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Sample records for actual skill standard

  1. 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.…

  2. 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.…

  3. 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.

  4. 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…

  5. 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.…

  6. Construction Cluster Skills Standards.

    ERIC Educational Resources Information Center

    DePaul Univ., Chicago, IL. Built Environment Partnership.

    Twelve construction cluster skill standards and associated benchmarks were developed as part of a federally funded school-to-work initiative that included the following parties: the Chicago Public Schools; City Colleges of Chicago; and business, labor, and community organizations. The standards, which include core academic, generic workplace…

  7. State Skill Standards: Welding

    ERIC Educational Resources Information Center

    Pointer, Mike; Naylor, Randy; Warden, John; Senek, Gene; Shirley, Charles; Lefcourt, Lew; Munson, Justin; Johnson, Art

    2005-01-01

    The Department of Education has undertaken an ambitious effort to develop statewide occupational skill standards. The standards in this document are for welding programs and are designed to clearly state what the student should know and be able to do upon completion of an advanced high-school program. The writing team determined that any statewide…

  8. State Skill Standards: Metalworking

    ERIC Educational Resources Information Center

    Pointer, Mike; Naylor, Randy; Warden, John; Senek, Gene; Shirley, Charles; Lefcourt, Lew; Munson, Justin; Johnson, Art

    2005-01-01

    The Department of Education has undertaken an ambitious effort to develop statewide occupational skill standards. The standards in this document are for metalworking programs and are designed to clearly state what the student should know and be able to do upon completion of an advanced high-school program. The writing team determined that any…

  9. 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…

  10. Voluntary Skill Standards and Certification. Skill Standards: A Primer.

    ERIC Educational Resources Information Center

    Wills, Joan L.

    This document provides basic information about the establishment, mission, and principal tasks of the National Skill Standards Board (NSSB), which was established as a key part of Goals 2000 and charged with the responsibility of creating a national system of voluntary skill standards to be available for use by employers, workers, unions,…

  11. National Health Care Skill Standards.

    ERIC Educational Resources Information Center

    National Consortium on Health Science and Technology Education, Okemos, MI.

    This document presents the National Health Care Skill Standards, which were developed by the National Consortium on Health Science and Technology and West Ed Regional Research Laboratory, in partnership with educators and health care employers. The document begins with an overview of the purpose and benefits of skill standards. Presented next are…

  12. Automotive Technology Skill Standards

    ERIC Educational Resources Information Center

    Garrett, Tom; Asay, Don; Evans, Richard; Barbie, Bill; Herdener, John; Teague, Todd; Allen, Scott; Benshoof, James

    2009-01-01

    The standards in this document are for Automotive Technology programs and are designed to clearly state what the student should know and be able to do upon completion of an advanced high-school automotive program. Minimally, the student will complete a three-year program to achieve all standards. Although these exit-level standards are designed…

  13. Lead Abatement Worker Skill Standards.

    ERIC Educational Resources Information Center

    Laborers-AGC Education and Training Fund, Pomfret Center, CT.

    This document identifies skill standards for lead abatement in a manner that is easy to understand, useful, and meaningful to workers, educators, trainers, labor leaders, contractors, and project owners. To meet the needs of the various users of this document who will have a different application of the standards and seek different information,…

  14. 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.…

  15. Illinois Occupational Skill Standards: Metal Stamping Skills Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    These skill standards, developed through a consortium of educational and industry partners in Illinois, serve as guides to workforce preparation program providers to define content for their programs and to employers to establish the skills and standards necessary for job acquisition and performance. The skill standards include the following…

  16. Illinois Occupational Skill Standards: Medical Office Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    These skill standards, developed through a consortium of educational and industry partners in Illinois, serve as guides to workforce preparation program providers to define content for their programs and to employers to establish the skills and standards necessary for job acquisition and performance. The skill standards include the following…

  17. Illinois Occupational Skill Standards: Nursing Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    These skill standards, developed through a consortium of educational and industry partners in Illinois, serve as guides to workforce preparation program providers to define content for their programs and to employers to establish the skills and standards necessary for job acquisition and performance. The skill standards include the following…

  18. Illinois Occupational Skill Standards: Press Operations Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    These skill standards, developed through a consortium of educational and industry partners in Illinois, serve as guides to workforce preparation program providers to define content for their programs and to employers to establish the skills and standards necessary for job acquisition and performance. The skill standards include the following…

  19. Illinois Occupational Skill Standards: Landscape Technician Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    This document of skill standards for the landscape technician 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 19 occupational skill standards describe what people should know and be able to do in…

  20. Illinois Occupational Skill Standards: Nursing Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    These skill standards for the nursing cluster are intended to be 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. An introduction provides the Illinois perspective; Illinois Occupational Skill Standards and Credentialing…

  1. Illinois Occupational Skill Standards: Legal Office Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    This document of skill standards for the legal office 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 151 occupational skill standards describe what people should know and be able to do in an…

  2. Illinois Occupational Skill Standards: Foodservice Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    This document of skill standards for the food service 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 41 occupational skill standards describe what people should know and be able to do in an…

  3. Ohio's Resource Guide for Voluntary Skill Standards.

    ERIC Educational Resources Information Center

    Springfield-Clark Joint Vocational School, Springfield, OH.

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

  4. Skill Standards Publications. Fact Sheet #SS-4.

    ERIC Educational Resources Information Center

    Office of Vocational and Adult Education (ED), Washington, DC.

    This document provides extensive annotations for 11 skill standards publications available free from the U.S. Department of Education's Office of Vocational and Adult Education and the National Center for Research in Vocational Education. The following publications are annotated: "Applying the Standard: Using Industry Skill Standards to Improve…

  5. Business Financial Occupations: Skill Standards.

    ERIC Educational Resources Information Center

    Vocational Technical Education Consortium of States, Decatur, GA.

    This report organizes the information provided by 71 individuals in finance-related occupations in 11 states into skills inventories for persons in these jobs. The skills inventories contain the following sections: (1) occupation-specific knowledge (communication, mathematics, science); (2) workplace behaviors (work ethics, interpersonal…

  6. Business Management Occupations: Skill Standards.

    ERIC Educational Resources Information Center

    Vocational Technical Education Consortium of States, Decatur, GA.

    This report organizes the information provided by 77 individuals in business management occupations in 12 states into skills inventories for persons in these jobs. The skills inventories contain the following sections: (1) occupation-specific knowledge (communication, mathematics, science); (2) workplace behaviors (work ethics, interpersonal…

  7. Illinois Occupational Skill Standards: Surgical Technologist.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    This document, which is intended to serve as a guide for workforce preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment as surgical technologists. The document begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing, the…

  8. Illinois Occupational Skill Standards: Architectural Drafting Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    This document, which is intended as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the architectural drafting cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards and…

  9. Illinois Occupational Skill Standards: Mechanical Drafting Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    This document, which is intended as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the mechanical drafting cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards and…

  10. Illinois Occupational Skill Standards: Dental Hygienist.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    These Illinois skill standards for dental hygienists are intended to serve as a guide to workforce preparation program providers as they define content for their programs and to employers as they establish the skills and standards necessary for job acquisition. They could also serve as a mechanism for communication among education, business,…

  11. Illinois Occupational Skill Standards. Meeting Professional Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    This document, which is intended as a guide for workforce preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in the meeting professional occupational cluster. It begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing,…

  12. Illinois Occupational Skill Standards: Accounting Services Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    These Illinois skill standards for the accounting services cluster are intended to serve as a guide to workforce preparation program providers as they define content for their programs and to employers as they establish the skills and standards necessary for job acquisition. They could also serve as a mechanism for communication among education,…

  13. Illinois Occupational Skill Standards: Welding Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    These Illinois skill standards for the welding cluster are intended to serve as a guide to workforce preparation program providers as they define content for their programs and to employers as they establish the skills and standards necessary for job acquisition. They could also serve as a mechanism for communication among education, business,…

  14. Illinois Occupational Skill Standards: Dental Assistant.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    These Illinois skill standards for dental assistant are intended to serve as a guide to workforce preparation program providers as they define content for their programs and to employers as the establish the skills and standards necessary for job acquisition. They could also serve as a mechanism for communication among education, business,…

  15. Illinois Occupational Skill Standards: Banking Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    These Illinois skill standards for the banking cluster are intended to serve as a guide to workforce preparation program providers as they define content for their programs and to employers as they establish the skills and standards necessary for job acquisition. They could also serve as a mechanism for communication among education, business,…

  16. Illinois Occupational Skill Standards. Beef Production Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    This document, which is intended as a guide for workforce preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the beef production cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards and…

  17. Illinois Occupational Skill Standards: Swine Production Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    This document contains 52 Occupational Skill Standards for the swine production occupational cluster, as required for the state of Illinois. Skill Standards, which were developed by committees that included educators, business, industry, and labor, are intended to promote education and training investment and ensure that students and workers are…

  18. Illinois Occupational Skill Standards: Automotive Technician Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    This document, which is intended as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the automotive technician cluster. The document begins with overviews of the Illinois perspective on occupational skill standards and…

  19. Illinois Occupational Skill Standards: Insurance Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    This document contains 56 occupational skill standards for the insurance occupational cluster, as required for the state of Illinois. Skill standards, which were developed by committees that included educators and representatives from business, industry, and labor, are intended to promote education and training investment and ensure that students…

  20. Illinois Occupational Skill Standards: Housekeeping Management Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    This document contains 44 occupational skill standards for the housekeeping management occupational cluster, as required for the state of Illinois. Skill standards, which were developed by committees that included educators and representatives from business, industry, and labor, are intended to promote education and training investment and ensure…

  1. Skill Standards for Open Cut Pipe Laying.

    ERIC Educational Resources Information Center

    Laborers-AGC Education and Training Fund, Pomfret Center, CT.

    This document identifies skill standards for utility construction in a format that uses scenarios to provide a picture of the construction process under consideration. The scenarios provide a general description of the pipe laying and utility construction process. An introduction describes use and benefits of skill standards. Section 2 presents…

  2. Math: Basic Skills Content Standards

    ERIC Educational Resources Information Center

    CASAS - Comprehensive Adult Student Assessment Systems (NJ1), 2008

    2008-01-01

    This document presents content standards tables for math. [CASAS content standards tables are designed for educators at national, state and local levels to inform the alignment of content standards, instruction and assessment. The Content Standards along with the CASAS Competencies form the basis of the CASAS integrated assessment and curriculum…

  3. Project A.M.E.S. (Actualization of Mainstream Experience Skills). Volume I, 1979-80.

    ERIC Educational Resources Information Center

    Maurer, Steve, Ed.; And Others

    The document makes up volume I of a report on the philosophy and activities of Project AMES (Actualization of Mainstream Experience Skills), a model program for vocational training and independent living skills instruction for 34 moderately and severely retarded students (6 to 21 years old). Following an introductory chapter, Chapter 2 briefly…

  4. Administrative Support Occupations Skill Standards.

    ERIC Educational Resources Information Center

    Professional Secretaries International, Kansas City, MO.

    This document establishes a set of performance expectations based on current practices in administrative support occupations. It is designed to assist individuals, training providers, employers, management personnel, and professional organizations in matching knowledge, abilities, and interests to knowledge and skills required for success in…

  5. Illinois Occupational Skill Standards: Telecommunications Technician Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    This document, which is intended as a guide for workforce preparation program providers, details the Illinois Occupational Skill Standards for programs preparing students for employment in the telecommunications technician occupational cluster. The document begins with a brief overview of the Illinois perspective on occupational skills standards…

  6. Investigation and research on classification of productive skills (1)--Actual work and skills in the car manufacturing industry.

    PubMed

    Mori, K; Kikuchi, Y

    1992-12-01

    A survey was conducted at a site for production which is in the process of technological innovation to examine and clarify the trend in current productive skills. In August 1991, a questionnaire survey was given to skilled workers of a car manufacturing company. The number of valid responses was 1,215. The survey included 133 items in the following three areas: (1) nature of workers' productive skills, 40 items; (2) human functions and vocational ability necessary for the work, 60 items; and (3) working conditions, 33 items. The characteristics of the productive skills required in each division were compared and examined based on the final results of the survey. Clear characteristics were found which reflect the actual productive skills introduced into the factories and sections through technological innovation. The nature of the product manufactured at each factory and the actual skills which reflect the work done at the factories are clarified. The survey items used for this research have effectively clarified the characteristic of the productive skills. PMID:1340499

  7. 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…

  8. Skill Standards and Certification Issues.

    ERIC Educational Resources Information Center

    Leslie, Bruce

    America's more than 1,200 community, technical, and junior colleges constitute the largest branch of higher education in the country. Two-year colleges are subjected to rigorous institutional accreditation standards and procedures by regional accrediting bodies. At least 80% of their students are already in the workforce, and they serve the…

  9. Affective Education: A Teacher's Manual to Promote Student Self-Actualization and Human Relations Skills.

    ERIC Educational Resources Information Center

    Snyder, Thomas R.

    This teacher's manual presents affective education as a program to promote student self-actualization and human relations skills. Abraham Maslow's hierarchy of needs and Erik Erikson's life stages of psychosocial development form the conceptual base for this program. The goals and objectives of this manual are concerned with problem-solving…

  10. Cooperative Education Skill Standards Certificate Program.

    ERIC Educational Resources Information Center

    Wisconsin State Dept. of Public Instruction, Madison.

    This document is intended to serve as a resource for the implementation of Wisconsin's Cooperative Education Skill Standards Certificate Program. Following an introduction there is an overview of the program, school district eligibility requirements, local partner responsibilities, and factors that may present barriers to program implementation. A…

  11. State Skill Standards: Housing and Interior Design

    ERIC Educational Resources Information Center

    Nevada Department of Education, 2008

    2008-01-01

    Meeting the Housing and Interior Design Standards will provide students with skills for personal family life and towards becoming a professional in the interior design field. The mission of Housing and Interior Design education is to prepare students for family life, work life, and careers in the fashion industry by creating opportunities to…

  12. Illinois Occupational Skill Standards: Plastics Molding Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    This document, which is intended to serve as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in jobs in the plastics molding industry. Agency partners involved in this project include: the Illinois State Board of Education, Illinois Community…

  13. Performance Assessment of Counseling Skills Based on Specific Theories: Acquisition, Retention and Transfer to Actual Counseling Sessions

    ERIC Educational Resources Information Center

    Schaefle, Scott; Smaby, Marlowe H.; Packman, Jill; Maddux, Cleborne D.

    2007-01-01

    The purposes of the present study were to determine if (a) students trained to demonstrate specific skills learn these skills and transfer them to actual counseling sessions; (b) mastery of counseling skills differs by students' adherence to one of four general counseling theories; (c) mastery of counseling skills is related to counseling goal…

  14. National photonics skills standards for technicians

    NASA Astrophysics Data System (ADS)

    Hull, Darrell M.

    1995-10-01

    Photonics is defined as the generation, manipulation, transport, detection, and use of light information and energy whose quantum unit is the photon. The range of applications of phonics extends from energy generation to detection to communication and information processing. Photonics is at the heart of today's communication systems, from the laser that generates the digital information transported along a fiber- optic cable to the detector that decodes the information. Whether the transmitted information is a phone call from across the street or across the globe, photonics brings it to you. Where your health is concerned, photonics allows physicians to do minimally invasive surgery using fiber-optic endoscopes and lasers. Researches using spectroscopy and microscopy are pushing the frontiers of biotechnology in activities as widespread as diagnosing disease and probing the mysteries of the genetic code. Advanced sensing and imaging techniques monitor the environment, gathering data on crops and forests, analyzing the ocean's currents and contents, and probing the atmosphere of pollutants. Transportation needs are being impacted by photonic sensors and laser rangefinders that will soon monitor and control the traffic on our nation's highways. In our factories, photonics provides machine vision systems that give a level of quality control human inspectors could never achieve. In manufacturing, lasers are replacing a variety of cutting, welding, and marking techniques, while imaging systems teamed with neural networks are producing intelligent robots. In short, photonics is paving our way into the new millennium. The skill standard is intended to define the knowledge and capabilities - the skills - that workers in the phonics industry need. Phonics will be one of the primary battlefields of the world economic conflict, and it is imperative that U.S. photonics technicians be skilled enough to allow the United States to remain competitive in a global marketplace. The

  15. Illinois Occupational Skill Standards: Greenhouse/Nursery Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    This document of skill standards for the greenhouse/nursery 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 23 occupational skill standards describe what people should know and be able to do in an…

  16. Illinois Occupational Skill Standards: Retail Garden Center Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    These skill standards, developed through a consortium of educational and industry partners in Illinois, serve as guides to workforce preparation program providers to define content for their programs and to employers to establish the skills and standards necessary for job acquisition and performance. The skill standards include the following…

  17. Analysis of Non-Standard Lightning Impulse Voltage for Actual Substation and Generation Circuit

    NASA Astrophysics Data System (ADS)

    Okabe, Shigemitsu; Koutou, Masanori; Yuasa, Sadayuki; Suzuki, Toshiyuki; Rokunohe, Toshiaki; Yamagiwa, Tokio

    Evaluation of lightning surge waveforms that actually enter into substations is important when investigating the test voltage of electric power equipment. The standard lightning impulse waveform (1.2/50μs) is used for factory tests. However, the actual lightning surge waveforms in actual substations are complex waveforms in which various different oscillations are superimposed. Investigation of insulation characteristics of equipment against the complex waveforms and the standard one has significant importance. We analyzed these waveforms entering actual substations with respect to the insulation characteristics of gas insulated switchigear (GIS). From the results, we defined four types of non-standard lightning impulse waveforms. Then non-standard lightning impulse voltage is generated by an equipment circuit which is consisted of an impulse generator (IG), R, L and C is analyzed with EMTP. Voltage time characteristics were evaluated from the obtained impulse voltages.

  18. State Skill Standards: Fashion, Textiles and Design

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  19. Illinois Occupational Skill Standards: Industrial Maintenance General Maintenance Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    These skill standards for the industrial maintenance general maintenance cluster are intended to be 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. An introduction provides the Illinois perspective; Illinois Occupational…

  20. Illinois Occupational Skill Standards: Information Technology End User Applications Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    These skill standards for the information technology end user applications cluster are intended to be 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. An introduction provides the Illinois perspective; Illinois…

  1. Illinois Occupational Skill Standards: Entry-Level Truck Driver.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    This document, which is intended to serve as a guide for workforce preparation program providers, details the Illinois Occupational Skill Standards for programs preparing students for employment as entry-level truck drivers. The document begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing, the…

  2. 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…

  3. Illinois Occupational Skill Standards: Agricultural Laboratory and Field Technician Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    These Illinois skill standards for the agricultural laboratory and field technician cluster are intended to serve as a guide to workforce preparation program providers as they define content for their programs and to employers as they establish the skills and standards necessary for job acquisition. They could also serve as a mechanism for…

  4. 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…

  5. Illinois Occupational Skill Standards: Clinical Laboratory Science/Biotechnology Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    This document, which is intended to serve as a guide for workforce preparation program providers, details the Illinois Occupational Skill Standards for clinical laboratory occupations programs. The document begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing, the process used to develop the…

  6. Illinois Occupational Skill Standards: Agricultural Machinery Service Technician.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    These Illinois skill standards for agriculture machinery service technician are intended to serve as a guide to workforce preparation program providers as they define content for their programs and to employers as they establish the skills and standards necessary for job acquisition. They could also serve as a mechanism for communication among…

  7. State Skill Standards: Foods and Nutrition

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  8. Skill Standards Systems in Selected Countries. Volume IV.

    ERIC Educational Resources Information Center

    Institute for Educational Leadership, Washington, DC.

    This report is designed as a companion to a three-volume report that describes how education and industry skill standards systems operate in the United States. It provides an overview of international efforts to develop processes and systems to "harmonize" the recognition of an individual's competencies and skills across national boundaries.…

  9. Agricultural Biotechnology Technician. National Voluntary Occupational Skill Standards.

    ERIC Educational Resources Information Center

    National Future Farmers of America Foundation, Madison, WI.

    The skill standards in this document were developed as a result of meetings between representatives of the agricultural industry and educational institutions to determine the skills and educational preparation required of an agricultural biotechnology technician, verified by technicians working in laboratories, greenhouses, animal facilities, and…

  10. Illinois Occupational Skill Standards: Finishing and Distribution Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    This document, which is intended as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the finishing and distribution cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards…

  11. The Assessment of Interpersonal Skills Using Standardized Patients.

    ERIC Educational Resources Information Center

    Schnabl, Gail K.; And Others

    1991-01-01

    A multistation clinical examination using standardized patients was used over 4 years to assess the interpersonal skills of 346 fourth year medical students, 51 internal medicine residents, and 71 foreign medical graduates seeking admission to graduate study. Results indicate that a reliable assessment of interpersonal skills can be achieved this…

  12. Skill Standards: The Value for Industry and Instruction.

    ERIC Educational Resources Information Center

    Wills, Joan L.

    In many countries throughout the world, efforts to articulate the knowledge, skills, and abilities required of workers have translated into the development of organizations with the specific charter to establish industry-based skill standards with attendant new and/or expanded forms of certification of competencies. The new emphasis on skill…

  13. Illinois Occupational Skill Standards. Collision Repair Technician Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    This document, which is intended as a guide for workforce preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in occupations in the (vehicle) collision repair technician cluster. It begins with a brief overview of the Illinois perspective on occupational skill standards…

  14. 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…

  15. A Comparison of Student Perceptions of Their Computer Skills to Their Actual Abilities

    ERIC Educational Resources Information Center

    Grant, Donna M.; Malloy, Alisha D.; Murphy, Marianne C.

    2009-01-01

    In this technology intensive society, most students are required to be proficient in computer skills to compete in today's global job market. These computer skills usually consist of basic to advanced knowledge in word processing, presentation, and spreadsheet applications. In many U.S. states, students are required to demonstrate computer…

  16. State Skill Standards: Heating, Ventilation, Air Conditioning, and Refrigeration

    ERIC Educational Resources Information Center

    Ball, Larry; Soukup, Dennis

    2006-01-01

    The Department of Education has undertaken an ambitious effort to develop statewide career and technical education skill standards. The standards in this document are for Heating, Ventilation, Air Conditioning and Refrigeration (HVAC&R) programs and are designed to clearly state what the student should know and be able to do upon completion of an…

  17. Raising the Standard. Electronics Technician Skills for Today and Tomorrow.

    ERIC Educational Resources Information Center

    Electronic Industries Foundation, Washington, DC.

    This manual identifies the standard skills required of a work-ready, entry-level electronics technician. It provides a valuable resource for these groups: students considering careers as electronics technicians; for counselors, educators, and administrators; and for employers. An introduction discusses use of the standards and includes two lists…

  18. Understanding the Skills in the Common Core State Standards

    ERIC Educational Resources Information Center

    Blosveren, Kate

    2012-01-01

    As defined on the Common Core State Standards (CCSS) website, "the Common Core State Standards provide a consistent, clear understanding of what students are expected to learn... reflecting the "knowledge" and "skills" that our young people need for success in college and careers." While the "knowledge" defined within the CCSS is apparent--the…

  19. State Skill Standards: Digital Video & Broadcast Production

    ERIC Educational Resources Information Center

    Bullard, Susan; Tanner, Robin; Reedy, Brian; Grabavoi, Daphne; Ertman, James; Olson, Mark; Vaughan, Karen; Espinola, Ron

    2007-01-01

    The standards in this document are for digital video and broadcast production 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. Digital Video and Broadcast Production is a program that consists of the initial fundamentals and sequential courses that prepare…

  20. Skill Standards for Information Technology. Millennium Edition. Building a Foundation for Tomorrow.

    ERIC Educational Resources Information Center

    NorthWest Center for Emerging Technologies, Bellevue, WA.

    This document presents skill standards for technology occupations. An overview describes national context, changes in the updated "Millennium Edition" of the skill standards, trends in information technology, and curriculum informed by skill standards. Skill standards are presented for eight career clusters in information technology (i.e.,…

  1. ASK Standards: Assessment, Skills, and Knowledge Content Standards for Student Affairs Practitioners and Scholars

    ERIC Educational Resources Information Center

    ACPA College Student Educators International, 2011

    2011-01-01

    The Assessment Skills and Knowledge (ASK) standards seek to articulate the areas of content knowledge, skill and dispositions that student affairs professionals need in order to perform as practitioner-scholars to assess the degree to which students are mastering the learning and development outcomes the professionals intend. Consistent with…

  2. Guidelines for Implementing State Skill Standards Certificate Program in Construction.

    ERIC Educational Resources Information Center

    Wisconsin State Dept. of Workforce Development, Madison.

    This packet contains guidelines, a student competency checklist, and student evaluation sheet for use in a Wisconsin school-to-work state skill standards certificate program in construction. The guidelines provide a planning resource for implementing the program, which was created in partnership with unions, employers, the state Department of…

  3. Illinois Occupational Skill Standards: HVAC/R Technician Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    This document, which is intended to serve as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in jobs in the heating, ventilation, air conditioning, and refrigeration (HVAC/R) industry. Agency partners involved in this project include: the…

  4. Profiles of the National Industry Skills Standards Projects.

    ERIC Educational Resources Information Center

    Rahn, Mikala L., Comp.

    In an effort to develop a more uniform and comprehensive system of national skill standards, the U.S. Departments of Education and Labor have awarded grants to 22 technical committees, composed of representatives from business, labor, and education, in a variety of industries and occupations. These projects will begin proposing national standards…

  5. Illinois Occupational Skill Standards: Agricultural Sales and Marketing Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

    This document, which is intended to serve as a guide for work force preparation program providers, details the Illinois occupational skill standards for programs preparing students for employment in jobs in agricultural sales and marketing. Agency partners involved in this project include: the Illinois State Board of Education, Illinois Community…

  6. The Community Support Skill Standards: Tools for Managing Change and Achieving Outcomes. Skill Standards for Direct Service Workers in the Human Services.

    ERIC Educational Resources Information Center

    Taylor, Marianne, Ed.; And Others

    This document presents national voluntary skill standards for direct service practitioners working with individuals with and without disabilities, called Community Support Human Service Practitioners (CSHSP). A rationale for such standards is presented. The skill standards are then presented, organized around 12 broad, functional themes of human…

  7. 34 CFR 106.43 - Standards for measuring skill or progress in physical education classes.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 34 Education 1 2012-07-01 2012-07-01 false Standards for measuring skill or progress in physical... Education Programs or Activities Prohibited § 106.43 Standards for measuring skill or progress in physical education classes. If use of a single standard of measuring skill or progress in physical education...

  8. 34 CFR 106.43 - Standards for measuring skill or progress in physical education classes.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 34 Education 1 2013-07-01 2013-07-01 false Standards for measuring skill or progress in physical... Education Programs or Activities Prohibited § 106.43 Standards for measuring skill or progress in physical education classes. If use of a single standard of measuring skill or progress in physical education...

  9. 34 CFR 106.43 - Standards for measuring skill or progress in physical education classes.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 34 Education 1 2011-07-01 2011-07-01 false Standards for measuring skill or progress in physical... Education Programs or Activities Prohibited § 106.43 Standards for measuring skill or progress in physical education classes. If use of a single standard of measuring skill or progress in physical education...

  10. 34 CFR 106.43 - Standards for measuring skill or progress in physical education classes.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 34 Education 1 2014-07-01 2014-07-01 false Standards for measuring skill or progress in physical... Education Programs or Activities Prohibited § 106.43 Standards for measuring skill or progress in physical education classes. If use of a single standard of measuring skill or progress in physical education...

  11. 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…

  12. An Introduction to the Use of Skill Standards and Certifications in WIA Programs, 2002.

    ERIC Educational Resources Information Center

    Spill, Rick

    This report focuses on the use of nationally recognized, industry-based skill standards and occupational certifications that promote certificate portability, skill transferability, worker mobility, and education and training consistency within and across states and nationwide. Chapters 1, 2, and 3 define what is meant by skill standards and…

  13. Setting Standards on the Core and Advanced iSkills[TM] Assessments. Research Memorandum

    ERIC Educational Resources Information Center

    Tannenbaum, Richard J.; Katz, Irvin R.

    2008-01-01

    This report documents a standard-setting study to determine recommended minimum scores (cut scores) needed on the Core and Advanced iSkills[TM] assessments for examinees to be considered at a foundational level of ICT literacy skill. Two foundational levels--one for each iSkills assessment--had been specified previously by the National ICT…

  14. Estimating actual, potential, reference crop and pan evaporation using standard meteorological data: a pragmatic synthesis

    NASA Astrophysics Data System (ADS)

    McMahon, T. A.; Peel, M. C.; Lowe, L.; Srikanthan, R.; McVicar, T. R.

    2013-04-01

    This guide to estimating daily and monthly actual, potential, reference crop and pan evaporation covers topics that are of interest to researchers, consulting hydrologists and practicing engineers. Topics include estimating actual evaporation from deep lakes and from farm dams and for catchment water balance studies, estimating potential evaporation as input to rainfall-runoff models, and reference crop evapotranspiration for small irrigation areas, and for irrigation within large irrigation districts. Inspiration for this guide arose in response to the authors' experiences in reviewing research papers and consulting reports where estimation of the actual evaporation component in catchment and water balance studies was often inadequately handled. Practical guides using consistent terminology that cover both theory and practice are not readily available. Here we provide such a guide, which is divided into three parts. The first part provides background theory and an outline of the conceptual models of potential evaporation of Penman, Penman-Monteith and Priestley-Taylor, as well as discussions of reference crop evapotranspiration and Class-A pan evaporation. The last two sub-sections in this first part include techniques to estimate actual evaporation from (i) open-surface water and (ii) landscapes and catchments (Morton and the advection-aridity models). The second part addresses topics confronting a practicing hydrologist, e.g. estimating actual evaporation for deep lakes, shallow lakes and farm dams, lakes covered with vegetation, catchments, irrigation areas and bare soil. The third part addresses six related issues: (i) automatic (hard wired) calculation of evaporation estimates in commercial weather stations, (ii) evaporation estimates without wind data, (iii) at-site meteorological data, (iv) dealing with evaporation in a climate change environment, (v) 24 h versus day-light hour estimation of meteorological variables, and (vi) uncertainty in evaporation

  15. 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…

  16. Skill Standards and Certification Project. Final Detailed Report. Year Two.

    ERIC Educational Resources Information Center

    North Lake Coll., Irving, TX.

    This document reports on the second year of a project conducted to design a seamless training application model for infusing workplace skills into academic and occupational programs at the secondary, postsecondary, and apprenticeship level using the components of SCANS (Secretary's Commission on Achieving Necessary Skills). For this pilot project,…

  17. National Skill Standards for Advanced High Performance Manufacturing. Version 2.1.

    ERIC Educational Resources Information Center

    National Coalition for Advanced Manufacturing, Washington, DC.

    This document presents and discusses the national skill standards for advanced high-performance manufacturing that were developed during a project that was commissioned by the U.S. Department of Education. The introduction explains the need for national skill standards. Discussed in the next three sections are the following: benefits of national…

  18. Hazardous Materials Management Technology Programs. National Voluntary Skills Standard. Implementation Guide.

    ERIC Educational Resources Information Center

    Center for Occupational Research and Development, Inc., Waco, TX.

    This implementation guide is intended to help educators use the Skills Standard for Hazardous Materials Management Technology (HMMT). It begins with a description of HMMT and a summary of the 13 job functions of the standard. Within each job function are supporting skills and knowledge that an HMMT worker must possess to be able to accomplish the…

  19. Getting Started on Assessment: Developing a Voluntary System of Assessment and Certification Based on Skill Standards.

    ERIC Educational Resources Information Center

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

    This manual provides practical advice for voluntary partnerships that, since 1994, are part of the effort to build a voluntary national system of skill standards, assessment, and certification. Intended to be used with guidance from the National Skill Standards Board, it is designed for the voluntary partnerships that have completed the standards…

  20. Communication Skills in Standardized-Patient Assessment of Final-Year Medical Students: A Psychometric Study

    ERIC Educational Resources Information Center

    Guiton, Gretchen; Hodgson, Carol S.; Delandshere, Ginett; Wilkerson, Luann

    2004-01-01

    The purpose of this study is to investigate the content-specificity of communication skills. It investigates the reliability and dimensionality of standardized patient (SP) ratings of communication skills in an Objective Structured Clinical Examination(OSCE) for final year medical students. An OSCE consisting of seven standardized patient(SP)…

  1. Pressure standards and sensors up to 3 GPa, actual state and development trends

    NASA Astrophysics Data System (ADS)

    Wisniewski, Roland; Molinar, Gianfranco

    1999-04-01

    Metrological problems connected with pressure standards and sensors up to 3 GPa as an introduction to the pressure measurements in the so-called “GIGAPASCAL REGION”, 1-100 GPa, are discussed. Re-examination of Bi I-Bi II phase transition pressure as a fixed point of the International Practical Pressure Scale and correction of the NaCl Pressure Scale is proposed. Well-established sensors as candidates for secondary pressure standards up to 3 GPa are briefly presented.

  2. KCTCS Kentucky Manufacturing Skill Standards Assessment Center/Assessment Provider Application.

    ERIC Educational Resources Information Center

    Kentucky Community and Technical Coll. System, Lexington.

    This document describes the Kentucky Manufacturing Skill Standards (KMSS) development process. The Manufacturing Standards project is divided into three phases: standards, assessment, and curriculum. The vision of this project is to identify a standards-driven assessment process and determine the level of competency and understanding. This data…

  3. Heating, Air-Conditioning, and Refrigeration Technician. National Skill Standards.

    ERIC Educational Resources Information Center

    Vocational Technical Education Consortium of States, Decatur, GA.

    This guide contains information on the knowledge and skills identified by industry as essential to the job performance of heating, air-conditioning, and refrigeration technicians. It is intended to assist training providers in public and private institutions, as well as in industry, to develop and implement training that will provide workers with…

  4. Using Real-World Standards to Enhance Students' Presentation Skills

    ERIC Educational Resources Information Center

    Pittenger, Khushwant K. S.; Miller, Mary C.; Mott, Joshua

    2004-01-01

    In countless surveys, employers, graduate students, academicians, and others continue to list oral and written communication among the most critical skills needed by business students today (Hynes & Bhatia, 1996; Maes, Weldy, & Icenogle, 1997; Plutsky, 1996; Wardrope, 2002). The Association to Advance Collegiate Schools of Business (AACSB)…

  5. Setting New Standards for Skills in the Workplace.

    ERIC Educational Resources Information Center

    Brand, Horst

    1990-01-01

    Reviews the third report about the plight of the U.S. workforce. "America's Choice: High Skills or Low Wages" deals with workers without a college education and non-college bound youth, a group called frontline workers who are ill equipped to meet employers' needs and ill prepared for the rapidly approaching high technology, service-oriented…

  6. Effects of Teaching Self-Determination Skills Using the Common Core State Standards

    ERIC Educational Resources Information Center

    Bartholomew, Audrey; Test, David W.; Cooke, Nancy L.; Cease-Cook, Jennifer

    2015-01-01

    Research has indicated students can learn both transition planning and a wide variety of academic skills; however, due to recent legislation and the widely adopted Common Core State Standards, transition planning skills are sometimes being de-emphasized in favor of academic instruction. This study used a multiple probe across participants design…

  7. Tech Prep Information Technology Skill Standards-Based Curriculum. Building a Foundation for Tomorrow.

    ERIC Educational Resources Information Center

    Bellevue Community Coll., WA. Northeast Tech Prep Consortium.

    This guidebook provides the elements of curriculum that will help educators prepare students for careers in the field of information technology (IT). The introduction addresses national context, skill standards development, and educational response to the skills gap. The high school core IT curriculum is then presented, including: (1) project…

  8. Hospitality and Tourism Education Skill Standards: Grade 12

    ERIC Educational Resources Information Center

    Underwood, Ryan; Spann, Lynda; Erickson, Karin; Povilaitis, Judy; Menditto, Louis; Jones, Terri; Sario, Vivienne; Verbeck, Kimberlee; Jacobi, Katherine; Michnal, Kenneth; Shelton-Meader, Sheree; Richens, Greg; Jones, Karin Erickson; Tighe, Denise; Wilhelm, Lee; Scott, Melissa

    2010-01-01

    The standards in this document are for Hospitality and Tourism 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. Minimally, the student will complete a two-year program to achieve all standards. The Hospitality and Tourism Standards Writing Team followed…

  9. Using Standardized Patients in Nursing Education: Effects on Students' Psychomotor Skill Development.

    PubMed

    Sarmasoglu, Senay; Dinç, Leyla; Elçin, Melih

    2016-01-01

    The present study used a quasi-experimental design to examine the effects of using standardized patients for the psychomotor skills development of nursing students. The performance of the experimental group in blood pressure measurement was significantly higher than that of the control group; however, there was no significant difference between the groups with regard to their administration of subcutaneous injections. The results indicated that standardized patients can be integrated into nursing education for developing psychomotor skills of students. PMID:26102639

  10. Standardized Patient Teaching: A Modality for Teaching Interviewing Skills.

    ERIC Educational Resources Information Center

    Konkle-Parker, Deborah J.; Cramer, Carl K.; Hamill, Cheryl

    2002-01-01

    Health care providers were trained using standardized patients (individuals acting as patients) to conduct AIDS risk assessment and posttest counseling. Evaluations involving over 500 participants determined it was an effective technique; however, participants in group formats experienced discomfort. (SK)

  11. Analysis of the Integration of Skill Standards into Community College Curriculum

    ERIC Educational Resources Information Center

    Aragon, Steven R.; Woo, Hui-Jeong; Marvel, Matthew R.

    2004-01-01

    The utilization of skill standards in the curriculum development process has become an increasingly prominent aspect of the reform movement in career and technical education over the past 10 years. Standards are seen as a way to achieve better accountability within Career and Technical Education (CTE) systems, and improve their quality as well as…

  12. Making Joint Commitments. Roles of Schools, Employers, and Students in Implementing National Skill Standards. Final Report.

    ERIC Educational Resources Information Center

    Haimson, Joshua; Hulsey, Lara

    Six of the first vocational education (VE) programs to adopt new voluntary national skill standards were studied to identify the opportunities and challenges faced by VE programs adopting the new standards. The VE programs studied were located in high schools in seven cities: Chalmette and Walker, Louisiana; Chicago, Illinois; L'Anse Creuse,…

  13. Acting as Standardized Patients Enhances Family Medicine Residents' Self-Reported Skills in Palliative Care

    ERIC Educational Resources Information Center

    Sittikariyakul, Pat; Jaturapatporn, Darin; Kirshen, A. J.

    2015-01-01

    Recent publications have confirmed the use of standardized patients (SPs) in improving clinical skills and enhancing competency. Little research has studied the benefits residents may themselves gain in palliative care playing the role of SPs. Nineteen Family Medicine residents were recruited as standardized patients (FMR-SPs) for a mandatory…

  14. Development of Skill Standards and a Tailor-made Education System in TOSHIBA

    NASA Astrophysics Data System (ADS)

    Harashima, Shuji

    Software development for embedded systems such as cellular phone and digital TV systems has become larger in scale while development times have become shorter. More over, the necessary technologies are required to respond more rapidly in line with movements in the sales climate for these products. In such a business environment, skill enhancement for software engineers is highly important. In this paper, we explain a tailor-made education system based on skill standards.

  15. 34 CFR 106.43 - Standards for measuring skill or progress in physical education classes.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 34 Education 1 2010-07-01 2010-07-01 false Standards for measuring skill or progress in physical education classes. 106.43 Section 106.43 Education Regulations of the Offices of the Department of Education OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF SEX IN...

  16. Crosswalk Analysis of Deeper Learning Skills to Common Core State Standards

    ERIC Educational Resources Information Center

    Conley, David T.

    2011-01-01

    The Educational Policy Improvement Center (EPIC) conducted a crosswalk between the Deeper Learning Skills (DLS) and the Common Core State Standards (CCSS). The purpose of the crosswalk was to understand the ways in which strategies for deeper learning relate to the CCSS. This comparison was not solely or simply an alignment study, although some…

  17. Small-Group Standardized Patient Encounter Improves Athletic Training Students' Psychosocial Intervention and Referral Skills

    ERIC Educational Resources Information Center

    Walker, Stacy E.; Weidner, Thomas G.; Thrasher, Ashley B.

    2016-01-01

    Context: Athletic trainers provide psychological support, counseling, intervention, and referral to patients during clinical practice. However, students are rarely exposed to real-life opportunities to develop these skills. Objective: To determine if a small-group standardized patient (SP) encounter improved athletic training students'…

  18. Skills for Successful 21st Century School Leaders: Standards for Peak Performers.

    ERIC Educational Resources Information Center

    Hoyle, John R.; English, Fenwick W.; Steffy, Betty E.

    This guide presents a description of the standards and related skills school leaders must master and apply. Since every school leader needs a well-defined philosophy to make decisions, the guide emphasizes philosophical, performance, and ethical dimensions of school leadership. The book's 10 chapters address such issues as visionary leadership,…

  19. Language Arts Basic Skills; Middle/Junior High. Instructional Mini-Packet, Writing Standards.

    ERIC Educational Resources Information Center

    Meehan, Anna, Comp.

    Produced in response to a school board's directive to develop a plan for implementing a standardized curriculum in the basic subjects on a district-wide basis, this instructional guide is intended for teachers of a course in language arts basic skills for middle school and junior high school students. The guide contains preparatory sheets,…

  20. Standardizing the Pre-Licensure Supervision Process: A Commentary on Advocating for Direct Observation of Skills

    ERIC Educational Resources Information Center

    Gray, Neal D.; Erickson, Paul

    2013-01-01

    The present paper advocates for standardized regulations and laws for supervision of pre-licensed counselors in the United States, particularly for direct observation of clinical skills. A review of regulations by the American Counseling Association (ACA) Office of Professional Affairs (2012) reveals that only two states (Arizona and North…

  1. The Impact of a Standardized Patient Program on Student Learning of Communication Skills

    PubMed Central

    Tieu, Phuong; Myers, Lindsay; Galal, Suzanne; Chung, Valerie

    2009-01-01

    Objective Determine the quantitative and qualitative value of a lecture-laboratory course with standardized patients on student communication skills. Methods A blinded retrospective analysis was conducted on the counseling tapes of 127 students who took a lecture-laboratory course with standardized patients. A Communication Skills Assessment Form (CSAF) was used to evaluate baseline, midpoint and final tapes. Descriptive statistics and repeated measures analysis of variance were used to compare tapes. Students and standardized patients completed written survey instruments evaluating the laboratory at the end of the semester. Results Students had significant and progressively higher scores on the assessment across baseline, midpoint and final time points (p ≤ 0.001). Students had significantly higher final assessment scores across all subsections than at baseline (p ≤ 0.01). Students and standardized patients were favorable towards the laboratories and made useful recommendations. Conclusions A lecture-laboratory course with standardized patients had a significant impact on student communication skills across time and was well received by students and standardized patients. PMID:19513141

  2. The Role of National Industry-Based Skill Standards in the Development, Implementation, and Assessment of Community College Curriculum

    ERIC Educational Resources Information Center

    Aragon, Steven R.; Woo, Hui-Jeong; Marvel, Matthew R.

    2005-01-01

    Using a descriptive survey design, a nationally representative sample of community college career and technical deans were asked to complete a questionnaire that assessed awareness and implementation of industry-based skill standards. For those institutions implementing industry-based skill standards, the questionnaire sought additional…

  3. Multicultural Art Education in an Era of Standardized Testing: Changes in Knowledge and Skill for Art Teacher Certification in Texas

    ERIC Educational Resources Information Center

    Kraehe, Amelia

    2010-01-01

    This article explores changes in multicultural knowledge and skill to which beginning art teachers are held accountable through standardized teacher testing in Texas. Standardized testing of preservice art teachers' knowledge and skill has been the basis of the state's certification of beginning art teachers and accreditation of art teacher…

  4. Designing, Implementing, and Evaluating Social Skills Interventions for Elementary Students: Step-by-Step Procedures Based on Actual School-Based Investigations

    ERIC Educational Resources Information Center

    Lane, Kathleen Lynne; Menzies, Holly M.; Barton-Arwood, Sally M.; Doukas, Georgia L.; Munton, Sarah M.

    2005-01-01

    This article presents a step-by-step, empirically validated method for designing, implementing, and evaluating a formal social skills intervention based on specific skill deficits as identified by the Social Skills Rating System (SSRS; F. M. Gresham & S. N. Elliott, 1990). The 6 steps include: (1) identifying students for participation; (2)…

  5. Manual for Project Management. MEC-ETS Standard Setting Studies Conducted as a Part of MEC's Improving Basic Skills Project.

    ERIC Educational Resources Information Center

    Educational Testing Service, Wellesley Hills, MA.

    This document is designed to assist school districts to implement the Massachusetts State Board of Education regulations requiring the setting of performance standards in basic skills at three grade levels. The appropriate procedures are described in the manual: (1) setting of basic skills objectives, at three grade levels; (2) the selection of…

  6. Literacy Leader Fellowship Program Reports. Part I in a Series. Framework for Developing Skill Standards for Workplace Literacy.

    ERIC Educational Resources Information Center

    Askov, Eunice N.

    This document describes two activities of the Literacy Leader Fellowship research project, which addressed the needs of adult educators for knowledge of job skills and of business and unions for information about adult literacy efforts. The first section describes the following efforts related to skill standards and other policy initiatives: (1)…

  7. Skill Standards: Concepts and Practices in State and Local Education. A Synthesis of Literature and Alternative Conceptual Frameworks.

    ERIC Educational Resources Information Center

    MPR Associates, Berkeley, CA.

    This research synthesis reviews how employers, educators, and professional and labor organizations have adapted general work readiness, industry core, occupational cluster, and specific occupational skills to design and implement a skill standard system. Its primary goal is to describe and analyze a continuum of alternatives for conceptualizing…

  8. Improving skills and care standards in the support workforce for older people: a realist review

    PubMed Central

    Rycroft-Malone, Jo; Burton, Christopher; Hall, Beth; McCormack, Brendan; Nutley, Sandra; Seddon, Diane; Williams, Lynne

    2014-01-01

    Introduction In the context of a population that is growing older, and a number of high-profile scandals about care standards in hospital and community settings, having a skilled and knowledgeable workforce caring for older people is an ethical and policy imperative. Support workers make up the majority of the workforce in health and social care services for older people (aged 65 years and over), and yet little is known about the best way to facilitate their development. Given this gap, this review will draw on evidence to address the question: how can workforce development interventions improve the skills and the care standards of support workers within older people's health and social care services? Methods and analysis As we are interested in how and why workforce development interventions might work, in what circumstances and with whom, we will conduct a realist review, sourcing evidence from health, social care, policing and education. The review will be conducted in four steps over 18 months to (1) construct a theoretical framework, that is, the review’s programme theories; (2) retrieve, review and synthesise evidence relating to interventions designed to develop the support workforce guided by the programme theories; (3) ‘test out’ our synthesis findings and refine the programme theories, establish their practical relevance/potential for implementation and (4) formulate recommendations about improvements to current workforce development interventions to contribute to the improvement of care standards in older people's health and social care services, potentially transferrable to other services. Ethics and dissemination Ethical approval is not required to undertake this review. Knowledge exchange activities through stakeholder engagement and online postings are embedded throughout the lifetime of the project. The main output from this review will be a new theory driven framework for skill development for the support workforce in health and social

  9. Indiana high school science teachers' beliefs about the intended and actual impacts of standards-based reforms

    NASA Astrophysics Data System (ADS)

    Shane, Joseph W.

    Teachers' beliefs about educational policy are essential components of successful, local implementation. Policies not accounting for teachers' beliefs about learning, instruction, and effective reform risk being ignored or ineffectually implemented. In this research, I characterize the beliefs that science teachers from three high schools in Indiana have about general aspects of standards-based reforms and about the Indiana Academic Standards for Science (IASS). On-site focus group interviews were the primary method of data collection. An amalgam of Gadamer's philosophical hermeneutics and narrative representation of qualitative data guided the inquiry by defining the researcher as the voice of the 23 participating teachers, locating the teachers' beliefs in their specific historical contexts, and displaying the results in a storied form unified by plots. I synthesized the data sources into a single narrative organized around the participants' personal teaching philosophies, their perceptions of students and administration, and their visions of standards beyond their own beliefs and school contexts. Based on the narrative, I concluded that (a) teachers with affective or preparative beliefs had neutral stances toward the IASS, (b) scientifically-oriented teachers believed the IASS contradicted their work, (c) less experienced teachers and those with affective-preparative philosophies were willing to compromise their autonomy and curricular depth to implement the IASS, (d) a continuum of administrative oversight existed across the three schools, (e) teachers at the urban high school adapted the standards to their students' personal needs and future plans, and (f) teachers almost universally recommended broader, flexible standards to allow more autonomy in making curricular decisions, to better reflect scientific inquiry in their classrooms, and to promote continuity across the high school science curriculum.

  10. Self-Actualization: The Heart and Soul of a Potential-Based Life Skills Program for a Child with Multiple Disabilities

    ERIC Educational Resources Information Center

    Croft, Gillian; Boyer, Wanda; Hett, Geoffrey

    2009-01-01

    Although every child with disabilities may come to self-actualization by different means and measurements it is, nevertheless, an important goal. The child with disabilities may be guided toward her goal of self-actualization by being encouraged to find her individual strengths and capacities, and by being assisted to successfully interact with…

  11. Assessing Interpersonal and Communication Skills in Radiation Oncology Residents: A Pilot Standardized Patient Program

    SciTech Connect

    Ju, Melody; Berman, Abigail T.; Hwang, Wei-Ting; LaMarra, Denise; Baffic, Cordelia; Suneja, Gita; Vapiwala, Neha

    2014-04-01

    Purpose: There is a lack of data for the structured development and evaluation of communication skills in radiation oncology residency training programs. Effective communication skills are increasingly emphasized by the Accreditation Council for Graduate Medical Education and are critical for a successful clinical practice. We present the design of a novel, pilot standardized patient (SP) program and the evaluation of communication skills among radiation oncology residents. Methods and Materials: Two case scenarios were developed to challenge residents in the delivery of “bad news” to patients: one scenario regarding treatment failure and the other regarding change in treatment plan. Eleven radiation oncology residents paired with 6 faculty participated in this pilot program. Each encounter was scored by the SPs, observing faculty, and residents themselves based on the Kalamazoo guidelines. Results: Overall resident performance ratings were “good” to “excellent,” with faculty assigning statistically significant higher scores and residents assigning lower scores. We found inconsistent inter rater agreement among faculty, residents, and SPs. SP feedback was also valuable in identifying areas of improvement, including more collaborative decision making and less use of medical jargon. Conclusions: The program was well received by residents and faculty and regarded as a valuable educational experience that could be used as an annual feedback tool. Poor inter rater agreement suggests a need for residents and faculty physicians to better calibrate their evaluations to true patient perceptions. High scores from faculty members substantiate the concern that resident evaluations are generally positive and nondiscriminating. Faculty should be encouraged to provide honest and critical feedback to hone residents' interpersonal skills.

  12. Adults with poor reading skills: How lexical knowledge interacts with scores on standardized reading comprehension tests.

    PubMed

    McKoon, Gail; Ratcliff, Roger

    2016-01-01

    Millions of adults in the United States lack the necessary literacy skills for most living wage jobs. For students from adult learning classes, we used a lexical decision task to measure their knowledge of words and we used a decision-making model (Ratcliff's, 1978, diffusion model) to abstract the mechanisms underlying their performance from their RTs and accuracy. We also collected scores for each participant on standardized IQ tests and standardized reading tests used commonly in the education literature. We found significant correlations between the model's estimates of the strengths with which words are represented in memory and scores for some of the standardized tests but not others. The findings point to the feasibility and utility of combining a test of word knowledge, lexical decision, that is well-established in psycholinguistic research, a decision-making model that supplies information about underlying mechanisms, and standardized tests. The goal for future research is to use this combination of approaches to understand better how basic processes relate to standardized tests with the eventual aim of understanding what these tests are measuring and what the specific difficulties are for individual, low-literacy adults. PMID:26550803

  13. Acting as standardized patients enhances family medicine residents' self-reported skills in palliative care.

    PubMed

    Sittikariyakul, Pat; Jaturapatporn, Darin; Kirshen, A J

    2015-08-01

    Recent publications have confirmed the use of standardized patients (SPs) in improving clinical skills and enhancing competency. Little research has studied the benefits residents may themselves gain in palliative care playing the role of SPs. Nineteen Family Medicine residents were recruited as standardized patients (FMR-SPs) for a mandatory palliative care workshop in communication for incoming, first-year trainees. Four months later, FMR-SPs reflected upon their own experiences. Two independent researchers performed thematic analysis of these interviews. Most of the residents were satisfied with their roles. Twelve reported improved understanding of self, their patients, the doctor-patient relationship, and the underlying philosophy of palliative care. They also described improved verbal and non-verbal communication skills. Eleven of 14 residents reflected upon behavioral changes in problem coping styles. All residents indicated an intention to apply the learning in their future work. Encouraging Thai Family Medicine residents, in years one through three, to portray SPs in palliative care appears to be a valuable learning experience for the resident. Future studies to validate whether this learning has been applied in subsequent practice are planned. PMID:25256636

  14. ANALYSIS OF STANDARD MULTI-PORT VS. SINGLE SITE ACCESS FOR LAPAROSCOPIC SKILLS TRAINING

    PubMed Central

    Cox, Daniel R; Zeng, Wenjing; Frisella, Margaret M; Brunt, L. Michael

    2015-01-01

    Introduction Single site access (SSA) laparoscopy is more challenging to perform than multi-port(MP) laparoscopy. We examined MP versus SSA skills training on laparoscopic performance in surgically naive individuals. Methods Forty end-of-1st year medical students were randomized into two groups. Both were trained on 4 basic laparoscopic drills (peg, rope, bean drop, pattern cutting) using a standard MP setup (Group 1) or SSA approach (Group 2). Time to proficiency and number of repetitions (reps) were recorded. Each group then crossed over to the alternate approach where the sequence was repeated. Data are mean ± SD and statistical analysis was with two-tailed, unpaired t-test. Results Total times to proficiency for the SSA and MP approaches was not significantly different between groups (Group 1 M-P 234.0 ± 114.9 min vs Group 2 SSA 216.4 ± 106.5 min, p=0.67). The MP-trained group took less time to reach proficiency on the standard MP setup than the SSA group on the SSA approach (119.1 ± 69.7 min vs 178.0 ± 93.4 min, p=0.058) with significantly fewer repetitions (77.6 ± 42.6 vs. 118.8 ± 54.3, p=0.027). The SSA-trained group took significantly less time to reach proficiency on the MP setup than the standard MP-trained group (38.4 ± 29.4 min vs. 119.1 ± 69.7 min; p=0.0013) requiring only a mean of 26.9 total repetitions. When the standard MP group crossed over to the SSA setup, they took significantly less time to reach proficiency with the SSA approach than the SSA-trained group (114.8 ± 50.5 min vs. 178.0 ± 93.4 min, p=0.026) but with more total repetitions than with the M-P approach (86.2 ± 35.2 vs 77.6 ± 42.6, p= NS). Conclusions Laparoscopic single site access skills training results in longer times and more repetitions to achieve proficiency than multi-port training, but the skills acquired transfer well to the multi-port approach. PMID:20872019

  15. A Standards-Based Inventory for Assessing Perceived Importance of and Confidence in Using ASGW's Core Group Work Skills

    ERIC Educational Resources Information Center

    Wilson, F. Robert; Newmeyer, Mark D.

    2008-01-01

    Since the early 1980s, ASGW (Association for Specialists in Group Work) has promulgated standards for training group workers. Now, in their third revision, these standards establish core group work knowledge and skills to be included in all counselor training programs. To advance research on the relationship between mastery of ASGW's core…

  16. Using standardized patients to assess communication skills in medical and nursing Students

    PubMed Central

    2010-01-01

    Background A number of recent developments in medical and nursing education have highlighted the importance of communication and consultation skills (CCS). Although such skills are taught in all medical and nursing undergraduate curriculums, there is no comprehensive screening or assessment programme of CCS using professionally trained Standardized Patients Educators (SPE's) in Ireland. This study was designed to test the content, process and acceptability of a screening programme in CCS with Irish medical and nursing students using trained SPE's and a previously validated global rating scale for CCS. Methods Eight tutors from the Schools of Nursing and Medicine at University College Cork were trained in the use of a validated communication skills and attitudes holistic assessment tool. A total of forty six medical students (Year 2 of 5) and sixty four nursing students (Year 2/3 of 4) were selected to under go individual CCS assessment by the tutors via an SPE led scenario. Immediate formative feedback was provided by the SPE's for the students. Students who did not pass the assessment were referred for remediation CCS learning. Results Almost three quarters of medical students (33/46; 72%) and 81% of nursing students (56/64) passed the CCS assessment in both communication and attitudes categories. All nursing students had English as their first language. Nine of thirteen medical students referred for enhanced learning in CCS did not have English as their first language. Conclusions A significant proportion of both medical and nursing students required referral for enhanced training in CCS. Medical students requiring enhanced training were more likely not to have English as a first language. PMID:20236526

  17. Application of national testing standards to simulation-based assessments of clinical palpation skills.

    PubMed

    Pugh, Carla M

    2013-10-01

    With the advent of simulation technology, several types of data acquisition methods have been used to capture hands-on clinical performance. Motion sensors, pressure sensors, and tool-tip interaction software are a few of the broad categories of approaches that have been used in simulation-based assessments. The purpose of this article is to present a focused review of 3 sensor-enabled simulations that are currently being used for patient-centered assessments of clinical palpation skills. The first part of this article provides a review of technology components, capabilities, and metrics. The second part provides a detailed discussion regarding validity evidence and implications using the Standards for Educational and Psychological Testing as an organizational and evaluative framework. Special considerations are given to content domain and creation of clinical scenarios from a developer's perspective. The broader relationship of this work to the science of touch is also considered. PMID:24084306

  18. An exploratory analysis of American Indian children's cultural engagement, fluid cognitive skills, and standardized verbal IQ scores.

    PubMed

    Tsethlikai, Monica

    2011-01-01

    This exploratory cross-sectional study examined fluid cognitive skills and standardized verbal IQ scores in relation to cultural engagement amongst Tohono O'odham children (N = 99; ages 7 to 12 years). Guardians with higher socioeconomic status engaged their children in more cultural activities, and participation in more cultural activities contributed to higher standardized verbal IQ scores. Mean cognitive skill scores varied as a function of age and Tohono O'odham language knowledge. Children who understood and/or spoke Tohono O'odham started out with lower average scores than did children with no language knowledge, but mean scores generally increased in the older age groups such that they were equal to or higher than those of nonspeakers by age 9. Children with higher fluid cognitive skill scores had higher standardized verbal IQ scores than did children with lower scores. PMID:21244158

  19. Social-Skills and Parental Training plus Standard Treatment versus Standard Treatment for Children with ADHD – The Randomised SOSTRA Trial

    PubMed Central

    Storebø, Ole Jakob; Gluud, Christian; Winkel, Per; Simonsen, Erik

    2012-01-01

    Objective To investigate the effects of social-skills training and parental training programme for children with attention deficit hyperactivity disorder (ADHD). Methods We conducted a randomized two-armed, parallel group, assessor-blinded superiority trial consisting of social-skills training plus parental training and standard treatment versus standard treatment alone. A sample size calculation showed at least 52 children should be included for the trial with follow up three and six months after randomization. The primary outcome measure was ADHD symptoms and secondary outcomes were social skills and emotional competences. Results 56 children (39 boys, 17 girls, mean age 10.4 years, SD 1.31) with ADHD were randomized, 28 to the experimental group and 27 to the control group. Mixed-model analyses with repeated measures showed that the time course (y  =  a + bt + ct2) of ADHD symptoms (p = 0.40), social skills (p = 0.80), and emotional competences (p = 0.14) were not significantly influenced by the intervention. Conclusions Social skills training plus parental training did not show any significant benefit for children with attention deficit hyperactivity disorder when compared with standard treatment. More and larger randomized trials are needed. Trial Registration ClinicalTrials.gov NCT00937469 PMID:22745657

  20. Building the Foundation: A Suggested Progression of Sub-Skills to Achieve the Reading Standards--Foundational Skills in the Common Core State Standards

    ERIC Educational Resources Information Center

    Kosanovich, Marcia; Verhagen, Connie

    2012-01-01

    The Common Core State Standards (CCSS) initiative is a state-led effort that establishes a set of clear educational standards for English language arts and mathematics that states can voluntarily adopt. The standards have been informed by the best available evidence and the highest standards across the country and the world. They have been…

  1. Assessing the Need for the Development of Standardized Life Skills Measures

    ERIC Educational Resources Information Center

    Duerden, Mat D.; Witt, Peter A.

    2011-01-01

    Youth practitioners often select life skills as intentionally targeted program outcomes. While research findings suggest the efficacy of program experiences to positively influence a variety of life skills, it remains difficult to compare these findings due to measurement incongruities. Individual life skills (e.g., leadership, decision making,…

  2. Effects of Examinee Gender, Standardized-Patient Gender, and Their Interaction on Standardized Patients' Ratings of Examinees' Interpersonal and Communication Skills.

    ERIC Educational Resources Information Center

    Colliver, Jerry A.; And Others

    1993-01-01

    A study with about 280 Southern Illinois University senior medical students found that standardized patients felt male and female examinees generally performed equally well with respect to interpersonal and communication skills, except for female examinees' higher performance in personal manner. Patient gender was not an influence. (Author/MSE)

  3. An Exploratory Analysis of American Indian Children's Cultural Engagement, Fluid Cognitive Skills, and Standardized Verbal IQ Scores

    ERIC Educational Resources Information Center

    Tsethlikai, Monica

    2011-01-01

    This exploratory cross-sectional study examined fluid cognitive skills and standardized verbal IQ scores in relation to cultural engagement amongst Tohono O'odham children (N = 99; ages 7 to 12 years). Guardians with higher socioeconomic status engaged their children in more cultural activities, and participation in more cultural activities…

  4. The Math We Need to Know and Do in Grades 6-9: Concepts, Skills, Standards, and Assessments. Second Edition

    ERIC Educational Resources Information Center

    Solomon, Pearl Gold

    2007-01-01

    In a new edition of her standards-based math workbook, author Pearl Gold Solomon covers essential concepts and skills as defined by the National Council of Teachers of Mathematics for learners in middle schools. Designed as a comprehensive resource for planning curriculum, instruction, and assessment, The Math We Need to Know and Do in Grades 6-9,…

  5. The Effects of Project Based Learning on 21st Century Skills and No Child Left Behind Accountability Standards

    ERIC Educational Resources Information Center

    Holmes, Lisa Marie

    2012-01-01

    The purpose of this study was to determine ways "Digital Biographies," a Project Based Learning Unit, developed 21st century skills while simultaneously supporting NCLB accountability standards. The main goal of this study was to inform professional practice by exploring ways to address two separate, seemingly opposing, demands of…

  6. 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…

  7. A standardized framework for evaluating the skill of regional climate downscaling techniques

    NASA Astrophysics Data System (ADS)

    Hayhoe, Katharine Anne

    Regional climate impact assessments require high-resolution projections to resolve local factors that modify the impact of global-scale forcing. To generate these projections, global climate model simulations are commonly downscaled using a variety of statistical and dynamical techniques. Despite the essential role of downscaling in regional assessments, there is no standard approach to evaluating various downscaling methods. Hence, impact communities often have little awareness of limitations and uncertainties associated with downscaled projections. To develop a standardized framework for evaluating and comparing downscaling approaches, I first identify three primary characteristics of a distribution directly relevant to impact analyses that can be used to evaluate a simulated variable such as temperature or precipitation at a given location: (1) annual, seasonal, and monthly mean values; (2) thresholds, extreme values, and accumulated quantities such as 24h precipitation or degree-days; and (3) persistence, reflecting multi-day events such as heat waves, cold spells, and wet periods. Based on a survey of the literature and solicitation of expert opinion, I select a set of ten statistical tests to evaluate these characteristics, including measures of error, skill, and correlation. I apply this framework to evaluate the skill of four downscaling methods, from a simple delta approach to a complex asynchronous quantile regression, in simulating daily temperature at twenty stations across North America. Identical global model fields force each downscaling method, and the historical observational record at each location is randomly divided by year into two equal parts, such that each statistical method is trained on one set of historical observations, and evaluated on an entirely independent set of observations. Biases relative to observations are calculated for the historical evaluation period, and differences between projections for the future. Application of the

  8. Mathematical Skill in Individuals with Williams Syndrome: Evidence from a Standardized Mathematics Battery

    ERIC Educational Resources Information Center

    O'Hearn, Kirsten; Landau, Barbara

    2007-01-01

    Williams syndrome (WS) is a developmental disorder associated with relatively spared verbal skills and severe visuospatial deficits. It has also been reported that individuals with WS are impaired at mathematics. We examined mathematical skills in persons with WS using the second edition of the Test of Early Mathematical Ability (TEMA-2), which…

  9. Aligning CASAS Competencies and Assessments to Basic Skills Content Standards. Second Edition

    ERIC Educational Resources Information Center

    CASAS - Comprehensive Adult Student Assessment Systems (NJ1), 2009

    2009-01-01

    Since its inception, the Comprehensive Adult Student Assessment System (CASAS) has focused on teaching and assessing basic skills in contexts that are relevant and important to adult learners. CASAS has developed and continues to refine a highly formalized hierarchy of competencies, the application of basic skills that adults need to be fully…

  10. Relationship of Technology Skill Competencies and Reading and Math Standardized Test Scores

    ERIC Educational Resources Information Center

    Jordan, Stacie L.

    2012-01-01

    The purpose of this study was to determine if a relationship exists between technology skills and academic achievement among eighth-grade students. Previous studies investigated the relationship between the use of technology as a teaching tool and student outcomes, but none had specifically examined students' technology skill competencies…

  11. 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…

  12. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 1: Executive Summary, of a 15-Volume Set of Skills Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

    ERIC Educational Resources Information Center

    Texas State Technical Coll., Waco.

    The Machine Tool Advanced Skills Technology (MAST) consortium was formed to address the shortage of skilled workers for the machine tools and metals-related industries. Featuring six of the nation's leading advanced technology centers, the MAST consortium developed, tested, and disseminated industry-specific skill standards and model curricula for…

  13. Probation Officer Knowledge/Skill Maps. Standards and Training for Corrections Program.

    ERIC Educational Resources Information Center

    California State Board of Corrections, Sacramento.

    These knowledge/skill maps are intended to assist individuals responsible for developing training courses for probation officers. Maps are provided for the following task areas: processing juveniles taken into custody (dependents, status offenders, and delinquents); juvenile intake and processing; adult or juvenile investigation; procedures for…

  14. Related Core Academic Knowledge and Skills. Georgia Core Standards for Occupational Clusters.

    ERIC Educational Resources Information Center

    Georgia Univ., Athens. Dept. of Occupational Studies.

    This document lists the industry-identified core academic knowledge and skills that should be possessed by all Georgia students who are enrolled in occupational cluster programs and are preparing to enter the work force or continue their occupational specialization at the postsecondary level. First, 63 related communications competencies are…

  15. Using Student Success Skills to Address ASCA Behavior Standards in Grades K-3

    ERIC Educational Resources Information Center

    Abel, Nicholas R.; Oliver, Brandie M.; Keller, Thomas J.; McAulay, Andrew; Piatek, Lisa

    2016-01-01

    This study evaluated relationships between a school counselor's implementation of the Student Success Skills (SSS) program with 203 students in grades K-3 and teacher ratings of student competency on five learning behaviors from the ASCA Mindsets & Behaviors for Student Success (American School Counselor Association, 2014). Using a paired…

  16. Missouri's Alternate Framework for Curriculum Development: Linking the Show-Me Standards to Essential Skills

    ERIC Educational Resources Information Center

    Missouri Department of Elementary and Secondary Education, 2005

    2005-01-01

    The Outstanding Schools Act (1993) called upon Missouri's educational community to strengthen expectations and opportunities for students served by Missouri public schools to ensure that graduates of Missouri's public schools have the knowledge, skills, and competencies essential to lead productive, fulfilling, and successful lives. Four major…

  17. Mandating and Standardizing the Teaching of Critical Literacy Skills: A Cautionary Tale

    ERIC Educational Resources Information Center

    Pandya, Jessica Zacher

    2012-01-01

    In this article, I critique a component of the highly structured Open Court Reading curriculum designed to teach elementary children "inquiry and higher-order thinking" skills. The intended outcome of this component is, I argue, the production of critically literate and informed consumers of information. However, both the critical thinking skills…

  18. Descriptors for Competence: Towards an International Standard Classification for Skills and Competences

    ERIC Educational Resources Information Center

    Markowitsch, Jorg; Plaimauer, Claudia

    2009-01-01

    Purpose: The purpose of this paper is to investigate the potential of already existing skills and competence ontologies to benefit European transparency tools and especially the implementation of the European Qualification Framework. Furthermore, it asks whether any of them could serve as a starting point to develop an International Standard…

  19. Skills, Standards, and Disabilities: How Youth with Learning Disabilities Fare in High School and beyond

    ERIC Educational Resources Information Center

    McGee, Andrew

    2011-01-01

    Learning disabled youth in the Child and Young Adult samples of the NLSY79 are "more" likely to graduate from high school than peers with the same measured cognitive ability, a difference that cannot be explained by differences in noncognitive skills, families, or school resources. Instead, I find that learning disabled students graduate from high…

  20. The Development of a Methodology for Establishing Task-Level Performance Standards for Apprentice, Journeyman, and Master Skill Levels in the U.S. Navy

    ERIC Educational Resources Information Center

    Hedge, Jerry W.; Borman, Walter C.; Kubisiak, U. Christean; Bourne, Mark J.

    2007-01-01

    The goal of the project examined here was to establish performance standards for Navy aerographer's mate (AG) enlisted sailors at three skill levels. We used an online expert judgment task and consensus workshop methodology to gather information from subject matter experts on minimal proficiency requirements for each task within each skill level.…

  1. Critical Thinking: Competency Standards Essential to the Cultivation of Intellectual Skills, Part 5

    ERIC Educational Resources Information Center

    Paul, Richard; Elder, Linda

    2012-01-01

    In the last four columns the authors introduced the concept of critical thinking competency standards and elaborated a number of such standards, targeting the analysis of thought, the assessment of thought, and the cultivation of intellectual virtues. In this column they focus on three subject-specific critical thinking competency standards. It is…

  2. Improving and validating children's nurses communication skills with standardized patients in end of life care.

    PubMed

    Kenny, Gerard; Cargil, Jamie; Hamilton, Catherine; Sales, Rachel

    2016-06-01

    Children's nurse education is experiencing increases in recruitment targets at the same time that clinical placements are decreasing. With regard to end-of-life care, it is has become a challenge to ensure that all students come into contact with a satisfactory range of experience as part of the requirement for competency at the point of registration. The aim of our study was to find out if students at the end of their course were able to use communication skills acquired in their three years of training and adapt and transfer them to a specific palliative care context even if they had never worked in that area of care. Focus groups were conducted after the simulations which explored the students' experiences of being involved in the scenarios. Four themes emerged that students identified either inhibited or enabled their communication skills, which included anxiety and fear, the need for professional props, the experience of it being real and feeling empowered. PMID:25395598

  3. Training Family Medicine Residents in Effective Communication Skills While Utilizing Promotoras as Standardized Patients in OSCEs: A Health Literacy Curriculum

    PubMed Central

    Pagels, Patti; Kindratt, Tiffany; Arnold, Danielle; Brandt, Jeffrey; Woodfin, Grant; Gimpel, Nora

    2015-01-01

    Introduction. Future health care providers need to be trained in the knowledge and skills to effectively communicate with their patients with limited health literacy. The purpose of this study is to develop and evaluate a curriculum designed to increase residents' health literacy knowledge, improve communication skills, and work with an interpreter. Materials and Methods. Family Medicine residents (N = 25) participated in a health literacy training which included didactic lectures and an objective structured clinical examination (OSCE). Community promotoras acted as standardized patients and evaluated the residents' ability to measure their patients' health literacy, communicate effectively using the teach-back and Ask Me 3 methods, and appropriately use an interpreter. Pre- and postknowledge, attitudes, and postdidactic feedback were obtained. We compared OSCE scores from the group that received training (didactic group) and previous graduates. Residents reported the skills they used in practice three months later. Results. Family Medicine residents showed an increase in health literacy knowledge (p = 0.001) and scored in the adequately to expertly performed range in the OSCE. Residents reported using the teach-back method (77.8%) and a translator more effectively (77.8%) three months later. Conclusions. Our innovative health literacy OSCE can be replicated for medical learners at all levels of training. PMID:26491565

  4. Critical Thinking: Competency Standards Essential to the Cultivation of Intellectual Skills, Part 4

    ERIC Educational Resources Information Center

    Elder, Linda; Paul, Richard

    2012-01-01

    In the last three columns the authors introduced the concept and provided several examples of critical thinking competency standards that target the cultivation of intellectual traits. In this column the authors continue the discussion of these competency standards that are essential to teaching and learning because they go beyond the development…

  5. Using a Standardized Patient Approach to Enhance Clinical Skills in Gerontological Social Work

    ERIC Educational Resources Information Center

    Emlet, Charles A.

    2010-01-01

    The rapid increase in the number of older adults in the United States, coupled with new accreditation standards based on competencies, requires social workers to show competence in working with older clients. This teaching note reports on the development and use of a standardized patient (SP) role-play to teach and evaluate the ability of graduate…

  6. Delusions of expertise: the high standard of proof needed to demonstrate skills at horserace handicapping.

    PubMed

    Browne, Matthew; Rockloff, Matthew J; Blaszcynski, Alex; Allcock, Clive; Windross, Allen

    2015-03-01

    Gamblers who participate in skill-oriented games (such as poker and sports-betting) are motivated to win over the long-term, and some monitor their betting outcomes to evaluate their performance and proficiency. In this study of Australian off-track horserace betting, we investigated which levels of sustained returns would be required to establish evidence of skill/expertise. We modelled a random strategy to simulate 'naïve' play, in which equal bets were placed on randomly selected horses using a representative sample of 211 weekend races. Results from a Monte Carlo simulation yielded a distribution of return-on-investments for varying number of bets (N), showing surprising volatility, even after a large number of repeated bets. After adjusting for the house advantage, a gambler would have to place over 10,000 bets in individual races with net returns exceeding 9 % to be reasonably considered an expert punter (α = .05). Moreover, a record of fewer bets would require even greater returns for demonstrating expertise. As such, validated expertise is likely to be rare among race bettors. We argue that the counter-intuitively high threshold for demonstrating expertise by tracking historical performance is likely to exacerbate known cognitive biases in self-evaluation of expertise. PMID:24292982

  7. Skill Standards. Experience in Certification Systems Shows Industry Involvement To Be Key. Report to the Chairman, Joint Economic Committee, U.S. Congress.

    ERIC Educational Resources Information Center

    General Accounting Office, Washington, DC. Div. of Human Resources.

    In an attempt to determine their role in improving the efficiency and effectiveness of skill training programs, existing standards and certification systems in 20 selected occupations were reviewed to identify the following: their common characteristics, barriers to their development and use, benefits of standards and certification to employers…

  8. Development of Initial and Advanced Standards of Knowledge and Skills for Teachers of Children Who Are Deaf or Hard of Hearing

    ERIC Educational Resources Information Center

    Easterbrooks, Susan R.; Putney, LaTisha L.

    2008-01-01

    In 1989, the delegate assembly of the Council for Exceptional Children began the process of developing standards of knowledge and skills for all beginning teachers of special education, including teachers of children who are deaf or hard of hearing. Now in its third major revision, these standards provide guidance to states' departments of…

  9. National Sexuality Education Standards: Core Content and Skills, K-12. A Special Publication of the Journal of School Health. Special Report

    ERIC Educational Resources Information Center

    American School Health Association (NJ1), 2012

    2012-01-01

    The goal of this paper, "National Sexuality Education Standards: Core Content and Skills, K-12," is to provide clear, consistent and straightforward guidance on the "essential minimum, core content" for sexuality education that is developmentally and age-appropriate for students in grades K-12. The development of these standards is a result of an…

  10. The Use of Standardized Patients to Teach Low-Literacy Communication Skills

    ERIC Educational Resources Information Center

    Manning, Kimberly D.; Kripalani, Sunil

    2007-01-01

    Objective: To describe methods for incorporating standardized patients into health literacy training programs. Methods: We discuss aspects of program development that are relatively unique to this educational context. Results: Individuals were recruited to play the role of an average adult with limited health literacy. Methods of recruitment,…

  11. Effectiveness of a Standard Parenting-Skills Program in Reducing Stealing and Lying in Two Boys.

    ERIC Educational Resources Information Center

    Venning, Helen B.; Blampied, Neville M.; France, Karyn G.

    2003-01-01

    Examines the effectiveness of a standard parent-training program in reducing stealing and lying in two boys, and measures changes in their mothers' adjustment and perceptions of child and family functioning. Parent suspicions of stealing and lying by their sons decreased during the intervention and were absent at a 10-week follow-up. (Contains 30…

  12. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 4: Manufacturing Engineering Technology, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

    ERIC Educational Resources Information Center

    Texas State Technical Coll., Waco.

    This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

  13. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 6: Welding, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

    ERIC Educational Resources Information Center

    Texas State Technical Coll., Waco.

    This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

  14. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 10: Computer-Aided Drafting & Design, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

    ERIC Educational Resources Information Center

    Texas State Technical Coll., Waco.

    This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

  15. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 14: Automated Equipment Technician (CIM), of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

    ERIC Educational Resources Information Center

    Texas State Technical Coll., Waco.

    This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

  16. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 2: Career Development, General Education and Remediation, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

    ERIC Educational Resources Information Center

    Texas State Technical Coll., Waco.

    This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

  17. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 5: Mold Making, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

    ERIC Educational Resources Information Center

    Texas State Technical Coll., Waco.

    This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational speciality areas within the U.S. machine tool and metals-related…

  18. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 3: Machining, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

    ERIC Educational Resources Information Center

    Texas State Technical Coll., Waco.

    This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

  19. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 9: Tool and Die, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

    ERIC Educational Resources Information Center

    Texas State Technical Coll., Waco.

    This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

  20. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 11: Computer-Aided Manufacturing & Advanced CNC, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

    ERIC Educational Resources Information Center

    Texas State Technical Coll., Waco.

    This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

  1. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 7: Industrial Maintenance Technology, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

    ERIC Educational Resources Information Center

    Texas State Technical Coll., Waco.

    This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

  2. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 13: Laser Machining, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

    ERIC Educational Resources Information Center

    Texas State Technical Coll., Waco.

    This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

  3. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 8: Sheet Metal & Composites, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

    ERIC Educational Resources Information Center

    Texas State Technical Coll., Waco.

    This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

  4. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 12: Instrumentation, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

    ERIC Educational Resources Information Center

    Texas State Technical Coll., Waco.

    This document is intended to help education and training institutions deliver the Machine Tool Advanced Skills Technology (MAST) curriculum to a variety of individuals and organizations. MAST consists of industry-specific skill standards and model curricula for 15 occupational specialty areas within the U.S. machine tool and metals-related…

  5. High School Class for Gifted Pupils in Physics and Sciences and Pupils' Skills Measured by Standard and Pisa Test

    NASA Astrophysics Data System (ADS)

    Djordjevic, G. S.; Pavlovic-Babic, D.

    2010-01-01

    The "High school class for students with special abilities in physics" was founded in Nis, Serbia (www.pmf.ni.ac.yu/f_odeljenje) in 2003. The basic aim of this project has been introducing a broadened curriculum of physics, mathematics, computer science, as well as chemistry and biology. Now, six years after establishing of this specialized class, and 3 years after the previous report, we present analyses of the pupils' skills in solving rather problem oriented test, as PISA test, and compare their results with the results of pupils who study under standard curricula. More precisely results are compared to the progress results of the pupils in a standard Grammar School and the corresponding classes of the Mathematical Gymnasiums in Nis. Analysis of achievement data should clarify what are benefits of introducing in school system track for gifted students. Additionally, item analysis helps in understanding and improvement of learning strategies' efficacy. We make some conclusions and remarks that may be useful for the future work that aims to increase pupils' intrinsic and instrumental motivation for physics and sciences, as well as to increase the efficacy of teaching physics and science.

  6. Access to the Common Core State Standards in Mathematics through Early Numeracy Skill Building for Students with Significant Intellectual Disability

    ERIC Educational Resources Information Center

    Jimenez, Bree A.; Staples, Kelli

    2015-01-01

    This study investigated the effect of systematic early numeracy skill instruction on grade-aligned 4th and 5th grade Common Core math skill acquisition for three 4th and 5th grade students with a significant intellectual disability. Students were taught early numeracy skills (e.g., number identification, making sets to five items, simple addition)…

  7. Health Care Shadows: A Unique Opportunity for Health Care Exploration and the Development of Standard-Based Skills. [Fourth Edition]. Career Exploration.

    ERIC Educational Resources Information Center

    Health Resources and Services Administration (DHHS/PHS), Rockville, MD. Bureau of Primary Health Care.

    Shadows is an individualized, hands-on, real-world career experience that provides students with a structured look at the future world of work in health care. The program helps students build a bridge between school-based learning and established health care skills standards. Shadows focuses on expanding the student's horizons beyond the classroom…

  8. Expanding Map Skills from the Neighborhood to the World. Grade 2 Model Lesson for Standard 2. California History-Social Science Course Models.

    ERIC Educational Resources Information Center

    Renfrew, Melanie; Porter, Priscilla

    The concept of location is a first step in spatial thinking, one of the multiple intelligences and an historical and social science analysis skill listed in the California Academic Content Standards for History-Social Science. Based on what they learned in kindergarten and first grade about mapping their classroom and the playground, students…

  9. Skill Standards for Agriculture: John Deere Agricultural Equipment Technician, Agricultural & Diesel Equipment Mechanic, Irrigation Technologist, Turf Management Technician, Turf Equipment Service Technician.

    ERIC Educational Resources Information Center

    Washington State Board for Community and Technical Colleges, Olympia.

    This document presents agriculture skill standards for programs to prepare Washington students for employment in the following occupations: John Deere agricultural equipment technician; agricultural and diesel equipment mechanic; irrigation technologist; turf management technician; and turf equipment service technician. The introduction explains…

  10. The Linkage System[C]: Linking Academic Content Standards and Occupational Skill Standards. A Process To Enhance Workforce Quality and Improve Academic Performance. Version 1.2. Revised [and] Taxonomy of Academic Performance Indicators: An Update of the V-TECS/Snyder Basic/Essential Skills Taxonomy.

    ERIC Educational Resources Information Center

    Vocational Technical Education Consortium of States, Decatur, GA.

    The Linkage System is a process that was designed in 1997 to improve academic performance for all students and to enhance work force quality by linking academic content standards to occupational skill standards. The Linkage System is based on research and development conducted by the Vocational-Technical Education Consortium of States (V-TECS).…

  11. 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.

  12. Improving skills and care standards in the support workforce for older people: a realist synthesis of workforce development interventions

    PubMed Central

    Williams, L; Rycroft-Malone, J; Burton, C R; Edwards, S; Fisher, D; Hall, B; McCormack, B; Nutley, S M; Seddon, D; Williams, R

    2016-01-01

    Objectives This evidence review was conducted to understand how and why workforce development interventions can improve the skills and care standards of support workers in older people's services. Design Following recognised realist synthesis principles, the review was completed by (1) development of an initial programme theory; (2) retrieval, review and synthesis of evidence relating to interventions designed to develop the support workforce; (3) ‘testing out’ the synthesis findings to refine the programme theories, and establish their practical relevance/potential for implementation through stakeholder interviews; and (4) forming actionable recommendations. Participants Stakeholders who represented services, commissioners and older people were involved in workshops in an advisory capacity, and 10 participants were interviewed during the theory refinement process. Results Eight context–mechanism–outcome (CMO) configurations were identified which cumulatively comprise a new programme theory about ‘what works’ to support workforce development in older people's services. The CMOs indicate that the design and delivery of workforce development includes how to make it real to the work of those delivering support to older people; the individual support worker's personal starting points and expectations of the role; how to tap into support workers' motivations; the use of incentivisation; joining things up around workforce development; getting the right mix of people engaged in the design and delivery of workforce development programmes/interventions; taking a planned approach to workforce development, and the ways in which components of interventions reinforce one another, increasing the potential for impacts to embed and spread across organisations. Conclusions It is important to take a tailored approach to the design and delivery of workforce development that is mindful of the needs of older people, support workers, health and social care services and the

  13. [Standardizing the manipulation procedure of acupuncture-moxibustion, reinforcing the training of' clinical skill: learning experience of Acupuncture-moxibustion Clinical Skills Training: Chapter of Commonly Used Needling and Moxibustion Techniques].

    PubMed

    Tian, Hongfang; Yang, Chao; Tang, Jie; Qin, Qiuguo; Zhao, Mingwen; Zhao, Jiping

    2015-07-01

    The book Acupuncture-moxibustion Clinical Skills Training is one of "Twelfth Five-Year Plan" in novative teaching materials, which is published by People's Medical Publishing House. Through learning the first half of the book commonly used needling and moxibustion techniques, it is realized that the selection of book content is reasonable and much attention is paid to needling and moxibustion techniques; the chapter arrangement is well-organized, and the form is novel, which is concise and intuitive; for every technique, great attention is paid to standardize the manipulation procedure and clarify the technique key, simultaneously the safety of acupuncture and moxibustion is also emphasized. The characteristics of the book, including innovativeness, practicability, are highlighted, and it greatly helps to improve students' clinical skills and examination ability. PMID:26521599

  14. Identification of Skills Standards for Entry Level Legal Office Support Staff in Urban Oklahoma: A Delphi Study

    ERIC Educational Resources Information Center

    Reese Ward, Tonya Maria

    2010-01-01

    Scope and Method of Study: The purpose of this study was to use industry experts to identify critical skills or competencies perceived by the legal profession to be required by competent team members in the legal office environment. Specifically, this study focused on fulfilling this purpose in the context of urban Oklahoma, where a large number…

  15. Assessing skilled birth attendants and emergency obstetric care in rural Tanzania: the inadequacy of using global standards and indicators to measure local realities.

    PubMed

    Spangler, Sydney A

    2012-06-01

    Current efforts to reduce maternal mortality and morbidity in low-resource settings often depend on global standards and indicators to assess obstetric care, particularly skilled birth attendants and emergency obstetric care. This paper describes challenges in using these standards to assess obstetric services in the Kilombero Valley of Tanzania. A health facility survey and extensive participant observation showed existing services to be complicated and fluid, involving a wide array of skills, resources, and improvisations. Attempts to measure these services against established standards and indicators were not successful. Some aspects of care were over-valued while others were under-valued, with significant neglect of context and quality. This paper discusses the implications of these findings for ongoing maternal health care efforts in unique and complex settings, questioning the current reliance on generic (and often obscure) archetypes of obstetric care in policy and programming. It suggests that current indicators may be insufficient to assess services in low-resource settings, but not that these settings should settle for lower standards of care. In addition to global benchmarks, assessment approaches that emphasize quality of care and recognize available resources might better account for local realities, leading to more effective, more sustainable service delivery. PMID:22789091

  16. Effect of information literacy training course on information literacy skills of undergraduate students of Isfahan University of Medical Sciences based on ACRL standards

    PubMed Central

    Karimi, Zohreh; Ashrafi-rizi, Hasan; Papi, Ahmad; Shahrzadi, Leila; Hassanzadeh, Akbar

    2015-01-01

    Background: Information literacy is the basis for lifelong learning. Information literacy skills, especially for student in an environment that is full of information from multiple technologies are being developed is equally important. Information literacy is a set of cognitive and practical skills and like any other science, proper training is needed, and standard-based education is definitely better and evaluation would be easier. This study aimed to determine the impact of information literacy training course on information literacy skills of Isfahan University of Medical Sciences students based on ACRL standard in 2012. Materials and Methods: The study method is semi-experience with two group design (with pre-test and post-test) and applied. The data collection toll was a questionnaire assessing student's information literacy that developed by Davarpanah and Siamak and validity was confirmed by professional librarians and reliability as measured by Cronbach's alpha, was 0.83. The sample consisted of 50 undergraduate students from Isfahan University of Medical Sciences that by random sampling method was perch in both case and control groups. Before and after the training (once a week), a questionnaire was distributed between the two groups. This training was held in a classroom equipped with computers with internet access and in addition to training using brochures and librarian presentation, interactive methods such as discussion and exercises were used. The data were analyzed using SPSS version 20 software and two level of descriptive (mean and SD) and inferential statistics (t-test and t-paired). Results: The results showed that the students’ information literacy scores before the training was lower than average, so that in the control group was 32.96 and in the case group was 33.24; while information literacy scores in the case group significantly increased after the training (46.68). Also, the effect of education, respectively had a greater impact on the

  17. The Self Actualized Reader.

    ERIC Educational Resources Information Center

    Marino, Michael; Moylan, Mary Elizabeth

    A study examined the commonalities that "voracious" readers share, and how their experiences can guide parents, teachers, and librarians in assisting children to become self-actualized readers. Subjects, 25 adults ranging in age from 20 to 67 years, completed a questionnaire concerning their reading histories and habits. Respondents varied in…

  18. National Skills Standards Development Program: Organization and Operation of Technical Committees To Develop National Skill Standards for Competency in the Electronics Industry. The Third Party Summative Evaluation of the Electronic Industries Foundation Project. Phase I & II. Final Report.

    ERIC Educational Resources Information Center

    Losh, Charles

    The Electronics Industries Foundation was awarded a project to develop national entry-level standards and a certification system. Ten specialties were included: automotive electronics, avionics, biomedical electronics, business machines, consumer products electronics, general electronics, industrial electronics, instrumentation, microcomputer, and…

  19. Standardization of Course Plan and Design of Objective Structured Field Examination (OSFE) for the Assessment of Pharm.D. Student’s Community Pharmacy Clerkship Skills

    PubMed Central

    Monajjemzadeh, Farnaz; Shokri, Javad; Mohajel Nayebi, Ali Reza; Nemati, Mahboob; Azarmi, Yadollah; Charkhpour, Mohammad; Najafi, Moslem

    2014-01-01

    Purpose: This study was aimed to design Objective Structured Field Examination (OSFE) and also standardize the course plan of community pharmacy clerkship at Pharmacy Faculty of Tabriz University of Medical Sciences (Iran). Methods: The study was composed of several stages including; evaluation of the old program, standardization and implementation of the new course plan, design and implementation of OSFE, and finally results evaluation. Results: Lack of a fair final assessment protocol and proper organized educating system in various fields of community pharmacy clerkship skills were assigned as the main weaknesses of the old program. Educational priorities were determined and student’s feedback was assessed to design the new curriculum consisting of sessions to fulfill a 60-hour training course. More than 70% of the students were satisfied and successfulness and efficiency of the new clerkship program was significantly greater than the old program (P<0.05). In addition, they believed that OSFE was a suitable testing method. Conclusion: The defined course plan was successfully improved different skills of the students and OSFE was concluded as a proper performance based assessment method. This is easily adoptable by pharmacy faculties to improve the educational outcomes of the clerkship course. PMID:24511477

  20. Standardizing the Essential Knowledge, Skills, and Attitudes for Democratic Life: A Content Analysis of Virginia Standards of Learning and Social Studies Textbooks

    ERIC Educational Resources Information Center

    Scott, Wendy; Suh, Yonghee

    2015-01-01

    This content analysis explored how Civics and Government textbooks and the Virginia Standards of Learning for Civics and Government courses reflect citizenship outcomes, specifically deconstructing the unique needs of marginalized students. The coding frame was constructed by using themes and categories from previous literature, specifically…

  1. Standard Apprentice Plan: A Carefully Planned Program Designed to Train Individuals in the Skills of a Given Trade.

    ERIC Educational Resources Information Center

    General Motors Corp., Detroit, MI.

    The document contains the General Motors Corporation-International Union United Automobile, Aerospace and Agricultural Implement Workers of America (GM-UAW) Standard Apprentice Plan. The elements and provisions of the plan described are: purpose, equal opportunity pledge, requirements for admission, number of apprentices, length of training…

  2. [Relapse prevention program consisting of coping skills training, cue exposure treatment, and letter therapy for Japanese alcoholic men who relapsed after standard cognitive-behavioral therapy].

    PubMed

    Yokoyama, Akira; Matsushita, Sachio; Toyama, Tomomi; Nakayama, Hideki; Takimura, Tsuyoshi; Kimura, Mitsuru; Yoneda, Junichi; Maesato, Hitoshi; Mizukami, Takeshi; Higuchi, Susumu; Yokoyama, Tetsuji

    2015-04-01

    Coping skills training (CST) and cue exposure treatment (CET) have yielded favorable outcomes when used to treat alcoholics. We conducted 6-week inpatient programs that consisted of 9 CST group sessions (n = 117) during 2005-2009 and 9 CST group sessions plus 4 CET group sessions (n = 49) during 2009-2011 and subsequent 1-year letter therapy for Japanese alcoholic men who had relapsed and been readmitted after standard cognitive-behavioral inpatient therapy. When patients received a letter containing encouraging words every 2 weeks, they were asked to reread their CST and CET records and to respond to the letter by marking drinking days on a calendar and naming the skills on a list of the 9 CST themes and CET that were useful for maintaining abstinence during that 2-week period. The estimated percentages of achievement of 30 or fewer drinking days during the one year of letter therapy were 36.1 - 45.8%. 'Non-smoking', '2nd admission', and 'After age-limit job retirement' were significant factors in achieving good outcomes. The 'usefulness' responses for 'Increasing pleasant activities', 'CET', 'Anger management', ' Managing negative thinking', 'Problem solving', and ' Seemingly irrelevant decisions' as percentages of overall responses to the letters were significantly higher, in order of decreasing percentages, in the achiever group than in the non-achiever group, but the differences between the groups in ' Managing urges to drink', ' Drink refusal skills', ' Planning for emergencies', and ' Receiving criticism about drinking' were not significant. The odds ratios for achievement of 30 or fewer drinking days during the 1-year period increased significantly by 1.15 -1.31 fold per 10% increment in the 'usefulness' ratio for 'Increasing pleasant activities'. The difference in percentage achievement between the group treated by CST alone and the group treated by CST plus CET was not significant. In conclusion, some coping skills were more useful for relapse prevention

  3. Developing Human Resources through Actualizing Human Potential

    ERIC Educational Resources Information Center

    Clarken, Rodney H.

    2012-01-01

    The key to human resource development is in actualizing individual and collective thinking, feeling and choosing potentials related to our minds, hearts and wills respectively. These capacities and faculties must be balanced and regulated according to the standards of truth, love and justice for individual, community and institutional development,…

  4. Reading Speed as a Constraint of Accuracy of Self-Perception of Reading Skill

    ERIC Educational Resources Information Center

    Kwon, Heekyung; Linderholm, Tracy

    2015-01-01

    We hypothesised that college students take reading speed into consideration when evaluating their own reading skill, even if reading speed does not reliably predict actual reading skill. To test this hypothesis, we measured self-perception of reading skill, self-perception of reading speed, actual reading skill and actual reading speed to…

  5. Schools, Skills and Risk

    ERIC Educational Resources Information Center

    Hartog, Joop; Vijverberg, Wim

    2007-01-01

    Skill development involves important choices for individuals and school designers: should individuals and schools specialize, or should they aim for an optimal combination of skills? We analyze this question by employing mean-standard deviation analysis and show how cost structure, benefit structure and risk attitudes jointly determine the optimal…

  6. Instructional Strategies Perceived by Elementary School Principals and Fourth-Grade Teachers that Substantially Support the Development of Standard English Language Skills and Reading Proficiency in African American Students

    ERIC Educational Resources Information Center

    Johnston, Kenneth

    2011-01-01

    Purpose: The purpose of this study was to determine which instructional strategies elementary school principals and fourth-grade teachers perceive substantially support the development of Standard English language skills and reading proficiency in African American students. Methodology: The study used a descriptive case study. The findings were…

  7. Using Standardized Clients in the Classroom: An Evaluation of a Training Module to Teach Active Listening Skills to Social Work Students

    ERIC Educational Resources Information Center

    Rogers, Anissa; Welch, Benjamin

    2009-01-01

    This article describes the implementation of a module that utilizes drama students to teach social work students how to use active listening skills in an interview environment. The module was implemented during a semester-long micro skills practice course taught to 13 undergraduate social work seniors in a western liberal arts university. Four…

  8. Technology Standards for Students.

    ERIC Educational Resources Information Center

    Burke, Jennifer

    In many states technology standards for students have focused on basic computer skills, but more standards are beginning to focus on identifying technology skills that students need for school and the workplace. In most states in the Southern Region, technology standards for students are based on the National Educational Technology Standards for…

  9. 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;…

  10. 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)

  11. 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…

  12. Employer-Led Organizations and Skill Supply Chains: Linking Worker Advancement with the Skill Needs of Employers. Issue Brief.

    ERIC Educational Resources Information Center

    Mills, Jack; Prince, Heath

    Skill supply chains apply a chain strategy to human resources to make the labor market more efficient. They link the multiple skill levels in a given labor market within a network of recruitment pathways for employers and advancement pathways for workers. Skill supply chains are based on employers' actual skill needs and on the principle that…

  13. Linguistic Theory and Actual Language.

    ERIC Educational Resources Information Center

    Segerdahl, Par

    1995-01-01

    Examines Noam Chomsky's (1957) discussion of "grammaticalness" and the role of linguistics in the "correct" way of speaking and writing. It is argued that the concern of linguistics with the tools of grammar has resulted in confusion, with the tools becoming mixed up with the actual language, thereby becoming the central element in a metaphysical…

  14. Finally: A Cure for the Skills Gap.

    ERIC Educational Resources Information Center

    Rauschenberger, John

    2001-01-01

    The Manufacturing Skill Standards Council was established to create a system of skill standards, assessments, and certification designed to ensure a qualified, mobile work force to meet the needs of the economy in the 21st century. The system would provide a long-term cure for the skills gap confronting manufacturers. (JOW)

  15. Using Standardized Patients to Evaluate Screening, Brief Intervention, and Referral to Treatment (SBIRT) Knowledge and Skill Acquisition for Internal Medicine Residents

    ERIC Educational Resources Information Center

    Satterfield, Jason M.; O'Sullivan, Patricia; Satre, Derek D.; Tsoh, Janice Y.; Batki, Steven L.; Julian, Kathy; McCance-Katz, Elinore F.; Wamsley, Maria

    2012-01-01

    Comprehensive clinical competency curricula for hazardous drinking and substance use disorders (SUDs) exists for medical students, residents, and practicing health care providers. Evaluations of these curricula typically focus on learner attitudes and knowledge, although changes in clinical skills are of greater interest and utility. The authors…

  16. 49 CFR 383.113 - Required skills.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... STANDARDS; REQUIREMENTS AND PENALTIES Required Knowledge and Skills § 383.113 Required skills. (a) Pre-trip... on-street and off-street conditions. (e) Simulation technology. A State may utilize simulators...

  17. 49 CFR 383.113 - Required skills.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    ... STANDARDS; REQUIREMENTS AND PENALTIES Required Knowledge and Skills § 383.113 Required skills. (a) Pre-trip... on-street and off-street conditions. (e) Simulation technology. A State may utilize simulators...

  18. Evaluating Empathy in Interviewing: Comparing Self-Report with Actual Behavior.

    ERIC Educational Resources Information Center

    Tamburrino, Marijo B.; And Others

    1993-01-01

    A study compared medical students' self-assessments of patient interview behavior with external ratings of actual interviews. Focus was on behaviors reflecting empathy. Results suggest the self-report questionnaire is not an adequate measure of actual interviewing skills. (MSE)

  19. 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…

  20. 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…

  1. 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)

  2. Building Science Process Skills

    ERIC Educational Resources Information Center

    DeFina, Anthony V.

    2006-01-01

    A well-designed and executed field trip experience serves not only to enrich and supplement course content, but also creates opportunities to build basic science process skills. The National Science Education Standards call for science teachers "to design and manage learning environments that provide students with the time, space, and resources…

  3. Essential Skills for Principals.

    ERIC Educational Resources Information Center

    Terry, Paul M.

    1999-01-01

    No matter what standards they follow, principals must be skilled team builders, instructional leaders, and visionary risk-takers. There are five emerging roles: historian, cheerleader, lightning rod, landscaper (environmental scanner), and anthropologist. To succeed, principals must be empowered by districts, become authentic leaders, and make…

  4. Developing Observation Skills

    ERIC Educational Resources Information Center

    Ashbrook, Peggy

    2010-01-01

    We typically know children are learning when they are able to make sense of an object's materials or a situation that was previously a bit mysterious and communicate what they have figured out. But what about observing? One of the process skills listed in the National Science Education Standards (NRC 1996), observation is something students have…

  5. THE SWRL COMMUNICATION SKILLS PROGRAM.

    ERIC Educational Resources Information Center

    SCHUTZ, RICHARD

    A PROGRAM IN BEGINNING READING AND LISTENING SKILLS, INCLUDING COMPREHENSION OF WRITTEN AND SPOKEN LANGUAGE, IS DESCRIBED. THE PROGRAM IS DESIGNED TO ACCOMPLISH CLEARLY DEFINED INSTRUCTIONAL GOALS AND IS CONSTANTLY EVALUATED AND REVISED IN LIGHT OF ACTUAL CLASSROOM EXPERIENCE. INDIVIDUALS FROM REGIONAL EDUCATIONAL AGENCIES, UNIVERSITIES, AND…

  6. Production of a Saleable Skill.

    ERIC Educational Resources Information Center

    Lessinger, Leon

    1979-01-01

    Looks at schooling as exchange value represented by saleable job skills on exit from high school. Outlines duties and tasks for teachers and students both as managers and performers of the curriculum and discusses standard work skills, concepts, and personal behaviors for exchange value in any occupation. (MF)

  7. Professional Skills Needed by Our Graduates

    ERIC Educational Resources Information Center

    Woods, Donald R.; Briedis, Daina; Perna, Angelo

    2013-01-01

    Accreditation agencies have outlined professional skills that should be possessed by engineering graduates. The question this paper addresses is "What professional skills do our recent graduates actually use and value as being important?" Young engineering professionals, as well as professionals in many different professions, were asked…

  8. Assertiveness Training for Job-Seeking Skills

    ERIC Educational Resources Information Center

    Ball, Patricia G.; McLoughlin, Mary Ellen

    1977-01-01

    Assertiveness Training for Job-Seeking Skills includes skill development in initiating the job search; arranging actual interviews; preparing a resume; articulating strengths, weaknesses, and career objectives; responding assertively in interviews; asking appropriate questions; accepting or rejecting job offers; confronting discrimination;…

  9. Reading Skill, Textbook Marking, and Course Performance

    ERIC Educational Resources Information Center

    Bell, Kenneth E.; Limber, John E.

    2010-01-01

    We surveyed students enrolled in Introductory Psychology courses about their text marking preferences and analyzed the marking in their textbooks. Low-skill readers report more reliance on highlighting strategies and actually mark their texts more than better readers. In addition, low-skilled readers prefer to buy used, previously marked texts…

  10. How People Actually Use Thermostats

    SciTech Connect

    Meier, Alan; Aragon, Cecilia; Hurwitz, Becky; Mujumdar, Dhawal; Peffer, Therese; Perry, Daniel; Pritoni, Marco

    2010-08-15

    Residential thermostats have been a key element in controlling heating and cooling systems for over sixty years. However, today's modern programmable thermostats (PTs) are complicated and difficult for users to understand, leading to errors in operation and wasted energy. Four separate tests of usability were conducted in preparation for a larger study. These tests included personal interviews, an on-line survey, photographing actual thermostat settings, and measurements of ability to accomplish four tasks related to effective use of a PT. The interviews revealed that many occupants used the PT as an on-off switch and most demonstrated little knowledge of how to operate it. The on-line survey found that 89% of the respondents rarely or never used the PT to set a weekday or weekend program. The photographic survey (in low income homes) found that only 30% of the PTs were actually programmed. In the usability test, we found that we could quantify the difference in usability of two PTs as measured in time to accomplish tasks. Users accomplished the tasks in consistently shorter times with the touchscreen unit than with buttons. None of these studies are representative of the entire population of users but, together, they illustrate the importance of improving user interfaces in PTs.

  11. P21 Common Core Toolkit: A Guide to Aligning the Common Core State Standards with the Framework for 21st Century Skills

    ERIC Educational Resources Information Center

    Partnership for 21st Century Skills, 2011

    2011-01-01

    Standards drive critical elements of the American educational system--the curricula that schools follow, the textbooks students read, and the tests they take. Similarly, standards establish the levels of performance that students, teachers and schools are expected to meet. To succeed in the 21st century, all students will need to perform to high…

  12. 45 CFR 73.735-904 - Resolution of apparent or actual conflicts of interest.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 45 Public Welfare 1 2011-10-01 2011-10-01 false Resolution of apparent or actual conflicts of... ADMINISTRATION STANDARDS OF CONDUCT Reporting Financial Interests § 73.735-904 Resolution of apparent or actual... disqualification is employed to resolve an apparent or actual conflict of interest, the disqualified employee...

  13. Cognitive skills, student achievement tests, and schools.

    PubMed

    Finn, Amy S; Kraft, Matthew A; West, Martin R; Leonard, Julia A; Bish, Crystal E; Martin, Rebecca E; Sheridan, Margaret A; Gabrieli, Christopher F O; Gabrieli, John D E

    2014-03-01

    Cognitive skills predict academic performance, so schools that improve academic performance might also improve cognitive skills. To investigate the impact schools have on both academic performance and cognitive skills, we related standardized achievement-test scores to measures of cognitive skills in a large sample (N = 1,367) of eighth-grade students attending traditional, exam, and charter public schools. Test scores and gains in test scores over time correlated with measures of cognitive skills. Despite wide variation in test scores across schools, differences in cognitive skills across schools were negligible after we controlled for fourth-grade test scores. Random offers of enrollment to oversubscribed charter schools resulted in positive impacts of such school attendance on math achievement but had no impact on cognitive skills. These findings suggest that schools that improve standardized achievement-test scores do so primarily through channels other than improving cognitive skills. PMID:24434238

  14. The actual goals of geoethics

    NASA Astrophysics Data System (ADS)

    Nemec, Vaclav

    2014-05-01

    The most actual goals of geoethics have been formulated as results of the International Conference on Geoethics (October 2013) held at the geoethics birth-place Pribram (Czech Republic): In the sphere of education and public enlightenment an appropriate needed minimum know how of Earth sciences should be intensively promoted together with cultivating ethical way of thinking and acting for the sustainable well-being of the society. The actual activities of the Intergovernmental Panel of Climate Changes are not sustainable with the existing knowledge of the Earth sciences (as presented in the results of the 33rd and 34th International Geological Congresses). This knowledge should be incorporated into any further work of the IPCC. In the sphere of legislation in a large international co-operation following steps are needed: - to re-formulate the term of a "false alarm" and its legal consequences, - to demand very consequently the needed evaluation of existing risks, - to solve problems of rights of individuals and minorities in cases of the optimum use of mineral resources and of the optimum protection of the local population against emergency dangers and disasters; common good (well-being) must be considered as the priority when solving ethical dilemmas. The precaution principle should be applied in any decision making process. Earth scientists presenting their expert opinions are not exempted from civil, administrative or even criminal liabilities. Details must be established by national law and jurisprudence. The well known case of the L'Aquila earthquake (2009) should serve as a serious warning because of the proven misuse of geoethics for protecting top Italian seismologists responsible and sentenced for their inadequate superficial behaviour causing lot of human victims. Another recent scandal with the Himalayan fossil fraud will be also documented. A support is needed for any effort to analyze and to disclose the problems of the deformation of the contemporary

  15. Actualizing Concepts in Home Management: Proceedings of a National Conference.

    ERIC Educational Resources Information Center

    American Home Economics Association, Washington, DC.

    The booklet prints the following papers delivered at a national conference: Actualizing Concepts in Home Management: Decision Making, Dorothy Z. Price; Innovations in Teaching: Ergonomics, Fern E. Hunt; Relevant Concepts of Home Management: Innovations in Teaching, Kay P. Edwards; Standards in a Managerial Context, Florence S. Walker; Organizing:…

  16. Basic Skills Provision for the Have-Nots: A Rights Hoax? Re-Examining International Standards on the Right to Education

    ERIC Educational Resources Information Center

    Gynther, Paivi

    2011-01-01

    In the present era of accelerating globalisation of the labour market and education, access to knowledge of value has become increasingly complicated. This study enquired into the rights to post-compulsory basic education by analysing the contemporary standard-setting instruments of the United Nations, the Council of Europe and the European…

  17. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 15: Administrative Information, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

    ERIC Educational Resources Information Center

    Texas State Technical Coll., Waco.

    This volume developed by the Machine Tool Advanced Skill Technology (MAST) program contains key administrative documents and provides additional sources for machine tool and precision manufacturing information and important points of contact in the industry. The document contains the following sections: a foreword; grant award letter; timeline for…

  18. [Applied suicide intervention skills training workshop].

    PubMed

    Silvola, Kirsti; Høifødt, Tordis Sørensen; Guttormsen, Thorbjørg; Burkeland, Olav

    2003-08-28

    This article discusses the benefits and limitations of applied suicide intervention skills training (ASIST), a two-day intensive, interactive and practice-dominated workshop designed to help caregivers recognise and estimate risk and learn how to intervene in case of immediate risk of suicide. It could appropriately be compared to training in cardiopulmonary resuscitation. The workshop sensitises participants to attitudes and presents a model for suicide intervention; it is flexible and employs learning aids and audiovisual material in order to encourage a high level of involvement. A growing body of evidence from assessments suggests that the workshop enhances caregivers' sense of readiness for suicide intervention and their actual level of skills for that role. ASIST is a standardized learning experience that uses an effective implementation strategy through which local professionals are trained as instructors. It was developed by LivingWorks Education in Canada in the 1980s. In Norway, Vivat, a training programme originating in the National Suicide Prevention Plan, is in charge of implementation of the workshop and training of instructors. PMID:14508555

  19. 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.…

  20. 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)

  1. 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…

  2. Psychomotor skills in medical ultrasound imaging: an analysis of the core skill set.

    PubMed

    Nicholls, Delwyn; Sweet, Linda; Hyett, Jon

    2014-08-01

    Sonographers use psychomotor skills to perform medical ultrasound examinations. Psychomotor skills describe voluntary movements of the limb, joints, and muscles in response to sensory stimuli and are regulated by the motor neural cortex in the brain. We define a psychomotor skill in relation to medical ultrasound imaging as "the unique mental and motor activities required to execute a manual task safely and efficiently for each clinical situation." Skills in clinical ultrasound practice may be open or closed; most skills used in medical ultrasound imaging are open. Open skills are both complex and multidimensional. Visuomotor and visuospatial psychomotor skills are central components of medical ultrasound imaging. Both types of skills rely on learners having a visual exemplar or standard of performance with which to reference their skill performance and evaluate anatomic structures. These are imperative instructional design principles when teaching psychomotor skills. PMID:25063399

  3. Army Basic Skills Provision: Whole Organisation Approach/Lessons Learnt

    ERIC Educational Resources Information Center

    Basic Skills Agency, 2007

    2007-01-01

    The Army began working in partnership with the Basic Skills Agency in 2000. This was formalised with the establishment of the Basic Skills Agency's National Support Project for the Army (2001) that contributes to the raising of basic skills standards in the Army by advising on, and assisting with, the development of the Army's basic skills policy…

  4. The Short-Run Behavior of Skilled Wage Differentials

    ERIC Educational Resources Information Center

    Walsh, William D.

    1977-01-01

    Develops a theory to integrate the effects of three factors--the relative supply elasticities of skilled and unskilled labor, adjustments in skilled labor hiring standards, and the presence of fixed employment costs for skilled labor--on the response of skill differentials to demand variation. (Editor/LAS)

  5. 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…

  6. Enhancing Teacher Preparation and Improving Faculty Teaching Skills: Lessons Learned from Implementing ``Science That Matters'' a Standards Based Interdisciplinary Science Course Sequence

    NASA Astrophysics Data System (ADS)

    Potter, Robert; Meisels, Gerry

    2005-06-01

    In a highly collaborative process we developed an introductory science course sequence to improve science literacy especially among future elementary and middle school education majors. The materials and course features were designed using the results of research on teaching and learning to provide a rigorous, relevant and engaging, standard based science experience. More than ten years of combined planning, development, implementation and assessment of this college science course sequence for nonmajors/future teachers has provided significant insights and success in achieving our goal. This paper describes the history and iterative nature of our ongoing improvements, changes in faculty instructional practice, strategies used to overcome student resistance, significant student learning outcomes, support structures for faculty, and the essential and informative role of assessment in improving the outcomes. Our experience with diverse institutions, students and faculty provides the basis for the lessons we have learned and should be of help to others involved in advancing science education.

  7. An Analysis of the Actual Processes of Physicists' Research and the Implications for Teaching Scientific Inquiry in School

    ERIC Educational Resources Information Center

    Park, Jongwon; Jang, Kyoung-Ae; Kim, Ikgyun

    2009-01-01

    Investigation of scientists' actual processes of conducting research can provide us with more realistic aspects of scientific inquiry. This study was performed to identify three aspects of scientists' actual research: their motivations for scientific inquiry, the scientific inquiry skills they used, and the main types of results obtained from…

  8. Moral Reasoning in Hypothetical and Actual Situations.

    ERIC Educational Resources Information Center

    Sumprer, Gerard F.; Butter, Eliot J.

    1978-01-01

    Results of this investigation suggest that moral reasoning of college students, when assessed using the DIT format, is the same whether the dilemmas involve hypothetical or actual situations. Subjects, when presented with hypothetical situations, become deeply immersed in them and respond as if they were actual participants. (Author/BEF)

  9. Factors Related to Self-Actualization.

    ERIC Educational Resources Information Center

    Hogan, H. Wayne; McWilliams, Jettie M.

    1978-01-01

    Provides data to further support the notions that females score higher in self-actualization measures and that self-actualization scores correlate inversely to the degree of undesirability individuals assign to their heights and weights. Finds that, contrary to predictions, greater androgyny was related to lower, not higher, self-actualization…

  10. 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

  11. Consequences of Predicted or Actual Asteroid Impacts

    NASA Astrophysics Data System (ADS)

    Chapman, C. R.

    2003-12-01

    Earth impact by an asteroid could have enormous physical and environmental consequences. Impactors larger than 2 km diameter could be so destructive as to threaten civilization. Since such events greatly exceed any other natural or man-made catastrophe, much extrapolation is necessary just to understand environmental implications (e.g. sudden global cooling, tsunami magnitude, toxic effects). Responses of vital elements of the ecosystem (e.g. agriculture) and of human society to such an impact are conjectural. For instance, response to the Blackout of 2003 was restrained, but response to 9/11 terrorism was arguably exaggerated and dysfunctional; would society be fragile or robust in the face of global catastrophe? Even small impacts, or predictions of impacts (accurate or faulty), could generate disproportionate responses, especially if news media reports are hyped or inaccurate or if responsible entities (e.g. military organizations in regions of conflict) are inadequately aware of the phenomenology of small impacts. Asteroid impact is the one geophysical hazard of high potential consequence with which we, fortunately, have essentially no historical experience. It is thus important that decision makers familiarize themselves with the hazard and that society (perhaps using a formal procedure, like a National Academy of Sciences study) evaluate the priority of addressing the hazard by (a) further telescopic searches for dangerous but still-undiscovered asteroids and (b) development of mitigation strategies (including deflection of an oncoming asteroid and on- Earth civil defense). I exemplify these issues by discussing several representative cases that span the range of parameters. Many of the specific physical consequences of impact involve effects like those of other geophysical disasters (flood, fire, earthquake, etc.), but the psychological and sociological aspects of predicted and actual impacts are distinctive. Standard economic cost/benefit analyses may not

  12. Effects of robotically modulating kinematic variability on motor skill learning and motivation.

    PubMed

    Duarte, Jaime E; Reinkensmeyer, David J

    2015-04-01

    It is unclear how the variability of kinematic errors experienced during motor training affects skill retention and motivation. We used force fields produced by a haptic robot to modulate the kinematic errors of 30 healthy adults during a period of practice in a virtual simulation of golf putting. On day 1, participants became relatively skilled at putting to a near and far target by first practicing without force fields. On day 2, they warmed up at the task without force fields, then practiced with force fields that either reduced or augmented their kinematic errors and were finally assessed without the force fields active. On day 3, they returned for a long-term assessment, again without force fields. A control group practiced without force fields. We quantified motor skill as the variability in impact velocity at which participants putted the ball. We quantified motivation using a self-reported, standardized scale. Only individuals who were initially less skilled benefited from training; for these people, practicing with reduced kinematic variability improved skill more than practicing in the control condition. This reduced kinematic variability also improved self-reports of competence and satisfaction. Practice with increased kinematic variability worsened these self-reports as well as enjoyment. These negative motivational effects persisted on day 3 in a way that was uncorrelated with actual skill. In summary, robotically reducing kinematic errors in a golf putting training session improved putting skill more for less skilled putters. Robotically increasing kinematic errors had no performance effect, but decreased motivation in a persistent way. PMID:25673732

  13. Effects of robotically modulating kinematic variability on motor skill learning and motivation

    PubMed Central

    Reinkensmeyer, David J.

    2015-01-01

    It is unclear how the variability of kinematic errors experienced during motor training affects skill retention and motivation. We used force fields produced by a haptic robot to modulate the kinematic errors of 30 healthy adults during a period of practice in a virtual simulation of golf putting. On day 1, participants became relatively skilled at putting to a near and far target by first practicing without force fields. On day 2, they warmed up at the task without force fields, then practiced with force fields that either reduced or augmented their kinematic errors and were finally assessed without the force fields active. On day 3, they returned for a long-term assessment, again without force fields. A control group practiced without force fields. We quantified motor skill as the variability in impact velocity at which participants putted the ball. We quantified motivation using a self-reported, standardized scale. Only individuals who were initially less skilled benefited from training; for these people, practicing with reduced kinematic variability improved skill more than practicing in the control condition. This reduced kinematic variability also improved self-reports of competence and satisfaction. Practice with increased kinematic variability worsened these self-reports as well as enjoyment. These negative motivational effects persisted on day 3 in a way that was uncorrelated with actual skill. In summary, robotically reducing kinematic errors in a golf putting training session improved putting skill more for less skilled putters. Robotically increasing kinematic errors had no performance effect, but decreased motivation in a persistent way. PMID:25673732

  14. 45 CFR 73.735-904 - Resolution of apparent or actual conflicts of interest.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... 45 Public Welfare 1 2010-10-01 2010-10-01 false Resolution of apparent or actual conflicts of interest. 73.735-904 Section 73.735-904 Public Welfare DEPARTMENT OF HEALTH AND HUMAN SERVICES GENERAL ADMINISTRATION STANDARDS OF CONDUCT Reporting Financial Interests § 73.735-904 Resolution of apparent or actual conflicts of interest....

  15. 40 CFR 63.5335 - How do I determine the actual HAP loss?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... (CONTINUED) National Emission Standards for Hazardous Air Pollutants for Leather Finishing Operations... information and procedures you must use to determine the actual HAP loss from your leather finishing operation. By the fifteenth of each month, you must determine the actual HAP loss in pounds from your...

  16. Skills for Innovation and Research

    ERIC Educational Resources Information Center

    OECD Publishing (NJ3), 2011

    2011-01-01

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

  17. Microcounseling Skill Discrimination Scale: A Methodological Note

    ERIC Educational Resources Information Center

    Stokes, Joseph; Romer, Daniel

    1977-01-01

    Absolute ratings on the Microcounseling Skill Discrimination Scale (MSDS) confound the individual's use of the rating scale and actual ability to discriminate effective and ineffective counselor behaviors. This note suggests methods of scoring the MSDS that will eliminate variability attributable to response language and improve the validity of…

  18. Basic Emergency Medical Technician Skills Manual.

    ERIC Educational Resources Information Center

    Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

    This manual was developed to help students preparing to become emergency medical technicians (EMTs) learn standardized basic skills in the field. The manual itemizes the steps and performance criteria of each required skill and uses an accompanying videotape series (not included) to enhance the educational experience. The five units of the manual,…

  19. Ecologies of Outdoor Skill: An Education of Attention

    ERIC Educational Resources Information Center

    Mullins, Philip M.

    2011-01-01

    Participants' performances of outdoor skills and leadership are interpreted for environmental learning using Ingold's (2000) notion of an "education of attention": the fine-tuning of their perception. The actual tasks and activities of adventure travel have until recently gone largely unquestioned; but the relationship between skills and…

  20. Skill Standards and Certification Project. Final Document.

    ERIC Educational Resources Information Center

    North Lake Coll., Irving, TX.

    This document contains the report of a project conducted to make the concept of a world-class work force a reality. The project was intended to design a comprehensive strategy to link elements from the state's existing vocational-technical education, job training, adult education, tech prep, and apprenticeship programs with the components of SCANS…

  1. National Photonics Skills Standard for Technicians.

    ERIC Educational Resources Information Center

    Center for Occupational Research and Development, Inc., Waco, TX.

    This document defines "photonics" as the generation, manipulation, transport, detection, and use of light information and energy whose quantum unit is the photon. The range of applications of photonics extends from energy generation to detection to communication and information processing. Photonics is at the heart of today's communication…

  2. Educational Assessment Knowledge and Skills for Teachers

    ERIC Educational Resources Information Center

    Brookhart, Susan M.

    2011-01-01

    The 1990 Standards for Teacher Competence in Educational Assessment of Students (AFT, NCME, & NEA, 1990) made a documentable contribution to the field. However, the Standards have become a bit dated, most notably in two ways: (1) the Standards do not consider current conceptions of formative assessment knowledge and skills, and (2) the Standards…

  3. Mindful movement and skilled attention.

    PubMed

    Clark, Dav; Schumann, Frank; Mostofsky, Stewart H

    2015-01-01

    Bodily movement has long been employed as a foundation for cultivating mental skills such as attention, self-control or mindfulness, with recent studies documenting the positive impacts of mindful movement training, such as yoga and tai chi. A parallel "mind-body connection" has also been observed in many developmental disorders. We elaborate a spectrum of mindfulness by considering ADHD, in which deficient motor control correlates with impaired (disinhibited) behavioral control contributing to defining features of excessive distractibility and impulsivity. These data provide evidence for an important axis of variation for wellbeing, in which skillful cognitive control covaries with a capacity for skillful movement. We review empirical and theoretical literature on attention, cognitive control, mind wandering, mindfulness and skill learning, endorsing a model of skilled attention in which motor plans, attention, and executive goals are seen as mutually co-defining aspects of skilled behavior that are linked by reciprocal inhibitory and excitatory connections. Thus, any movement training should engage "higher-order" inhibition and selection and develop a repertoire of rehearsed procedures that coordinate goals, attention and motor plans. However, we propose that mindful movement practice may improve the functional quality of rehearsed procedures, cultivating a transferrable skill of attention. We adopt Langer's spectrum of mindful learning that spans from "mindlessness" to engagement with the details of the present task and contrast this with the mental attitudes cultivated in standard mindfulness meditation. We particularly follow Feldenkrais' suggestion that mindful learning of skills for organizing the body in movement might transfer to other forms of mental activity. The results of mindful movement training should be observed in multiple complementary measures, and may have tremendous potential benefit for individuals with ADHD and other populations. PMID

  4. Mindful movement and skilled attention

    PubMed Central

    Clark, Dav; Schumann, Frank; Mostofsky, Stewart H.

    2015-01-01

    Bodily movement has long been employed as a foundation for cultivating mental skills such as attention, self-control or mindfulness, with recent studies documenting the positive impacts of mindful movement training, such as yoga and tai chi. A parallel “mind-body connection” has also been observed in many developmental disorders. We elaborate a spectrum of mindfulness by considering ADHD, in which deficient motor control correlates with impaired (disinhibited) behavioral control contributing to defining features of excessive distractibility and impulsivity. These data provide evidence for an important axis of variation for wellbeing, in which skillful cognitive control covaries with a capacity for skillful movement. We review empirical and theoretical literature on attention, cognitive control, mind wandering, mindfulness and skill learning, endorsing a model of skilled attention in which motor plans, attention, and executive goals are seen as mutually co-defining aspects of skilled behavior that are linked by reciprocal inhibitory and excitatory connections. Thus, any movement training should engage “higher-order” inhibition and selection and develop a repertoire of rehearsed procedures that coordinate goals, attention and motor plans. However, we propose that mindful movement practice may improve the functional quality of rehearsed procedures, cultivating a transferrable skill of attention. We adopt Langer’s spectrum of mindful learning that spans from “mindlessness” to engagement with the details of the present task and contrast this with the mental attitudes cultivated in standard mindfulness meditation. We particularly follow Feldenkrais’ suggestion that mindful learning of skills for organizing the body in movement might transfer to other forms of mental activity. The results of mindful movement training should be observed in multiple complementary measures, and may have tremendous potential benefit for individuals with ADHD and other

  5. Realizing actual feedback control of complex network

    NASA Astrophysics Data System (ADS)

    Tu, Chengyi; Cheng, Yuhua

    2014-06-01

    In this paper, we present the concept of feedbackability and how to identify the Minimum Feedbackability Set of an arbitrary complex directed network. Furthermore, we design an estimator and a feedback controller accessing one MFS to realize actual feedback control, i.e. control the system to our desired state according to the estimated system internal state from the output of estimator. Last but not least, we perform numerical simulations of a small linear time-invariant dynamics network and a real simple food network to verify the theoretical results. The framework presented here could make an arbitrary complex directed network realize actual feedback control and deepen our understanding of complex systems.

  6. 50 CFR 253.16 - Actual cost.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 50 Wildlife and Fisheries 9 2011-10-01 2011-10-01 false Actual cost. 253.16 Section 253.16 Wildlife and Fisheries NATIONAL MARINE FISHERIES SERVICE, NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION, DEPARTMENT OF COMMERCE AID TO FISHERIES FISHERIES ASSISTANCE PROGRAMS Fisheries Finance Program §...

  7. 50 CFR 253.16 - Actual cost.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 50 Wildlife and Fisheries 11 2013-10-01 2013-10-01 false Actual cost. 253.16 Section 253.16 Wildlife and Fisheries NATIONAL MARINE FISHERIES SERVICE, NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION, DEPARTMENT OF COMMERCE AID TO FISHERIES FISHERIES ASSISTANCE PROGRAMS Fisheries Finance Program §...

  8. Humanistic Education and Self-Actualization Theory.

    ERIC Educational Resources Information Center

    Farmer, Rod

    1984-01-01

    Stresses the need for theoretical justification for the development of humanistic education programs in today's schools. Explores Abraham Maslow's hierarchy of needs and theory of self-actualization. Argues that Maslow's theory may be the best available for educators concerned with educating the whole child. (JHZ)

  9. Children's Rights and Self-Actualization Theory.

    ERIC Educational Resources Information Center

    Farmer, Rod

    1982-01-01

    Educators need to seriously reflect upon the concept of children's rights. Though the idea of children's rights has been debated numerous times, the idea remains vague and shapeless; however, Maslow's theory of self-actualization can provide the children's rights idea with a needed theoretical framework. (Author)

  10. Culture Studies and Self-Actualization Theory.

    ERIC Educational Resources Information Center

    Farmer, Rod

    1983-01-01

    True citizenship education is impossible unless students develop the habit of intelligently evaluating cultures. Abraham Maslow's theory of self-actualization, a theory of innate human needs and of human motivation, is a nonethnocentric tool which can be used by teachers and students to help them understand other cultures. (SR)

  11. Group Counseling for Self-Actualization.

    ERIC Educational Resources Information Center

    Streich, William H.; Keeler, Douglas J.

    Self-concept, creativity, growth orientation, an integrated value system, and receptiveness to new experiences are considered to be crucial variables to the self-actualization process. A regular, year-long group counseling program was conducted with 85 randomly selected gifted secondary students in the Farmington, Connecticut Public Schools. A…

  12. Racial Discrimination in Occupations: Perceived and Actual.

    ERIC Educational Resources Information Center

    Turner, Castellano B.; Turner, Barbara F.

    The relationship between the actual representation of Blacks in certain occupations and individual perceptions of the occupational opportunity structure were examined. A scale which rated the degree of perceived discrimination against Blacks in 21 occupations was administered to 75 black male, 70 black female, 1,429 white male and 1,457 white…

  13. Critical Thinking Skills of United States Dental Hygiene Students

    ERIC Educational Resources Information Center

    Notgarnie, Howard M.

    2011-01-01

    The complexity of decision-making in dental hygienists' practice requires critical thinking skills. Interest in raising educational standards for entry into the dental hygiene profession is a response to the demand for enhanced professional skills, including critical thinking skills. No studies found in the course of literature review compared…

  14. Academic Standards. Fall 1978.

    ERIC Educational Resources Information Center

    Delaware Technical and Community Coll., Dover. Terry Campus.

    The Terry Campus of Delaware Technical and Community College has established academic standards to endorse competencies and skills for all courses of the technological programs. These standards eliminate conflicts and allow students to understand, from the beginning of their studies, the requirements for awarding a degree, diploma, or certificate.…

  15. Academic Standards in Alabama

    ERIC Educational Resources Information Center

    A+ Education Partnership, 2014

    2014-01-01

    Education policymakers and educators in Alabama are committed to improving the state's public education system to ensure that students gain the knowledge and skills they need to graduate from high school ready for real life. The state is on the path to implementing higher academic standards--the College and Career Ready Standards--which lay a…

  16. Whiteheadian Actual Entitities and String Theory

    NASA Astrophysics Data System (ADS)

    Bracken, Joseph A.

    2012-06-01

    In the philosophy of Alfred North Whitehead, the ultimate units of reality are actual entities, momentary self-constituting subjects of experience which are too small to be sensibly perceived. Their combination into "societies" with a "common element of form" produces the organisms and inanimate things of ordinary sense experience. According to the proponents of string theory, tiny vibrating strings are the ultimate constituents of physical reality which in harmonious combination yield perceptible entities at the macroscopic level of physical reality. Given that the number of Whiteheadian actual entities and of individual strings within string theory are beyond reckoning at any given moment, could they be two ways to describe the same non-verifiable foundational reality? For example, if one could establish that the "superject" or objective pattern of self- constitution of an actual entity vibrates at a specific frequency, its affinity with the individual strings of string theory would be striking. Likewise, if one were to claim that the size and complexity of Whiteheadian 'societies" require different space-time parameters for the dynamic interrelationship of constituent actual entities, would that at least partially account for the assumption of 10 or even 26 instead of just 3 dimensions within string theory? The overall conclusion of this article is that, if a suitably revised understanding of Whiteheadian metaphysics were seen as compatible with the philosophical implications of string theory, their combination into a single world view would strengthen the plausibility of both schemes taken separately. Key words: actual entities, subject/superjects, vibrating strings, structured fields of activity, multi-dimensional physical reality.

  17. Life skills programmes for chronic mental illnesses

    PubMed Central

    Tungpunkom, Patraporn; Maayan, Nicola; Soares-Weiser, Karla

    2014-01-01

    Background Most people with schizophrenia have a cyclical pattern of illness characterised by remission and relapses. The illness can reduce the ability of self-care and functioning and can lead to the illness becoming disabling. Life skills programmes, emphasising the needs associated with independent functioning, are often a part of the rehabilitation process. These programmes have been developed to enhance independent living and quality of life for people with schizophrenia. Objectives To review the effects of life skills programmes compared with standard care or other comparable therapies for people with chronic mental health problems. Search methods We searched the Cochrane Schizophrenia Group Trials Register (June 2010). We supplemented this process with handsearching and scrutiny of references. We inspected references of all included studies for further trials. Selection criteria We included all relevant randomised or quasi-randomised controlled trials for life skills programmes versus other comparable therapies or standard care involving people with serious mental illnesses. Data collection and analysis We extracted data independently. For dichotomous data we calculated relative risks (RR) and their 95% confidence intervals (CI) on an intention-to-treat basis, based on a random-effects model. For continuous data, we calculated mean differences (MD), again based on a random-effects model. Main results We included seven randomised controlled trials with a total of 483 participants. These evaluated life skills programmes versus standard care, or support group. We found no significant difference in life skills performance between people given life skills training and standard care (1 RCT, n = 32, MD −1.10; 95% CI −7.82 to 5.62). Life skills training did not improve or worsen study retention (5 RCTs, n = 345, RR 1.16; 95% CI 0.40 to 3.36). We found no significant difference in PANSS positive, negative or total scores between life skills intervention and

  18. Medicine and clinical skills laboratories.

    PubMed

    Al-Elq, Abdulmohsen H

    2007-05-01

    The main objective of the medical curriculum is to provide medical students with knowledge, skills and attitudes required for their practice. A decade ago, the UK Medical Council issued a report called "Tomorrow's Doctors"(1) which called for the reduction in the factual content of the medical course with the promotion of problem-based and self-dedicated learning. This report was the basis for a move toward an extensive reform of the medical and nursing curricula. The new reformed curricula enhanced the integrated medical teaching and emphasized the teaching and learning of clinical skills. However, there were still concerns about the standards and appropriateness of the skills of new medical graduates.(2)The changes in the teaching and learning methods, the radical changes in the health care delivery and the rapid growth of technology challenged the traditional way of clinical skills development and led to the emergence of clinical skills laboratories (CSLs) in the medical education of many medical and nursing schools. With the proliferation of the CSLs, it is important to evaluate and introduce the reader to their applications, bearing in mind the paucity of information on this subject particularly over the last couple of years. This article is based on literature review. PMID:23012147

  19. The Actual Apollo 13 Prime Crew

    NASA Technical Reports Server (NTRS)

    1970-01-01

    The actual Apollo 13 lunar landing mission prime crew from left to right are: Commander, James A. Lovell Jr., Command Module pilot, John L. Swigert Jr.and Lunar Module pilot, Fred W. Haise Jr. The original Command Module pilot for this mission was Thomas 'Ken' Mattingly Jr. but due to exposure to German measles he was replaced by his backup, Command Module pilot, John L. 'Jack' Swigert Jr.

  20. Working memory and acquisition of implicit knowledge by imagery training, without actual task performance.

    PubMed

    Helene, A F; Xavier, G F

    2006-04-28

    This study investigated acquisition of a mirror-reading skill via imagery training, without the actual performance of a mirror-reading task. In experiment I, healthy volunteers simulated writing on an imaginary, transparent screen placed at eye level, which could be read by an experimenter facing the subject. Performance of this irrelevant motor task required the subject to imagine the letters inverted, as if seen in a mirror from their own point of view (imagery training). A second group performed the same imagery training interspersed with a complex, secondary spelling and counting task. A third, control, group simply wrote the words as they would normally appear from their own point of view. After training with 300 words, all subjects were tested in a mirror-reading task using 60 non-words, constructed according to acceptable letter combinations of the Portuguese language. Compared with control subjects, those exposed to imagery training, including those who switched between imagery and the complex task, exhibited shorter reading times in the mirror-reading task. Experiment II employed a 2 x 3 design, including two training conditions (imagery and actual mirror-reading) and three competing task conditions (a spelling and counting switching task, a visual working memory concurrent task, and no concurrent task). Training sessions were interspersed with mirror-reading testing sessions for non-words, allowing evaluation of the mirror-reading acquisition process during training. The subjects exposed to imagery training acquired the mirror-reading skill as quickly as those exposed to the actual mirror-reading task. Further, performance of concurrent tasks together with actual mirror-reading training severely disrupted mirror-reading skill acquisition; this interference effect was not seen in subjects exposed to imagery training and performance of the switching and the concurrent tasks. These results unequivocally show that acquisition of implicit skills by top

  1. 40 CFR 63.2853 - How do I determine the actual solvent loss?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 40 Protection of Environment 13 2012-07-01 2012-07-01 false How do I determine the actual solvent loss? 63.2853 Section 63.2853 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) AIR PROGRAMS (CONTINUED) NATIONAL EMISSION STANDARDS FOR HAZARDOUS AIR POLLUTANTS FOR SOURCE CATEGORIES (CONTINUED) National Emission Standards...

  2. Key Skills Portfolio Assessment: Good Practice Guide

    ERIC Educational Resources Information Center

    Rolfe, Martin; Wilson, Lorraine

    2007-01-01

    This guide offers advice and guidance to key skills managers, coordinators and other practitioners who are responsible for ensuring that the standards of portfolio assessment in their center are consistent across the center and with national standards. It describes and offers advice and guidance on the stages of assessment and internal moderation…

  3. Project A.M.E.S. (Actualization of Mainstream Experience Skills). Volume IV, 1982-83.

    ERIC Educational Resources Information Center

    Maurer, Steve, Ed.

    A report, by Mark Sweet, entitled "Project W.I.L.--Ways to Independent Living," describes the effects of the outgrowth of teacher workshops on the design and implementation of education and related services for severely handicapped students. The staff, employed at the Central Avenue School in Burlington, Iowa and at the Summitville School in…

  4. 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…

  5. Teaching pedestrian skills to retarded persons: generalization from the classroom to the natural environment.

    PubMed Central

    Page, T J; Iwata, B A; Neef, N A

    1976-01-01

    Little attention has been given to teaching adaptive community skills to retarded persons. In this study, five retarded male students were taught basic pedestrian skills in a classroom- Training was conducted on a model built to simulate city traffic conditions. Each subject was taught five specific skills involved in street crossing in sequence, viz. intersection recognition, pedestrian-light skills, traffic-light skills, and skills for two different stop-sign conditions. Before, during, and after training, subjects were tested on generalization probes on model and under actual city traffic conditions. Results of a multiple-baseline design acorss both subjects and behaviors indicated that after receiving classroom training on the skills, each subject exhibited appropriate pedestrian skills under city traffic conditions. In addition, training in some skills appeared to facilitate performance in skills not yet trained. PMID:1002631

  6. Air resistance measurements on actual airplane parts

    NASA Technical Reports Server (NTRS)

    Weiselsberger, C

    1923-01-01

    For the calculation of the parasite resistance of an airplane, a knowledge of the resistance of the individual structural and accessory parts is necessary. The most reliable basis for this is given by tests with actual airplane parts at airspeeds which occur in practice. The data given here relate to the landing gear of a Siemanms-Schuckert DI airplane; the landing gear of a 'Luftfahrzeug-Gesellschaft' airplane (type Roland Dlla); landing gear of a 'Flugzeugbau Friedrichshafen' G airplane; a machine gun, and the exhaust manifold of a 269 HP engine.

  7. Auditory sequence analysis and phonological skill.

    PubMed

    Grube, Manon; Kumar, Sukhbinder; Cooper, Freya E; Turton, Stuart; Griffiths, Timothy D

    2012-11-01

    This work tests the relationship between auditory and phonological skill in a non-selected cohort of 238 school students (age 11) with the specific hypothesis that sound-sequence analysis would be more relevant to phonological skill than the analysis of basic, single sounds. Auditory processing was assessed across the domains of pitch, time and timbre; a combination of six standard tests of literacy and language ability was used to assess phonological skill. A significant correlation between general auditory and phonological skill was demonstrated, plus a significant, specific correlation between measures of phonological skill and the auditory analysis of short sequences in pitch and time. The data support a limited but significant link between auditory and phonological ability with a specific role for sound-sequence analysis, and provide a possible new focus for auditory training strategies to aid language development in early adolescence. PMID:22951739

  8. 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)

  9. What Happens When Computer Software Is Used to Monitor Students' Conceptualization, Construction, and Analysis of Actual Electronic Circuits

    ERIC Educational Resources Information Center

    Viviano, Thomas

    2001-01-01

    Of primary concern is the ability of students high school age to be able to conceptualize what actually goes on in electronic circuitry in order for them to be able to build and troubleshoot with precision skill. The Fault Assisted Circuit Electronic Trainer (FACET) was used on three students to determine if this electronic computer-aided…

  10. How a Standardized Achievement Test Adapts to the Times: A Topical Comparison of Mathematics and Reading Tests on the 1973 and 1981 Forms of the Comprehensive Tests of Basic Skills.

    ERIC Educational Resources Information Center

    Mattson, Ann; And Others

    This document contains a detailed listing of topics covered in the mathematics and reading portions of the 1973 Form S and the 1981 Form U of the Comprehensive Tests of Basic Skills (CTBS). Chages in the overall structure of the CTBS, new topics included in Form U and old topics not covered, and changes in the arrangement of topics across the…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. Using Thinking Skills as a Bridge between ELA and Science Teaching Strategies

    ERIC Educational Resources Information Center

    Harris, Robin Lee

    2008-01-01

    This article presents five activities that demonstrate developing thinking skills in students, uses comparable ELA and science skills. The thinking skills of Blooms Taxonomy are the organizer. Skills and processes gleaned from NYS ELA and Science Standards included in the article are: categorizing, comparing, following procedures, sequencing,…

  2. Savant skills in autism: psychometric approaches and parental reports

    PubMed Central

    Howlin, Patricia; Goode, Susan; Hutton, Jane; Rutter, Michael

    2009-01-01

    Most investigations of savant skills in autism are based on individual case reports. The present study investigated rates and types of savant skills in 137 individuals with autism (mean age 24 years). Intellectual ability ranged from severe intellectual impairment to superior functioning. Savant skills were judged from parental reports and specified as ‘an outstanding skill/knowledge clearly above participant's general level of ability and above the population norm’. A comparable definition of exceptional cognitive skills was applied to Wechsler test scores—requiring a subtest score at least 1 standard deviation above general population norms and 2 standard deviations above the participant's own mean subtest score. Thirty-nine participants (28.5%) met criteria for either a savant skill or an exceptional cognitive skill: 15 for an outstanding cognitive skill (most commonly block design); 16 for a savant skill based on parental report (mostly mathematical/calculating abilities); 8 met criteria for both a cognitive and parental rated savant skill. One-third of males showed some form of outstanding ability compared with 19 per cent of females. No individual with a non-verbal IQ below 50 met criteria for a savant skill and, contrary to some earlier hypotheses, there was no indication that individuals with higher rates of stereotyped behaviours/interests were more likely to demonstrate savant skills. PMID:19528018

  3. Evaluation of the skill of North-American Multi-Model Ensemble (NMME) Global Climate Models in predicting average and extreme precipitation and temperature over the continental USA

    NASA Astrophysics Data System (ADS)

    Slater, Louise J.; Villarini, Gabriele; Bradley, Allen A.

    2016-08-01

    This paper examines the forecasting skill of eight Global Climate Models from the North-American Multi-Model Ensemble project (CCSM3, CCSM4, CanCM3, CanCM4, GFDL2.1, FLORb01, GEOS5, and CFSv2) over seven major regions of the continental United States. The skill of the monthly forecasts is quantified using the mean square error skill score. This score is decomposed to assess the accuracy of the forecast in the absence of biases (potential skill) and in the presence of conditional (slope reliability) and unconditional (standardized mean error) biases. We summarize the forecasting skill of each model according to the initialization month of the forecast and lead time, and test the models' ability to predict extended periods of extreme climate conducive to eight `billion-dollar' historical flood and drought events. Results indicate that the most skillful predictions occur at the shortest lead times and decline rapidly thereafter. Spatially, potential skill varies little, while actual model skill scores exhibit strong spatial and seasonal patterns primarily due to the unconditional biases in the models. The conditional biases vary little by model, lead time, month, or region. Overall, we find that the skill of the ensemble mean is equal to or greater than that of any of the individual models. At the seasonal scale, the drought events are better forecast than the flood events, and are predicted equally well in terms of high temperature and low precipitation. Overall, our findings provide a systematic diagnosis of the strengths and weaknesses of the eight models over a wide range of temporal and spatial scales.

  4. 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

  5. 7 CFR 1437.101 - Actual production history.

    Code of Federal Regulations, 2012 CFR

    2012-01-01

    ... 7 Agriculture 10 2012-01-01 2012-01-01 false Actual production history. 1437.101 Section 1437.101... Determining Yield Coverage Using Actual Production History § 1437.101 Actual production history. Actual production history (APH) is the unit's record of crop yield by crop year for the APH base period. The...

  6. 7 CFR 1437.101 - Actual production history.

    Code of Federal Regulations, 2014 CFR

    2014-01-01

    ... 7 Agriculture 10 2014-01-01 2014-01-01 false Actual production history. 1437.101 Section 1437.101... Determining Yield Coverage Using Actual Production History § 1437.101 Actual production history. Actual production history (APH) is the unit's record of crop yield by crop year for the APH base period. The...

  7. 7 CFR 1437.101 - Actual production history.

    Code of Federal Regulations, 2013 CFR

    2013-01-01

    ... 7 Agriculture 10 2013-01-01 2013-01-01 false Actual production history. 1437.101 Section 1437.101... Determining Yield Coverage Using Actual Production History § 1437.101 Actual production history. Actual production history (APH) is the unit's record of crop yield by crop year for the APH base period. The...

  8. 7 CFR 1437.101 - Actual production history.

    Code of Federal Regulations, 2011 CFR

    2011-01-01

    ... 7 Agriculture 10 2011-01-01 2011-01-01 false Actual production history. 1437.101 Section 1437.101... Determining Yield Coverage Using Actual Production History § 1437.101 Actual production history. Actual production history (APH) is the unit's record of crop yield by crop year for the APH base period. The...

  9. 7 CFR 1437.101 - Actual production history.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 7 Agriculture 10 2010-01-01 2010-01-01 false Actual production history. 1437.101 Section 1437.101... Determining Yield Coverage Using Actual Production History § 1437.101 Actual production history. Actual production history (APH) is the unit's record of crop yield by crop year for the APH base period. The...

  10. The actual status of Astronomy in Moldova

    NASA Astrophysics Data System (ADS)

    Gaina, A.

    The astronomical research in the Republic of Moldova after Nicolae Donitch (Donici)(1874-1956(?)) were renewed in 1957, when a satellites observations station was open in Chisinau. Fotometric observations and rotations of first Soviet artificial satellites were investigated under a program SPIN put in action by the Academy of Sciences of former Socialist Countries. The works were conducted by Assoc. prof. Dr. V. Grigorevskij, which conducted also research in variable stars. Later, at the beginning of 60-th, an astronomical Observatory at the Chisinau State University named after Lenin (actually: the State University of Moldova), placed in Lozovo-Ciuciuleni villages was open, which were coordinated by Odessa State University (Prof. V.P. Tsesevich) and the Astrosovet of the USSR. Two main groups worked in this area: first conducted by V. Grigorevskij (till 1971) and second conducted by L.I. Shakun (till 1988), both graduated from Odessa State University. Besides this research areas another astronomical observations were made: Comets observations, astroclimate and atmospheric optics in collaboration with the Institute of the Atmospheric optics of the Siberian branch of the USSR (V. Chernobai, I. Nacu, C. Usov and A.F. Poiata). Comets observations were also made since 1988 by D. I. Gorodetskij which came to Chisinau from Alma-Ata and collaborated with Ukrainean astronomers conducted by K.I. Churyumov. Another part of space research was made at the State University of Tiraspol since the beggining of 70-th by a group of teaching staff of the Tiraspol State Pedagogical University: M.D. Polanuer, V.S. Sholokhov. No a collaboration between Moldovan astronomers and Transdniestrian ones actually exist due to War in Transdniestria in 1992. An important area of research concerned the Radiophysics of the Ionosphere, which was conducted in Beltsy at the Beltsy State Pedagogical Institute by a group of teaching staff of the University since the beginning of 70-th: N. D. Filip, E

  11. What Galvanic Vestibular Stimulation Actually Activates

    PubMed Central

    Curthoys, Ian S.; MacDougall, Hamish Gavin

    2012-01-01

    In a recent paper in Frontiers Cohen et al. (2012) asked “What does galvanic vestibular stimulation actually activate?” and concluded that galvanic vestibular stimulation (GVS) causes predominantly otolithic behavioral responses. In this Perspective paper we show that such a conclusion does not follow from the evidence. The evidence from neurophysiology is very clear: galvanic stimulation activates primary otolithic neurons as well as primary semicircular canal neurons (Kim and Curthoys, 2004). Irregular neurons are activated at lower currents. The answer to what behavior is activated depends on what is measured and how it is measured, including not just technical details, such as the frame rate of video, but the exact experimental context in which the measurement took place (visual fixation vs total darkness). Both canal and otolith dependent responses are activated by GVS. PMID:22833733

  12. MODIS Solar Diffuser: Modelled and Actual Performance

    NASA Technical Reports Server (NTRS)

    Waluschka, Eugene; Xiong, Xiao-Xiong; Esposito, Joe; Wang, Xin-Dong; Krebs, Carolyn (Technical Monitor)

    2001-01-01

    The Moderate Resolution Imaging Spectroradiometer (MODIS) instrument's solar diffuser is used in its radiometric calibration for the reflective solar bands (VIS, NTR, and SWIR) ranging from 0.41 to 2.1 micron. The sun illuminates the solar diffuser either directly or through a attenuation screen. The attenuation screen consists of a regular array of pin holes. The attenuated illumination pattern on the solar diffuser is not uniform, but consists of a multitude of pin-hole images of the sun. This non-uniform illumination produces small, but noticeable radiometric effects. A description of the computer model used to simulate the effects of the attenuation screen is given and the predictions of the model are compared with actual, on-orbit, calibration measurements.

  13. Embodied cognition and skilled health behaviour.

    PubMed

    Gangi, Cynthia; Sherman, David K; White, Marina L

    2011-08-01

    The present research examines health persuasion from an embodied cognition perspective by proposing that engaging the motor system during presentation of a health message will lead individuals to become more skilled at performing the prescribed behaviour. Participants watched a video on the importance of flossing while either imaging themselves flossing or imaging themselves flossing while minimally engaging the motor system (i.e. touching a piece of floss). Females (but not males) who touched an individual floss while watching the video demonstrated better flossing skills 1 week later. Over time, participants (both males and females) who engaged the motor system also developed more accessible attitudes and had a stronger relationship between their perceived flossing efficacy and actual flossing skill. Implications for the theories of embodied cognition and health interventions are discussed. PMID:21598186

  14. Characteristics of Competency. Measurement Criteria for Entry-Level Electronics Technician Skills..

    ERIC Educational Resources Information Center

    Electronic Industries Foundation, Washington, DC.

    This supplement to "Raising the Standard" details the knowledge and skills required to successfully achieve competence in each of the tasks identified in the standards manual. It is divided into five sections that correspond to the five skill categories for entry-level electronics technician: additional skills, desirable behavior and work habits,…

  15. Comparison of Simulation-Based Performance with Metrics of Critical Thinking Skills in Nursing Students: A Pilot Study

    ERIC Educational Resources Information Center

    Fero, Laura J.

    2009-01-01

    Alternative approaches to evaluating critical thinking skills are needed, as pencil and paper assessments may not accurately predict simulated or actual clinical performance. To ensure patient safety, it is imperative to determine how to best promote and measure critical thinking skills. Few studies have examined how these skills are related to…

  16. 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.

  17. Caustic-Side Solvent Extraction: Prediction of Cesium Extraction for Actual Wastes and Actual Waste Simulants

    SciTech Connect

    Delmau, L.H.; Haverlock, T.J.; Sloop, F.V., Jr.; Moyer, B.A.

    2003-02-01

    This report presents the work that followed the CSSX model development completed in FY2002. The developed cesium and potassium extraction model was based on extraction data obtained from simple aqueous media. It was tested to ensure the validity of the prediction for the cesium extraction from actual waste. Compositions of the actual tank waste were obtained from the Savannah River Site personnel and were used to prepare defined simulants and to predict cesium distribution ratios using the model. It was therefore possible to compare the cesium distribution ratios obtained from the actual waste, the simulant, and the predicted values. It was determined that the predicted values agree with the measured values for the simulants. Predicted values also agreed, with three exceptions, with measured values for the tank wastes. Discrepancies were attributed in part to the uncertainty in the cation/anion balance in the actual waste composition, but likely more so to the uncertainty in the potassium concentration in the waste, given the demonstrated large competing effect of this metal on cesium extraction. It was demonstrated that the upper limit for the potassium concentration in the feed ought to not exceed 0.05 M in order to maintain suitable cesium distribution ratios.

  18. Using the Dreyfus Model of Skill Acquisition to Describe and Interpret Skill Acquisition and Clinical Judgment in Nursing Practice and Education

    ERIC Educational Resources Information Center

    Benner, Patricia

    2004-01-01

    Three studies using the Dreyfus model of skill acquisition were conducted over a period of 21 years. Nurses with a range of experience and reported skillfulness were interviewed. Each study used nurses' narrative accounts of actual clinical situations. A subsample of participants were observed and interviewed at work. These studies extend the…

  19. Early Learning Content Standards

    ERIC Educational Resources Information Center

    Ohio Department of Education, 2004

    2004-01-01

    The early learning content standards describe essential concepts and skills for young children. Based on research, these achievable indicators emerge as the result of quality early learning experiences regardless of the setting (e.g., nursery school, preschool, family care, etc.). In addition, the early learning content indicators are aligned to…

  20. The State of School-Based Bilingual Assessment: Actual Practice versus Recommended Guidelines

    ERIC Educational Resources Information Center

    Caesar, Lena G.; Kohler, Paula D.

    2007-01-01

    Purpose: This study was designed to investigate the frequency with which school-based speech-language pathologists (SLPs) used recommended practices when assessing the language skills of bilingual students. The study also investigated the frequency with which SLPs used formal, standardized tests versus informal, alternative procedures with this…

  1. Can Regular-Fat Meat Products Actually Be Good for You?

    ERIC Educational Resources Information Center

    Ong, Chee Syen

    2005-01-01

    One of the core competencies in the new IFT Education standards is for students to achieve competency in communication skills (that is, oral and written communication, listening, interviewing, and so on). According to the IFT guidelines, by the time students graduate, they should not only be able to search for and condense information, but also be…

  2. EVA Skills Training

    NASA Technical Reports Server (NTRS)

    Parazynski, Scott

    2012-01-01

    Dr. Parazynski and a colleague from Extravehicular Activity (EVA), Robotics, & Crew Systems Operations (DX) worked closely to build the EVA Skills Training Program, and for the first time, defined the gold standards of EVA performance, allowing crewmembers to increase their performance significantly. As part of the program, individuals had the opportunity to learn at their own rate, taking additional water time as required, to achieve that level of performance. This focus on training to one's strengths and weaknesses to bolster them enabled the Crew Office and DX to field a much larger group of spacewalkers for the daunting "wall of EVA" required for the building and maintenance of the ISS. Parazynski also stressed the need for designers to understand the capabilities and the limitations of a human in a spacesuit, as well as opportunities to improve future generations of space. He shared lessons learned (how the Crew Office engaged in these endeavors) and illustrated the need to work as a team to develop these complex systems.

  3. 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

  4. Alternate corrections for estimating actual wetland evapotranspiration from potential evapotranspiration

    USGS Publications Warehouse

    Barclay, Shoemaker W.; Sumner, D.M.

    2006-01-01

    Corrections can be used to estimate actual wetland evapotranspiration (AET) from potential evapotranspiration (PET) as a means to define the hydrology of wetland areas. Many alternate parameterizations for correction coefficients for three PET equations are presented, covering a wide range of possible data-availability scenarios. At nine sites in the wetland Everglades of south Florida, USA, the relatively complex PET Penman equation was corrected to daily total AET with smaller standard errors than the PET simple and Priestley-Taylor equations. The simpler equations, however, required less data (and thus less funding for instrumentation), with the possibility of being corrected to AET with slightly larger, comparable, or even smaller standard errors. Air temperature generally corrected PET simple most effectively to wetland AET, while wetland stage and humidity generally corrected PET Priestley-Taylor and Penman most effectively to wetland AET. Stage was identified for PET Priestley-Taylor and Penman as the data type with the most correction ability at sites that are dry part of each year or dry part of some years. Finally, although surface water generally was readily available at each monitoring site, AET was not occurring at potential rates, as conceptually expected under well-watered conditions. Apparently, factors other than water availability, such as atmospheric and stomata resistances to vapor transport, also were limiting the PET rate. ?? 2006, The Society of Wetland Scientists.

  5. Teaching Evolution: Do State Standards Matter?

    ERIC Educational Resources Information Center

    Moore, Randy

    2002-01-01

    Explores the relationship of state standards for the teaching of evolution to the actual teaching of that subject. Compares a grading of states for their performance and discusses the question of whether state standards matter. (MM)

  6. 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

  7. Teaching and Assessing Communication Skills in Medical Undergraduate Training.

    PubMed

    Modi, Jyoti Nath; Anshu, -; Chhatwal, Jugesh; Gupta, Piyush; Singh, Tejinder

    2016-06-01

    Good communication skills are essential for an optimal doctor-patient relationship, and also contribute to improved health outcomes. Although the need for training in communication skills is stated as a requirement in the 1997 Graduate Medical Education Regulations of the Medical Council of India, formal training in these skills has been fragmentary and non-uniform in most Indian curricula. The Vision 2015 document of the Medical Council of India reaffirms the need to include training in communication skills in the MBBS curriculum. Training in communication skills needs approaches which are different from that of teaching other clinical subjects. It is also a challenge to ensure that students not only imbibe the nuances of communication and interpersonal skills, but adhere to them throughout their careers. This article addresses the possible ways of standardizing teaching and assessment of communication skills and integrating them into the existing curriculum. PMID:27376604

  8. Divergence of actual and reference evapotranspiration observations for irrigated sugarcane with windy tropical conditions

    Technology Transfer Automated Retrieval System (TEKTRAN)

    Standardized reference evapotranspiration (ET) and ecosystem-specific vegetation coefficients are frequently used to estimate actual ET. However, equations for calculating reference ET have not been well validated in more humid environments. We measured ET (ETEC) using Eddy Covariance (EC) towers a...

  9. Basic visual observation skills training course. Final report

    SciTech Connect

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

    1995-06-01

    This is the third report in a series prepared to assist the International Atomic Energy Agency (IAEA or Agency) in enhancing the effectiveness of its international safeguards inspections through inspector training in Observation Skills. The first report (Phase 1) was essentially exploratory. It defined Observation Skills` broadly to include all appropriate cognitive, communications, and interpersonal techniques that have the potential to help IAEA safeguards inspectors function more effectively. The second report (Phase 2) provided a more specific basis for the actual design and delivery of Observation Skills training to IAEA inspectors. The present report (Phase 3) documents the design of a Basic Visual Observation Skills course and delivery of the course to safeguards inspectors at IAEA Headquarters Vienna in February and May of 1995. The purpose of the course is to help safeguards inspectors evaluate and improve their skills in making observations during inspections and in evaluating and interpreting this information. The course is basic in the sense that it provides training in skills which are generally applicable to inspections of all types of facilities and activities subject to safeguards. The course is designed for 16 hours of classroom delivery, ideally in four 4-hour sessions over a period of four days. The first 12 hours provide training in five skill areas: perception and recognition; attention and attention to detail; memory; mental imaging, mapping, and modeling skills; and judgment and decision making. Following the training in each of the five skill areas is an Integrating Exercise involving a simulated safeguards inspection.

  10. Subitizing and Early Mathematics Standards: A Winning Combination

    ERIC Educational Resources Information Center

    Conderman, Greg; Jung, Myoungwhon; Hartman, Paula

    2014-01-01

    In early childhood and primary (PreK-2) grades, subitizing is a critical skill that helps children meet early mathematics standards. Discover ways teachers can infuse this critical skill into their math curriculum.

  11. Discomfort Glare: What Do We Actually Know?

    SciTech Connect

    Clear, Robert D.

    2012-04-19

    We reviewed glare models with an eye for missing conditions or inconsistencies. We found ambiguities as to when to use small source versus large source models, and as to what constitutes a glare source in a complex scene. We also found surprisingly little information validating the assumed independence of the factors driving glare. A barrier to progress in glare research is the lack of a standardized dependent measure of glare. We inverted the glare models to predict luminance, and compared model predictions against the 1949 Luckiesh and Guth data that form the basis of many of them. The models perform surprisingly poorly, particularly with regards to the luminance-size relationship and additivity. Evaluating glare in complex scenes may require fundamental changes to form of the glare models.

  12. Standardization versus Standards.

    ERIC Educational Resources Information Center

    Meier, Deborah

    2002-01-01

    Examines differences between old state-designed norm-referenced tests and new tests aligned with the curriculum. Concludes that new state tests are very similar to old ones. Discusses impact of new high-stakes standardized tests on students and teachers. Argues the new wave of standardized testing is not the answer to improving student…

  13. Assessing Employee Skills.

    ERIC Educational Resources Information Center

    1997

    This document contains four papers from a symposium on assessing employee skills. "Bridging the Training Gap: Identifying Work Place Transferable Skills Needs in Manufacturing Organizations in East Central Minnesota" (K. Peter Kuchinke, James M. Brown, Howie Anderson, Joe Hobson) reports a study of a workplace education program in rural Minnesota…

  14. Early Communicative Skills.

    ERIC Educational Resources Information Center

    MacKay, Gilbert F.; Dunn, William R.

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

  15. The Employability Skills Portfolio.

    ERIC Educational Resources Information Center

    Stemmer, Paul; And Others

    1992-01-01

    During 1990-91, Michigan schools piloted an innovative portfolio approach enabling students to discover, document, and develop employability skills in academics, personal management, and teamwork. Not an improved sorting system, the project encourages students to recognize successes, seek opportunities to improve skills, and gain confidence in…

  16. Electromechanical Technician Skills Questionnaire.

    ERIC Educational Resources Information Center

    Anoka-Hennepin Technical Coll., Minneapolis, MN.

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

  17. Critical Skills Survey

    ERIC Educational Resources Information Center

    Education Digest: Essential Readings Condensed for Quick Review, 2010

    2010-01-01

    As the U.S. economy begins to show signs of improvement, executives say they need a workforce fully equipped with skills beyond just the basics of reading, writing, and arithmetic (the three Rs). Skills such as critical thinking and problem solving, communication, collaboration, and creativity and innovation (the four Cs) will become even more…

  18. Core Skills in Action.

    ERIC Educational Resources Information Center

    Further Education Unit, London (England).

    This bulletin provides an update on current developments in core skills in further education. Section 1 contains information about the Further Education Unit's (FEU's) Core Skills Post-16 project, in which colleges are testing principles that underpin all good quality learning programs. Important findings and examples are outlined under the five…

  19. Employability Skills Center.

    ERIC Educational Resources Information Center

    Sweetwater Union High School District, Chula Vista, CA.

    The Employability Skills Center (ESC) of the Division of Adult and Continuing Education (DACE) of the Sweetwater Union High School District (California) was created out of a need to help adult students develop the basic skills that are required for success in their chosen vocational programs but not taught in regular adult basic education classes.…

  20. Teaching Comprehension Skills.

    ERIC Educational Resources Information Center

    Georgia Association of School Superintendents.

    Materials used in a one-day conference on teaching reading comprehension skills are summarized in this publication. Contents consist of three articles on teaching the comprehension skills, informal reading inventories in science and in geography, Lincoln's Gettysburg Address with comprehension questions, a checklist for the evaluation of teaching…

  1. Testing Skills in Vertebrates

    ERIC Educational Resources Information Center

    Funk, Mildred Sears; Tosto, Pat

    2007-01-01

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

  2. Michigan Consumer Education Skills.

    ERIC Educational Resources Information Center

    Michigan State Consumers Council, Lansing.

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

  3. Job Keeping Skills.

    ERIC Educational Resources Information Center

    South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

    This curriculum is designed to help teachers teach a course in job keeping skills to high school students in order to instill in them appropriate attitudes for the world of work. The guide introduces the human aspects of working in an organization. "Job Keeping Skills" is divided into 10 instructional units. Each unit contains four or more lessons…

  4. Improving Library Research Skills.

    ERIC Educational Resources Information Center

    Holley, Catherine W.

    This report describes a program to advance library research skills in two sixth grade science classes. The problem was assessed through a survey, questionnaire, and worksheet, and by direct observation. Analysis of probable cause data revealed that students displayed a lack of research skills related to library research. Some of the causes were…

  5. Assessing Applied Skills

    ERIC Educational Resources Information Center

    DiMartino, Joe; Castaneda, Andrea

    2007-01-01

    A recent employer survey sponsored by the Partnership for 21st Century Skills found that the skills new job entrants most need for success in the workplace--oral and written communication, time management, critical thinking, problem solving, personal accountability, and the ability to work effectively with others--are the areas in which recent…

  6. Elementary TIG Welding Skills.

    ERIC Educational Resources Information Center

    Pierson, John E., III

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

  7. Occupational Survival Skills

    ERIC Educational Resources Information Center

    Leach, James A.; Nelson, Robert E.

    1978-01-01

    The author describes a set of twelve curriculum modules called "Occupational Survival Skills" relating to the "human" aspects of work organizations. The modules were based on information from opinion surveys of workers, students, parents, and teachers on what occupational survival skills are and how to teach them. (MF)

  8. Thinking Skills & Intelligence.

    ERIC Educational Resources Information Center

    Blai, Boris, Jr.

    A review of research and the views of researchers prominent in the field of thinking skill development discusses the role of thinking skills in the ability to formulate problems, resolve issues, determine the most effective decisions, and create effective solutions to problems. The views of Edward deBono, Robert Ennis, Reuven Feuerstein, Matthew…

  9. 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…

  10. LabSkills

    ERIC Educational Resources Information Center

    O'Brien, Nick

    2010-01-01

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

  11. Critical Thinking Skills.

    ERIC Educational Resources Information Center

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

    1998-01-01

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

  12. Skills for the Future.

    ERIC Educational Resources Information Center

    Smith, Gary R.

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

  13. When Thinking Skills Trump Reading Skills

    ERIC Educational Resources Information Center

    Ivey, Gay; Fisher, Douglas

    2006-01-01

    A popular response among high school teachers and leaders facing students reading far below grade level, the authors claim, is to adopt back-to-basics packaged programs that focus on discrete skills with little attention to critical reading and writing. The authors express concern that reliance on such programs keeps older struggling readers from…

  14. Not-so-Soft Skills

    ERIC Educational Resources Information Center

    Curran, Mary

    2010-01-01

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

  15. Extending the Skills of Younger Children

    ERIC Educational Resources Information Center

    Cusack, Sue

    2012-01-01

    Following the recent publication of "Successful science" by the Office for Standards in Education, Children's Services and Skills (Ofsted, 2011), which is an evaluation of science education in England over a 3-year period, the author wondered at the some of the findings. There is an emphasis on scientific enquiry and why was this so? Obviously…

  16. Educating Students with Limited English Skills.

    ERIC Educational Resources Information Center

    Gittins, Naomi, Ed.

    2001-01-01

    This article examines the education of students in U.S. schools who have have limited skills in English. Ensuring that these children are able to participate in and benefit from educational programs and achieve high academic standards is a task of monumental importance for public schools. One component essential to this effort is understanding the…

  17. Analyzing the Cognitive Skills and Inquiry

    ERIC Educational Resources Information Center

    Stafford, Tish

    2011-01-01

    The Common Core Standards (CCS) movement represents a double-edged sword for school librarians. On the one hand, it gives prominence to inquiry skills and interdisciplinary collaboration, reinforcing the profession's efforts to infuse inquiry into the curriculum through collaborative planning and co-instruction between classroom teachers and…

  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. The Asthma Dialogues: A Model of Interactive Education for Skills

    ERIC Educational Resources Information Center

    Morrow, Robert; Fletcher, Jason; Mulvihill, Michael; Park, Heidi

    2007-01-01

    Introduction: A gap exists between asthma guidelines and actual care delivered. We developed an educational intervention using simulated physician-patient encounters as part of a project to improve asthma management by community-based primary care providers. We hypothesized that this type of skills-based interactive training would improve…

  20. Interactive Multimedia Package in Ameliorating Communicative Skill in English

    ERIC Educational Resources Information Center

    Singaravelu, G.

    2011-01-01

    The study enlightens the effectiveness of Interactive-Multimedia Package in developing communicative skill in English at standard VI. Present methods of developing communicative skill are ineffective to the students in improving their communicative competencies in English. Challenging interactive Multimedia Package helps to enhance the…

  1. 49 CFR 383.135 - Passing knowledge and skills tests.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    .... (c) State recordkeeping. States must record and retain the knowledge and skills test scores of tests... 49 Transportation 5 2011-10-01 2011-10-01 false Passing knowledge and skills tests. 383.135... COMMERCIAL DRIVER'S LICENSE STANDARDS; REQUIREMENTS AND PENALTIES Tests § 383.135 Passing knowledge...

  2. 49 CFR 383.135 - Passing knowledge and skills tests.

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    .... (c) State recordkeeping. States must record and retain the knowledge and skills test scores of tests... 49 Transportation 5 2014-10-01 2014-10-01 false Passing knowledge and skills tests. 383.135... COMMERCIAL DRIVER'S LICENSE STANDARDS; REQUIREMENTS AND PENALTIES Tests § 383.135 Passing knowledge...

  3. 49 CFR 383.135 - Passing knowledge and skills tests.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    .... (c) State recordkeeping. States must record and retain the knowledge and skills test scores of tests... 49 Transportation 5 2013-10-01 2013-10-01 false Passing knowledge and skills tests. 383.135... COMMERCIAL DRIVER'S LICENSE STANDARDS; REQUIREMENTS AND PENALTIES Tests § 383.135 Passing knowledge...

  4. 49 CFR 383.135 - Passing knowledge and skills tests.

    Code of Federal Regulations, 2012 CFR

    2012-10-01

    .... (c) State recordkeeping. States must record and retain the knowledge and skills test scores of tests... 49 Transportation 5 2012-10-01 2012-10-01 false Passing knowledge and skills tests. 383.135... COMMERCIAL DRIVER'S LICENSE STANDARDS; REQUIREMENTS AND PENALTIES Tests § 383.135 Passing knowledge...

  5. Using Video Feedback to Improve Horseback-Riding Skills

    ERIC Educational Resources Information Center

    Kelley, Heather; Miltenberger, Raymond G.

    2016-01-01

    This study used video feedback to improve the horseback-riding skills of advanced beginning riders. We focused on 3 skill sets: those used in jumping over obstacles, dressage riding on the flat, and jumping position riding on the flat. Baseline consisted of standard lesson procedures. Intervention consisted of video feedback in which a recorded…

  6. Study Skills of Arts and Science College Students

    ERIC Educational Resources Information Center

    Sekar, J. Master Arul; Rajendran, K. K.

    2015-01-01

    The main objective of this study is to find out the level of study skills of arts and science college students. Study Skills Check List developed and standardized by Virginia University, Australia (2006) is used to collect the relevant data. The sample consists of 216 Government arts and science college students of Tiruchirappalli district, Tamil…

  7. Addressing Perceived Skill Deficiencies in Student Affairs Graduate Preparation Programs

    ERIC Educational Resources Information Center

    Cooper, Jay; Mitchell, Donald, Jr.; Eckerle, Kayle; Martin, Kyle

    2016-01-01

    This article explores existing literature on perceived skill deficiencies among entry-level student affairs practitioners. Through a review of recent literature, seven perceived skill deficiencies were identified, including budgeting and financial management, strategic planning, research and assessment, legal knowledge and standards, supervision,…

  8. Family Connections: Promoting Early Literacy Skills--Ages Birth to 5

    ERIC Educational Resources Information Center

    Huisman, Sarah

    2012-01-01

    Reading, writing, and communicating, also known as literacy, are important cognitive skills to teach within society. Early literacy is knowledge about reading and writing before actually being able to read and write and is the foundation to future reading and writing skills (Ghoting & Martin-Diaz, 2006). The role of families in developing early…

  9. Teaching and Assessing Critical Thinking Skills for Argument Analysis in Psychology

    ERIC Educational Resources Information Center

    Bensley, D. Alan; Crowe, Deborah S.; Bernhardt, Paul; Buckner, Camille; Allman, Amanda L.

    2010-01-01

    Critical thinking is a valued educational outcome; however, little is known about whether psychology courses, especially ones such as research methods courses that might be expected to promote critical thinking skills, actually improve them. We compared the acquisition of critical thinking skills for analyzing psychological arguments in 3 groups…

  10. Teaching Generic Skills for the Workplace. RAND Education & Human Resources Program. Policy Brief. Issue Number 2.

    ERIC Educational Resources Information Center

    Rand Corp., Santa Monica, CA.

    Studies conducted by Rand Corporation suggested that students did not need to be taught generic skills and work-related attitudes in actual workplaces. Such instruction could occur effectively at schools in traditional stand alone classrooms. To develop an instructional model for teaching generic skills, researchers used ethnographic methods to…

  11. The Long-Term Effectiveness of Interpersonal Skills Training in Medical Schools.

    ERIC Educational Resources Information Center

    Kauss, David R.; And Others

    1980-01-01

    To determine the effectiveness of teaching interpersonal skills in medical school, interview behaviors of 46 general internal medicine interns and residents from 24 schools were evaluated. Measures of interview skills included three independent videotape ratings of actual patient interviews. Telephone and mail interview forms assessed training…

  12. Colorado Model Content Standards: Science

    ERIC Educational Resources Information Center

    Colorado Department of Education, 2007

    2007-01-01

    The Colorado Model Content Standards for Science specify what all students should know and be able to do in science as a result of their school studies. Specific expectations are given for students completing grades K-2, 3-5, 6-8, and 9-12. Five standards outline the essential level of science knowledge and skills needed by Colorado citizens to…

  13. Standards for Quality Online Teaching

    ERIC Educational Resources Information Center

    Southern Regional Education Board (SREB), 2006

    2006-01-01

    This publication examines what qualifications are needed to be a quality online teacher and outlines specific standards for academic preparation, content knowledge, online skills and delivery, and more. The standards for quality online teaching in this report were developed by knowledgeable, experienced resource persons from K-12 and postsecondary…

  14. Standards for Quality Online Courses

    ERIC Educational Resources Information Center

    Southern Regional Education Board (SREB), 2006

    2006-01-01

    The Southern Regional Education Board (SREB) publication "Standards for Quality Online Teaching" (ED494117) outlines 11 standards states can use to guide academic preparation, content knowledge, online skills and delivery, and other elements of quality online teaching. As a companion report, this publication examines the essential components of…

  15. Standards not that standard.

    PubMed

    Vilanova, Cristina; Tanner, Kristie; Dorado-Morales, Pedro; Villaescusa, Paula; Chugani, Divya; Frías, Alba; Segredo, Ernesto; Molero, Xavier; Fritschi, Marco; Morales, Lucas; Ramón, Daniel; Peña, Carlos; Peretó, Juli; Porcar, Manuel

    2015-01-01

    There is a general assent on the key role of standards in Synthetic Biology. In two consecutive letters to this journal, suggestions on the assembly methods for the Registry of standard biological parts have been described. We fully agree with those authors on the need of a more flexible building strategy and we highlight in the present work two major functional challenges standardization efforts have to deal with: the need of both universal and orthogonal behaviors. We provide experimental data that clearly indicate that such engineering requirements should not be taken for granted in Synthetic Biology. PMID:26435739

  16. Wages and Skills Utilization: Effect of Broad Skills and Generic Skills on Wages in Singapore

    ERIC Educational Resources Information Center

    Ramos, Catherine R.; Ng, Michael Chi Man; Sung, Johnny; Loke, Fiona

    2013-01-01

    Many people go for training to upgrade their skills which is hoped to pave the way for better pay. But what are the kinds of skills that really affect wages? Employers have emphasized the value of generic skills such as interpersonal and communication skills, teamwork and problem solving. Does possession of these skills translate to at least the…

  17. Courage as a skill.

    PubMed

    Reardon, Kathleen K

    2007-01-01

    A division vice president blows the whistle on corruption at the highest levels of his company. A young manager refuses to work on her boss's pet project because she fears it will discredit the organization. A CEO urges his board, despite push back from powerful, hostile members, to invest in environmentally sustainable technology. What is behind such high-risk, often courageous acts? Courage in business, the author has found, seldom resembles the heroic impulsiveness that sometimes surfaces in life-or-death situations. Rather, it is a special kind of calculated risk taking, learned and refined over time. Taking an intelligent gamble requires an understanding of what she calls the "courage calculation": six discrete decision-making processes that make success more likely while averting rash or unproductive behavior. These include setting attainable goals, tipping the power balance in your favor, weighing risks against benefits, and developing contingency plans. Goals may be organizational or personal. Tania Modic had both types in mind when, as a young bank manager, she overstepped her role by traveling to NewYork--on vacation time and on her own money--to revitalize some accounts that her senior colleagues had allowed to languish. Her high-risk maneuver benefited the bank and gained her a promotion. Lieutenant General Claudia J. Kennedy weighed the risks and benefits before deciding to report a fellow officer who had plagiarized a research paper at a professional army school. In her difficult courage calculation, loyalty to army standards proved stronger than the potential discomfort and embarrassment of "snitching" on a fellow officer. When the skills behind courageous decision making align with a personal, organizational, or societal philosophy, managers are empowered to make bold moves that lead to success for their companies and their careers. PMID:17286075

  18. Workplace Safety: Minimum Print and Nonprint Literacy Skills.

    ERIC Educational Resources Information Center

    Maxcy, Doreen O.; And Others

    1995-01-01

    Introduces the standardized safety sign system being established in the United States. Argues that these safety signs, symbols, and warnings may be a good place to begin a workplace literacy project for workers with limited reading skills. (SR)

  19. Presentation skills for nurses.

    PubMed

    Foulkes, Mark

    2015-02-20

    This article emphasises the importance of effective presentation skills. Such skills allow nurses to share knowledge and expertise and to communicate clearly in a range of workplace scenarios. Nurses are increasingly being asked to present in formal and informal situations, such as conferences, poster presentations, job interviews, case reports and ward-based teaching. This article explores the principles underpinning the development of these skills, discusses the situations in which they could be applied and demonstrates how nurses might improve and develop as presenters. PMID:25690236

  20. Standard atmosphere

    NASA Technical Reports Server (NTRS)

    Gregg, Willis Ray

    1923-01-01

    This report was prepared at the request of the National Advisory Committee for Aeronautics and discusses the need of a standard set of values of pressure, temperature and density at various altitudes and points out the desirability of adopting such values as are most in accord with actual average conditions, in order that corrections in individual cases may be as small as possible. To meet this need, so far as the united states is concerned, all free-air observations obtained by means of kites and balloons at several stations in this country near latitude 40 degrees N., have been used, and average values of pressure, temperature, and density, based upon those observations, have been determined for summer, winter, and the year, and for all altitudes up to 20,000 meters (65,000 feet). These values are presented in tables and graphs in both metric and english units; and in the tables of densities there are also included values of density for other parts of the world, more particularly for Europe. A comparison with these values shows that, except in the lowest levels, the agreement is very satisfactory.

  1. Isolating the actual signal of paleointensity?

    NASA Astrophysics Data System (ADS)

    Valet, J. M.; Moreno, E.; Bassinot, F.; Herrero-Bervera, E.

    2011-12-01

    of the field determinations. It can be argued that studies of long-term field behaviour do not require the same accuracy as for knowledge of the field variations that prevailed during the past millenia. We have followed another track after noticing that samples containing exclusively monodomain magnetite provide almost systematically the right field determination. Thus, we prefer to select appropriate samples for standard Thellier experiments from thermal demagnetization diagrams of twin specimens. This preliminary thermal treatment also has the advantage of providing suitable directions so that there is no time waste and no loss of information.

  2. Variations in Standard American English.

    ERIC Educational Resources Information Center

    McDavid, Raven I., Jr.

    1968-01-01

    A discussion of nonstandard varieties of English implies a standard variety. What "standard" English actually is should be defined in order to approach it in the classroom. C.C. Fries described it as the variety used by those who hold positions of trust and respect and conduct the important affairs of a community. This definition admits that what…

  3. Survival Skills: Secondary.

    ERIC Educational Resources Information Center

    Curriculum Review, 1979

    1979-01-01

    Reviewed are five programs (textbooks, audiovisual materials, workbooks, video-cassettes) designed to improve academic survival skills in secondary students. Content emphasis, reading level, rationale, objectives, organization, instructional method, student evaluation, physical features, and recommendations are listed for each. (KC)

  4. Crew Skills and Training

    NASA Technical Reports Server (NTRS)

    Jones, Thomas; Burbank, Daniel C.; Eppler, Dean; Garrison, Robert; Harvey, Ralph; Hoffman, Paul; Schmitt, Harrison

    1998-01-01

    One of the major focus points for the workshop was the topic of crew skills and training necessary for the Mars surface mission. Discussions centered on the mix of scientific skills necessary to accomplish the proposed scientific goals, and the training environment that can bring the ground and flight teams to readiness. Subsequent discussion resulted in recommendations for specific steps to begin the process of training an experienced Mars exploration team.

  5. Skill in Retrievals

    NASA Technical Reports Server (NTRS)

    Aumann, Hartmut H.; Manning, Evan

    2008-01-01

    Retrieval Skill quantifies the ability of one retrieval from a sounder to be more accurate than the best forecast relative to another with the same of another sounder. This is summarized using a Retrieval Anomaly Skill Score (RASS) which is the cor (retrieved-background, truth-background) * sqrt(f), Where f is defined as the ratio of accepted to the possible retrievals. Charts show various features and comparisons of RASS to other methods of retrieval.

  6. Improvisational Exercises to Improve Pharmacy Students' Professional Communication Skills

    PubMed Central

    Herrier, Richard N.; Apgar, David A.; Jackowski, Rebekah M.

    2009-01-01

    Objective To create and implement improvisational exercises to improve first-year pharmacy students' communication skills. Design Twelve 1-hour improvisational sessions were developed and added to an existing/established patient communication course to improve 3 basic skills: listening, observing and responding. Standardized patient examinations were used to evaluate student communication skills, and course evaluations and reflective journaling were used to evaluate students' perceptions of the improvisational exercises. Assessment The improvisational exercises markedly improved the students' performance in several aspects of standardized patient examination. Additionally, course evaluations and student comments reflected their perception that the improvisational exercises significantly improved their communication skills. Summary Improvisational exercises are an effective way to teach communication skills to pharmacy students. PMID:19513173

  7. The Effects of Development Team Skill on Software Product Quality

    NASA Technical Reports Server (NTRS)

    Beaver, Justin M.; Schiavone, Guy A.

    2006-01-01

    This paper provides an analysis of the effect of the skill/experience of the software development team on the quality of the final software product. A method for the assessment of software development team skill and experience is proposed, and was derived from a workforce management tool currently in use by the National Aeronautics and Space Administration. Using data from 26 smallscale software development projects, the team skill measures are correlated to 5 software product quality metrics from the ISO/IEC 9126 Software Engineering Product Quality standard. in the analysis of the results, development team skill is found to be a significant factor in the adequacy of the design and implementation. In addition, the results imply that inexperienced software developers are tasked with responsibilities ill-suited to their skill level, and thus have a significant adverse effect on the quality of the software product. Keywords: software quality, development skill, software metrics

  8. Contribution of Oral Language Skills, Linguistic Skills, and Transcription Skills to Chinese Written Composition among Fourth-Grade Students

    ERIC Educational Resources Information Center

    Yeung, Pui-sze; Ho, Connie Suk-han; Chan, David Wai-ock; Chung, Kevin Kien-hoa

    2013-01-01

    The present study aimed to investigate the contribution of oral language skills, linguistic skills, and transcription skills to Chinese written composition among Grade 4 students in Hong Kong. Measures assessing verbal working memory, oral language skills, linguistic skills (i.e., syntactic skills and discourse skills), transcription skills (i.e.,…

  9. Choosing to Learn or Chosen to Learn: The Experience of "Skills for Life" Learners

    ERIC Educational Resources Information Center

    O'Grady, Anne; Atkin, Chris

    2006-01-01

    It has been estimated that as many as one in five adults in England have difficulties with literacy or numeracy skills. Raising the standards of language, literacy and numeracy (LLN) skills amongst all adults of working age in England has become one of the government's highest priorities. Following the launch of the "Skills for Life" strategy in…

  10. 29 CFR 1620.15 - Jobs requiring equal skill in performance.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 29 Labor 4 2010-07-01 2010-07-01 false Jobs requiring equal skill in performance. 1620.15 Section... EQUAL PAY ACT § 1620.15 Jobs requiring equal skill in performance. (a) In general. The jobs to which the equal pay standard is applicable are jobs requiring equal skill in their performance. Where the...

  11. 29 CFR 1620.15 - Jobs requiring equal skill in performance.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 29 Labor 4 2012-07-01 2012-07-01 false Jobs requiring equal skill in performance. 1620.15 Section... EQUAL PAY ACT § 1620.15 Jobs requiring equal skill in performance. (a) In general. The jobs to which the equal pay standard is applicable are jobs requiring equal skill in their performance. Where the...

  12. 29 CFR 1620.15 - Jobs requiring equal skill in performance.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 29 Labor 4 2011-07-01 2011-07-01 false Jobs requiring equal skill in performance. 1620.15 Section... EQUAL PAY ACT § 1620.15 Jobs requiring equal skill in performance. (a) In general. The jobs to which the equal pay standard is applicable are jobs requiring equal skill in their performance. Where the...

  13. 29 CFR 1620.15 - Jobs requiring equal skill in performance.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 29 Labor 4 2013-07-01 2013-07-01 false Jobs requiring equal skill in performance. 1620.15 Section... EQUAL PAY ACT § 1620.15 Jobs requiring equal skill in performance. (a) In general. The jobs to which the equal pay standard is applicable are jobs requiring equal skill in their performance. Where the...

  14. 29 CFR 1620.15 - Jobs requiring equal skill in performance.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 29 Labor 4 2014-07-01 2014-07-01 false Jobs requiring equal skill in performance. 1620.15 Section... EQUAL PAY ACT § 1620.15 Jobs requiring equal skill in performance. (a) In general. The jobs to which the equal pay standard is applicable are jobs requiring equal skill in their performance. Where the...

  15. Important Competencies for Future Health and Wellness Professionals: An Investigation of Employer Desired Skills

    ERIC Educational Resources Information Center

    Becker, Craig; Loy, Marty

    2004-01-01

    This study was designed to investigate the validity of the professional competencies developed by the Association of Worksite Health Promotion (AWHP) Professional Standards Task Force. The Task Force identified a competency framework that included business skills, program coordination skills, and human resource skills with corresponding…

  16. A Conceptual Model for the Design and Delivery of Explicit Thinking Skills Instruction

    ERIC Educational Resources Information Center

    Kassem, Cherrie L.

    2005-01-01

    Developing student thinking skills is an important goal for most educators. However, due to time constraints and weighty content standards, thinking skills instruction is often embedded in subject matter, implicit and incidental. For best results, thinking skills instruction requires a systematic design and explicit teaching strategies. The…

  17. Applying Systems Design and Item Response Theory to the Problem of Measuring Information Literacy Skills.

    ERIC Educational Resources Information Center

    O'Connor, Lisa G.; Radcliff, Carolyn J.; Gedeon, Julie A.

    2002-01-01

    Reports on the development of the Standardized Assessment of Information Literacy Skills (SAILS) at Kent State University (Ohio) for programmatic-level assessment of information literacy skills. Once validated, the instrument will be used to assess entry skills upon admission and longitudinally to ascertain whether there is significant change in…

  18. Assessing Teamwork Skills for Assurance of Learning Using CATME Team Tools

    ERIC Educational Resources Information Center

    Loughry, Misty L.; Ohland, Matthew W.; Woehr, David J.

    2014-01-01

    Colleges of business must meet assurance of learning requirements to gain or maintain AACSB accreditation under the new standards adopted April 8, 2013. Team skills are among the most important skills desired by recruiters, yet employers and scholars perceive that team skills are frequently deficient in college graduates. This article describes…

  19. Building the Early Numeracy Skills of Students with Moderate Intellectual Disability

    ERIC Educational Resources Information Center

    Jimenez, Bree A.; Kemmery, Megan

    2013-01-01

    This study investigated the effects of an early numeracy intervention package on early numeracy skill attainment for participants with moderate intellectual disabilities, including autism. The intervention taught students to use nonstandard and standard measurement, counting skills, calendar skills, how to create sets, and how to identify and work…

  20. Testing a Model of Undergraduate Competence in Employability Skills and Its Implications for Stakeholders

    ERIC Educational Resources Information Center

    Jackson, Denise

    2014-01-01

    Despite the development of employability skills being firmly entrenched in higher education's strategic agenda worldwide; recent graduates' standards in certain skills are not meeting industry expectations. This paper presents and tests a model of undergraduate competence in employability skills. It highlights those factors which impact…

  1. Assessing 21st Century Skills: A Guide to Evaluating Mastery and Authentic Learning

    ERIC Educational Resources Information Center

    Greenstein, Laura

    2012-01-01

    The Common Core State Standards clearly define the skills students need for success in college and the 21st century workplace. The question is, how can you measure student mastery of skills like creativity, problem solving, and use of technology? Laura Greenstein demonstrates how teachers can teach and assess 21st century skills using authentic…

  2. An Exploration of Changes in First-Year College Students' Writing Skills between High School and the Conclusion of the Composition Course

    ERIC Educational Resources Information Center

    Prior, Susan Vivienne

    2012-01-01

    Effective writing skills are important for success in college, work, and for society. Although there is little argument about the importance of communication skills, there is more debate about whether or not students and graduates are actually attaining these skills. An examination of the impact of completing the college composition course on…

  3. 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…

  4. Interpersonal Skills for Cooperative Work.

    ERIC Educational Resources Information Center

    Johnson, David W.

    Cooperation among individuals depends upon both the goal structure of the situation and the cooperative skills of the individuals. Since cooperation is probably the most important and basic form of human interaction, the skills of cooperation successfully are some of the most important skills a person needs to master. Cooperative skills include…

  5. 57 Word Attack Skill Games.

    ERIC Educational Resources Information Center

    Mara, Patricia; Sorenson, Juanita

    These 57 game cards were developed to help teachers build their resource files for word-attack skills. Cards are keyed to skills suggested by the Wisconsin Design for Reading Skill Development and are color-coded according to their appropriateness for children in kindergarten through grade three. The front of each card gives the name of the skill,…

  6. Skills Verdict: Must Do Better

    ERIC Educational Resources Information Center

    Spilsbury, Mark

    2010-01-01

    "Ambition 2020: World Class Skills and Jobs" is the UK Commission for Employment and Skills' annual assessment, to the four UK nations, of their progress towards becoming "world class" in productivity, employment and skills by 2020. "Ambition 2020" provides a robust independent account of economic and skills developments. This report is the…

  7. Skills Gaps in Australian Firms

    ERIC Educational Resources Information Center

    Lindorff, Margaret

    2011-01-01

    This paper reports the results of a survey of more than 2000 managers examining perceptions of skills gaps in a range of Australian firms. It finds that three quarters report a skills gap, and almost one third report skills gaps across the whole organisation. Firm size and industry differences exist in perceptions of the effect of the skills gap…

  8. Teaching Soft Skills Employers Need

    ERIC Educational Resources Information Center

    Ellis, Maureen; Kisling, Eric; Hackworth, Robbie G.

    2014-01-01

    This study identifies the soft skills community colleges teach in an office technology course and determines whether the skills taught are congruent with the soft skills employers require in today's entry-level office work. A qualitative content analysis of a community college office technology soft skills course was performed using 23 soft…

  9. Practical skills of the future innovator

    NASA Astrophysics Data System (ADS)

    Kaurov, Vitaliy

    2015-03-01

    Physics graduates face and often are disoriented by the complex and turbulent world of startups, incubators, emergent technologies, big data, social network engineering, and so on. In order to build the curricula that foster the skills necessary to navigate this world, we will look at the experiences at the Wolfram Science Summer School that gathers annually international students for already more than a decade. We will look at the examples of projects and see the development of such skills as innovative thinking, data mining, machine learning, cloud technologies, device connectivity and the Internet of things, network analytics, geo-information systems, formalized computable knowledge, and the adjacent applied research skills from graph theory to image processing and beyond. This should give solid ideas to educators who will build standard curricula adapted for innovation and entrepreneurship education.

  10. 26 CFR 1.953-2 - Actual United States risks.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ..., and water damage risks incurred when property is actually located in the United States and marine... 26 Internal Revenue 10 2014-04-01 2013-04-01 true Actual United States risks. 1.953-2 Section 1... coverage as “.825% plus .3% fire, etc. risks plus .12% water risks = 1.245%”, a reasonable basis exists...

  11. Self-actualization: Its Use and Misuse in Teacher Education.

    ERIC Educational Resources Information Center

    Ivie, Stanley D.

    1982-01-01

    The writings of Abraham Maslow are analyzed to determine the meaning of the psychological term "self-actualization." After pointing out that self-actualization is a rare quality and that it has little to do with formal education, the author concludes that the concept has little practical relevance for teacher education. (PP)

  12. The Self-Actualization of Polk Community College Students.

    ERIC Educational Resources Information Center

    Pearsall, Howard E.; Thompson, Paul V., Jr.

    This article investigates the concept of self-actualization introduced by Abraham Maslow (1954). A summary of Maslow's Needs Hierarchy, along with a description of the characteristics of the self-actualized person, is presented. An analysis of humanistic education reveals it has much to offer as a means of promoting the principles of…

  13. From Self-Awareness to Self-Actualization

    ERIC Educational Resources Information Center

    Cangemi, Joseph P.; Englander, Meryl R.

    1974-01-01

    Highest priority of education is to help students utilize as much of their talent as is possible. Third Force psychologists would interpret this as becoming self-actualized. Self-awareness is required for psychological growth. Without self-awareness there can be no growth, no mental hygiene, and no self-actualization. (Author)

  14. 12 CFR 1806.203 - Selection Process, actual award amounts.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 12 Banks and Banking 7 2010-01-01 2010-01-01 false Selection Process, actual award amounts. 1806... OF THE TREASURY BANK ENTERPRISE AWARD PROGRAM Awards § 1806.203 Selection Process, actual award... round: (1) To select Applicants not previously selected, using the calculation and selection...

  15. Self-Actualization and the Effective Social Studies Teacher.

    ERIC Educational Resources Information Center

    Farmer, Rodney B.

    1980-01-01

    Discusses a study undertaken to investigate the relationship between social studies teachers' degrees of self-actualization and their teacher effectiveness. Investigates validity of using Maslow's theory of self-actualization as a way of identifying the effective social studies teacher personality. (Author/DB)

  16. Facebook as a Library Tool: Perceived vs. Actual Use

    ERIC Educational Resources Information Center

    Jacobson, Terra B.

    2011-01-01

    As Facebook has come to dominate the social networking site arena, more libraries have created their own library pages on Facebook to create library awareness and to function as a marketing tool. This paper examines reported versus actual use of Facebook in libraries to identify discrepancies between intended goals and actual use. The results of a…

  17. Perceived and Actual Student Support Needs in Distance Education.

    ERIC Educational Resources Information Center

    Visser, Lya; Visser, Yusra Laila

    2000-01-01

    This study sought to determine the academic, affective, and administrative support expectations of distance education students, and to compare actual expectations of distance education students with the instructor's perceptions of such expectations. Results demonstrated divergence between perceived and actual expectations of student support in…

  18. Gebrauchstexte im Fremdsprachenunterricht ("Actual" Texts in Foreign Language Teaching)

    ERIC Educational Resources Information Center

    Ziegesar, Detlef von

    1976-01-01

    Presents for analysis actual texts and texts specially written for teaching, arriving at a basis for a typology of actual texts. Defines teaching aims using such texts, and develops, from a TV program, a teaching unit used in a Karlsruhe school. (Text is in German.) (IFS/WGA)

  19. Self-Actualizing Men and Women: A Comparison Study.

    ERIC Educational Resources Information Center

    Hall, Eleanor G.; Hansen, Jan B.

    1997-01-01

    The self-actualization of 167 women who lived in the Martha Cook (MC) dormitory of the University of Michigan (1950-1970) was compared to that of a group of Ivy League men researched in another study. In addition, two groups of MC women were compared to each other to identify differences which might explain why some self-actualized while other did…

  20. SELF-ACTUALIZATION AND THE UTILIZATION OF TALENT.

    ERIC Educational Resources Information Center

    FRENCH, JOHN R.P.; MILLER, DANIEL R.

    THIS STUDY ATTEMPTED (1) TO DEVELOP A THEORY OF THE CAUSES AND CONSEQUENCES OF SELF-ACTUALIZATION AS RELATED TO THE UTILIZATION OF TALENT, (2) TO FIT THE THEORY TO EXISTING DATA, AND (3) TO PLAN ONE OR MORE RESEARCH PROJECTS TO TEST THE THEORY. TWO ARTICLES ON IDENTITY AND MOTIVATION AND SELF-ACTUALIZATION AND SELF-IDENTITY THEORY REPORTED THE…

  1. Self-Actualization Effects Of A Marathon Growth Group

    ERIC Educational Resources Information Center

    Jones, Dorothy S.; Medvene, Arnold M.

    1975-01-01

    This study examined the effects of a marathon group experience on university student's level of self-actualization two days and six weeks after the experience. Gains in self-actualization as a result of marathon group participation depended upon an individual's level of ego strength upon entering the group. (Author)

  2. 26 CFR 1.962-3 - Treatment of actual distributions.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 26 Internal Revenue 10 2013-04-01 2013-04-01 false Treatment of actual distributions. 1.962-3... TAX (CONTINUED) INCOME TAXES (CONTINUED) Controlled Foreign Corporations § 1.962-3 Treatment of actual... a foreign corporation. (ii) Treatment of section 962 earnings and profits under § 1.959-3....

  3. School Guidance Counselors' Perceptions of Actual and Preferred Job Duties

    ERIC Educational Resources Information Center

    Edwards, John Dexter

    2010-01-01

    The purpose of this study was to provide process data for school counselors, administrators, and the public, regarding school counselors' actual roles within the guidance counselor preferred job duties and actual job duties. In addition, factors including National Certification or no National Certification, years of counseling experience, and…

  4. Assessing clinical communication skills in physicians: are the skills context specific or generalizable

    PubMed Central

    Baig, Lubna A; Violato, Claudio; Crutcher, Rodney A

    2009-01-01

    Background Communication skills are essential for physicians to practice Medicine. Evidence for the validity and domain specificity of communication skills in physicians is equivocal and requires further research. This research was conducted to adduce evidence for content and context specificity of communication skills and to assess the usefulness of a generic instrument for assessing communication skills in International Medical Graduates (IMGs). Methods A psychometric design was used for identifying the reliability and validity of the communication skills instruments used for high-stakes exams for IMG's. Data were collected from 39 IMGs (19 men – 48.7%; 20 women – 51.3%; Mean age = 41 years) assessed at 14 station OSCE and subsequently in supervised clinical practice with several instruments (patient surveys; ITERs; Mini-CEX). Results All the instruments had adequate reliability (Cronbach's alpha: .54 – .96). There were significant correlations (r range: 0.37 – 0.70, p < .05) of communication skills assessed by examiner with standardized patients, and of mini-CEX with patient surveys, and ITERs. The intra-item reliability across all cases for the 13 items was low (Cronbach's alpha: .20 – .56). The correlations of communication skills within method (e.g., OSCE or clinical practice) were significant but were non-significant between methods (e.g., OSCE and clinical practice). Conclusion The results provide evidence of context specificity of communication skills, as well as convergent and criterion-related validity of communication skills. Both in OSCEs and clinical practice, communication checklists need to be case specific, designed for content validity. PMID:19445685

  5. Microneurosurgical Skills Training.

    PubMed

    Yadav, Yad Ram; Parihar, Vijay; Ratre, Shailendra; Kher, Yatin; Iqbal, Mohmed

    2016-03-01

    Microneurosurgical operations differ from other surgery. Longer operative time, narrow and deep-seated operative corridors, hand-eye coordination, fine manipulation, and physiologic tremor present special problems. Proper understanding of visual feedback, control of physiologic tremor, better instrument design, and development of surgical skills with better precision is important for optimal surgical results. Using the pen-type precision grip with well-supported arm, wrist, hand, and fingers avoids fatigue and improves precision. Proper instrument design, patient positioning, hemostasis techniques, tilting operative table, good operative microscope, an adjustable chair, careful use of suction tube, bipolar forceps, and brain retraction play important roles in microneurosurgery. Sufficient clinical case volume or opportunity during routine operative hours may not be available in the beginning for young neurosurgeons; microsurgical training using various models can enable them to gain experience. Training models using deep-seated and narrow operative corridors, drilling, knot-tying technique, and anastomosis using fine sutures under high magnification can be practiced for skill improvement. Training laboratory and simulation modules can be useful for resident training and skill acquisition. Indigenously made inexpensive models and comparatively less expensive microscopes can be used in resource-constrained situations. The maintenance of microsurgical ability should be preserved by staying active in operative practice. The knowledge of ergonomics, proper training, observing hand movements of skillful surgeons, and the use of operative videos can improve skill. Endoscopic assistance, computer-assisted robot hand technique, and microtechnology can provide access to the smallest areas of the body. PMID:25915501

  6. 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

  7. Environmental and Agricultural Sciences. Georgia Core Standards for Occupational Clusters.

    ERIC Educational Resources Information Center

    Georgia Univ., Athens. Dept. of Occupational Studies.

    This document lists core standards and occupational knowledge amd skills that have been identified/validated by industry as necessary to all Georgia students in secondary-level environmental and agricultural sciences programs. First, foundation skills are grouped as follows: basic skills (reading, writing, arithmetic/mathematics, listening,…

  8. Health Care. Georgia Core Standards for Occupational Clusters.

    ERIC Educational Resources Information Center

    Georgia Univ., Athens. Dept. of Occupational Studies.

    This document lists core standards and occupational knowledge and skills that have been identified/validated by industry as necessary to all Georgia students in secondary-level health care occupations programs. First, foundation skills are grouped as follows: basic skills (reading, writing, arithmetic/mathematics, listening, speaking); thinking…

  9. Shifting Gears: Standards, Assessments, Curriculum, & Instruction.

    ERIC Educational Resources Information Center

    Dougherty, Eleanor

    This book is designed to help educators move from a system that measures students against students to one that values mastery of central concepts and skills, striving for proficiency in publicly acknowledged standards of academic performance. It aims to connect the operative parts of standards-based education (standards, assessment, curriculum,…

  10. Breaking Bad News: An essential skill for doctors.

    PubMed

    Abdul Hafidz, M I; Zainudin, L D

    2016-02-01

    Breaking bad news is a process of delivering news, which may negatively affect a patient's view of the future, however is an essential skill for doctors. There are a multitude of benefits if doctors can execute this task well, and will improve the disease journey for the patient. There are several published models including the SPIKES and ABCDE models to help guide the doctor to break bad news effectively. This important skill can be taught through various methods but the most effective may be actually observing a session by senior clinicians. PMID:27130740

  11. Undergraduate Skills Laboratories at Sonoma State University

    NASA Astrophysics Data System (ADS)

    Gill, Amandeep; Zack, K.; Mills, H.; Cunningham, B.; Jackowski, S.

    2014-01-01

    Due to the current economic climate, funding sources for many laboratory courses have been cut from university budgets. However, it is still necessary for undergraduates to master laboratory skills to be prepared and competitive applicants when entering the professional world and/or graduate school. In this context, student-led programs may be able to compensate for this lack of formal instruction and reinforce concepts from lecture by applying research techniques to develop hands-on comprehension. The Sonoma State University Chapter of Society of Physics Students has established a peer-led skills lab to teach research techniques in the fields of astronomy and physics. The goal is to alleviate the pressures of both independently learning and efficiently applying techniques to junior and senior-level research projects. These skill labs are especially valuable for nontraditional students who, due to work or family duties, may not get a chance to fully commit to research projects. For example, a topic such as Arduino programming has a multitude of applications in both astronomy and physics, but is not taught in traditional university courses. Although some programming and electronics skills are taught in (separate) classes, they are usually not applied to actual research projects, which combined expertise is needed. For example, in astronomy, there are many situations involving programming telescopes and taking data with electronic cameras. Often students will carry out research using these tools but when something goes wrong, the students will not have the skills to trouble shoot and fix the system. Another astronomical topic to be taught in the skills labs is the analysis of astronomical data, including running remote telescopes, analyzing photometric variability, and understanding the concepts of star magnitudes, flat fields, and biases. These workshops provide a setting in which the student teacher may strengthen his or her understanding of the topic by presenting

  12. The importance of the eyes: communication skills in infants of blind parents

    PubMed Central

    Senju, Atsushi; Tucker, Leslie; Pasco, Greg; Hudry, Kristelle; Elsabbagh, Mayada; Charman, Tony; Johnson, Mark H.

    2013-01-01

    The effects of selectively different experience of eye contact and gaze behaviour on the early development of five sighted infants of blind parents were investigated. Infants were assessed longitudinally at 6–10, 12–15 and 24–47 months. Face scanning and gaze following were assessed using eye tracking. In addition, established measures of autistic-like behaviours and standardized tests of cognitive, motor and linguistic development, as well as observations of naturalistic parent–child interaction were collected. These data were compared with those obtained from a larger group of sighted infants of sighted parents. Infants with blind parents did not show an overall decrease in eye contact or gaze following when they observed sighted adults on video or in live interactions, nor did they show any autistic-like behaviours. However, they directed their own eye gaze somewhat less frequently towards their blind mothers and also showed improved performance in visual memory and attention at younger ages. Being reared with significantly reduced experience of eye contact and gaze behaviour does not preclude sighted infants from developing typical gaze processing and other social-communication skills. Indeed, the need to switch between different types of communication strategy may actually enhance other skills during development. PMID:23576790

  13. Embed with the Faculty: Legal Information Skills Online

    ERIC Educational Resources Information Center

    Smith, Nicki McLaurin; Presser, Prue

    2005-01-01

    This article evaluates the Legal Information Skills Tutorial (LIST), a successful multi-media online learning project at the University of Melbourne Law School based on the Council of Australian University Librarians (CAUL) Information Literacy Standards. (Council of Australian University Librarians, Information Literacy Standards (2001)…

  14. Maintaining Foreign Language Skills.

    ERIC Educational Resources Information Center

    Reilly, Tarey

    Human beings have as great a capacity for losing or forgetting a language as they do for learning one. Many have lost language skills due to a lack of a linguistically appropriate environment in which to use a particular language. Millions of individuals who have studied a second language in high school or college for several years have lost the…

  15. Measuring Skills and Behavior.

    ERIC Educational Resources Information Center

    Ludeman, Kate

    1991-01-01

    Customized skills assessments can perform a number of functions: help training departments demonstrate their effectiveness; provide a foundation for career development programs; reinforce company values; add feedback from the bottom up for performance evaluation; provide a concentrated focus for customer service improvement; and serve as a…

  16. Life Skills Project

    ERIC Educational Resources Information Center

    Schwartz, Sunny

    2005-01-01

    In this article, the author describes the San Francisco Sheriff's Department (SFSD) Life Skills for Prisoners Program. The program was designed to enhance and expand the Resolve to Stop the Violence Project, which had operated successfully for three years in the San Francisco County Jail as a restorative justice program. The mission of SFSD is to…

  17. Skill in Expert Dogs

    ERIC Educational Resources Information Center

    Helton, William S.

    2007-01-01

    The motor control of novice participants is often cognitively demanding and susceptible to interference by other tasks. As people develop expertise, their motor control becomes less susceptible to interference from other tasks. Researchers propose a transition in human motor skill from active control to automaticity. This progression may also be…

  18. Rapid Response Skills Training

    ERIC Educational Resources Information Center

    Kelley-Winders, Anna Faye

    2008-01-01

    Mississippi Gulf Coast Community College's (MGCCC) long-term commitment to providing workforce training in a post-Katrina environment became a catalyst for designing short-term flexible educational opportunities. Providing nationally recognized skills training for the recovery/rebuilding of communities challenged the college to develop innovative,…

  19. Developing Oral Communication Skills.

    ERIC Educational Resources Information Center

    Washington Office of the State Superintendent of Public Instruction, Olympia.

    Intended for use by both elementary and secondary school teachers, the two papers in this report stress the importance of developing students' oral and written communication skills. The first paper, "Relationship of Oral Communication to Reading," by Phil Backlund and John Johnson, argues that ability in oral communication is a prerequisite to the…

  20. The Skills Paradox

    ERIC Educational Resources Information Center

    Burks, Beatrice Karol; Reeves, Richard

    2009-01-01

    Despite a vocal commitment to fairness, the British Government has, according to these authors, wholeheartedly failed to live up to this pledge when it comes to skills and adult training. A report on adult learning released in December by Demos found a system rife with inequality and contradictions. As the jobs market becomes increasingly…

  1. Counseling Skills for Teachers

    ERIC Educational Resources Information Center

    Kottler, Jeffrey A.; Kottler, Ellen

    2006-01-01

    By necessity, today's teachers do much more than deliver instruction. In the classroom, on the playground, or even in the parking lot, teachers are often called upon to respond quickly and appropriately to students' social and emotional needs, drawing from instinct more than anything else. In this second edition of "Counseling Skills for…

  2. Teaching Thinking Skills: Science.

    ERIC Educational Resources Information Center

    Narode, Ronald; And Others

    This document addresses some of the factors involved in teaching critical thinking skills in the science classroom. It contains sections that deal with: (1) pair problem solving--creating a Socratic learning environment (emphasizes the role of the teacher); (2) writing to learn science (the thought-process protocol); (3) integrating science…

  3. Testing Historical Skills.

    ERIC Educational Resources Information Center

    Baillie, Ray

    1980-01-01

    Outlines methods for including skill testing in teacher-made history tests. Focuses on distinguishing fact and fiction, evaluating the reliability of a source, distinguishing between primary and secondary sources, recognizing statements which support generalizations, testing with media, mapping geo-politics, and applying knowledge to new…

  4. The Skills Revolution

    ERIC Educational Resources Information Center

    Pring, Richard

    2004-01-01

    The government, through several White and Green Papers, has promoted the 'Skills Revolution'. This requires central direction and coordination of a wide range of policies, practices and partnerships. But there are several difficulties: the impossibility of micromanaging the complex social and economic system; the dominance of the rather limited…

  5. Warm Up with Skill.

    ERIC Educational Resources Information Center

    Hoyle, R. J.; Smith, Robert F.

    1989-01-01

    Too little time is often spent on warm-up activities in the school or recreation class. Warm-ups are often perfunctory and unimaginative. Several suggestions are made for warm-up activities that incorporate both previously learned and new skills, while preparing the body for more vigorous activity. (IAH)

  6. Teaching for Skill Mastery

    ERIC Educational Resources Information Center

    Chepko, Stevie; Doan, Robert

    2015-01-01

    This article focuses on establishing a mastery climate where all students find success and start on the road to physical literacy. Using a five-step approach, physical educators will be offered guidance for developing practice tasks that lead to skill mastery. These steps include creating a mastery environment, designing deliberate practice tasks,…

  7. 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].

  8. Developing Leadership Skills

    ERIC Educational Resources Information Center

    Kinney, Patti

    2008-01-01

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

  9. Adult Survival Skills Assessment.

    ERIC Educational Resources Information Center

    Walsko, Gregory M.

    The purpose of this instrument is to supplement data from the Adult Basic Learning Examination in assessing the functional level of adults in daily situations. It may also be used as a teaching tool for adults requesting tutoring in specific concepts and skills presented in the instrument. This instrument is an informal assessment instrument and…

  10. Teaching Presentation Skills

    ERIC Educational Resources Information Center

    Baker, William H.; Thompson, Michael P.

    2004-01-01

    Effective teaching of presentation skills focuses on the most important element of the presentation--the message itself. Some instructors place the heaviest emphasis on the messenger (the presenter) and focus their presentation feedback on all the presenter is doing wrong--saying "um," gesturing awkwardly, and so forth. When students receive this…

  11. Math Skills Assessment

    ERIC Educational Resources Information Center

    Hartel, R. W.; Adem, M.

    2004-01-01

    A math review exam, written and administered in conjunction with the Quantitative Assessment Program at the Univ. of Wisconsin-Madison, is used at the beginning of the 1st food engineering course to evaluate math skills needed for successful completion of the course. Students who do not score well on the math exam are targeted for individual…

  12. Game Skill Development.

    ERIC Educational Resources Information Center

    Kisabeth, Kathryn L.

    Before discussing the development of skills for playing elementary school physical education games, this document lists basic assumptions about children, movement education, games, and elementary school physical education. Four basic concepts, which are common to all team games, are identified: (1) use of personal and moving space and finding…

  13. Basic Skills Packet.

    ERIC Educational Resources Information Center

    Smith, Geoffrey

    The document describes the basic skills programs in reading and mathematics of the High School in the Community (HSC) in New Haven, Connecticut. HSC, designed to provide a choice of learning environments within the public school system, serves students dissatisfied with their previous school experience. Each student, on entering HSC, is screened…

  14. Basic Skills: Visual Arts.

    ERIC Educational Resources Information Center

    Kentucky State Dept. of Education, Frankfort.

    A curriculum guide for the visual arts is presented. The goal of elementary and middle school education in the four arts disciplines is the development of basic understanding and skills by every student. In secondary education the aim is to continue a sequential curriculum for those students who study the arts. This document is intended as a guide…

  15. Improving Basic Writing Skills.

    ERIC Educational Resources Information Center

    Popham, Rae Jeane; Zarem, Janet

    The classroom-tested ideas for teaching writing described in this booklet are based on the beliefs that writing is a teachable skill, that it is a process with constituent steps, and that students need evaluation at each stage of writing. Following an introduction that identifies eight steps in the writing process and discusses class organization,…

  16. Oral Skills Enhance Learning.

    ERIC Educational Resources Information Center

    Jensen, J. Vernon

    1980-01-01

    Twelve methods to enhance the learning of college students and at the same time increase their oral communication skills and classroom participation are presented. They include: facilitators of class discussions, triadic critiques of students' essays, panel discussions, forum periods, debates, and manuscript reading. (JMD)

  17. Safety of patients--actual problem of modern medicine (review).

    PubMed

    Tsintsadze, Neriman; Samnidze, L; Beridze, T; Tsintsadze, M; Tsintsadze, Nino

    2011-09-01

    Safety of patients is actual problem of up-to-date medicine. The current successful treatment of various sicknesses is achieved by implementation in clinical practice such medical preparations (medications), which are characterized with the high therapeutic activity, low toxicity and prolonged effects. In spite of evidence of the pharmacotherapeutical advances, the frequency of complications after medication has grown - that is why the safety of patients is the acute actual problem of medicine and ecological state of human population today. PMID:22156680

  18. Development of standards for superconductors, FY 1980

    NASA Astrophysics Data System (ADS)

    Fickett, F. R.; Goodrich, L. F.; Clark, A. F.

    1980-12-01

    The critical current standard for superconductors was investigated through a survey of manufacturers. Experimental determinations of the effect of various parameters on the measurement were made by NBS and by the wire manufacturers. Significant progress was made in the preparation of the actual critical current measurement standard and the definition standard.

  19. The savant syndrome: intellectual impairment and exceptional skill.

    PubMed

    Miller, L K

    1999-01-01

    Occasionally, people with developmental disability display skills at a level inconsistent with their general intellectual functioning, so-called "savant" behavior. Studies of savant behavior are reviewed to determine their relevance to notions about the importance of general intellective functions in the development of exceptional skill. It is concluded that (a) the skill exhibited by savants shares many characteristics with that in people without disability, (b) the skill is usually accompanied by normative levels of performance on at least some subtests of standardized measures of cognitive achievement, and (c) it is unclear whether savants have distinctive cognitive strengths or motivational dispositions, though their relative prevalence among people with certain kinds of disability suggests predisposing constraints. The author proposes that these skills typically reflect highly elaborated preconceptual representational systems. PMID:9990844

  20. The Dynamics of Life Skills Coaching. Life Skills Series.

    ERIC Educational Resources Information Center

    Curtiss, Paul R.; Warren, Phillip W.

    This book is to be used in a Life Skills Coach Training course. Life skills are defined as problem-solving behaviors appropriately and responsibly used in the management of personal affairs. They apply to the following areas of responsibility: self, family, leisure, community, and job. A course aimed at training people in the life skills implies…

  1. Employment Social Skills: What Skills Are Really Valued?

    ERIC Educational Resources Information Center

    Agran, Martin; Hughes, Carolyn; Thoma, Colleen A.; Scott, LaRon A.

    2016-01-01

    Although social skills have long been recognized as essential in promoting employees' employability (e.g., maintaining employment), there has been little research about work-related social skills for the last two decades. A systematic replication of Salzberg, Agran, and Lignugaris/Kraft's investigation of critical social skills was conducted.…

  2. Skilled or Skillful: What's the Difference for Readers?

    ERIC Educational Resources Information Center

    Gilles, Carol; Dickinson, Jean

    1999-01-01

    Outlines the difference between "drilling for skills" and "becoming skillful readers" and shows how teachers can help students become skillful readers, writers, discussants, and thinkers through literature discussions. Discusses establishing a context for literature study, and initiating and maintaining literature study groups. (SR)

  3. Very Early Language Skills of Fifth-Grade Poor Comprehenders

    PubMed Central

    Justice, Laura; Mashburn, Andrew; Petscher, Yaacov

    2015-01-01

    This study tested the theory that future poor comprehenders would show modest but pervasive deficits in both language comprehension and production during early childhood as compared with future poor decoders and typical readers. Using an existing database (NICHD ECCRN), fifth-grade students were identified as having poor comprehension skills (n = 516), poor decoding skills (n = 511) or typical reading skills (n = 535) based on standardized assessments of word recognition and reading comprehension. Language comprehension and production during the toddler and preschool years were retrospectively compared across these subgroups. Compared with future typical readers and poor decoders, poor comprehenders had the lowest abilities on language assessments at 15, 24, 36 and 54 months. For nearly all contrasts, the difference between poor comprehenders and the other groups of readers exceeded .5 standard deviation in magnitude, indicating that the early language skills of poor comprehenders exhibit appreciable lags. PMID:25620819

  4. Testing two temporal upscaling schemes for the estimation of the time variability of the actual evapotranspiration

    NASA Astrophysics Data System (ADS)

    Maltese, A.; Capodici, F.; Ciraolo, G.; La Loggia, G.

    2015-10-01

    Temporal availability of grapes actual evapotranspiration is an emerging issue since vineyards farms are more and more converted from rainfed to irrigated agricultural systems. The manuscript aims to verify the accuracy of the actual evapotranspiration retrieval coupling a single source energy balance approach and two different temporal upscaling schemes. The first scheme tests the temporal upscaling of the main input variables, namely the NDVI, albedo and LST; the second scheme tests the temporal upscaling of the energy balance output, the actual evapotranspiration. The temporal upscaling schemes were implemented on: i) airborne remote sensing data acquired monthly during a whole irrigation season over a Sicilian vineyard; ii) low resolution MODIS products released daily or weekly; iii) meteorological data acquired by standard gauge stations. Daily MODIS LST products (MOD11A1) were disaggregated using the DisTrad model, 8-days black and white sky albedo products (MCD43A) allowed modeling the total albedo, and 8-days NDVI products (MOD13Q1) were modeled using the Fisher approach. Results were validated both in time and space. The temporal validation was carried out using the actual evapotranspiration measured in situ using data collected by a flux tower through the eddy covariance technique. The spatial validation involved airborne images acquired at different times from June to September 2008. Results aim to test whether the upscaling of the energy balance input or output data performed better.

  5. Skilled nursing or rehabilitation facilities

    MedlinePlus

    ... page: //medlineplus.gov/ency/patientinstructions/000435.htm Skilled nursing or rehabilitation facilities To use the sharing features ... facility. Who Needs to go to a Skilled Nursing or Rehabilitation Facility? Your health care provider may ...

  6. Skilled nursing or rehabilitation facilities

    MedlinePlus

    ... may need to be transferred to a skilled nursing or rehabilitation facility. ... Common medical problems that often lead to skilled nursing or rehabilitation facility care include: Joint replacement surgery, ...

  7. Secretarial Administration: Secretarial Survival Skills.

    ERIC Educational Resources Information Center

    Banks, Jane M.

    1978-01-01

    Secretarial survival skills of communication, organization, and decision making should be incorporated into the secretarial training program, according to the author. She discusses these skills in relation to career mobility. (MF)

  8. Ellenore Flood's Skills Confidence Inventory.

    ERIC Educational Resources Information Center

    Subich, Linda Mezydlo

    1998-01-01

    Presents background information on the Skills Confidence Inventory (SCI) and the construct it assesses. Interprets the skills confidence and interest profiles of a 29-year-old female high school teacher using the SCI and the Strong Interest Inventory. (MKA)

  9. Plants, Animals and Basic Skills.

    ERIC Educational Resources Information Center

    Pheasant, Robert

    2000-01-01

    Countrystart is a class in which students work with plants and animals, providing numerous opportunities to integrate basic skills teaching. The practical subject area becomes the vehicle to develop other skills needed by students. (JOW)

  10. Dental Laboratory Technology Program Standards.

    ERIC Educational Resources Information Center

    Georgia Univ., Athens. Dept. of Vocational Education.

    This guide contains 45 program standards for the dental laboratory technology program conducted in technical institutes in Georgia. The dental laboratory technology program, either diploma or associate degree, is designed to ensure that students gain basic competence in the job skills needed for an entry-level employee in dental laboratory…

  11. Robotic Surgical Skills: Acquisition, Maintenance, and Degradation

    PubMed Central

    Gil, Karen M.; Lendvay, Thomas S.; Guy, Michael S.

    2012-01-01

    Background and Objectives: The degradation in robotic skills that occurs during periods of robotic surgical inactivity in newly trained surgeons was measured. The role of animate training in robotic skill was also assessed. Methods: Robotically naïve resident and attending surgeons underwent training with the da Vinci® robot on needle passage (DN), rocking ring transfer peg board (RPB), and running suture pod tasks (SP). Errors were established to convert actual time to adjusted time. Participants were deemed “proficient” once their adjusted times were within 80% of those set by experienced surgeons through repeated trials. Participants did not use the robot except for repeating the tasks once at 4, 8, and 12 weeks (tests). Participants then underwent animate training and completed a final test within 7 days. Results: Twenty-five attending and 29 resident surgeons enrolled; 3 withdrew. There were significant increases in time to complete each of the tasks, and in errors, by 4 weeks (Adjusted times: DN: 122.9 ± 2.2 to 204.2 ± 11.7, t=6.9, P<.001; RPB: 262.4 ± 2.5 to 364.7 ± 8.0, t=12.4, P<.001; SP: 91.4 ± 1.4 to 169.9 ± 6.8, t=11.3, P<.001). Times decreased following animate training, but not to levels observed after proficiency training for the RPB and SP modules. Conclusions: Robotic surgical skills degrade significantly within 4 weeks of inactivity in newly trained surgeons. Animate training may provide different skills than those acquired in the dry lab. PMID:23477169

  12. Recommended observational skills training for IAEA safeguards inspections. Final report: Recommended observational skills training for IAEA safeguards inspections

    SciTech Connect

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

    1994-09-01

    This is the second of two reports prepared to assist the International Atomic Energy Agency (IAEA or Agency) in enhancing the effectiveness of its international safeguards inspections through inspector training in {open_quotes}Observational Skills{close_quotes}. The first (Phase 1) report was essentially exploratory. It defined Observational Skills broadly to include all appropriate cognitive, communications, and interpersonal techniques that have the potential to help IAEA safeguards inspectors function more effectively. It identified 10 specific Observational Skills components, analyzed their relevance to IAEA safeguards inspections, and reviewed a variety of inspection programs in the public and private sectors that provide training in one or more of these components. The report concluded that while it should be possible to draw upon these other programs in developing Observational Skills training for IAEA inspectors, the approaches utilized in these programs will likely require significant adaption to support the specific job requirements, policies, and practices that define the IAEA inspector`s job. The overall objective of this second (Phase 2) report is to provide a basis for the actual design and delivery of Observational Skills training to IAEA inspectors. The more specific purposes of this report are to convey a fuller understanding of the potential application of Observational Skills to the inspector`s job, describe inspector perspectives on the relevance and importance of particular Observational Skills, identify the specific Observational Skill components that are most important and relevant to enhancing safeguards inspections, and make recommendations as to Observational Skills training for the IAEA`s consideration in further developing its Safeguards training program.

  13. National Apprenticeship Standards for Ophthalmic Finisher-Dispenser.

    ERIC Educational Resources Information Center

    Manpower Administration (DOL), Washington, DC. Bureau of Apprenticeship and Training.

    The standards have been established and registered to advance the science of ophthalmic optics and assure the continuance of skilled and ethical practices in the optical processing and dispensing service by providing a recognized and formalized method of developing skilled craftsmen. Standards cover apprenticeship qualifications, agreement, terms,…

  14. Arizona Mathematics Standard Articulated by Grade Level, Grade 5

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2009

    2009-01-01

    Every student should understand and use all concepts and skills from the previous grade levels. The standard is designed so that new learning builds on preceding skills. Communications, Problem-solving, Reasoning & Proof, Connections, and Representation are the process standards that are embedded throughout the teaching and learning of all…

  15. Arizona Mathematics Standard Articulated by Grade Level, Grade 3

    ERIC Educational Resources Information Center

    Arizona Department of Education, 2009

    2009-01-01

    Every student should understand and use all concepts and skills from the previous grade levels. The standard is designed so that new learning builds on preceding skills. Communications, Problem-solving, Reasoning & Proof, Connections, and Representation are the process standards that are embedded throughout the teaching and learning of all…

  16. Computational Skills for Biology Students

    ERIC Educational Resources Information Center

    Gross, Louis J.

    2008-01-01

    This interview with Distinguished Science Award recipient Louis J. Gross highlights essential computational skills for modern biology, including: (1) teaching concepts listed in the Math & Bio 2010 report; (2) illustrating to students that jobs today require quantitative skills; and (3) resources and materials that focus on computational skills.

  17. 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…

  18. 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…

  19. Perceptions Concerning Occupational Survival Skills.

    ERIC Educational Resources Information Center

    Nelson, Robert E.

    This volume presents the reports of a series of interrelated studies which were part of a study that developed curriculum materials for teaching occupational survival skills. The first of six sections, Need for Teaching Occupational Survival Skills and Attitudes, discusses the importance of survival skills and describes twelve general topics which…

  20. Hard Thinking about Soft Skills

    ERIC Educational Resources Information Center

    Claxton, Guy; Costa, Arthur L.; Kallick, Bena

    2016-01-01

    People use various terms to refer to traits and tendencies connected to social-emotional behavior and ways of thinking or approaching problems--from 21st century skills to mindsets to habits of mind. Such traits are also often called soft skills or non-cognitive skills. The authors contend that these latter terms imply that these traits and…

  1. Developing Managerial Skills in Palestine

    ERIC Educational Resources Information Center

    Al-Madhoun, Mohammed; Analoui, Farhad

    2002-01-01

    This paper assesses the contribution of management training and development programmes (MTPs) to the development of managerial skills in small and medium enterprises (SMEs). Different sets of variables were used to explore the managers' skills development by dividing the managerial skills into three main categories: self, people, and task-related…

  2. 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…

  3. Semantic Webs and Study Skills.

    ERIC Educational Resources Information Center

    Hoover, John J.; Rabideau, Debra K.

    1995-01-01

    Principles for ensuring effective use of semantic webbing in meeting study skill needs of students with learning problems are noted. Important study skills are listed, along with suggested semantic web topics for which subordinate ideas may be developed. Two semantic webs are presented, illustrating the study skills of multiple choice test-taking…

  4. Physical Attractiveness and Counseling Skills.

    ERIC Educational Resources Information Center

    Vargas, Alice M.; Borkowski, John G.

    1982-01-01

    Searched for interaction between quality of counseling skills (presence or absence of empathy, genuineness, and positive regard) and physical attractiveness as determinants of counseling effectiveness. Attractiveness influenced perceived effectiveness of counselor's skill. Analyses of expectancy data revealed that only with good skills did…

  5. Measuring Education and Skill

    PubMed Central

    Muller, Chandra

    2015-01-01

    This article reviews recent developments in measuring education and skill that need to be taken into account in any new initiative to monitor social mobility. Over the past half-century, patterns of educational participation and attainment have become more heterogeneous, a trend that has been accompanied by increases in assessment and testing practices, and the availability of electronic data sources and other administrative records, including official school transcripts that are generally held indefinitely. This article describes the most promising approaches to measuring education and discusses some of the possible challenges for using the information to study social mobility. Measures of educational concepts fall along at least one of several dimensions: credentials earned, qualities of the schools attended, the amount and nature of curricular exposure, and the development and acquisition of skills. Selected data sources, with an emphasis on school transcripts and administrative records, and their possible uses are described. PMID:25983334

  6. Forecasting forecast skill

    NASA Technical Reports Server (NTRS)

    Kalnay, Eugenia; Dalcher, Amnon

    1987-01-01

    It is shown that it is possible to predict the skill of numerical weather forecasts - a quantity which is variable from day to day and region to region. This has been accomplished using as predictor the dispersion (measured by the average correlation) between members of an ensemble of forecasts started from five different analyses. The analyses had been previously derived for satellite-data-impact studies and included, in the Northern Hemisphere, moderate perturbations associated with the use of different observing systems. When the Northern Hemisphere was used as a verification region, the prediction of skill was rather poor. This is due to the fact that such a large area usually contains regions with excellent forecasts as well as regions with poor forecasts, and does not allow for discrimination between them. However, when regional verifications were used, the ensemble forecast dispersion provided a very good prediction of the quality of the individual forecasts.

  7. Does medical students’ clinical performance affect their actual performance during medical internship?

    PubMed Central

    Han, Eui-Ryoung; Chung, Eun-Kyung

    2016-01-01

    INTRODUCTION This study examines the relationship between the clinical performance of medical students and their performance as doctors during their internships. METHODS This retrospective study involved 63 applicants of a residency programme conducted at Chonnam National University Hospital, South Korea, in November 2012. We compared the performance of the applicants during their internship with their clinical performance during their fourth year of medical school. The performance of the applicants as interns was periodically evaluated by the faculty of each department, while their clinical performance as fourth-year medical students was assessed using the Clinical Performance Examination (CPX) and the Objective Structured Clinical Examination (OSCE). RESULTS The performance of the applicants as interns was positively correlated with their clinical performance as fourth-year medical students, as measured by the CPX and OSCE. The performance of the applicants as interns was moderately correlated with the patient-physician interaction items addressing communication and interpersonal skills in the CPX. CONCLUSION The clinical performance of medical students during their fourth year in medical school was related to their performance as medical interns. Medical students should be trained to develop good clinical skills through actual encounters with patients or simulated encounters using manikins, to enable them to become more competent doctors. PMID:26768172

  8. Assessment of social communication skills in preschoolers.

    PubMed

    Landa, Rebecca J

    2005-01-01

    This paper orients the reader to social communication assessment and reviews methods for assessing social communication behavior in children from toddlerhood through the preschool years. Most standardized, normed tests of language in this age range focus on morpho-syntactic and semantic comprehension and production abilities. While social communication is perhaps one of the most important skills for peer acceptance, these skills are often overlooked in language evaluation with children. However, there are a number of caregiver questionnaires, interviews, or direct social-communication sampling methods that are available to assist clinicians or researchers in documenting social-communication skills or behaviors. Since assessment of social communication is essential in clinical work with children with an autism spectrum disorder, some of the tools described below are outgrowths of autism research or provide autism-related scores. While many children receiving social communication assessments do not have autism, the need to assess social communication skills in children with language impairment is highlighted by the growing literature documenting social and pragmatic difficulties in this population (Bishop 2000 Causes, Characteristics, Intervention, and Outcome. Hove, UK: Psychology press). Regardless of whether the measures presented herein were initially designed for children with autism or not, they will provide insights into the social communicative behaviors or tendencies in young children. PMID:16161095

  9. [Standardization. Sterilization standards and their impact on hospital services].

    PubMed

    Jakimiak, B; Röhm-Rodowald, E

    1999-01-01

    The European commission produced series of Directives which were aimed at harmonizing the European market whilst maintaining high standards to protect the citizens. Within each directive drafted Essential Requirements which had to be satisfied in order to market throughout Europe. The Medical Device Directive (93/42/EEC) covers the vast majority of medical devices including active non-implantable and non-active implantable medical devices. Demonstration of compliance to harmonized European Standards (EN) was proof of compliance with Essential Requirements of the Directives. The European Standards Body (CEN) created a series of European Standards which would enable to demonstrate compliance with Essential Requirements. The CEN organisation has a pyramidal structure. Standards are produced in the CEN Technical Committees (TC's) composed of representatives from each country's own standards organization. The Technical Committee in turned created a series of Working Groups (WG), who's job it was to actually generate the text of the standards. Two of standards committees are working to generate standards which relate to sterilizers and sterilization: TC102--the standards emanating from this committee are product related, TC 204--the standards relate to sterilization practice. In Poland, the standarisation activity is provide by Polish Committee of Standardisation. From 5th June 1997 operate Problem Commission number 272 for sterilization affairs. The job of the commission consist on translation of European'offs Standards and transform them to Polish Standards. After accede Poland to European Union, Polish hospitals will have to adjust to European Standards. PMID:10402867

  10. Software assurance standard

    NASA Technical Reports Server (NTRS)

    1992-01-01

    This standard specifies the software assurance program for the provider of software. It also delineates the assurance activities for the provider and the assurance data that are to be furnished by the provider to the acquirer. In any software development effort, the provider is the entity or individual that actually designs, develops, and implements the software product, while the acquirer is the entity or individual who specifies the requirements and accepts the resulting products. This standard specifies at a high level an overall software assurance program for software developed for and by NASA. Assurance includes the disciplines of quality assurance, quality engineering, verification and validation, nonconformance reporting and corrective action, safety assurance, and security assurance. The application of these disciplines during a software development life cycle is called software assurance. Subsequent lower-level standards will specify the specific processes within these disciplines.

  11. Using NCATE 2000 Standards as State Accreditation Standards: A Beginner's and a Veteran's Approach to Accountability.

    ERIC Educational Resources Information Center

    Bennett, J. Phillip; Gage, Martha S.; Craven, Lonnie; Morrison, Gail

    This paper discusses how the 2000 standards of the National Council for the Accreditation of Teacher Education (NCATE) can be used in state accreditation standards to promote accountability. It describes standards 1 and 2: candidate knowledge, skills, and dispositions and assessment system and unit evaluation, then presents a few examples of…

  12. Advanced Social Skills. Facilitator's Skill Packets 16-22. Social Skills Training.

    ERIC Educational Resources Information Center

    Model Classrooms, Bellevue, WA.

    These facilitator's skill packets contain seven individual packets related to advanced social skills: (1) asking for help; (2) joining in; (3) giving instructions; (4) following instructions; (5) apologizing; (6) convincing others; and (7) making a decision. Each packet contains the following sections: definition of advanced social skills;…

  13. Business Students' Perceptions of Necessary Skills.

    ERIC Educational Resources Information Center

    Davis, Lajuan; Riley, Monica; Fisher, Diane J.

    2003-01-01

    Business education students (n=100) rated 14 job skills identified by the Secretary's Commission on Necessary Skills. The top characteristic identified was interpersonal skills followed by critical thinking. Other skills included teamwork, problem solving, computer literacy, and multitasking. (JOW)

  14. Experimental philosophy of actual and counterfactual free will intuitions.

    PubMed

    Feltz, Adam

    2015-11-01

    Five experiments suggested that everyday free will and moral responsibility judgments about some hypothetical thought examples differed from free will and moral responsibility judgments about the actual world. Experiment 1 (N=106) showed that free will intuitions about the actual world measured by the FAD-Plus poorly predicted free will intuitions about a hypothetical person performing a determined action (r=.13). Experiments 2-5 replicated this result and found the relations between actual free will judgments and free will judgments about hypothetical determined or fated actions (rs=.22-.35) were much smaller than the differences between them (ηp(2)=.2-.55). These results put some pressure on theoretical accounts of everyday intuitions about freedom and moral responsibility. PMID:26126174

  15. 41 CFR 301-11.6 - Where do I find maximum per diem and actual expense rates?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ..., and available on the Internet at http://www.gsa.gov/perdiem. For actual expense, see 41 CFR 301-11.300... or Internet at http://www.defensetravel.dod.mil/site/perdiemCalc.cfm. (Rates also appear in section... State Standardized Regulations (Government Civilians-Foreign Areas) and available on the Internet at...

  16. Workplace skills and the skills gaps related to employee critical thinking ability and science education curriculum

    NASA Astrophysics Data System (ADS)

    Alexander, William A.

    In recent years, business and industry have been vocal critics of education. Critics complain the American workforce, particularly young people, are deficient in workplace skills. A survey of 500 randomly selected Ohio businesses was used to determine opinions of respondents related to workplace skills gaps, rising skill levels, and level and type of critical thinking used on the job by all employees and entry-level employees. Four of 18 science outcomes promoted by the Ohio Department of Education had an application in business and these required critical-thinking skills to complete. These four formed the foundation in the survey because they provided a connection between thinking skills required on the Ohio 12 th Grade Proficiency Test and those required on the job. Pearson correlation coefficient was used to identify correlation between responses. The alpha level was p ≤ .05. Stepwise multiple linear regression analysis was conducted to identify significant (p ≤ .05) relationships between variables as represented by responses. In addition, one version of the Science Section of the Ohio 12th Grade Proficiency Test was analyzed for use of critical thinking using the SCAN's critical-thinking attributes as a standard. There were several findings related to workplace skills and critical thinking. Only 17.1% of respondents indicated dissatisfaction with the basic academic skill level of their employees. A majority (71.1%) of responding businesses perceived a lack of work ethic as more important than deficient academic skills. Only 17.1% of respondents reported the skill level of their entry-level employees was rising. Approximately 1/3 of responding businesses required no critical thinking at all from their entry-level employees. Small businesses were significantly more likely to require higher levels of critical thinking from their entry level employees than larger businesses. Employers who reported rising skill levels in entry-level employees required all of

  17. A Flawed Argument Against Actual Infinity in Physics

    NASA Astrophysics Data System (ADS)

    Perez Laraudogoitia, Jon

    2010-12-01

    In “Nonconservation of Energy and loss of Determinism II. Colliding with an Open Set” (2010) Atkinson and Johnson argue in favour of the idea that an actual infinity should be excluded from physics, at least in the sense that physical systems involving an actual infinity of component elements should not be admitted. In this paper I show that the argument Atkinson and Johnson use is erroneous and that an analysis of the situation considered by them is possible without requiring any type of rejection of the idea of infinity.

  18. Pilot Eye Scanning under Actual Single Pilot Instrument Flight

    NASA Astrophysics Data System (ADS)

    Rinoie, Kenichi; Sunada, Yasuto

    Operations under single pilot instrument flight rules for general aviation aircraft is known to be one of the most demanding pilot tasks. Scanning numerous instruments plays a key role for perception and decision-making during flight. Flight experiments have been done by a single engine light airplane to investigate the pilot eye scanning technique for IFR flights. Comparisons between the results by an actual flight and those by a PC-based flight simulator are made. The experimental difficulties of pilot eye scanning measurements during the actual IFR flight are discussed.

  19. Comparison of simulated and actual wind shear radar data products

    NASA Technical Reports Server (NTRS)

    Britt, Charles L.; Crittenden, Lucille H.

    1992-01-01

    Prior to the development of the NASA experimental wind shear radar system, extensive computer simulations were conducted to determine the performance of the radar in combined weather and ground clutter environments. The simulation of the radar used analytical microburst models to determine weather returns and synthetic aperture radar (SAR) maps to determine ground clutter returns. These simulations were used to guide the development of hazard detection algorithms and to predict their performance. The structure of the radar simulation is reviewed. Actual flight data results from the Orlando and Denver tests are compared with simulated results. Areas of agreement and disagreement of actual and simulated results are shown.

  20. Matematica Actual: Libro del Professor (Modern Mathematics: Teacher's Manual).

    ERIC Educational Resources Information Center

    Parot, Jean Jacques

    This document suggests learning activities for kindergarten children to develop skills of basic reasoning and numerical calculation that the children will be using throughout life. This teacher's guide provides a list of games and activities and discusses the relationship between the games and their themes and their intended educational…