Science.gov

Sample records for actual skill standard

  1. 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.…

  2. A national skills standard

    SciTech Connect

    Goff, G.

    1996-06-01

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

  3. 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…

  4. 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.…

  5. 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…

  6. 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…

  7. 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…

  8. National Health Care Skill Standards.

    ERIC Educational Resources Information Center

    Far West Lab. for Educational Research and Development, San Francisco, CA.

    This booklet contains draft national health care skill standards that were proposed during the National Health Care Skill Standards Project on the basis of input from more than 1,000 representatives of key constituencies of the health care field. The project objectives and structure are summarized in the introduction. Part 1 examines the need for…

  9. 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…

  10. 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…

  11. 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,…

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

    PubMed

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

    2014-01-01

    The purpose of the study was to compare the self-skills assessment with the skill competence during an actual skills demonstration of newly hired bachelor of science in nursing (BSN) registered nurse graduates. This retrospective study included 32 randomly selected BSN registered nurse graduates from January 2010 to December 31, 2010. The participants were already hired into a midwest health system. Because this was a retrospective study, no demographic data were collected, and no consent from participants was needed. This study included a clinical skills check list where the participants rated themselves on specific skills utilizing a Likert scale ranging from 1 (no knowledge) to 4 (able to perform independently). The same clinical check list was utilized by an expert registered nurse when the skill was demonstrated. This study compared the difference between the subject's self-rating of skills and the clinical demonstration of the skills. We used t tests in the analysis to demonstrate the differences between the participant's self-rating of skills and the expert evaluation of the clinical demonstration of the skills. The data were inserted into the Statistical Package for the Social Sciences 19 software program to assist in the analysis process. The study demonstrated 17 significant differences in the skills ratings between the participant and competency demonstration of new BSN graduates. These significant results (2 tailed) ranged from .000 to .048.The 17 out of 46 specific skills where differences were noted included the following: staple removal, nasal pharyngeal suctioning, urinary catheter specimen collection, site care dressing change, urinary catheter irrigation, Juzo application and measurement, 5-lead telemetry, oral airway insertion, hemovac/Jackson Pratt, oral pharyngeal suctioning, urinary catheter insertion, dry suction chest drainage, bed to cart/slider board, urinary catheter removal, antiembolism stockings, measurement and application, removal of

  13. 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…

  14. 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…

  15. 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…

  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. 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…

  18. 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…

  19. 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…

  20. The Changing Work Environment and Skills Standards.

    ERIC Educational Resources Information Center

    Atkinson, June S.

    1997-01-01

    Compares the National Business Education Association's National Standards for Business Education and the Vocational Technical Education Consortium of States' Administrative Support Occupations Skills Standards. Discusses their use in preparing secondary and postsecondary students for the changing workplace. (SK)

  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. 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…

  3. 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…

  4. 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…

  5. 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,…

  6. 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…

  7. 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…

  8. 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…

  9. 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,…

  10. 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,…

  11. 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,…

  12. Illinois Occupational Skill Standards: Administrative Support Cluster.

    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 administrative support occupations. The document begins with overviews of the Illinois perspective on occupational skill standards and credentialing, the process used to develop the…

  13. 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…

  14. 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,…

  15. 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,…

  16. 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…

  17. 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…

  18. 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…

  19. 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

  20. 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…

  1. 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…

  2. Clinical skills assessment with standardized patients.

    PubMed

    Gómez, J M; Prieto, L; Pujol, R; Arbizu, T; Vilar, L; Pi, F; Borrell, F; Roma, J; Martínez-Carretero, J M

    1997-03-01

    Previous projects (Combell I & II) to assess clinical skills were conducted in medical schools in Catalonia, in order to introduce a model of such an assessment using standardized patients (SP). The aim of this study (Combell III) was to measure selected characteristics of our model. Seventy-three medical students in the final year at the Bellvitge teaching unit of the University of Barcelona participated in a clinical skills assessment (CSA) project that used 10 SP cases. The mean group scores for the four components of clinical skills for each day of testing were studied, and ratings for each student in the 10 sequential encounters were checked. The study also compared the clinical skills scores with their academic grades. The total case mean score (mean score of history-taking, physical examination and patient notes scores) was 51.9%, and the mean score for communication skills was 63.6%. The clinical skills scores over the 8 testing days showed no day-to-day differences. The study did not find differences among the sequential encounters for each student (training effect). There was a lack of correlation between clinical skills scores and academic grades. The project demonstrated the feasibility of the method for assessing clinical skills, confirmed its reliability, and showed that there is no correlation between scores with this method and academic examinations that mainly reflect knowledge.

  3. A Conceptual Framework for Industry-Based Skill Standards.

    ERIC Educational Resources Information Center

    Merritt, Donna

    1996-01-01

    Two models of skill standards development and skill certification--the professional model and the skill components model--have been developed. Their development follows analysis of the skill standards movement and the 22 U.S. Departments of Labor and Education pilot projects developing skills standards for various industries. These two models…

  4. 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…

  5. 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…

  6. Illinois Occupational Skill Standards: Occupational Therapy 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 occupational therapy. Agency partners involved in this project include: the Illinois State board of Education, Illinois Community College…

  7. 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…

  8. 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…

  9. 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

  10. Assessment of children's social problem-solving skills in hypothetical and actual conflict situations.

    PubMed

    Vitaro, F; Pelletier, D

    1991-10-01

    This study compared the social problem-solving skills of 57 maladjusted and 57 well adjusted first and second graders in a series of hypothetical and actual provocations. All children were asked how they would react to four video-taped provocations involving same-age peers. They were also exposed to three provocations simulated by a peer-confederate; their verbal and nonverbal behaviors were videotaped. Multivariate analyses of variance indicated that, overall, maladjusted subjects displayed less assertiveness and more verbal and nonverbal aggressive responses to the actual provocations. Conversely, hypothetical situations yielded few between-group differences with respect to verbal strategies. The validity of hypothetical situations is questioned; the importance of actual situations for assessment and intervention purposes is stressed.

  11. 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…

  12. 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…

  13. Illinois Occupational Skill Standards: Physical Therapist Assistant 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. Illinois Occupational Skill Standards: Court Reporter/Captioner.

    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 court reporter/captioner cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards and…

  2. 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…

  3. Standards for Education Reporters: Skills, Knowledge, Ethics

    ERIC Educational Resources Information Center

    Graves, Bill

    2002-01-01

    Experienced school reporters know plenty about standards. The struggle to set standards that define what students should know and be able to do at various stages of their education has been at the heart of school reform since the late 1980s. So if journalists are going to understand the value of standards, it will be those covering schools. It is…

  4. Illinois Occupational Skill Standards: In-Store Retailing 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 occupations in the in-store retailing cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards…

  5. 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…

  6. 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…

  7. 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…

  8. Hazardous Materials Management Technology. National Voluntary Skills Standard.

    ERIC Educational Resources Information Center

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

    Developed by workers, trainers, and professionals in the field, this guide contains a proposed national standard for hazardous materials management technology. The guide first discusses the need for and the development of skills standards, then introduces the hazardous materials management technology standard and the four subgroups of occupations…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. What informal caregivers actually do: the caregiving skills of partners of men with AIDS.

    PubMed

    Wrubel, J; Folkman, S

    1997-12-01

    This study draws on the narrative accounts of caregiving events provided by 100 HIV-negative and HIV-positive partners of men with AIDS during their partners' illness. The narratives contain rich detail about the wide range of skills that these men developed over the course of their caregiving. These skills, which go beyond the kinds of assistance with daily activities that normally comprise caregiving assessments, pertain to the provision of emotional support, hands-on care, clinical care, high tech nursing and health care advocacy. Because these narratives depict caregiving in its naturally occurring context, it is also possible to describe ways in which the context of caregiving, including the partners' relationship, the clinical course of the illness and changes in the meaning of the illness, influence the development of these caregiving skills. Finally, the narratives provide insight not only into the burdens of care, but also into its often overlooked positive aspects.

  16. 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.,…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. National Skill Standards Projects: Their Influence on State & Local Technical Education.

    ERIC Educational Resources Information Center

    Losh, Charles

    Twenty-two National Skill Standards Projects were conducted to develop National Skill Standards over a 3-year period beginning in 1992. These projects were funded by the U.S. Departments of Education and Labor to develop materials useful for improving the quality of the work force through identification of skill standards and related materials…

  2. 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...

  3. 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...

  4. 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...

  5. 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...

  6. 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 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...

  7. The Impact of Semantic and Causal Relatedness and Reading Skill on Standards of Coherence

    ERIC Educational Resources Information Center

    Todaro, Stacey; Millis, Keith; Dandotkar, Srikanth

    2010-01-01

    Readers apply their own standards of coherence while reading text. Readers with a low standard of coherence are thought to find a sparse and incomplete representation more coherent than readers who employ a higher standard. This article reports 3 experiments that examined standards of coherence imposed by skilled and less-skilled readers by having…

  8. 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…

  9. 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.

  10. 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…

  11. 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…

  12. 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…

  13. Summative and Formative Evaluations, National Skill Standards Project. Prepared for the National Grocers Association.

    ERIC Educational Resources Information Center

    Hamm, Michael S.

    In 1993-1996, the Grocers Research and Educational Foundation of the National Grocers Association developed entry-level skill standards for the food marketing industry. A coalition formed early in the project directed the skill standard development process and solicited input from major organizations involved in the industry. The validity of the…

  14. 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)…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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.

  1. 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

  2. Applying your corporate compliance skills to the HIPAA security standard.

    PubMed

    Carter, P I

    2000-01-01

    Compliance programs are an increasingly hot topic among healthcare providers. These programs establish policies and procedures covering billing, referrals, gifts, confidentiality of patient records, and many other areas. The purpose is to help providers prevent and detect violations of the law. These programs are voluntary, but are also simply good business practice. Any compliance program should now incorporate the Health Insurance Portability and Accountability Act (HIPAA) security standard. Several sets of guidelines for development of compliance programs have been issued by the federal government, and each is directed toward a different type of healthcare provider. These guidelines share certain key features with the HIPAA security standard. This article examines the common areas between compliance programs and the HIPAA security standard to help you to do two very important things: (1) Leverage your resources by combining compliance with the security standard with other legal and regulatory compliance efforts, and (2) apply the lessons learned in developing your corporate compliance program to developing strategies for compliance with the HIPAA security standard.

  3. Relationship Between Standardized Admissions Variables and Certain Interpersonal Skills

    ERIC Educational Resources Information Center

    Hurst, Michael W.; Shatkin, Stephen D.

    1974-01-01

    An admissions model was developed that included standardized intellective and nonintellective variables. It was found that linear combinations of grade point average, quality of undergraduate college, major area of study, and recommendations and work experience were generally unrelated to pre- or post-training ratings of empathy, respect, and…

  4. 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…

  5. 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,…

  6. 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…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  8. 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'…

  9. 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…

  10. 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…

  11. 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,…

  12. Standardized Patients Provide a Reliable Assessment of Athletic Training Students' Clinical Skills

    ERIC Educational Resources Information Center

    Armstrong, Kirk J.; Jarriel, Amanda J.

    2016-01-01

    Context: Providing students reliable objective feedback regarding their clinical performance is of great value for ongoing clinical skill assessment. Since a standardized patient (SP) is trained to consistently portray the case, students can be assessed and receive immediate feedback within the same clinical encounter; however, no research, to our…

  13. 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

  14. Factors Associated With the Use of Standardized Power Mobility Skills Assessments Among Assistive Technology Practitioners.

    PubMed

    Jenkins, Gavin R; Vogtle, Laura K; Yuen, Hon K

    2015-01-01

    This study investigated self-reported prevalence of and factors affecting clinicians' use of standardized assessments when evaluating clients for power mobility devices (PMDs), and explored assessments clinicians typically use when carrying out PMD evaluation. An e-mail survey was sent to assistive technology professionals listed in the Rehabilitation Engineering and Assistive Technology Society of North America directory. Three hundred fifty-four respondents, qualified to conduct formal power mobility skills assessments, completed the online survey. Of those, 122 (34.5%) respondents reported that they were aware of the presence of standardized performance-based power mobility skills assessments, but only 28 (7.9%) used these assessments in their practice. Multivariate analysis revealed that the odds of the respondents who use the standardized assessments were 18 times higher for those who were aware of the presence of these assessments than those who were not (adjusted odds ratio [OR] OR = 17.85, P < 0.0001). The odds of using the standardized assessment for respondents who did not identify themselves as occupational or physical therapists were five times higher than those who were therapists (adjusted OR = 0.20, P < 0.0001). This survey revealed that the assistive technology practitioners who recommend PMDs mainly use non-standardized mobility skills assessments.

  15. 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…

  16. 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…

  17. 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)…

  18. The standardized patient encounter: a dynamic educational approach to enhance students' clinical healthcare skills.

    PubMed

    Herge, E Adel; Lorch, Arlene; Deangelis, Tina; Vause-Earland, Tracey; Mollo, Kimberly; Zapletal, Audrey

    2013-01-01

    Occupational therapy educators are challenged to prepare students entering the profession to be skilled in assessment, critical thinking, self-analysis, and decision-making. Simulation is an effective strategy used in medical and nursing curriculums to develop or enhance critical thinking, self-analysis, and decision-making skills. Through simulated learning activities, such as encounters with standardized patients (SP), students develop skills in decision-making, clinical reasoning, and interpersonal communication, skills necessary to function effectively in the current health care environment. This paper describes the process for integrating SP encounters in a professional healthcare curriculum for occupational therapy graduate students. Evidence that supports the use of simulation in healthcare curriculums for health profession students is explored. An example of an SP encounter in one occupational therapy course is described to illustrate how students engage in higher-level thinking as they administer an assessment tool and interact with an SP. The process of developing and evaluating the SP encounter is described and the outcomes are presented. The authors believe the SP experience is a viable teaching method in preparing competent, reflective practitioners for tomorrow's healthcare environment.

  19. Teachers' Conceptualization and Actual Practice in the Student Evaluation Process at the Upper Secondary School Level in Japan, Focusing on Problem Solving Skills.

    ERIC Educational Resources Information Center

    Wai, Nu Nu; Hirakawa, Yukiko

    2001-01-01

    Studied the participation and performance of upper secondary school teachers in Japan through surveys completed by 360 Geography teachers. Findings suggest that the importance of developing problem-solving skills is widely recognized among these teachers. Implementing training in such skills is much more difficult. Developing effective teaching…

  20. 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…

  1. 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.

  2. Copy number variants in a sample of patients with psychotic disorders: is standard screening relevant for actual clinical practice?

    PubMed Central

    Van de Kerkhof, Noortje WA; Feenstra, Ilse; van der Heijden, Frank MMA; de Leeuw, Nicole; Pfundt, Rolph; Stöber, Gerald; Egger, Jos IM; Verhoeven, Willem MA

    2012-01-01

    With the introduction of new genetic techniques such as genome-wide array comparative genomic hybridization, studies on the putative genetic etiology of schizophrenia have focused on the detection of copy number variants (CNVs), ie, microdeletions and/or microduplications, that are estimated to be present in up to 3% of patients with schizophrenia. In this study, out of a sample of 100 patients with psychotic disorders, 80 were investigated by array for the presence of CNVs. The assessment of the severity of psychiatric symptoms was performed using standardized instruments and ICD-10 was applied for diagnostic classification. In three patients, a submicroscopic CNV was demonstrated, one with a loss in 1q21.1 and two with a gain in 1p13.3 and 7q11.2, respectively. The association between these or other CNVs and schizophrenia or schizophrenia-like psychoses and their clinical implications still remain equivocal. While the CNV affected genes may enhance the vulnerability for psychiatric disorders via effects on neuronal architecture, these insights have not resulted in major changes in clinical practice as yet. Therefore, genome-wide array analysis should presently be restricted to those patients in whom psychotic symptoms are paired with other signs, particularly dysmorphisms and intellectual impairment. PMID:22848183

  3. 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

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  5. Towards a Skilled Australia: National Standards To Provide Aussie Joe and Aussie Joanna with Flexible, Transferable Skills.

    ERIC Educational Resources Information Center

    Bishop, Robin

    The Australian government, employer groups, and the trade union movement acknowledge a critical need to improve work force skills. Focus is on the notion of competencies and measurable learning outcomes. The driving force has been the linking of industry restructuring with occupational classification restructuring (award restructuring). The…

  6. Application of National Testing Standards to Simulation-Based Assessments of Clinical Palpation Skills

    PubMed Central

    Pugh, Carla M.

    2014-01-01

    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

  7. 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…

  8. 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,…

  9. 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,…

  10. 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

  11. 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…

  12. 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…

  13. 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…

  14. Standardized Patient Training Programs: an Efficient Solution to the Call for Quality Improvement in Oncologist Communication Skills.

    PubMed

    Ju, Melody; Berman, Abigail T; Vapiwala, Neha

    2015-09-01

    Several key medical and oncologic professional societies have endorsed the importance of physician communication as a quality improvement metric. Despite this clear message, there remain substantial barriers to communication skills training (CST) in oncologic specialties. Herein, we describe the major barriers to communications training and propose standardized patient (SP) programs as efficient and strategic starting points and as expansion opportunities for new and existing CSTs.

  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 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  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. 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.…

  3. 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.

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

    PubMed

    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

  5. 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

  6. 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…

  7. 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…

  8. Comparing Pre-Service Technology Standards with Technology Skills of Special Educators in Southwestern Michigan

    ERIC Educational Resources Information Center

    Alobiedat, Ahmad

    2005-01-01

    This study explores the ISTE technology standards as they have been adopted by Western Michigan University. The ISTE standards used in this study included five key areas: (1) professional use of technology; (2) application of technology in instruction; (3) utilization of information technology resources; (4) technology use in professional…

  9. 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.

  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. 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…

  12. 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…

  13. Finding the Common Ground: A Comparison of Writing Expectations and Outcomes between the Texas Essential Knowledge and Skills and the Common Core State Standards

    ERIC Educational Resources Information Center

    Jacoby, Pat; Vasinda, Sheri

    2014-01-01

    In the Winter 2013 edition of the "Texas Journal of Literacy Education," we announced that a special task force from the TALE board would be sharing the common ground among the Texas Essential Knowledge and Skills (TEKS), Common Core State Standards (CCSS), and the College and Career Readiness Standards (CCRS). In that first edition, we…

  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 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…

  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 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…

  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 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…

  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 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…

  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 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…

  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 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…

  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 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…

  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 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…

  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 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…

  5. 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…

  6. 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…

  7. 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.

  8. 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)…

  9. 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…

  10. 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…

  11. 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…

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

    SciTech Connect

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

    1993-11-01

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

  13. Discordance between presumed standard of care and actual clinical practice: the example of rubber dam use during root canal treatment in the National Dental Practice-Based Research Network

    PubMed Central

    Gilbert, Gregg H; Riley, Joseph L; Eleazer, Paul D; Benjamin, Paul L; Funkhouser, Ellen

    2015-01-01

    Objectives Use of a rubber dam during root canal treatment is considered the standard of care because it enhances patient safety and optimises the odds of successful treatment. Nonetheless, not all dentists use a rubber dam, creating disconnect between presumed standard of care and what is actually done in clinical practice. Little is known about dentists’ attitudes towards use of the rubber dam in their practices. The objectives were to: (1) quantify these attitudes and (2) test the hypothesis that specific attitudes are significantly associated with rubber dam use. Setting National Dental Practice-Based Research Network (NationalDentalPBRN.org). Participants 1490 network dentists. Outcome measures Dentists completed a questionnaire about their attitudes towards rubber dam use during root canal treatment. Three attitude scales comprised 33 items that used a 5-point ordinal scale to measure beliefs about effectiveness, inconvenience, ease of placement, comparison to other isolation techniques and patient factors. Factor analysis, cluster analysis and multivariable logistic regression analysed the relationship between attitudes and rubber dam use. Results All items had responses at each point on the 5-point scale, with an overall pattern of substantial variation across dentists. Five attitudinal factors (rubber dam effectiveness; inconvenient/time-consuming; ease of placement; effectiveness compared to Isolite; patient factors) and 4 clusters of practitioners were identified. Each factor and cluster was independently and strongly associated with rubber dam use. Conclusions General dentists have substantial variation in attitudes about rubber dam use. Beliefs that rubber dam use is not effective, inconvenient, time-consuming, not easy to place or affected by patient factors, were independently and significantly associated with lower rubber dam use. These attitudes explain why there is substantial discordance between presumed standard of care and actual practice

  14. Skills, Standards and Entry-Level Work. Elements of a Strategy for Youth Employability Development. Research and Evaluation Report Series.

    ERIC Educational Resources Information Center

    MacAllum, Keith; Ma, Patricia

    Can public policy devise effective strategies that seek to capitalize on the educational and developmental potential of private-sector entry-level jobs? What is the feasibility of using the secondary labor market in a formal way to promote skill development in youth? Can youth develop useful and transferable skills in these jobs? How can these…

  15. 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

  16. [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.

  17. Form and Actuality

    NASA Astrophysics Data System (ADS)

    Bitbol, Michel

    A basic choice underlies physics. It consists of banishing actual situations from theoretical descriptions, in order to reach a universal formal construct. Actualities are then thought of as mere local appearances of a transcendent reality supposedly described by the formal construct. Despite its impressive success, this method has left major loopholes in the foundations of science. In this paper, I document two of these loopholes. One is the problem of time asymmetry in statistical thermodynamics, and the other is the measurement problem of quantum mechanics. Then, adopting a broader philosophical standpoint, I try to turn the whole picture upside down. Here, full priority is given to actuality (construed as a mode of the immanent reality self-reflectively being itself) over formal constructs. The characteristic aporias of this variety of "Copernican revolution" are discussed.

  18. 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…

  19. 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

  20. 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

  1. 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…

  2. 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…

  3. Powerful Words: Skillful and Sensitive Empowerment of Urban Undergraduate Pre-Service Teachers through Improvement of Standard English Usage

    ERIC Educational Resources Information Center

    Morales, Erik E.

    2009-01-01

    With the goal of assisting predominantly low-socio-economic status and minority undergraduate education majors to achieve necessary competence in the use of oral and written Standard English, an innovative action research initiative was incorporated into an introductory education class at a comprehensive urban university in the northeastern part…

  4. Relationship between perceived and actual motor competence among college students.

    PubMed

    Wang, Jianyu; Liu, Wenhao; Bian, Wei

    2013-02-01

    The relationship between perceived and actual motor competence was examined among college students. Participants were 114 college students (55 men, 59 women; M age = 22.3 yr., SD = 3.9). All participants completed a short survey on perception of motor competence in basketball and took a Control Basketball Dribble Test to assess their actual motor skill. Perceived motor competence in basketball was significantly related to basketball dribbling performance. Given the positive relationship between actual motor competence and perceived competence, enhancing an individual's actual motor competence may contribute to their perceived competence, which may improve an individual's physical activity participation.

  5. 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,…

  6. Clinical performance and skill retention after simulation-based education for nephrology fellows.

    PubMed

    Ahya, Shubhada N; Barsuk, Jeffrey H; Cohen, Elaine R; Tuazon, Jennifer; McGaghie, William C; Wayne, Diane B

    2012-07-01

    We previously demonstrated that simulation-based education (SBE) improved temporary hemodialysis catheter (THDC) insertion skills by nephrology fellows. SBE, featuring deliberate practice and rigorous achievement standards, was a powerful method to enhance THDC insertion skills in nephrology fellows. However, experts have called for further research to evaluate skill transfer from the simulated environment to actual clinical care and skill retention. This is a prospective observational cohort study of THDC insertion skills. Twelve nephrology fellows from three academic centers in Chicago were evaluated using a skills checklist from July 2008 to June 2009. Simulator-trained fellows were tested after the SBE intervention and expected to meet or exceed a minimum passing score (MPS) set by an expert panel. To assess transfer of skill to clinical care, three simulator-trained fellows were assessed at 6 months on actual patient THDC insertions using the checklist. To assess retention of skill, 11 of 12 simulator-trained fellows were reassessed at 1 year using the checklist and central venous catheter simulator. Outcomes were determined by THDC insertion skill performance. Simulator-trained fellows scored similarly during 6-month THDC insertions on actual patients and immediate posttest (M = 86.2%, SD = 22.3% vs. M = 93.5%, SD = 5.3%, p = 0.32). However, 1 year after SBE, simulated THDC insertion scores were significantly lower than at immediate posttest (M = 73.4%, SD = 22.2% vs. M = 93.5%, SD = 5.3%, p = 0.01). Our results show that nephrology fellows who completed SBE displayed high levels of performance during THDC insertions on actual patients 6 months later. At 1 year, there was statistically significant skills decay. We recommend booster training at 6 months.

  7. 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…

  8. Counseling Skills Attainment, Retention, and Transfer as Measured by the Skilled Counseling Scale

    ERIC Educational Resources Information Center

    Schaefle, Scott; Smaby, Marlowe H.; Maddux, Cleborne D.; Cates, Jennifer

    2005-01-01

    The purpose of this study was to determine if counseling students acquire counseling skills and transfer those skills to their work with actual clients. Students' skills were measured by the Skilled Counseling Scale at pretest (before training), Posttest 1 (immediately after training), and Posttest 2 (at the end of a master's-degree program).…

  9. 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…

  10. Student Exposure to Actual Patients in the Classroom.

    ERIC Educational Resources Information Center

    Chisholm, Marie A.; McCall, Charles Y.; Francisco, George E., Jr.; Poirier, Sylvie

    1997-01-01

    Two clinical courses for first-year dental students were designed to develop students' interaction skills through actual patient case presentations and discussions and an interdisciplinary teaching approach. Results indicate students preferred the case presentations, with or without lecture, to the lecture-only approach and felt they learned more…

  11. Critical Listening--A Neglected Skill.

    ERIC Educational Resources Information Center

    Hunsaker, Richard A.

    Despite the current enthusiasm for teaching critical thinking and the need acknowledged by many educators to improve students' speaking and listening skills, very few schools have actually put critical listening skills into their curricula. One reason listening skills have been so slow in becoming a part of the formal instruction program at most…

  12. 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…

  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. El Observatorio Gemini - Status actual

    NASA Astrophysics Data System (ADS)

    Levato, H.

    Se hace una breve descripción de la situación actual del Observatorio Gemini y de las últimas decisiones del Board para incrementar la eficiencia operativa. Se hace también una breve referencia al uso argentino del observatorio.

  15. The clinical skills unit.

    PubMed Central

    Bligh, J.

    1995-01-01

    Clinical skills units offer exciting and innovative ways of learning about clinical skills. Links between theoretical knowledge and clinical practice are appropriate for both undergraduate and postgraduate training. Students and doctors can practice and acquire technical and examination skills in a standardised and protected environment without being concerned about the distress such learning may cause real patients. Models and simulators used in skills units are being developed to keep pace with demand, with a corresponding increase in standards of quality and durability. As undergraduate medical courses respond to the demands of modern clinical practice the use of such facilities will increase. This paper describes the functions of skills units and provides practical examples of educational strategies in use. Images p731-a p731-b p731-c p731-d PMID:8552536

  16. Thinking Skills.

    ERIC Educational Resources Information Center

    Suhor, Charles

    One of a series dealing with current issues affecting language arts instruction, this paper focuses on thinking skills. The paper begins by raising two issues: whether thinking skills should be taught as part of each subject area, as a separate skill, or both, and whether English and language arts teachers have a special role in the teaching of…

  17. 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;…

  18. 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…

  19. 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…

  20. 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.

  1. Teaching Essential Skills through Cooperative Partnerships.

    ERIC Educational Resources Information Center

    Backes, Charles

    2001-01-01

    Discusses the steps that are necessary to establish a partnership to teach and strengthen essential skills for the workplace: recognize need, locate partners, identify essential skills, identify strategies and standards, and evaluate instructional effectiveness. (JOW)

  2. 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…

  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. 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;…

  6. A Synthesis of Research in Basic Skills.

    ERIC Educational Resources Information Center

    Gow, Doris T.

    In this monograph research results of studies on the teaching of basic skills in elementary schools is synthesized with emphasis on the practical implications for actual practice in the classroom. Development of skills in reading and mathematics in the early grades is the focus. Four major factors in basic instruction are discussed. The importance…

  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. 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…

  9. 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…

  10. Social skills programmes for schizophrenia

    PubMed Central

    Almerie, Muhammad Qutayba; Al Marhi, Muhammad Okba; Alsabbagh, Mohamad; Jawoosh, Muhammad; Matar, Hosam E; Maayan, Nicola

    2014-01-01

    This is the protocol for a review and there is no abstract. The objectives are as follows: The primary objective is to investigate the effects of social skills training programmes, compared to standard care, for people with schizophrenia. PMID:25414592

  11. 45 CFR 73.735-904 - Resolution of apparent or actual conflicts of interest.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 45 Public Welfare 1 2013-10-01 2013-10-01 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...

  12. 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

  13. 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:…

  14. Actual innocence: is death different?

    PubMed

    Acker, James R

    2009-01-01

    Supreme Court jurisprudence relies heavily on the premise that "death is different" from other criminal sanctions, and that capital cases entail commensurately demanding standards of reliability. Although invoked most frequently with respect to sentencing, both precedent and logic suggest that heightened reliability applies as well to guilt determination in capital trials. Nevertheless, recurrent and highly visible wrongful convictions in capital cases have affected public opinion, contributed to a precipitous decline in new death sentences, and led to calls for reforms designed to guard against the risk of executing innocent persons. This article examines the implications of the "death is different" doctrine for the problem of wrongful convictions in both capital and non-capital cases. It argues that innovations designed to enhance reliability in the special context of death-penalty prosecutions are important in their own right, but relevant new safeguards also should extend to criminal cases generally, where innocent people are similarly at risk and wrongful convictions are far more prevalent.

  15. A Guide to Employability Skills Materials.

    ERIC Educational Resources Information Center

    Kromhout, Ora M.; And Others

    This guide identifies existing employability skills materials and provides annotations to assist the reader in selecting materials. To assist Florida educators in relating employability skills to educational goals, Florida goals and standards are presented. A Topic Index to Titles first provides a topic outline of skills areas based on The Florida…

  16. Schooling, Skills, and the Returns to Government Investment in Education: An Exploration Using Data from Ghana. Living Standards Measurement Study, Working Paper No. 76.

    ERIC Educational Resources Information Center

    Glewwe, Paul

    Investments in schooling are often regarded as essential for economic development, implying that such investments have high rates of return in developing countries. This paper examines the accuracy and usefulness of estimates of rates of return to formal schooling based on the standard human capital model of G. Becker and J. Mincer. Focus is on…

  17. 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…

  18. 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…

  19. Study Skills.

    ERIC Educational Resources Information Center

    Gleason, Mary M.; And Others

    1988-01-01

    Study strategies used to assist mildly handicapped students become more actively engaged and successful in gaining and responding to information in content area classes are described. They include using advance organizers, summarizing/paraphrasing what is read, enhancing listening skills, and improving the organization, appearance, and accuracy of…

  20. Leadership Skills

    ERIC Educational Resources Information Center

    Parish, Thomas S.

    2006-01-01

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

  1. Sharing Skills.

    ERIC Educational Resources Information Center

    Mealy, Virginia; And Others

    1987-01-01

    Three articles describe methods for teaching library skills. The first presents a song used to teach students the Dewey Decimal system; the second describes a reading program incorporating Halloween and foreign countries; and the third includes short poems designed to teach students to care for library books properly. (CLB)

  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.

  3. 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

  4. 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…

  5. 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.

  6. 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)

  7. 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…

  8. 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…

  9. 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

  10. Patternmaker. Apprenticeship Training Standards.

    ERIC Educational Resources Information Center

    Ontario Ministry of Skills Development, Toronto.

    This training document outlines the apprenticeship training standards for the trade of patternmaker that have been approved by the Ontario Ministry of Skills Development. The document consists of the following: (1) skills (competencies) identified by a trade analysis development group of practicing patternmakers; (2) general performance objectives…

  11. 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

  12. Self-Actualization, Liberalism, and Humanistic Education.

    ERIC Educational Resources Information Center

    Porter, Charles Mack

    1979-01-01

    The relationship between personality factors and political orientation has long been of interest to psychologists. This study tests the hypothesis that there is no significant relationship between self-actualization and liberalism-conservatism. The hypothesis is supported. (Author)

  13. 40 CFR 63.5335 - How do I determine the actual HAP loss?

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... National Emission Standards for Hazardous Air Pollutants for Leather Finishing Operations Compliance... 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 leather...

  14. 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 conflicts of interest. (a) Disqualification from participating in a particular matter or category of...

  15. 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

  16. 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

  17. 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.

  18. 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…

  19. Environmental Education Standards for Kansas.

    ERIC Educational Resources Information Center

    Kansas Association for Conservation and Environmental Education, Manhattan.

    This document is organized under three knowledge skills standards and two process skills standards which reflect the breadth of environmental education and its goal of environmental literacy. Related benchmarks and indicators suggesting appropriate expectations for learner performance and achievement at specific grade levels (fourth, eighth, and…

  20. Minimum Library Use Skills Survey.

    ERIC Educational Resources Information Center

    Huang, Joyce L.; Mandernack, Scott

    A follow-up study was conducted in 1987 to assess the use and effectiveness of "Minimum Library Use Skills: Standards, Test, and Bibliography" (MLUS), which had been distributed to all members of the Wisconsin Association of Academic Librarians in 1985. Some copies of this publication had been sold, and it is also available in ERIC microfiche. A…

  1. 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…

  2. 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…

  3. 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.

  4. Assessment of Clinical Skills in Medical Practice

    ERIC Educational Resources Information Center

    Scoles, Peter V.; Hawkins, Richard E.; LaDuca, Anthony

    2003-01-01

    The introduction of a clinical skills examination (CSE) to Step 2 of the U.S. Medical Licensing Examination (USMLE) has focused attention on the design and delivery of large-scale standardized tests of clinical skills and raised the question of the appropriateness of evaluation of these competencies across the span of a physician's career. This…

  5. 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,…

  6. "Who Writes This Stuff?": Students' Perceptions of Their Skills Development

    ERIC Educational Resources Information Center

    Lucas, Ursula; Cox, Paul; Croudace, Christopher; Milford, Peter

    2004-01-01

    Bennett et al. (2000) refer to the notion of 'core skills' as an 'unfulfilled concept' (p. 48). Thus it is possible that different interpretations and values at the level of actual degree programmes may be hidden within this term. This study enquires into students' tacit notions of skills development within a specific degree programme and at a…

  7. 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…

  8. 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…

  9. [Actual diet of patients with gastrointestinal diseases].

    PubMed

    Loranskaia, T I; Shakhovskaia, A K; Pavliuchkova, M S

    2000-01-01

    The study of actual nutrition of patients with erosive-ulcerative lesions in the gastroduodenal zone and of patients with operated ulcer has revealed defects in intake of essential nutrients by these patients: overeating of animal fat and refined carbohydrates, deficiency of oil, vitamins A, B2, C, D and food fibers.

  10. 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)

  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. Teenagers' Perceived and Actual Probabilities of Pregnancy.

    ERIC Educational Resources Information Center

    Namerow, Pearila Brickner; And Others

    1987-01-01

    Explored adolescent females' (N=425) actual and perceived probabilities of pregnancy. Subjects estimated their likelihood of becoming pregnant the last time they had intercourse, and indicated the dates of last intercourse and last menstrual period. Found that the distributions of perceived probability of pregnancy were nearly identical for both…

  13. 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.

  14. 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

  15. 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.…

  16. 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…

  17. Reproducing Actual Morphology of Planetary Lava Flows

    NASA Astrophysics Data System (ADS)

    Miyamoto, H.; Sasaki, S.

    1996-03-01

    Assuming that lava flows behave as non-isothermal laminar Bingham fluids, we developed a numerical code of lava flows. We take the self gravity effects and cooling mechanisms into account. The calculation method is a kind of cellular automata using a reduced random space method, which can eliminate the mesh shape dependence. We can calculate large scale lava flows precisely without numerical instability and reproduce morphology of actual lava flows.

  18. 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.

  19. Linking Math, Reading, and Writing Skills to Jobs.

    ERIC Educational Resources Information Center

    Cooney, Joe

    This volume explains the products and processes of the Entry Standards Assessment (ESA)/Basic Skills Brush Up System. The ESA/Basic Skills Brush Up Centers System is a program designed to provide Comprehensive Employment and Training Act (CETA) clients with the math, reading, and writing skills needed to take advantage of job training. Following…

  20. 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…

  1. Study Skills Measurement: Choosing the Most Appropriate Instrument.

    ERIC Educational Resources Information Center

    Turnbough, Rose M.; Christenberry, Nola J.

    Choosing an appropriate measure of study skills is a requisite in high-quality educational programming, but the information about such tools is limited. This paper compares selected study skills measures in terms of standard psychometric properties to determine salient features of each measure. Three categories of study skills measures are…

  2. 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

  3. 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

  4. 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.

  5. Explosive Percolation Transition is Actually Continuous

    NASA Astrophysics Data System (ADS)

    da Costa, R. A.; Dorogovtsev, S. N.; Goltsev, A. V.; Mendes, J. F. F.

    2010-12-01

    Recently a discontinuous percolation transition was reported in a new “explosive percolation” problem for irreversible systems [D. Achlioptas, R. M. D’Souza, and J. Spencer, Science 323, 1453 (2009)SCIEAS0036-807510.1126/science.1167782] in striking contrast to ordinary percolation. We consider a representative model which shows that the explosive percolation transition is actually a continuous, second order phase transition though with a uniquely small critical exponent of the percolation cluster size. We describe the unusual scaling properties of this transition and find its critical exponents and dimensions.

  6. 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…

  7. 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

  8. 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.

  9. 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...

  10. 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...

  11. 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...

  12. 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...

  13. 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...

  14. 25 CFR 36.24 - Standard IX-Secondary instructional program.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ...) Vocational education. Curriculum shall be designed and directly related to actual occupational trends... technology, industry and business, as well as required special skills and the training requisites....

  15. 25 CFR 36.24 - Standard IX-Secondary instructional program.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ...) Vocational education. Curriculum shall be designed and directly related to actual occupational trends... technology, industry and business, as well as required special skills and the training requisites....

  16. 25 CFR 36.24 - Standard IX-Secondary instructional program.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ...) Vocational education. Curriculum shall be designed and directly related to actual occupational trends... technology, industry and business, as well as required special skills and the training requisites....

  17. 25 CFR 36.24 - Standard IX-Secondary instructional program.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ...) Vocational education. Curriculum shall be designed and directly related to actual occupational trends... technology, industry and business, as well as required special skills and the training requisites....

  18. 25 CFR 36.24 - Standard IX-Secondary instructional program.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ...) Vocational education. Curriculum shall be designed and directly related to actual occupational trends... technology, industry and business, as well as required special skills and the training requisites....

  19. What do tests of formal reasoning actually measure?

    NASA Astrophysics Data System (ADS)

    Lawson, Anton E.

    Tests of formal operational reasoning derived from Piagetian theory have been found to be effective predictors of academic achievement. Yet Piaget's theory regarding the underlying nature of formal operations and their employment in specific contexts has run into considerable empirical difficulty. The primary purpose of this study was to present the core of an alternative theory of the nature of advanced scientific reasoning. That theory, referred to as the multiple-hypothesis theory, argues that tests of formal operational reasoning actually measure the extent to which persons have acquired the ability to initiate reasoning with more than one specific antecedent condition, or if they are unable to imagine more than one antecedent condition, they are aware that more than one is possible; therefore conclusions that are drawn are tempered by this possibility. As a test of this multiple-hypothesis theory of advanced reasoning and the contrasting Piagetian theory of formal operations, a sample of 922 college students were first classified as concrete operational, transitional, or formal operational, based upon responses to standard Piagetian measures of formal operational reasoning. They were then administered seven logic tasks. Actual response patterns to the tasks were analyzed and found to be similar to predicted response patterns derived from the multiple-hypothesis theory and were different from those predicted by Piagetian theory. Therefore, support was obtained for the multiple-hypothesis theory. The terms intuitive and reflective were suggested to replace the terms concrete operational and formal operational to refer to persons at varying levels of intellectual development.

  20. 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

  1. 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…

  2. Hawaii requires actual exposure to validate distress claims.

    PubMed

    1999-10-29

    The "actual exposure" rule can now be applied in Hawaii to cases involving the recovery of damages for HIV exposure even if the virus is not transmitted. This ruling came as a result of the case of three airport baggage handlers who were exposed to a leaking container of HIV-positive blood. The Hawaii Supreme Court ruled that a plaintiff has to prove that the exposure involves a "scientifically accepted" method of transmission and that the fluid in question contained HIV. Furthermore, the court ruled, any liability for mental distress is limited to the time between discovery of contamination and confirmation that no infection resulted. With current testing standards, the time period between discovery and a negative test result is approximately 3 to 6 months.

  3. Illinois adopts 'actual exposure' rule for distress claims.

    PubMed

    1998-10-30

    The Illinois Supreme Court has ruled that plaintiffs must prove actual exposure to HIV if they hope to recover damages in fear-of-AIDS lawsuits. Most state courts accept that as the standard for determining if a claim is legitimate. Two cases were addressed in the ruling. In one case, [name removed] sued Dr. [name removed] and the estate of [name removed]'s late partner, who died of AIDS-related complications in 1991. While [name removed] was employed by the doctors, she cut herself on a used scalpel in a waste basket. The scalpel was not tested, but she has had three HIV tests which have shown negative results. The other case involved six people who sued Northwestern University after learning that a dental student who treated them was HIV-positive. The six people have also tested negative.

  4. 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)

  5. Facilitator Roles and Skills.

    ERIC Educational Resources Information Center

    Brockett, Ralph

    1983-01-01

    The development of interpersonal skills is essential to the training of helping professionals and adult educators. Attending, responding, and understanding are basic skills needed by adult educators to assist adult learners in achieving their goals. (JOW)

  6. 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…

  7. 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…

  8. Teaching Information Skills.

    ERIC Educational Resources Information Center

    Hawkins, Nancye, Ed.

    This booklet provides a framework within which information skills may be taught. Four broad categories of information skills--identifying and locating information sources, information intake, organizing information, and communicating information--are described. The development of an information skills policy which includes a sequential list of…

  9. 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…

  10. 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…

  11. Global Skill Shortages.

    ERIC Educational Resources Information Center

    Cohen, Malcolm S.; Zaidi, Mahmood A.

    This book discusses the causes and impact of global skill shortages, focusing on data from skill shortages measured in the period 1995-1998 in 19 developed and emerging economies. Chapter one contains a brief introduction. Chapter two is a review of theoretical literature on skill shortages, including static and dynamic shortages, efficiency wage…

  12. 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.

  13. 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,…

  14. 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

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

    PubMed

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

    2009-05-27

    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.

  16. 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.

  17. [Actualities regarding the degenerative valvular heart].

    PubMed

    Ionescu, Simona Daniela; Sandru, V; Burdujan, Alina

    2002-01-01

    The degenerative valvular heart disease became prioritary from the epidemiological point of view by contrast with the rheumatismal one, as a consequence of the increase of the economic standard and of average life expectancy. The calcific aortic stenosis is the most frequently encountered among the valvular heart lesions. Since the history of this disease is not well known, many efforts have been made in order to research all its aspects from the etiology to therapeutical and prophylactic methods.

  18. 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…

  19. 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.

  20. Principles of psychomotor skills courses.

    PubMed

    Morrissy, R T

    1984-01-01

    Surgical education has not shown much progress in the past few hundred years. We have more to teach, and we have formalized and fancied the process, but it essentially remains the same--the preceptor model in the clinical setting during formal education and passive learning without feedback after that. Few would question, therefore, that new and innovative techniques in surgical teaching need to be explored. Psychomotor skills teaching is one method. It is important that both teacher and student realize that it is being evaluated and will change. Perhaps it, like much of continuing medical education, will give way to cost control. Or it may become a standard in postgraduate education. Whatever happens, a careful consideration of its fundamentals leads me to believe that psychomotor skills teaching may be the best thing that has happened to surgical education in this century. PMID:6546127

  1. 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…

  2. 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.

  3. 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...

  4. 29 CFR 776.10 - Employees participating in the actual movement of commerce.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... INTERPRETATIVE BULLETIN ON THE GENERAL COVERAGE OF THE WAGE AND HOURS PROVISIONS OF THE FAIR LABOR STANDARDS ACT... 29 Labor 3 2011-07-01 2011-07-01 false Employees participating in the actual movement of commerce... commerce. (a) Under the principles stated in § 776.9, the wage and hours provisions of the Act...

  5. 29 CFR 776.10 - Employees participating in the actual movement of commerce.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... INTERPRETATIVE BULLETIN ON THE GENERAL COVERAGE OF THE WAGE AND HOURS PROVISIONS OF THE FAIR LABOR STANDARDS ACT... 29 Labor 3 2013-07-01 2013-07-01 false Employees participating in the actual movement of commerce... commerce. (a) Under the principles stated in § 776.9, the wage and hours provisions of the Act...

  6. 29 CFR 776.10 - Employees participating in the actual movement of commerce.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... INTERPRETATIVE BULLETIN ON THE GENERAL COVERAGE OF THE WAGE AND HOURS PROVISIONS OF THE FAIR LABOR STANDARDS ACT... 29 Labor 3 2012-07-01 2012-07-01 false Employees participating in the actual movement of commerce... commerce. (a) Under the principles stated in § 776.9, the wage and hours provisions of the Act...

  7. 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)

  8. 40 CFR 74.22 - Actual SO2 emissions rate.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 40 Protection of Environment 17 2012-07-01 2012-07-01 false Actual SO2 emissions rate. 74.22... (CONTINUED) SULFUR DIOXIDE OPT-INS Allowance Calculations for Combustion Sources § 74.22 Actual SO2 emissions... actual SO2 emissions rate shall be 1985. (2) For combustion sources that commenced operation...

  9. Actualization and the Fear of Death: Retesting an Existential Hypothesis.

    ERIC Educational Resources Information Center

    Wood, Keith; Robinson, Paul J.

    1982-01-01

    Demonstrates that within a group of highly actualized individuals, the degree to which "own death" is integrated into constructs of self is a far more powerful predictor of fear of death than actualization. Findings suggest that actualization and integration are independent in their overall effect on fear of death. (Author)

  10. 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.

  11. 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.

  12. Assessing skill of a global bimonthly streamflow ensemble prediction system

    NASA Astrophysics Data System (ADS)

    van Dijk, A. I.; Peña-Arancibia, J.; Sheffield, J.; Wood, E. F.

    2011-12-01

    Ideally, a seasonal streamflow forecasting system might be conceived of as a system that ingests skillful climate forecasts from general circulation models and propagates these through thoroughly calibrated hydrological models that are initialised using hydrometric observations. In practice, there are practical problems with each of these aspects. Instead, we analysed whether a comparatively simple hydrological model-based Ensemble Prediction System (EPS) can provide global bimonthly streamflow forecasts with some skill and if so, under what circumstances the greatest skill may be expected. The system tested produces ensemble forecasts for each of six annual bimonthly periods based on the previous 30 years of global daily gridded 1° resolution climate variables and an initialised global hydrological model. To incorporate some of the skill derived from ocean conditions, a post-EPS analog method was used to sample from the ensemble based on El Niño Southern Oscillation (ENSO), Indian Ocean Dipole (IOD), North Atlantic Oscillation (NAO) and Pacific Decadal Oscillation (PDO) index values observed prior to the forecast. Forecasts skill was assessed through a hind-casting experiment for the period 1979-2008. Potential skill was calculated with reference to a model run with the actual forcing for the forecast period (the 'perfect' model) and was compared to actual forecast skill calculated for each of the six forecast times for an average 411 Australian and 51 pan-tropical catchments. Significant potential skill in bimonthly forecasts was largely limited to northern regions during the snow melt period, seasonally wet tropical regions at the transition of wet to dry season, and the Indonesian region where rainfall is well correlated to ENSO. The actual skill was approximately 34-50% of the potential skill. We attribute this primarily to limitations in the model structure, parameterisation and global forcing data. Use of better climate forecasts and remote sensing

  13. 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

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

    PubMed

    Wunder, Linda L

    2016-02-01

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

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

    NASA Astrophysics Data System (ADS)

    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 their research. To do this, we interviewed six prominent physicists about why and how they researched and what they obtained from their research results. We also analyzed their published papers. In the previous part of this study, types and features of the physicists’ research motivations were identified (Park and Jang, Journal of the Korean Physical Society, 47(3), 401-408, 2005). In this article, as the second part of the study, it was found: (1) Various inquiry skills including theoretical as well as experimental research skills and the social skills of scientific inquiry were used in physicists’ research. (2) New inventions, articulation of, and falsification of the previous findings were regarded as important research results. (3) Physicists’ research processes were often non-linear and cyclical. For each of these findings, implications for teaching scientific inquiry in schools were developed. Finally, we proposed a model of scientific inquiry process consisting of research motives, scientific inquiry skills, and results of inquiry.

  16. Project management skills.

    PubMed

    Perce, K H

    1998-08-01

    1. Project management skills are important to develop because occupational and environmental health nurses are increasingly asked to implement and manage health related projects and programs. 2. Project management is the process of planning and managing project tasks and resources, and communicating the progress and results. This requires the coordination of time, tasks, equipment, people, and budget. 3. Three main critical skill areas are needed to be an effective project manager: behavioral skills such as negotiation, conflict resolution, and interpersonal problem solving; use of project management tools to manage project tasks and resources; and effective communication skills. PMID:9748920

  17. [Tuberculosis: actual problems with diagnosis and treatment].

    PubMed

    Korzeniewska-Koseła, Maria

    2016-01-01

    Tuberculosis (TB) is an infectious disease caused by Mycobacterium tuberculosis complex. It remains health problem also in developed countries. Most common form of tuberculosis is pulmonary disease but other sites of the body can be affected (extrapulmonary TB). As TB incidence falls, the probability of developing active diseases in people infected with M. tuberculosis is higher among imunocompromised people and in people from risk groups. People who present with unexplained cough lasting two or more weeks or with findings suggestive of tuberculosis on chest radiographs should be evaluated for tuberculosis. For patients suspected of having pulmonary or extrapulmonary tuberculosis specimens from the sites of involvement should be obtained for microbiological tests. Bronchoscopy and BAL should be performed in patients that do not produce sputum and with negative sputum smears. Ct scan may also play an important role in the evaluation of patients suspected of having TB but with negative sputum smears. The standard therapy for TB should consist of two months of isoniazid, rifampicin, pyrazinamide, and ethambutol in the initial phase and of isoniazid and rifampicin given for 4 months (the continuation phase). PMID:27421129

  18. 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.

  19. 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

  20. 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

  1. 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.

  2. 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.

  3. Research Spotlight: The next big thing is actually small.

    PubMed

    Garcia, Carlos D

    2012-07-01

    Recent developments in materials, surface modifications, separation schemes, detection systems and associated instrumentation have allowed significant advances in the performance of lab-on-a-chip devices. These devices, also referred to as micro total analysis systems (µTAS), offer great versatility, high throughput, short analysis time, low cost and, more importantly, performance that is comparable to standard bench-top instrumentation. To date, µTAS have demonstrated advantages in a significant number of fields including biochemical, pharmaceutical, military and environmental. Perhaps most importantly, µTAS represent excellent platforms to introduce students to microfabrication and nanotechnology, bridging chemistry with other fields, such as engineering and biology, enabling the integration of various skills and curricular concepts. Considering the advantages of the technology and the potential impact to society, our research program aims to address the need for simpler, more affordable, faster and portable devices to measure biologically active compounds. Specifically, the program is focused on the development and characterization of a series of novel strategies towards the realization of integrated microanalytical devices. One key aspect of our research projects is that the developed analytical strategies must be compatible with each other; therefore, enabling their use in integrated devices. The program combines spectroscopy, surface chemistry, capillary electrophoresis, electrochemical detection and nanomaterials. This article discusses some of the most recent results obtained in two main areas of emphasis: capillary electrophoresis, microchip-capillary electrophoresis, electrochemical detection and interaction of proteins with nanomaterials.

  4. 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…

  5. 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.

  6. 42 CFR 493.1423 - Standard; Testing personnel qualifications.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... HUMAN SERVICES (CONTINUED) STANDARDS AND CERTIFICATION LABORATORY REQUIREMENTS Personnel for Nonwaived Testing Laboratories Performing Moderate Complexity Testing § 493.1423 Standard; Testing personnel... implementing all standard laboratory procedures; (C) The skills required for performing each test method...

  7. 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…

  8. READING DEVELOPMENTAL SKILLS.

    ERIC Educational Resources Information Center

    PURDY, ROBERT J.; AND OTHERS

    DEVELOPMENTAL SKILLS IMPORTANT TO READING READINESS ARE PRESENTED WITH SUGGESTIONS TO HELP TEACHERS OFFER EXPERIENCES FOR EACH CHILD ON THE BASIS OF HIS LEVEL OF SUCCESSFUL PERFORMANCE. SUGGESTIONS FOR TEACHER OBSERVATION AND EVALUATION OF THE CHILD'S LEVEL OF VISUAL, MOTOR, SPEECH, AND LANGUAGE SKILLS AND PLANS AND SUGGESTIONS FOR DEVELOPMENTAL…

  9. 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…

  10. 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…

  11. 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…

  12. Map Skills with Meaning.

    ERIC Educational Resources Information Center

    Hamilton, Paula; And Others

    1993-01-01

    Presents hands-on activities to help teach elementary students map skills during Geography Awareness Week. The map skills are made fun by being incorporated into meaningful activities like learning about global resources, tracking the progress of sports teams, and conducting climate experiments in faraway places. (SM)

  13. Health Skills for Life.

    ERIC Educational Resources Information Center

    Terhune, James A.; Shaughnessy, Joan

    1983-01-01

    "Health Skills for Life" is a comprehensive health education program for kindergarten through high school that teaches health skills essential for developing a healthy life style. State Department of Education procedures used to certify the program in Oregon are described. (PP)

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. Basic Skills for Life.

    ERIC Educational Resources Information Center

    Department for Education and Employment, London (England).

    This booklet describes existing and planned government initiatives to address the long-standing issue of low achievement in basic literacy and numeracy skills in England. The booklet begins with a brief explanation of the economic and social importance of basic functional literacy and numeracy skills. Part 1 is a discussion of English government…

  19. 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.…

  20. 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…

  1. 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…

  2. Social Skills Issues.

    ERIC Educational Resources Information Center

    Washington, Charles W., Ed.

    1995-01-01

    This theme issue for people working in the field of adult literacy focuses on the impact of learning disabilities (LD) on an adult's social skills. It explores various social, emotional, and daily living concerns which adults with learning disabilities may face. The following articles are included: (1) "Social Skills and Adults with Learning…

  3. Teaching Organizational Skills.

    ERIC Educational Resources Information Center

    Bakunas, Boris; Holley, William

    2001-01-01

    Advocates teaching students organizational skills that lead to school success. Outlines seven such skills and how to teach them, including such things as bringing necessary supplies to class, organizing handouts and loose-leaf papers, taking and organizing notes, developing and following study plans, and planning and carrying out large projects.…

  4. 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…

  5. Measuring Speech Communication Skills.

    ERIC Educational Resources Information Center

    Carpenter, Edwin C.

    Improving the quality of undergraduate speech communication education depends to a large extent on effectively measuring student achievement in college level communication skills. While formal tests are not as well developed for speaking skills as for other areas of the curriculum, they are available. The two used most frequently are the…

  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. 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…

  8. 14 CFR 65.59 - Skill requirements.

    Code of Federal Regulations, 2010 CFR

    2010-01-01

    ... 14 Aeronautics and Space 2 2010-01-01 2010-01-01 false Skill requirements. 65.59 Section 65.59 Aeronautics and Space FEDERAL AVIATION ADMINISTRATION, DEPARTMENT OF TRANSPORTATION (CONTINUED) AIRMEN... on the aircraft dispatcher practical test standards, as published by the FAA, on the items...

  9. 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…

  10. 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…

  11. Low Skills: A Problem for Europe.

    ERIC Educational Resources Information Center

    McIntosh, Steven; Steedman, Hilary

    In order to develop conclusions about future policy aimed at addressing the challenge of workers at risk because of low skills, the NEWSKILLS project combined scientific analysis with consultation with social partner representatives, policy analysis, and field work in firms. Population proportions in International Standard Classification of…

  12. 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…

  13. Common Misconceptions about Behavior Modeling and Supervisory Skill Training (SST).

    ERIC Educational Resources Information Center

    Rosenbaum, Bernard L.

    1979-01-01

    Describes a process known as behavior modeling, used by more than 300 companies to train managers and supervisors by showing videotapes of company managers effectively motivating others in a variety of situations. Participants rehearse the modeling behavior and apply the skills to the job. Includes an actual model script. (MF)

  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. 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…

  16. 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,…

  17. Teaching Reading and Comprehension Skills to Sub-Literate Adults.

    ERIC Educational Resources Information Center

    Kent, M. R.; Dockrill, F. J.

    Forty sub-literate adults were given reading and comprehension skill training. Twenty of the subjects were taught using a multimedia, multimodal and multilevel communication skill system (Experimental Group). The other twenty were taught in a traditional manner using standard reading texts (Control Group). Both Groups received an average of 265…

  18. 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…

  19. Improving Student Reading Skills through the Use of Guided Reading.

    ERIC Educational Resources Information Center

    Conklin, Suzanne; Wilkins, Katherine

    This study describes a program for improving student's reading skills. The targeted population consisted of students in a self-contained inclusion fourth grade classroom in a rural community, located in the Midwest. The lack of reading skills had been demonstrated through standardized achievement tests and the Developmental Reading Assessment.…

  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. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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.

  6. 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…

  7. 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)

  8. Low compression tennis balls and skill development.

    PubMed

    Hammond, John; Smith, Christina

    2006-01-01

    Coaching aims to improve player performance and coaches have a number of coaching methods and strategies they use to enhance this process. If new methods and ideas can be determined to improve player performance they will change coaching practices and processes. This study investigated the effects of using low compression balls (LCBs) during coaching sessions with beginning tennis players. In order to assess the effectiveness of LCBs on skill learning the study employed a quasi-experimental design supported by qualitative and descriptive data. Beginner tennis players took part in coaching sessions, one group using the LCBs while the other group used standard tennis balls. Both groups were administered a skills at the beginning of a series of coaching sessions and again at the end. A statistical investigation of the difference between pre and post-test results was carried out to determine the effect of LCBs on skill learning. Additional qualitative data was obtained through interviews, video capture and the use of performance analysis of typical coaching sessions for each group. The skill test results indicated no difference in skill learning when comparing beginners using the LCBs to those using the standard balls. Coaches reported that the LCBs appeared to have a positive effect on technique development, including aspects of technique that are related to improving power of the shot. Additional benefits were that rallies went on longer and more opportunity for positive reinforcement. In order to provide a more conclusive answer to the effects of LCBs on skill learning and technique development recommendations for future research were established including a more controlled experimental environment and larger sample sizes across a longer period of time. Key PointsLCB may aid skill learning in tennis.Qualitative indicators.Statistical evidence not conclusive.Further studies of larger groups recommended. PMID:24357952

  9. 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.

  10. 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

  11. The relationship of motor skills and social communicative skills in school-aged children with autism spectrum disorder.

    PubMed

    MacDonald, Megan; Lord, Catherine; Ulrich, Dale A

    2013-07-01

    Motor skill deficits are present and persist in school-aged children with autism spectrum disorder (ASD; Staples & Reid, 2010). Yet the focus of intervention is on core impairments, which are part of the diagnostic criteria for ASD, deficits in social communication skills. The purpose of this study is to determine whether the functional motor skills, of 6- to 15-year-old children with high-functioning ASD, predict success in standardized social communicative skills. It is hypothesized that children with better motor skills will have better social communicative skills. A total of 35 children with ASD between the ages of 6-15 years participated in this study. The univariate GLM (general linear model) tested the relationship of motor skills on social communicative skills holding constant age, IQ, ethnicity, gender, and clinical ASD diagnosis. Object-control motor skills significantly predicted calibrated ASD severity (p < .05). Children with weaker motor skills have greater social communicative skill deficits. How this relationship exists behaviorally, needs to be explored further.

  12. 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)

  13. 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…

  14. Depression and Self-Actualization in Gifted Adolescents.

    ERIC Educational Resources Information Center

    Berndt, David J.; And Others

    1982-01-01

    Investigated the relationship between depressive affect and self-actualization in gifted adolescents (N=248). Found that gifted students who were not self-actualizing types were more depressed; and guilt, low self-esteem, learned helplessness, and cognitive difficulty were important symptoms. Gifted adolescents tended to be more socially…

  15. 24 CFR 200.96 - Certificates of actual cost.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... Endorsement Generally Applicable to Multifamily and Health Care Facility Mortgage Insurance Programs; and Continuing Eligibility Requirements for Existing Projects Cost Certification § 200.96 Certificates of actual... 24 Housing and Urban Development 2 2013-04-01 2013-04-01 false Certificates of actual cost....

  16. 24 CFR 200.96 - Certificates of actual cost.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... Endorsement Generally Applicable to Multifamily and Health Care Facility Mortgage Insurance Programs; and Continuing Eligibility Requirements for Existing Projects Cost Certification § 200.96 Certificates of actual... 24 Housing and Urban Development 2 2011-04-01 2011-04-01 false Certificates of actual cost....

  17. 24 CFR 200.96 - Certificates of actual cost.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... Endorsement Generally Applicable to Multifamily and Health Care Facility Mortgage Insurance Programs; and Continuing Eligibility Requirements for Existing Projects Cost Certification § 200.96 Certificates of actual... 24 Housing and Urban Development 2 2014-04-01 2014-04-01 false Certificates of actual cost....

  18. 24 CFR 200.96 - Certificates of actual cost.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... Endorsement Generally Applicable to Multifamily and Health Care Facility Mortgage Insurance Programs; and Continuing Eligibility Requirements for Existing Projects Cost Certification § 200.96 Certificates of actual... 24 Housing and Urban Development 2 2012-04-01 2012-04-01 false Certificates of actual cost....

  19. 24 CFR 200.96 - Certificates of actual cost.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... Endorsement Generally Applicable to Multifamily and Health Care Facility Mortgage Insurance Programs; and Continuing Eligibility Requirements for Existing Projects Cost Certification § 200.96 Certificates of actual... 24 Housing and Urban Development 2 2010-04-01 2010-04-01 false Certificates of actual cost....

  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. 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…

  2. A Study of Self-Actualization and Facilitative Communication.

    ERIC Educational Resources Information Center

    Omizo, Michael M.

    1981-01-01

    Examined the relationship between self-actualization measures and ability in facilitative communication of trainees from counseling, social work, and psychology programs to determine if differences existed between the three groups. Self-actualization indexes were significantly correlated with ability in facilitative communication. (RC)

  3. 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....

  4. Develop Choral Reading Skills.

    ERIC Educational Resources Information Center

    Middleton, James A.

    1984-01-01

    The responsibility for helping students attain competence in music-reading skills must fall on choral directors and choral music teachers from middle schools on up. Teachers must teach rhythmic and tonal vocabularies and pitch accuracies. Methods are described. (RM)

  5. 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

  6. [Critical thinking skills in the nursing diagnosis process].

    PubMed

    Bittencourt, Greicy Kelly Gouveia Dias; Crossetti, Maria da Graça Oliveira

    2013-04-01

    The aim of this study was to identify the critical thinking skills utilized in the nursing diagnosis process. This was an exploratory descriptive study conducted with seven nursing students on the application of a clinical case to identify critical thinking skills, as well as their justifications in the nursing diagnosis process. Content analysis was performed to evaluate descriptive data. Six participants reported that analysis, scientific and technical knowledge and logical reasoning skills are important in identifying priority nursing diagnoses; clinical experience was cited by five participants, knowledge about the patient and application of standards were mentioned by three participants; Furthermore, discernment and contextual perspective were skills noted by two participants. Based on these results, the use of critical thinking skills related to the steps of the nursing diagnosis process was observed. Therefore, that the application of this process may constitute a strategy that enables the development of critical thinking skills.

  7. 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.,…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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...

  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, 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...

  15. 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...

  16. 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...

  17. 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…

  18. 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…

  19. Retention of quiet eye in older skilled basketball players.

    PubMed

    Fischer, Lennart; Rienhoff, Rebecca; Tirp, Judith; Baker, Joseph; Strauss, Bernd; Schorer, Jörg

    2015-01-01

    There is mounting research to suggest that cognitive and motor expertise is more resistant to age-related decline than more general capacities. The authors investigated the retention of skills in medium-aged skilled (n = 14) and older-aged skilled (n = 7) athletes by comparing them with medium-aged less skilled (n = 15) and older-aged less skilled (n = 15) participants. Participants performed basketball free throws and dart throws as a transfer task under standardized conditions. Motor performance (accuracy) and perceptual performance (quiet eye) were examined across the four groups. There were significant differences between skill groups and age groups in throwing accuracy on both throwing tasks. Skilled players outperformed less skilled and medium-aged players outperformed older-aged players in basketball and dart throws. There were no significant differences in quiet eye duration across the skill or age groups in either task. These results indicate expertise in a perceptual motor task such as the basketball free throw can be retained in older athletes and that present models of skill maintenance should be re-evaluated to consider the issue of transfer.

  20. Let your communication skills equal your clinical skills.

    PubMed

    Demarais, Ann; Baum, Neil

    2012-01-01

    Relating effectively with patients is among the most valued skills of clinical care. Honing your communication skills is an art that every physician needs to learn and understand. In this era of increased volume of patients there is a tendency to lose sight of the importance of having good communication skills. This article will review 11 suggestions for letting your communication skills equal your clinical skills.

  1. 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.

  2. Basic Skills. NIACE Briefing Sheet.

    ERIC Educational Resources Information Center

    National Inst. of Adult Continuing Education, Leicester (England).

    Skills For Life, since 2001 the United Kingdom's national adult basic skills strategy, aims to improve literacy, numeracy, or English for speakers of other languages (ESOL) skills among people over the age of 16. Basic skills programs may be full- or part-time and are delivered in colleges, community venues, neighborhood learning centers, adult…

  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. 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…

  5. 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…

  6. Soft skills and dental education.

    PubMed

    Gonzalez, M A G; Abu Kasim, N H; Naimie, Z

    2013-05-01

    Soft skills and hard skills are essential in the practice of dentistry. While hard skills deal with technical proficiency, soft skills relate to a personal values and interpersonal skills that determine a person's ability to fit in a particular situation. These skills contribute to the success of organisations that deal face-to-face with clients. Effective soft skills benefit the dental practice. However, the teaching of soft skills remains a challenge to dental schools. This paper discusses the different soft skills, how they are taught and assessed and the issues that need to be addressed in their teaching and assessment. The use of the module by the Faculty of Dentistry, University of Malaya for development of soft skills for institutions of higher learning introduced by the Ministry of Higher Education, Malaysia.

  7. Soft skills and dental education.

    PubMed

    Gonzalez, M A G; Abu Kasim, N H; Naimie, Z

    2013-05-01

    Soft skills and hard skills are essential in the practice of dentistry. While hard skills deal with technical proficiency, soft skills relate to a personal values and interpersonal skills that determine a person's ability to fit in a particular situation. These skills contribute to the success of organisations that deal face-to-face with clients. Effective soft skills benefit the dental practice. However, the teaching of soft skills remains a challenge to dental schools. This paper discusses the different soft skills, how they are taught and assessed and the issues that need to be addressed in their teaching and assessment. The use of the module by the Faculty of Dentistry, University of Malaya for development of soft skills for institutions of higher learning introduced by the Ministry of Higher Education, Malaysia. PMID:23574183

  8. 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

  9. 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…

  10. The "New" Social Studies and Standardized Testing.

    ERIC Educational Resources Information Center

    Fleming, Dan B.

    In this paper, the author reviews a number of criticisms that have been made of the use of standardized tests in the social studies and reviews 11 general, skills, and discipline-oriented standardized tests for social studies. Standardized tests evaluating the results of the new social studies courses are open to criticism on the basis of…

  11. 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

  12. Actual Knowledge under "Gebser v. Lago Vista": Evidence of the Court's Deliberate Indifference or an Appropriate Response for Finding Institutional Liability?

    ERIC Educational Resources Information Center

    Neiger, Jan Alan

    1999-01-01

    Reviews the history of Title IX and the various liability standards adopted by the federal courts. Provides a critical review of the "Gebser v. Lago Vista" decision and concludes that the Court's institutional liability standard is that actual knowledge is the most appropriate and legally sound standard of liability for teacher-to-student sexual…

  13. A reusable suture anchor for arthroscopy psychomotor skills training.

    PubMed

    Tillett, Edward D; Rogers, Rainie; Nyland, John

    2003-03-01

    For residents to adequately develop the early arthroscopy psychomotor skills required to better learn how to manage the improvisational situations they will encounter during actual patient cases, they need to experience sufficient practice repetitions within a contextually relevant environment. Unfortunately, the cost of suture anchors can be a practice repetition-limiting factor in learning arthroscopic knot-tying techniques. We describe a technique for creating inexpensive reusable suture anchors and provide an example of their application to repair the anterior glenoid labrum during an arthroscopy psychomotor skills laboratory training session.

  14. 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.

  15. 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

  16. Survival Skills for Students.

    ERIC Educational Resources Information Center

    Blumengarten, Jerry

    This manual is addressed to providing high school students with daily living skills they will need in modern urban settings. Individual lesson plans for teachers are accompanied by simply worded instructional materials. Students are presented with problem solving exercises in such areas as: (1) self awareness; (2) communication; (3) money, income,…

  17. 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…

  18. 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…

  19. 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)

  20. Participative Training Skills.

    ERIC Educational Resources Information Center

    Rodwell, John

    Based on extensive field experience, this two-part book is intended to be a practical guide for maximizing participative training methods. The first part of the book looks at the principles and the core skills involved in participative training. It shows how trainee participation corresponds to the processes of adult learning and describes each…

  1. 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…

  2. 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…

  3. Basic Policy Studies Skills.

    ERIC Educational Resources Information Center

    Coplin, William D., Ed.; O'Leary, Michael K., Ed.

    This publication will help high school and college students develop policy analysis skills and techniques and apply these to important public issues. A public policy issue is defined as a disagreement between two or more elements of a society over the way that the society's government deals with a given situation. There are six chapters. Chapter…

  4. Early Childhood: Psychomotor Skills.

    ERIC Educational Resources Information Center

    National Center on Educational Media and Materials for the Handicapped, Columbus, OH.

    Selected from the National Instructional Materials Information System (NIMIS)--a computer based on-line interactive retrieval system on special education materials--the bibliography covers 31 materials for teaching psychomotor skills at the early childhood level. Entries are presented in order of NIMIS accession number and include the following…

  5. 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,…

  6. Thinking-Skills Strategy.

    ERIC Educational Resources Information Center

    Cummings, Alysa

    1991-01-01

    Describes discovery learning, a teaching method that encourages students to use inductive reasoning. Students explore and experiment using the skill or idea being taught; they determine rules, make generalizations, and discover concepts. The teacher acts as coach, advisor, and reinforcer. A student page offers a discovery learning game on capital…

  7. 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…

  8. Guide to Library Skills.

    ERIC Educational Resources Information Center

    McIntyre, C. Burnelle

    Directed toward students in freshman English courses, this guide to the basic skills in using the library is composed of three broad units: (1) orientation to the library, including computer-output microfilm, card catalogs, and location of materials; (2) reference books, including use of the dictionary, encyclopedias, and the vertical file; and…

  9. Communication Skills Program.

    ERIC Educational Resources Information Center

    Markham Elementary School, Pompano Beach, FL.

    The communications program developed by Markham Elementary School personnel of Pompano Beach, Florida, is planned so as to utilize fully the diagnostic and team approach to learning. Instruction in communications skills (reading, listening, speaking, writing, handwriting, and spelling) is structured by sequential achievement phases which allow the…

  10. Improving Listening Skills.

    ERIC Educational Resources Information Center

    Geiss, Patricia A.; Mayer, Rose

    This report describes a program for improving listening skills, lack of which interferes with second language acquisition. The targeted population was first- and second-year Spanish students in one middle school and one high school. Intervention over 15 weeks included changes in the classroom environment (desk arrangement, improved lighting,…

  11. 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…

  12. 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…

  13. Teaching Library Skills.

    ERIC Educational Resources Information Center

    Collins, Gayle; And Others

    1987-01-01

    Brief articles by junior and senior high school librarians describe how they teach library skills, including integration with classroom activities; use of videotapes; gaming; student participation in booktalks, instruction, and updating of vertical files; courses in librarianship and reading aloud. A bibliography of audiovisuals is also provided.…

  14. 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].

  15. 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…

  16. 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,…

  17. 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…

  18. 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…

  19. The Four Fundamental Skills.

    ERIC Educational Resources Information Center

    Walsh, Donald

    Trends, developments, and special needs in foreign language instruction are discussed in this speech. Priority is given to a definition and evaluation of the language skills, and suggestions are included for mastering listening, speaking, reading, and writing aspects of second languages. Related topics of culture, literature, linguistics, language…

  20. 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…

  1. Developing Technical Skill Assessments

    ERIC Educational Resources Information Center

    Hyslop, Alisha

    2009-01-01

    One of the biggest challenges facing the career and technical education (CTE) community as it works to implement the 2006 Perkins Act is responding to more rigorous requirements for reporting on CTE students' technical skill attainment. The U.S. Department of Education suggested in non-regulatory guidance that states and locals use the number of…

  2. Measuring Adult Literacy Students' Reading Skills Using the Gray Oral Reading Test

    ERIC Educational Resources Information Center

    Greenberg, Daphne; Pae, Hye Kyeong; Morris, Robin D.; Calhoon, Mary Beth; Nanda, Alice O.

    2009-01-01

    There are not enough reading tests standardized on adults who have very low literacy skills, and therefore tests standardized on children are frequently administered. This study addressed the complexities and problems of using a test normed on children to measure the reading comprehension skills of 193 adults who read at approximately third…

  3. Science education standards

    SciTech Connect

    Alberts, B.

    1994-12-31

    This paper describes the National Science Education Standards that are being developed at the National Research Council. The Standards are being developed for the following areas: content, teaching, assessment, program, and system. The national science standards will call for the kind of science that provides both an understanding of the basic concepts needed for success in our high technology society, and the acquisition of process skills, or the ability to proceed step by step to solve a practical problem. Science should become a core subject like reading, writing and math in grades K-12. At all levels, the material taught should be interesting, both to students and to teachers. The profession of science teaching must become an attractive one, which is possible to do well without superhuman effort. The scientific community must accept responsibility for achieving these goals.

  4. Relationship of perceived and actual motor competence in children.

    PubMed

    Raudsepp, Lennart; Liblik, Raino

    2002-06-01

    The purpose of this study was to examine the relationship between children's actual and perceived motor competence. 280 children between the ages of 10 and 13 years individually completed the Children's Physical Self-perception Profile which assesses perceptions of sport competence, physical conditioning, strength, body attractiveness, and general physical self-worth. The internal reliabilities (a) of the subscales ranged from .75 to .82. After completing the profile, the subject's actual motor competence was measured using tests of aerobic fitness and functional strength. Body fatness (sum of five skinfolds) was measured as an objective measure of perceived body attractiveness. Analysis of variance showed that boys and girls differed in perceived competence and actual motor competence. The boys showed higher perceived competence on four scores, but there was no sex difference in perception of body attractiveness. Correlations and regression analysis showed that actual and perceived motor competence were significantly but only moderately (r =.25-.56) correlated. In addition, items of perceived physical competence and age accounted for 17% (sit-ups) to 25% (endurance shuttle run) of the variance in actual motor competence of the children. These findings showed that 10- to 13-yr-old children can only moderately assess personal motor competence. PMID:12186225

  5. 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)

  6. 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.…

  7. Schema Utilization by Skilled and Less Skilled Sixth Grade Readers.

    ERIC Educational Resources Information Center

    Ryan, Ellen Bouchard; And Others

    Twenty-four sixth grade students participated in a study that adapted earlier reading research to determine whether students would demonstrate sensitivity to the presence or absence of a relevant schema in a passage and whether skilled readers would show more use of the schema than would less skilled readers. Six skilled and six less skilled…

  8. 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…

  9. A drought index based on actual evapotranspiration from the Bouchet hypothesis

    NASA Astrophysics Data System (ADS)

    Kim, Daeha; Rhee, Jinyoung

    2016-10-01

    Global drought assessment has mainly depended on precipitation-based drought indices that may also take into account potential evapotranspiration (ETp). In this study, we combined the actual evapotranspiration (ETa) estimated from the Bouchet hypothesis and the structure of the Standardized Precipitation-Evapotranspiration Index to develop a fully ET-based drought index, the Standardized Evapotranspiration Deficit Index (SEDI). We found that SEDI, without using precipitation data, produces results that are consistent with the Palmer Drought Severity Index (PDSI) and the Standardized Precipitation Index (SPI) for drought identification in the South-Central United States. We also found a competitive performance of SEDI through comparisons between the Vegetation Health Index with SEDI, PDSI, and SPI. We suggest the high applicability of the SEDI based on the Bouchet hypothesis as an independent drought index for regions with strong land-atmosphere coupling or as an alternative drought index to fully precipitation-dependent indices for assessing agricultural droughts.

  10. Reading and phonological skills in boys with fragile X syndrome.

    PubMed

    Klusek, Jessica; Hunt, Anna W; Mirrett, Penny L; Hatton, Deborah D; Hooper, Stephen R; Roberts, Jane E; Bailey, Donald B

    2015-06-01

    Although reading skills are critical for the success of individuals with intellectual disabilities, literacy has received little attention in fragile X syndrome (FXS). This study examined the literacy profile of FXS. Boys with FXS (n = 51; mean age 10.2 years) and mental age-matched boys with typical development (n = 35) participated in standardized assessments of reading and phonological skills. Phonological skills were impaired in FXS, while reading was on-par with that of controls. Phonological awareness predicted reading ability and ASD severity predicted poorer phonological abilities in FXS. Boys with FXS are capable of attaining reading skills that are commensurate with developmental level and phonological awareness skills may play a critical role in reading achievement in FXS.

  11. Self-reported Magic Eye stereogram skill predicts stereoacuity.

    PubMed

    Wilmer, Jeremy B; Backus, Benjamin T

    2008-01-01

    Autostereograms--commonly known as Magic Eye stereograms (MESs)--are two-dimensional images that support stereoscopic depth perception given an appropriate crossing or uncrossing of the eyes. We find that self-reported MES skill is highly predictive of stereoacuity as measured by a standard clinical test (r142 = 0.45, p < 0.0001; TNO test). Indeed, in our sample of 194 individuals, those who report poor MES skill have a five-fold increased risk of stereo impairment. Those who report poor MES skill also require on average five times greater binocular disparity to perceive stereoscopic depth than those who report good MES skill. Reported MES skill thus carries significant information about stereoacuity.

  12. Reading and Phonological Skills in Boys with Fragile X Syndrome

    PubMed Central

    Klusek, Jessica; Hunt, Anna W.; Mirrett, Penny L.; Hatton, Deborah D.; Hooper, Stephen R.; Roberts, Jane E.; Bailey, Donald B.

    2014-01-01

    Introduction Reading skills are critical for the success of individuals with intellectual disabilities. Literacy has received little attention in fragile X syndrome (FXS), the most common inherited cause of intellectual impairment. This study examined the literacy profile of FXS and tested phonological awareness and autism spectrum disorder (ASD) symptoms as predictors of literacy. Methods Boys with FXS (n = 51; mean age 10.2 years) and mental-age-matched boys with typical development (n = 35) participated in standardized assessments of reading and phonological skills. Results Phonological skills were impaired in FXS, while reading was on-par with that of controls. Phonological awareness predicted reading ability and ASD severity predicted poorer phonological abilities in FXS. Conclusion Boys with FXS are capable of attaining reading skills that are commensurate with developmental level and phonological awareness skills may play a critical role in reading achievement in FXS. PMID:25448919

  13. 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

  14. 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.

  15. 40 CFR 60.372 - Standards for lead.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ...) STANDARDS OF PERFORMANCE FOR NEW STATIONARY SOURCES Standards of Performance for Lead-Acid Battery... manufacturing facility) are ducted to a common control device, an equivalent standard for the total exhaust from... equivalent standard for the total exhaust stream. Sa=is the actual standard for each exhaust stream ducted...

  16. 40 CFR 60.372 - Standards for lead.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ...) STANDARDS OF PERFORMANCE FOR NEW STATIONARY SOURCES Standards of Performance for Lead-Acid Battery... manufacturing facility) are ducted to a common control device, an equivalent standard for the total exhaust from... equivalent standard for the total exhaust stream. Sa=is the actual standard for each exhaust stream ducted...

  17. 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)

  18. 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 ...

  19. 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...

  20. 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.

  1. Meditation and college students' self-actualization and rated stress.

    PubMed

    Janowiak, J J; Hackman, R

    1994-10-01

    This paper concerns the efficacy of meditation and relaxation in promoting self-actualization and changes in self-reported stress among 62 college students. Two groups were given mantra meditation and a yogic relaxation technique referred to as Shavasana. Pre- and posttest measures were taken on the Personal Orientation Inventory and the Behavioral Relaxation Scale. Both groups showed significant increases in scores on self-actualization; however, no differences were found between groups. Meditation training was associated with larger gains in scores on measures of systematic relaxed behavior than of the relaxation training.

  2. 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.

  3. Lesion correlates of impairments in actual tool use following unilateral brain damage.

    PubMed

    Salazar-López, E; Schwaiger, B J; Hermsdörfer, J

    2016-04-01

    To understand how the brain controls actions involving tools, tests have been developed employing different paradigms such as pantomime, imitation and real tool use. The relevant areas have been localized in the premotor cortex, the middle temporal gyrus and the superior and inferior parietal lobe. This study employs Voxel Lesion Symptom Mapping to relate the functional impairment in actual tool use with extent and localization of the structural damage in the left (LBD, N=31) and right (RBD, N=19) hemisphere in chronic stroke patients. A series of 12 tools was presented to participants in a carousel. In addition, a non-tool condition tested the prescribed manipulation of a bar. The execution was scored according to an apraxic error scale based on the dimensions grasp, movement, direction and space. Results in the LBD group show that the ventro-dorsal stream constitutes the core of the defective network responsible for impaired tool use; it is composed of the inferior parietal lobe, the supramarginal and angular gyrus and the dorsal premotor cortex. In addition, involvement of regions in the temporal lobe, the rolandic operculum, the ventral premotor cortex and the middle occipital gyrus provide evidence of the role of the ventral stream in this task. Brain areas related to the use of the bar largely overlapped with this network. For patients with RBD data were less conclusive; however, a trend for the involvement of the temporal lobe in apraxic errors was manifested. Skilled bar manipulation depended on the same temporal area in these patients. Therefore, actual tool use depends on a well described left fronto-parietal-temporal network. RBD affects actual tool use, however the underlying neural processes may be more widely distributed and more heterogeneous. Goal directed manipulation of non-tool objects seems to involve very similar brain areas as tool use, suggesting that both types of manipulation share identical processes and neural representations. PMID

  4. 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.

  5. Actualizing the Goals of Environmental Education in Nigeria

    ERIC Educational Resources Information Center

    Norris, Erhabor Igbinosa

    2016-01-01

    With the ultimate aim of aiding citizens of Nigeria in becoming environmentally knowledgeable and above all skilled and dedicated citizens who are willing to work individually and collectively towards achieving or maintaining a dynamic equilibrium between quality of life and that of the environment, this raises the pertinent role of environmental…

  6. Community Colleges for the Students They Actually Have

    ERIC Educational Resources Information Center

    Wyner, Josh

    2012-01-01

    In the United States, people think of elementary and secondary education as fundamentally different from higher education. The first two levels are where students are expected to learn the building blocks for lifelong learning, while college is meant to confer higher-order thinking and more-specialized skills. How students are treated flows…

  7. 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…

  8. Apparent and Actual Use of Observational Frameworks by Experienced Teachers.

    ERIC Educational Resources Information Center

    Satern, Miriam N.

    This study investigated observational strategies that were used by six experienced physical education teachers when viewing a videotape of motor skills (standing vertical jump, overarm throw, tennis serve, basketball jump shot and dance sequence). Four observational frameworks were proposed as being representative of subdisciplinary knowledge…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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.

  14. 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…

  15. 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…

  16. 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…

  17. Improving Residents' Code Status Discussion Skills: A Randomized Trial

    PubMed Central

    Neely, Kathy J.; Sharma, Rashmi K.; Cohen, Elaine R.; McGaghie, William C.; Wayne, Diane B.

    2012-01-01

    Abstract Background Inpatient Code Status Discussions (CSDs) are commonly facilitated by resident physicians, despite inadequate training. We studied the efficacy of a CSD communication skills training intervention for internal medicine residents. Methods This was a prospective, randomized controlled trial of a multimodality communication skills educational intervention for postgraduate year (PGY) 1 residents. Intervention group residents completed a 2 hour teaching session with deliberate practice of communication skills, online modules, self-reflection, and a booster training session in addition to assigned clinical rotations. Control group residents completed clinical rotations alone. CSD skills of residents in both groups were assessed 2 months after the intervention using an 18 item behavioral checklist during a standardized patient encounter. Average scores for intervention and control group residents were calculated and between-group differences on the CSD skills assessment were evaluated using two-tailed independent sample t tests. Results Intervention group residents displayed higher overall scores on the simulated CSD (75.1% versus 53.2%, p<0.0001) than control group residents. The intervention group also displayed a greater number of key CSD communication behaviors and facilitated significantly longer conversations. The training, evaluation, and feedback sessions were rated highly. Conclusion A focused, multimodality curriculum can improve resident performance of simulated CSDs. Skill improvement lasted for at least 2 months after the intervention. Further studies are needed to assess skill retention and to set minimum performance standards. PMID:22690890

  18. 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

  19. 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.

  20. Cultivating strategic thinking skills.

    PubMed

    Shirey, Maria R

    2012-06-01

    This department highlights change management strategies that may be successful in strategically planning and executing organizational change initiatives. With the goal of presenting practical approaches helpful to nurse leaders advancing organizational change, content includes evidence-based projects, tools, and resources that mobilize and sustain organizational change initiatives. In this article, the author presents an overview of strategic leadership and offers approaches for cultivating strategic thinking skills.

  1. Training of microsurgical skills on nonliving models.

    PubMed

    Ilie, Victor G; Ilie, Vlad I; Dobreanu, Codrin; Ghetu, Nicolae; Luchian, Stefan; Pieptu, Dragos

    2008-01-01

    Although direct exposure to procedures in the operating theater environment, together with practice on laboratory animals, is still seen as the gold standard of teaching in microsurgery, practice on nonliving simulators is currently being validated as an important educational tool. We reviewed the widely used nonliving training models, together with currently accepted innovations, which are parts of curricula of training courses in microsurgery. Using the experience accumulated in training programs at the Centre for Simulation and Training in Surgery, we identified which particular skills can be reliably targeted by each nonliving tissue exercise. We were able to find five groups of nonliving training models: basic manipulation, knot-tying principles, completing the anastomosis, the real tissue experience, and training in virtual reality. The more abstract models might seem quite far from the real life experience, but they each closely address specific skills. It thus becomes convenient for the instructor to train these skills separately. This generates series of consistently favorable results once the skills are integrated into a more complex procedure. Focused exercises, once assembled in continuity, reconstruct the real life scenario. The training program can comprise a series of increasingly difficult exercises, which mirror the real life situations. Performance on nonliving models in each progressively more challenging exercise can be assessed via direct observation, assisted by clear and objective criteria. Finally, focused training will help both the transition to human surgery and replication of the favorable results to large series of subjects. PMID:18683874

  2. MLCMS Actual Use, Perceived Use, and Experiences of Use

    ERIC Educational Resources Information Center

    Asiimwe, Edgar Napoleon; Grönlund, Åke

    2015-01-01

    Mobile learning involves use of mobile devices to participate in learning activities. Most e-learning activities are available to participants through learning systems such as learning content management systems (LCMS). Due to certain challenges, LCMS are not equally accessible on all mobile devices. This study investigates actual use, perceived…

  3. Actual Leisure Participation of Norwegian Adolescents with Down Syndrome

    ERIC Educational Resources Information Center

    Dolva, Anne-Stine; Kleiven, Jo; Kollstad, Marit

    2014-01-01

    This article reports the actual participation in leisure activities by a sample of Norwegian adolescents with Down syndrome aged 14. Representing a first generation to grow up in a relatively inclusive context, they live with their families, attend mainstream schools, and are part of common community life. Leisure information was obtained in…

  4. Reported vs. Actual Job Search by Unemployment Insurance Claimants.

    ERIC Educational Resources Information Center

    St. Louis, Robert D.; And Others

    1986-01-01

    Compares self-reported job search contacts of unemployment insurance recipients with independently verified job-search contacts. The separate equations estimated for reported and actual job contacts suggest that systematic misreporting may distort the conclusions. Some implications of the findings for reported unemployment rates also are explored.…

  5. Progressive Digressions: Home Schooling for Self-Actualization.

    ERIC Educational Resources Information Center

    Rivero, Lisa

    2002-01-01

    Maslow's (1971) theory of primary creativeness is used as the basis for a self-actualization model of education. Examples of how to use the model in creative homeschooling are provided. Key elements include digressive and immersion learning, self-directed learning, and the integration of work and play. Teaching suggestions are provided. (Contains…

  6. 40 CFR 74.22 - Actual SO2 emissions rate.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ....6 for natural gas For other fuels, the combustion source must specify the SO2 emissions factor. (c... (2) For a combustion source submitting annual data: ER04AP95.005 where, “quantity of fuel consumed... (CONTINUED) SULFUR DIOXIDE OPT-INS Allowance Calculations for Combustion Sources § 74.22 Actual SO2...

  7. 40 CFR 74.22 - Actual SO2 emissions rate.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ....6 for natural gas For other fuels, the combustion source must specify the SO2 emissions factor. (c... (2) For a combustion source submitting annual data: ER04AP95.005 where, “quantity of fuel consumed... (CONTINUED) SULFUR DIOXIDE OPT-INS Allowance Calculations for Combustion Sources § 74.22 Actual SO2...

  8. The Implications of Language for Facilitating Self-Actualization.

    ERIC Educational Resources Information Center

    Davis, Charleen Katharine

    The purpose of this study was to delineate the implications of language within an educational context as a means of facilitating self-actualization. Three premises identified in a priori fashion were drawn from the literature in linguistics, psychology, and general semantics, creating a three-part language continuum--acquisition, development, and…

  9. Stability Tests with Actual Savannah River Site Radioactive Waste

    SciTech Connect

    Walker, D.D.

    2002-09-09

    solutions in two laboratory experiments. The first experiment tested four waste solutions for supersaturation of aluminum by monitoring the aluminum concentration after seeding with gibbsite. The second experiment tested two waste samples for precipitation of aluminosilicates by heating the solutions to accelerate solids formation. The results of the experiments with actual waste solutions are supported in this report.

  10. What Does the Force Concept Inventory Actually Measure?

    ERIC Educational Resources Information Center

    Huffman, Douglas; Heller, Patricia

    1995-01-01

    The Force Concept Inventory (FCI) is a 29-question, multiple-choice test designed to assess students' Newtonian and non-Newtonian conceptions of force. Presents an analysis of FCI results as one way to determine what the inventory actually measures. (LZ)

  11. 24 CFR 242.42 - Certificates of actual cost.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... URBAN DEVELOPMENT MORTGAGE AND LOAN INSURANCE PROGRAMS UNDER NATIONAL HOUSING ACT AND OTHER AUTHORITIES MORTGAGE INSURANCE FOR HOSPITALS Endorsement for Insurance § 242.42 Certificates of actual cost. (a) The... cost, such certification shall be final and incontestable except for fraud or...

  12. 24 CFR 242.42 - Certificates of actual cost.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... URBAN DEVELOPMENT MORTGAGE AND LOAN INSURANCE PROGRAMS UNDER NATIONAL HOUSING ACT AND OTHER AUTHORITIES MORTGAGE INSURANCE FOR HOSPITALS Endorsement for Insurance § 242.42 Certificates of actual cost. (a) The... cost, such certification shall be final and incontestable except for fraud or...

  13. Commitment to Change Statements Can Predict Actual Change in Practice

    ERIC Educational Resources Information Center

    Wakefield, Jacqueline; Herbert, Carol P.; Maclure, Malcolm; Dormuth, Colin; Wright, James M.; Legare, Jeanne; Brett-MacLean, Pamela; Premi, John

    2003-01-01

    Introduction: Statements of commitment to change are advocated both to promote and to assess continuing education interventions. However, most studies of commitment to change have used self-reported outcomes, and self-reports may significantly overestimate actual performance. As part of an educational randomized controlled trial, this study…

  14. A Taxometric Analysis of Actual Internet Sports Gambling Behavior

    ERIC Educational Resources Information Center

    Braverman, Julia; LaBrie, Richard A.; Shaffer, Howard J.

    2011-01-01

    This article presents findings from the first taxometric study of actual gambling behavior to determine whether we can represent the characteristics of extreme gambling as qualitatively distinct (i.e., taxonic) or as a point along a dimension. We analyzed the bets made during a 24-month study period by the 4,595 most involved gamblers among a…

  15. Infrastructure Standardization.

    ERIC Educational Resources Information Center

    Yow, Donna

    2002-01-01

    Describes the development of technological design standards for a 35-school construction/renovation effort by Guilford County Schools in North Carolina. The standards encompassed the physical infrastructure, telephone systems, and paging systems. (EV)

  16. Surgeons' non-technical skills.

    PubMed

    Yule, Steven; Paterson-Brown, Simon

    2012-02-01

    The importance of non-technical skills to surgical performance is gaining wide acceptance. This article discusses the core cognitive and social skills categories thought to underpin medical knowledge and surgical expertise, and describes the rise of non-technical skill models of assessment in surgery. Behavior rating systems such as NOTSS (Non-Technical Skills for Surgeons) have been developed to support education and assessment in this regard. We now understand more about these critical skills and how they impact surgery. The challenge in the future is to incorporate them into undergraduate teaching, postgraduate training, workplace assessment, and perhaps even selection.

  17. Hard evidence on soft skills.

    PubMed

    Heckman, James J; Kautz, Tim

    2012-08-01

    This paper summarizes recent evidence on what achievement tests measure; how achievement tests relate to other measures of "cognitive ability" like IQ and grades; the important skills that achievement tests miss or mismeasure, and how much these skills matter in life. Achievement tests miss, or perhaps more accurately, do not adequately capture, soft skills-personality traits, goals, motivations, and preferences that are valued in the labor market, in school, and in many other domains. The larger message of this paper is that soft skills predict success in life, that they causally produce that success, and that programs that enhance soft skills have an important place in an effective portfolio of public policies.

  18. Performance Standards.

    ERIC Educational Resources Information Center

    Conley, David T.

    1997-01-01

    Standards-based systems generally require students to meet the performance level specified in order to proceed or be certified. This issue of the Oregon School Study Council (OSSC) Bulletin surveys the types of standards currently being proposed. After an introductory chapter, chapter 2 describes eight components of standards, illustrated with a…

  19. 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)

  20. 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