve your design skills and save one design from having a problem, save cost of development, or

  11. Ocular examination and diagnosis in patients with the acquired immunodeficiency syndrome.

    PubMed Central

    Gariano, R F; Rickman, L S; Freeman, W R

    1993-01-01

    Ocular involvement is seen frequently and is an important source of morbidity in patients with the acquired immunodeficiency syndrome. We outline here the general skills of physical diagnosis valuable to primary care physicians or infectious diseases specialists in recognizing and evaluating ocular complaints in patients infected with the human immunodeficiency virus. We provide an overview of common ocular diseases in these patients, with an emphasis on signs and symptoms that aid in the differential diagnosis. Images PMID:8384763

  12. Skills for a New Century. A Blueprint for Lifelong Learning.

    ERIC Educational Resources Information Center

    Office of the Vice President, Washington, DC.

    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…

  13. The PPB Systems Analyst: Skills and Training Requirements.

    ERIC Educational Resources Information Center

    Turnbull, Augustus B.

    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…

  14. Assessment of Inquiry Skills in the SAILS Project

    ERIC Educational Resources Information Center

    Harrison, Chris

    2014-01-01

    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…

  15. Enhancing EFL Learners' Writing Skill via Journal Writing

    ERIC Educational Resources Information Center

    Tuan, Luu Trong

    2010-01-01

    "Frequently accepted as being the last language skill to be acquired for native speakers of the language as well as for foreign/second language learners" (Hamp-Lyons and Heasly, 2006: 2), English writing, for a number of EFL learners, appears to be challenging. This paper sought to investigate if learners can grow out of the writing…

  16. Student Competencies Guide: Survival Skills for a Changing World.

    ERIC Educational Resources Information Center

    Northwest Regional Educational Lab., Portland, OR.

    This guide is designed to help junior and senior high school students acquire basic competencies in daily living. In addition to identifying 13 competencies, the guide explains how students can obtain certification in those skills by members of the community whose jobs require them to be proficient in them. The competencies include transacting…

  17. Thinking & Learning Skills: What Do We Expect of Students?

    ERIC Educational Resources Information Center

    Kendall, John S.; Ryan, Susan; Weeks, Sandra; Alpert, Alan; Schwols, Amitra; Moore, Laurie

    2008-01-01

    This descriptive study identifies the thinking and learning skills--such as good decision-making strategies and monitoring one's own learning progress--that students should acquire, as described in standards documents from state departments of education, from national subject-area organizations, and from organizations concerned about adequate…

  18. Neural Substrates of Cognitive Skill Learning in Parkinson's Disease

    ERIC Educational Resources Information Center

    Beauchamp, M. H.; Dagher, A.; Panisset, M.; Doyon, J.

    2008-01-01

    While cognitive skill learning is normally acquired implicitly through frontostrial circuitry in healthy individuals, neuroimaging studies suggest that patients with Parkinson's disease (PD) do so by activating alternate, intact brain areas associated with explicit memory processing. To further test this hypothesis, 10 patients with PD and 12…

  19. Towards an Integrated Model for Developing Sustainable Assessment Skills

    ERIC Educational Resources Information Center

    Fastre, Greet M. J.; van der Klink, Marcel R.; Sluijsmans, Dominique; van Merrienboer, Jeroen J. G.

    2013-01-01

    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…

  20. The Pace of Vocabulary Growth Helps Predict Later Vocabulary Skill

    ERIC Educational Resources Information Center

    Rowe, Meredith L.; Raudenbush, Stephen W.; Goldin-Meadow, Susan

    2012-01-01

    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],…

  1. 21st Century Skills and the Physics Classroom

    NASA Astrophysics Data System (ADS)

    Rigeman, Sally; Bruecken, Peter

    2009-11-01

    What content knowledge and skills will today's physics students need to acquire to be successful employees in the 21st century? How can today's physics classrooms prepare students for collaboration in a global work environment? What kind of instruction can engage physics students in learning that supports these demands? Attend this session to find out what motivates today's Net Generation.

  2. Accident Avoidance Skill Training and Performance Testing. Final Report.

    ERIC Educational Resources Information Center

    Hatterick, G. Richard; Barthurst, James R.

    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…

  3. Training Parents to Use Error Correction Skills: An Initial Evaluation

    ERIC Educational Resources Information Center

    McDermott, Shelley Mullen

    2012-01-01

    Schools today are faced with a growing number of students who fail to acquire basic early literacy skills. To effectively meet the needs of all students, schools must utilize strategies and interventions that are both effective and efficient. One strategy that schools may use to meet the needs of all students is implementation of a multi-tiered…

  4. Strategic Teaching: Fostering Communication Skills in Diverse Young Learners

    ERIC Educational Resources Information Center

    Chen, Jennifer J.; Shire, Suzanne H.

    2011-01-01

    Effective communication is essential for young children's academic and social competence. During the preschool years, children acquire the language and communication skills necessary to express their needs, thoughts, and feelings in social interactions, and they learn to respond appropriately to others. Through effective communication, they also…

  5. LSM II: Library Skills Module for English 132.

    ERIC Educational Resources Information Center

    Wright, Nancy Kirkpatrick

    The information and exercises provided in this learning module are designed to help English Composition II students at Yavapai College to acquire advanced library skills. The module contains three lessons. Lesson I, "Dictionaries, Various and Sundry Encyclopedias, and Handbooks," uses examples and exercises from fields such as foreign languages,…

  6. Acquiring local field potential information from amperometric neurochemical recordings

    PubMed Central

    Zhang, Hao; Lin, Shih-Chieh; Nicolelis, Miguel A.L.

    2009-01-01

    Simultaneous acquisition of in vivo electrophysiological and neurochemical information is essential for understanding how endogenous neurochemicals modulate the dynamics of brain activity. However, up to now such a task has rarely been accomplished due to the major technical challenge of operating two independent recording systems simultaneously in real-time. Here we propose a simpler solution for achieving this goal by using only a standard electrochemical technique - amperometry. To demonstrate its feasibility, we compared amperometric signals with simultaneously recorded local field potential (LFP) signals. We found that the high frequency component (HFC) of the amperometric signals did not reflect neurochemical fluctuations, but instead it resembled LFPs in several aspects, including: (1) coherent spectral fluctuations; (2) clear characterization of different brain states; (3) identical hippocampal theta depth profile. As such, our findings provide the first demonstration that both LFP and local neurochemical information can be simultaneously acquired from electrochemical sensors alone. PMID:19428527

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

    ERIC Educational Resources Information Center

    Prentice, Rebecca

    2012-01-01

    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…

  8. An Activity-Based Study on Providing Basic Knowledge and Skills of Measurement in Teaching

    ERIC Educational Resources Information Center

    Maral, Sahide; Oguz-Unver, Ayse; Yurumezoglu, Kemal

    2012-01-01

    Even though one of the prerequisites of inquiry-based science classes is acquiring measuring skills, there is not enough emphasis in the schools today on developing these skills. The current study, which has been designed with the thought that this situation may be caused by the fact that teachers do not have a sufficient level of measurement…

  9. The Extent of Skills Mismatch among Childhood Education Graduates of Princess Alia University College

    ERIC Educational Resources Information Center

    Nashash, Hyam M.

    2015-01-01

    This study is aimed at investigating the extent of skill mismatch between the skills the childhood education graduates at Al-Balqa Applied University--Princess Alia University College acquired during their studies and those demanded in the labor market. The descriptive survey design was adopted and the purposive sampling technique was employed to…

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

    ERIC Educational Resources Information Center

    Tricot, André; Sweller, John

    2014-01-01

    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…

  11. Teaching Functional Community Skills to Autistic Children Using Nonhandicapped Peer Tutors.

    ERIC Educational Resources Information Center

    Blew, Priscilla A.; And Others

    1985-01-01

    Two autistic children (8 and 5 years old) were paired with normal peers who, after pretraining sessions, taught community skills to the autistic children. Results demonstrated that no identified skills were acquired during baseline and modeling conditions. However, direct instruction of each child by a peer tutor resulted in learning and…

  12. Improving Early Reading Skills for Beginning Readers Using an Online Programme as Supplementary Instruction

    ERIC Educational Resources Information Center

    Tyler, Emily Jehanne; Hughes, John Carl; Beverley, Michael; Hastings, Richard Patrick

    2015-01-01

    Many children fail to acquire basic reading skills. The current evidence base for supplementary reading instruction indicates that explicit, systematic and intensive instruction in the early years for children considered to be "at-risk" of reading difficulties can have significant and preventative effects on reading skills. However,…

  13. College Curriculum Competencies and Skills Former Students Found Essential to Their Careers

    ERIC Educational Resources Information Center

    Zekeri, Andrew A.

    2004-01-01

    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,…

  14. Effective Basic Skills Instruction: The Case for Contextualized Developmental Math. Policy Brief 11-1

    ERIC Educational Resources Information Center

    Wiseley, W. Charles

    2011-01-01

    As the state emerges from another recession, jobs that remain and those opening require workers with higher-order skills most often acquired in postsecondary education. Increasing numbers of adults look to community colleges to learn those skills and to find a way out of a cycle of low paying, unstable jobs. Even workers with years of experience…

  15. Language Arts Mini-Lessons: Step-by-Step Skill-Builders for Your Classroom.

    ERIC Educational Resources Information Center

    Clemmons, Joan; Laase, Lois

    Using content to motivate students in grades 4-8 to acquire reading and writing skills, this book presents 13 mini-lessons on using literature to teach skills and strategies in reading, writing, and grammar. Each lesson covers at least 2, if not all 3 of these areas, and each lesson can easily take several days to cover. Each lesson presents the…

  16. Divergent Development of Gross Motor Skills in Children Who Are Blind or Sighted

    ERIC Educational Resources Information Center

    Brambring, Michael

    2006-01-01

    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…

  17. Divergent Development of Verbal Skills in Children Who Are Blind or Sighted

    ERIC Educational Resources Information Center

    Journal of Visual Impairment & Blindness, 2007

    2007-01-01

    This empirical study compared the average ages at which four children with congenital blindness acquired 29 verbal skills with given age norms for sighted children. The results indicated only small developmental delays in the acquisition of verbal skills in the four children, but a high degree of variability in developmental delays within and…

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

    ERIC Educational Resources Information Center

    Brambring, Michael

    2007-01-01

    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…

  19. Using a Brand Revitalization Project to Develop Students' Analytical and Creativity Skills

    ERIC Educational Resources Information Center

    Geissler, Gary L.

    2015-01-01

    The skillset that students acquire during college is not always well-aligned and/or well-developed relative to the skills needed to be successful in the business world. Employers have complained for many years that graduating students often lack adequate critical thinking and communication skills, in particular. In the marketing field (and other…

  20. Learning Paramedic Science Skills from a First Person Point of View

    ERIC Educational Resources Information Center

    Lynch, Kathy; Barr, Nigel; Oprescu, Florin

    2012-01-01

    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…