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. 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…

  3. 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.…

  4. 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…

  5. 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…

  6. 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…

  7. 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…

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

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

  9. 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

  10. 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…

  11. Illinois Occupational Skill Standards: Press Operations Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

  12. Illinois Occupational Skill Standards: Nursing Cluster.

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

  13. 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…

  14. 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…

  15. Development and Application of Skill Standards for Security Practitioners

    DTIC Science & Technology

    2006-07-01

    useful. Readers interested in applying the standards will probably find Skill Standards Overview, Applying the Skill Standards, and Skill Standards the...most useful. Readers interested in developing skill standards of their own will probably find Job Analysis, Method, Skill Standards Overview, and...job to perform competently? 2. What knowledge and skills will enable them to carry out these responsibilities

  16. 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…

  17. 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…

  18. 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,…

  19. Illinois Occupational Skill Standards: Floristry 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 occupational education in the floristry cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards and credentialing, the process used to develop…

  20. 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,…

  1. 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…

  2. 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…

  3. 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,…

  4. 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,…

  5. 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,…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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

  20. 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…

  1. 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…

  2. 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…

  3. 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…

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

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

  5. Illinois Occupational Skill Standards: Row Crop Production 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 row crop production cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards and…

  6. 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…

  7. 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…

  8. Illinois Occupational Skill Standards: Imaging/Pre-Press 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 imaging/pre-press cluster. The document begins with a brief overview of the Illinois perspective on occupational skill standards and…

  9. 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…

  10. State Initiatives on Industry-Based Skill Standards and Credentials.

    ERIC Educational Resources Information Center

    Ganzglass, Evelyn; Simon, Martin

    A study examined state initiatives for industry-based skill standards and credentials. Officials in 19 states were interviewed, case studies of programs in 3 states (Georgia, Pennsylvania, and Texas) were conducted, and focus group discussions were held with 25 individuals. State skill standards were generally found to be tied to broader efforts…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

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

    ERIC Educational Resources Information Center

    Illinois Occupational Skill Standards and Credentialing Council, Carbondale.

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

  20. Collision Repair Technology Skill Standards Grades 9-14

    ERIC Educational Resources Information Center

    Andersen, Jack; Baligad, Cade; Fitzgerald, Scott; Nielsen, Bryan; Campbell, Rob

    2006-01-01

    The Department of Education has undertaken an ambitious effort to develop statewide occupational skill standards. The standards in this document are for Collision Repair Technology programs, and are designed to clearly state what the Collision Repair Technology student should know and be able to do upon completion of an advanced high school…

  1. 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…

  2. 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…

  3. 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…

  4. 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…

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

    ERIC Educational Resources Information Center

    Wisconsin State Dept. of Workforce Development, Madison.

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

  6. 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…

  7. 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…

  8. 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…

  9. Certification Testing Program for Entry-Level Electronics Technician Skills. National Skill Standards Development Project. Final Report.

    ERIC Educational Resources Information Center

    Electronic Industries Foundation, Washington, DC.

    The final work of the National Skill Standards Development Project (NSSDP) is to create a model for developing and administering a certification program for electronics technicians based on already developed skill standards. During its first 2 years, NSSDP has developed over 300 standards for work-ready, entry-level electronics technicians;…

  10. Sexual Abuse of Students: Actual Notice and Deliberate Indifference; The Supreme Court's Title IX Standard for School District Liability.

    ERIC Educational Resources Information Center

    DeMitchell, Todd A.

    1998-01-01

    Explores the recent Supreme Court Decision ("Gebser v. Lago Vista Independent School District") on the liability standard Title IX imposes on school districts for the sexual abuse of a student by a teacher. Because the standard of actual knowledge and deliberate indifference by a school official is too high, the student is denied access…

  11. 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...

  12. 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…

  13. 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…

  14. An Exploration of the Actual Role of the School Counselor Framed within the California Public School Counseling Standards

    ERIC Educational Resources Information Center

    Anderson, Deja L.

    2015-01-01

    The study was designed to explore the actual performance of secondary school counselors' perception of their role framed within the California State School Counseling Standards. A qualitative phenomenological narrative inquiry was conducted with counselors, detailing their experience as educators. In person interviews were conducted with eight…

  15. Mathematical and Computer Skills and Workplace Literacy in Labor Markets: An Analysis of Their Actual and Potential Effect on the Economic Status of Women. Final Report.

    ERIC Educational Resources Information Center

    Joel Popkin and Co., Washington, DC.

    Data from the Current Population Surveys of October 1984, October 1989, and January 1991 were used to examine the role of computer and mathematical skills in the U.S. labor market from 1984-91. Particular attention was given to their actual and potential effect on the economic status of women. Data confirmed the overall increase in the education…

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

    NASA Astrophysics Data System (ADS)

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

    2012-10-01

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

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

    NASA Astrophysics Data System (ADS)

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

    2013-04-01

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

  18. Assessing BSW Student Direct Practice Skill Using Standardized Clients and Self-Efficacy Theory

    ERIC Educational Resources Information Center

    Rawlings, Mary A.

    2012-01-01

    Entering and exiting BSW students were compared on self-efficacy and on direct practice skill performance with a standardized client. Self-efficacy was tested as a predictor and as a mediator of skill performance. Ordinary least squares hierarchical regression found BSW education to be predictive of higher skill and higher self-efficacy. After…

  19. 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.

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

    ERIC Educational Resources Information Center

    North Lake Coll., Irving, TX.

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

  1. Minimum Library Use Skills: Standards, Test, and Bibliography.

    ERIC Educational Resources Information Center

    Carr, Jo Ann, Ed.

    Compiled by the Wisconsin Association of Academic Librarians' (WAAL) Education and Library Use Committee, the Test of Minimum Library Use Skills provides examples of questions which may be used to assess students' knowledge of the 13 minimum library use skills adapted by the WAAL membership in 1983. The 59 multiple choice questions that make up…

  2. 34 CFR 106.43 - Standards for measuring skill or progress in physical education classes.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION... education classes. If use of a single standard of measuring skill or progress in physical education classes... 34 Education 1 2014-07-01 2014-07-01 false Standards for measuring skill or progress in...

  3. 34 CFR 106.43 - Standards for measuring skill or progress in physical education classes.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION... education classes. If use of a single standard of measuring skill or progress in physical education classes... 34 Education 1 2011-07-01 2011-07-01 false Standards for measuring skill or progress in...

  4. 34 CFR 106.43 - Standards for measuring skill or progress in physical education classes.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION... education classes. If use of a single standard of measuring skill or progress in physical education classes... 34 Education 1 2012-07-01 2012-07-01 false Standards for measuring skill or progress in...

  5. 34 CFR 106.43 - Standards for measuring skill or progress in physical education classes.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... OFFICE FOR CIVIL RIGHTS, DEPARTMENT OF EDUCATION NONDISCRIMINATION ON THE BASIS OF SEX IN EDUCATION... education classes. If use of a single standard of measuring skill or progress in physical education classes... 34 Education 1 2013-07-01 2013-07-01 false Standards for measuring skill or progress in...

  6. 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…

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

    ERIC Educational Resources Information Center

    National Coalition for Advanced Manufacturing, Washington, DC.

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

  8. Education Driven Skill Standards Systems in the United States. Volume II.

    ERIC Educational Resources Information Center

    Border, Barbara

    This second volume in a four-volume study of industry- and education-driven skill standards in the United States and other countries contains information on how the individual states have been involved in the development of skills standards related efforts. Section A presents information regarding how nine states--Arizona, Florida, Georgia, Idaho,…

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

    ERIC Educational Resources Information Center

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

    2004-01-01

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

  10. An actual use comparison of condoms meeting Australian and Swiss standards: results of a double-blind crossover trial.

    PubMed

    Benton, K W; Jolley, D; Smith, A M; Gerofi, J; Moodie, R

    1997-07-01

    The performance of condoms in actual use has been poorly researched in the past, especially in comparing condoms that met different quality control standards as indicated by laboratory testing. The present study used a double-blind crossover design to compare the performance of 2 types of condoms in actual use; one that met the Australian and International Organization for Standardization (ISO) standards for condom quality and one that met the more stringent Swiss Quality Seal requirements. Ninety-two men recruited from Metropolitan Melbourne completed a self-report diary sheet after each condom was used which assessed the performance of the condom and the conditions under which it was used. From a total of 1917 condom uses, there was an overall breakage risk of 2.7%. The breakage risk ratio (Australian/ISO:Swiss) for all types of use was 1.16 (95% confidence interval 0.68-1.99). When subanalyses by method of entry were performed, the condoms meeting the Swiss standard appeared to fare better than the Australian/ ISO standards for anal sex (RR = 4.84, 95% CI 1.07-21.8, P = 0.022), while the opposite was the case for vaginal sex (RR = 0.74, 95% CI 0.35-1.53, P = 0.41). The result for anal use was statistically significant at the 5% level, despite being based on fewer condom trials than that for vaginal use, but this result needs to be replicated. Although the participants appeared representative of the general male population in Melbourne in the age bracket 18-46 years, there was a significant history of condom usage reported. This may have influenced the risk of breakage.

  11. Evaluating a nursing communication skills training course: The relationships between self-rated ability, satisfaction, and actual performance.

    PubMed

    Mullan, Barbara A; Kothe, Emily J

    2010-11-01

    Effective communication is a vital component of nursing care, however, nurses often lack the skills to communicate with patients, carers and other health care professionals. Communication skills training programs are frequently used to develop these skills. However, there is a paucity of data on how best to evaluate such courses. The aim of the current study was to evaluate the relationship between student self rating of their own ability and their satisfaction with a nurse training course as compared with an objective measure of communication skills. 209 first year nursing students completed a communication skills program. Both qualitative and quantitative data were collected and associations between measures were investigated. Paired samples t-tests showed significant improvement in self-rated ability over the course of the program. Students generally were very satisfied with the course which was reflected in both qualitative and quantitative measures. However, neither self-rated ability nor satisfaction was significantly correlated with the objective measure of performance, but self-rated ability and satisfaction were highly correlated with one another. The importance of these findings is discussed and implications for nurse education are proposed.

  12. 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)…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. Technical innovation, standardization, and skill qualification for pediatric minimally invasive surgery in Japan.

    PubMed

    Iwanaka, Tadashi

    2009-01-01

    This is a presentation of sharing endeavors at modifying and standardizing surgical procedures as well as establishing endoscopic surgical skill qualification in the field of pediatric surgery in Japan.

  18. 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.

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. 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'…

  4. 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…

  5. 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…

  6. Observations Regarding a Revised Standard Occupational Classification System Using a Skills Based Concept.

    ERIC Educational Resources Information Center

    McCage, Ronald D.; Olson, Chris M.

    A study focused on defining what is needed to build an occupational classification system using a skills-based concept. A thorough analysis was conducted of all existing classification systems and the new Dictionary of Occupational Titles (DOT) content model so recommendations made regarding the revisions of the Standard Occupational…

  7. 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…

  8. 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…

  9. 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)…

  10. 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.

  11. A model of standardized training in basic life support skills of emergency medicine residents.

    PubMed

    Cimrin, Arif H; Topacoglu, Hakan; Karcioglu, Ozgur; Ozsarac, Murat; Ayrik, Cuneyt

    2005-01-01

    This intervention study was designed to determine the current level of basic life support knowledge and skills of residents in a university-based emergency medicine residency program, and to investigate the potential benefit derived by these residents from a standardized theoretical and practical training session. All residents underwent tests before and after the training session. The residents were asked to perform basic life support on a recording cardiopulmonary resuscitation mannequin. Assessments were made using a 10-item checklist, with the highest score being 17. Each step performed by the resident was scored by an emergency physician for accuracy and effectiveness. Twenty-eight residents participated in the study. According to the modified Berden scale, the pretest and posttest scores were 11.2 +/- 2.9 and 15.6 +/- 1.0, respectively, and the mean difference was 4.36 +/- 2.9 (t test, P<.001). Only 11 residents (39.3%) were rated as "good" or "very good" in the pretest, whereas the corresponding figure in the posttest was 27 (96.4%) (P<.001). Skills, such as checking the airway patency (P<.001), checking breathing (P<.001), appropriate compression rate (P<.003), and delivering 2 effective breaths (P<.001), improved significantly. Depth of chest compression (P<.023) was improved significantly only in residents with fewer than 2 years of experience. The training process should comprise standardized courses to facilitate acquisition of the desired skills.

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

    NASA Astrophysics Data System (ADS)

    Shane, Joseph W.

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

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

    ERIC Educational Resources Information Center

    MPR Associates, Berkeley, CA.

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

  14. The Standardized Professional Encounter: A New Model to Assess Professionalism and Communication Skills

    PubMed Central

    Lifchez, Scott D.; Cooney, Carisa M.; Redett, Richard J.

    2015-01-01

    Background Physician-patient communication is vital to patient care, and physician-nurse interactions are equally critical. Conflict between nurses and physicians can greatly impair communication, increasing the risk of treatment errors, yet physicians receive little education during training on recognizing and resolving professional conflicts. Innovation We created and implemented the Standardized Professional (S-Pro) Encounter to improve training and provide opportunities to evaluate resident professionalism and communication with health care team colleagues. Methods The standardized patient model is well established for teaching and assessing clinical and communication skills. Using the standardized patient concept, we created a nurse-resident encounter with 2 professionally trained medical portrayers (1 “nurse,” 1 “patient”), in which the nurse disagrees with the resident's treatment plan. Residents were surveyed for prior experience with nurse-physician conflict management, and we assessed postencounter for collaborative skills and conflict resolution. Results All residents (n = 18) observed at least 1 physician-nurse conflict in front of patients. Eleven (61%) reported being involved in at least 1 conflict. Twelve residents (67%) had 2 or fewer prior education experiences in interprofessional conflict management. Faculty assessment and S-Pro scores demonstrated high agreement, while resident self-assessment scores demonstrated low agreement with faculty and S-Pro scores. Conclusions Participants and evaluators found the encounter to be reasonably authentic. There was strong agreement between the faculty and S-Pro assessment of resident performance when using the Boggs scale. The S-Pro Encounter is easily adapted for other clinical situations or training programs, and facilitates the assessment of professionalism and communication skills between residents and other health care professionals. PMID:26221440

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

    PubMed

    McKoon, Gail; Ratcliff, Roger

    2016-01-01

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

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

    PubMed Central

    McKoon, Gail; Ratcliff, Roger

    2016-01-01

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

  17. 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.

  18. 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

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

    PubMed

    Pugh, Carla M

    2013-10-01

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

  20. Teaching communication skills in clinical settings: comparing two applications of a comprehensive program with standardized and real patients

    PubMed Central

    2014-01-01

    Background Communication is important for the quality of clinical practice, and programs have been implemented to improve healthcare providers’ communication skills. However, the consistency of programs teaching communication skills has received little attention, and debate exists about the application of acquired skills to real patients. This study inspects whether (1) results from a communication program are replicated with different samples, and (2) results with standardized patients apply to interviews with real patients. Methods A structured, nine-month communication program was applied in two consecutive years to two different samples of healthcare professionals (25 in the first year, 20 in the second year). Results were assessed at four different points in time, each year, regarding participants’ confidence levels (self-rated), basic communication skills in interviews with standardized patients, and basic communication skills in interviews with real patients. Data were analyzed using GLM Repeated-Measures procedures. Results Improvements were statistically significant in both years in all measures except in simulated patients’ assessment of the 2008 group. Differences between the two samples were non-significant. Differences between interviews with standardized and with real patients were also non-significant. Conclusions The program’s positive outcomes were replicated in different samples, and acquired skills were successfully applied to real-patient interviews. This reinforces this type of program structure as a valuable training tool, with results translating into real situations. It also adds to the reliability of the assessment instruments employed, though these may need adaptation in the case of real patients. PMID:24886341

  1. Randomised social-skills training and parental training plus standard treatment versus standard treatment of children with attention deficit hyperactivity disorder - The SOSTRA trial protocol

    PubMed Central

    2011-01-01

    Background Children with attention deficit hyperactivity disorder (ADHD) are hyperactive and impulsive, cannot maintain attention, and have difficulties with social interactions. Medical treatment may alleviate symptoms of ADHD, but seldom solves difficulties with social interactions. Social-skills training may benefit ADHD children in their social interactions. We want to examine the effects of social-skills training on difficulties related to the children's ADHD symptoms and social interactions. Methods/Design The design is randomised two-armed, parallel group, assessor-blinded trial. Children aged 8-12 years with a diagnosis of ADHD are randomised to social-skills training and parental training plus standard treatment versus standard treatment alone. A sample size calculation estimated that at least 52 children must be included to show a 4-point difference in the primary outcome on the Conners 3rd Edition subscale for 'hyperactivity-impulsivity' between the intervention group and the control group. The outcomes will be assessed 3 and 6 months after randomisation. The primary outcome measure is ADHD symptoms. The secondary outcome is social skills. Tertiary outcomes include the relationship between social skills and symptoms of ADHD, the ability to form attachment, and parents' ADHD symptoms. Discussion We hope that the results from this trial will show that the social-skills training together with medication may have a greater general effect on ADHD symptoms and social and emotional competencies than medication alone. Trial registration ClinicalTrials (NCT): NCT00937469 PMID:21255399

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

    PubMed Central

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

    2012-01-01

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

  3. 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…

  4. Using standardized patients to assess the interpersonal skills of physicians: six years' experience with a high-stakes certification examination.

    PubMed

    van Zanten, Marta; Boulet, John R; McKinley, Danette

    2007-01-01

    Communication and interpersonal skills are essential elements of a physician's clinical expertise. Since 1998, the interpersonal competencies of over 37,000 internationally-trained physicians have been assessed as part of the Educational Commission for Foreign Medical Graduates (ECFMG) Clinical Skills Assessment (CSA). Standardized patients (SPs) provided ratings of interpersonal skills along 4 dimensions: skills in interviewing and collecting information; skills in counseling and delivering information; rapport; and personal manner. The content of the rating scale, the development and implementation of training materials and procedures, and the psychometric characteristics of the measures are described. Data from over 400,000 simulated patient encounters were analyzed. Correlations with other measures supported the construct validity of the assessment. A generalizability study showed that the ratings were reproducible over encounters. Analysis of individual SP ratings indicated that they were consistent in their application of the scoring rubric. Overall, the findings indicate that SPs, with proper training and a benchmarked scoring rubric, can provide accurate and defensible ratings of physicians' interpersonal skills. These results may also generalize to other clinical skills assessments, or other evaluations that employ raters to judge communication abilities.

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

    ERIC Educational Resources Information Center

    Holmes, Lisa Marie

    2012-01-01

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

  6. 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,…

  7. 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 with…

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

    ERIC Educational Resources Information Center

    O'Hearn, Kirsten; Landau, Barbara

    2007-01-01

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

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

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

    ERIC Educational Resources Information Center

    Education Development Center, Inc., Newton, MA.

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

  11. Battle of the bots: a comparison of the standard da Vinci and the da Vinci Surgical Skills Simulator in surgical skills acquisition.

    PubMed

    Brown, Kevin; Mosley, Natalie; Tierney, James

    2016-08-29

    Virtual reality simulators are increasingly used to gain robotic surgical skills. This study compared use of the da Vinci Surgical Skills Simulator (dVSSS) to the standard da Vinci (SdV) robot for skills acquisition in a prospective randomized study. Residents from urology, gynecology, and general surgery programs performed three virtual reality tasks (thread the ring, ring rail, and tubes) on the dvSSS. Participants were then randomized to one of the two study groups (dVSSS and SdV). Each participant then practiced on either the dVSSS or the SdV (depending on randomization) for 30 min per week over a 4-week time period. The dVSSS arm was not permitted to practice ring rail (due to no similar practice scenario available for the SdV group). Following 4 weeks of practice, participants performed the same three virtual reality tasks and the results were recorded and compared to baseline. Overall and percent improvement were recorded for all participants from pre-test to post-test. Two-way ANOVA analyses were used to compare the dVSSS and SdV groups and three tasks. Initially, 30 participants were identified and enrolled in the study. Randomization resulted in 15 participants in each arm. During the course of the study, four participants were unable to complete all tasks and practice sessions and were, therefore, excluded. This resulted in a total of 26 participants (15 in the dVSSS group and 11 in the SdV group) who completed the study. Overall total improvement score was found to be 23.23 and 23.48 for the SdV and dVSSS groups, respectively (p = 0.9245). The percent improvement was 60 and 47 % for the SdV and dVSSS groups respectively, which was a statistically significant difference between the two groups and three tasks. Practicing on the standard da Vinci is comparable to practicing on the da Vinci simulator for acquiring robotic surgical skills. In spite of several potential advantages, the dVSSS arm performed no better than the SdV arm in the final

  12. 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.

  13. Machine Tool Advanced Skills Technology (MAST). Common Ground: Toward a Standards-Based Training System for the U.S. Machine Tool and Metal Related Industries. Volume 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…

  14. Standardization of Clinical Skill Evaluation in Physical/Occupational Therapist Education -Effects of Introduction of an Education System Using OSCE-.

    PubMed

    Sakurai, Hiroaki; Kanada, Yoshikiyo; Sugiura, Yoshito; Motoya, Ikuo; Yamada, Masayuki; Tomita, Masao; Naka, Toru; Teranishi, Toshio; Tanabe, Shigeo; Tsujimura, Toru; Okanishi, Tetsuo

    2013-09-01

    [Purpose] A major issue in physical/occupational therapist education is the improvement of students' clinical techniques. In this study, we introduced an education system using an Objective Structured Clinical Examination (OSCE), and made an attempt at standardization of its evaluation. [Subjects] The subjects were 227 students in the classes of 2008 to 2010 who enrolled at our university between 2004 and 2006, before the introduction of the education system using OSCE, and 221 students in the classes of 2011 to 2013 who enrolled between 2007 and 2009, after the introduction. [Methods] Performances in attitude and skills (performance in clinical training and OSCE) were compared between before and after the introduction of OSCE. OSCE results were compared between before and after clinical trainings at each OSCE Level; and the correlation of between performances in clinical training and OSCE was examined. [Results] Performances in OSCE and clinical training (attitude, skills) were improved by the introduction of the education system using OSCE, but no significant correlation was observed in the relationship between performances in OSCE and clinical training. [Conclusion] Further studies should be conducted aiming at the standardization of clinical skill evaluation in postgraduate education to establish an education system using OSCE.

  15. 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…

  16. Adults with Poor Reading Skills: How Lexical Knowledge Interacts with Scores on Standardized Reading Comprehension Tests

    ERIC Educational Resources Information Center

    McKoon, Gai; Ratcliff, Roger

    2016-01-01

    Millions of adults in the United States lack the necessary literacy skills for most living wage jobs. For students from adult learning classes, we used a lexical decision task to measure their knowledge of words and we used a decision-making model (Ratcliff's, 1978, diffusion model) to abstract the mechanisms underlying their performance from…

  17. 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…

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

    ERIC Educational Resources Information Center

    Markowitsch, Jorg; Plaimauer, Claudia

    2009-01-01

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

  19. Mathematical skill in individuals with Williams syndrome: evidence from a standardized mathematics battery.

    PubMed

    O'Hearn, Kirsten; Landau, Barbara

    2007-08-01

    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 measures a wide range of skills. We administered the TEMA-2 to 14 individuals with WS and 14 children matched individually for mental-age on the matrices subtest of the Kaufman Brief Intelligence Test. There were no differences between groups on the overall scores on the TEMA-2. However, an item-by-item analysis revealed group differences. Participants with WS performed more poorly than controls when reporting which of two numbers was closest to a target number, a task thought to utilize a mental number line subserved by the parietal lobe, consistent with previous evidence showing parietal abnormalities in people with WS. In contrast, people with WS performed better than the control group at reading numbers, suggesting that verbal math skills may be comparatively strong in WS. These findings add to evidence that components of mathematical knowledge may be differentially damaged in developmental disorders.

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

    ERIC Educational Resources Information Center

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

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

  1. 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…

  2. 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…

  3. 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.…

  4. Skills Standards, British Style. Linking Assessment and Training in the United Kingdom. NOICC Occasional Paper 6.

    ERIC Educational Resources Information Center

    Newton, Wendy M.

    A major review of vocational education and training has occurred across the United Kingdom since 1986. Employment requirements are being identified in the form of occupational standards that provide the foundation for the new system of vocational qualifications, National Vocational Qualifications (NVQs). Standards describe what people need to be…

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

    ERIC Educational Resources Information Center

    Emlet, Charles A.

    2010-01-01

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

  6. 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.

  7. 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.

  8. 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,…

  9. Changes in the Marking Standard and Reliability of Successive Assessments of Practical Skills in Science.

    ERIC Educational Resources Information Center

    Hubbard, J. I.; Seddon, G. M.

    1989-01-01

    Reports on a case study designed to determine whether marking standards and reliability of assessments change significantly from one occasion to another. Finds a sex bias occurs with both men and women judges, leading to significant changes in the measures for girls, but not for boys. (KO)

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

    ERIC Educational Resources Information Center

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

    2003-01-01

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

  11. Effects of Enhanced Anchored Instruction on Skills Aligned to Common Core Math Standards

    ERIC Educational Resources Information Center

    Bottge, Brian A.; Cho, Sun-Joo

    2013-01-01

    This study compared how students with learning difficulties in math (MLD) who were randomly assigned to two instructional conditions answered items on problem solving tests aligned to the Common Core State Standards Initiative for Mathematics. Posttest scores showed improvement in the math performance of students receiving Enhanced Anchored…

  12. 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…

  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. 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…

  15. How Valid Are the National Board of Professional Teaching Standards Assessments for Predicting the Quality of Actual Classroom Teaching and Learning? Results of Six Mini Case Studies.

    ERIC Educational Resources Information Center

    Pool, Jonelle E.; Ellett, Chad D.; Schiavone, Salvatore; Carey-Lewis, Charmaine

    2001-01-01

    Conducted mini case studies of teachers certified by the National Board for Professional Teaching Standards (NBPTS) using classroom observations, teacher interviews, and focus group interviews. Findings show considerable variation in the quality of teaching and learning associated with these teachers. Discusses implications for the validity of…

  16. The role of standardized patient and trainer training in quality assurance for a high-stakes clinical skills examination.

    PubMed

    Furman, Gail E

    2008-12-01

    For over 30 years, medical educators have used standardized patients (SPs), laypersons trained to portray a patient case in a realistic manner, to teach and to assess clinical skills. All medical schools in the US have SP programs in place, and the US and Canada require national examinations using SPs to assess the competency of those wishing to obtain licensure to practice medicine in these countries. To ensure a valid and reliable examination, unwanted variance that can be introduced by SP performance must be addressed. The goal of SP training is to imbue the SP with the characteristics, mannerisms and history of a real patient so that the portrayal is consistent and accurate. The challenge is to ensure consistent portrayal of each case with sufficient realism to elicit the expected clinical performance and to ensure standardized SP performance across multiple examinees. This paper considers the quality assurance methods applied to training the SP trainers and the protocols used to train the SPs, to ensure that the SP performances are sufficiently accurate and standardized, and that the evaluators completing the checklists and scales used for scoring do so correctly and consistently.

  17. Comparison study of judged clinical skills competence from standard setting ratings generated under different administration conditions.

    PubMed

    Roberts, William L; Boulet, John; Sandella, Jeanne

    2017-02-21

    When the safety of the public is at stake, it is particularly relevant for licensing and credentialing exam agencies to use defensible standard setting methods to categorize candidates into competence categories (e.g., pass/fail). The aim of this study was to gather evidence to support change to the Comprehensive Osteopathic Medical Licensing-USA Level 2-Performance Evaluation standard setting design and administrative process. Twenty-two video recordings of candidates assessed for clinical competence were randomly selected from the 2014-2015 Humanistic domain test score distribution ranging from the highest to lowest quintile of performance. Nineteen panelists convened at the same site to receive training and practice prior to generating judgments of qualified or not qualified performance to each of the twenty videos. At the end of training, one panel remained onsite to complete their judgments and the second panel was released and given 1 week to observe the same twenty videos and complete their judgments offsite. The two one-sided test procedure established equivalence between panel group means at the 0.05 confidence level, controlling for rater errors within each panel group. From a practical cost-effective and administrative resource perspective, results from this study suggest it is possible to diverge from typical panel groups, who are sequestered the entire time onsite, to larger numbers of panelists who can make their judgments offsite with little impact on judged samples of qualified performance. Standard setting designs having panelists train together and then allowing those to provide judgments yields equivalent ratings and, ultimately, similar cut scores.

  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 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…

  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 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…

  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 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…

  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 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…

  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 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…

  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 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…

  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 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…

  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 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…

  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 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. 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.

  12. The assessment of scientific reasoning skills of high school science students: A standardized assessment instrument

    NASA Astrophysics Data System (ADS)

    Haberl, Nicholas

    strategy is most successful with less number of VAV zones and proper control of AHU supply air temperature. One recommendation is to recommission heating or cooling airflow setpoints so the VAV zone damper is not left wide open when under the control of the TTR strategy. Static pressure control was as expected on 3 of the 5 sites studied. The TTR strategy was able to respond to building loads while minimizing or eliminating issues with static pressure oscillation. However, the TTR strategy displayed numerous instances of frequent static pressure oscillation, especially at sites that had difficulty in controlling zone temperatures from inactive boiler or chiller service. The results from the TTR and TR comparison showed that temperature control with a radiant in-floor heating system was difficult for both static pressure reset strategies studied. In future studies, boiler and chiller data including: operation, temperature, setpoints, etc. should be trended. A comparison of the TTR strategy with fixed supply air temperature and an outside air based supply air temperature reset strategy would be insightful. Parameters such as the TM and RP rates, Step Timer and damper position thresholds could be refined to maintain a quick response to changing building loads. Lastly, as industries and professional standards progress with improved building standards, the focus of future studies should shift from comparing against fixed static pressure strategies to existing static pressure reset strategies in not only fan energy savings, but whole building energy savings as well.

  13. 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)…

  14. 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…

  15. 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…

  16. 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…

  17. 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.

  18. 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

  19. 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…

  20. 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

  1. [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.

  2. The Course of Actualization

    ERIC Educational Resources Information Center

    De Smet, Hendrik

    2012-01-01

    Actualization is traditionally seen as the process following syntactic reanalysis whereby an item's new syntactic status manifests itself in new syntactic behavior. The process is gradual in that some new uses of the reanalyzed item appear earlier or more readily than others. This article accounts for the order in which new uses appear during…

  3. 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

  4. 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…

  5. 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…

  6. 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…

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

    PubMed Central

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

    2014-01-01

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

  8. The Effect of Transient Students' Scores on the Norm of One High School's Standardized Basic Skills Test Battery.

    ERIC Educational Resources Information Center

    Hill, Carolyn Stevens

    The effect of the standardized test scores of transient students on the mean of the 9th, 10th, and 11th grade standardized test scores of a school was studied. The groups used in the study were grades 9, 10, and 11 at a new high school in Clarksburg (West Virginia). The study was conducted in the spring of 1998. Groups consisted of 204 9th…

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

    ERIC Educational Resources Information Center

    General Motors Corp., Detroit, MI.

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

  10. Comparison of the Standard and Reliability of the Assessments of Practical Scientific Skills Using Groups of Different Sizes.

    ERIC Educational Resources Information Center

    Hubbard, J. I.; Seddon, G. M.

    1989-01-01

    Investigates differences in marking standard and reliability when experienced teachers carried out assessments of the performance on practical exercises. The results showed that there was no difference between the assessments from the groups containing 5 and 20 students. (Author/YP)

  11. 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,…

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

    PubMed

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

    2015-04-01

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

  13. 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.

  14. 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…

  15. The Effect of Instruction in Test-Taking Skills on the Standardized Reading Test Scores of White and Black Third-Grade Children of High and Low Socioeconomic Status.

    ERIC Educational Resources Information Center

    Yearby, Mary Elizabeth

    The problem under investigation was to determine the differential effects of three types of treatment on students' test-taking skills. The study also investigated whether test-taking instruction would result in significant mean test score gains on a standardized reading test for white and black, high and low socioeconomic status (SES) third-grade…

  16. 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…

  17. Schools, Skills and Risk

    ERIC Educational Resources Information Center

    Hartog, Joop; Vijverberg, Wim

    2007-01-01

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

  18. Does a brief suicide prevention gatekeeper training program enhance observed skills?

    PubMed Central

    Cross, Wendi; Matthieu, Monica M.; Lezine, DeQuincy; Knox, Kerry L.

    2010-01-01

    Background Suicide is a significant public health problem worldwide that requires evidence-based prevention efforts. One approach to prevention is gatekeeper training. Gatekeeper training programs for community members have demonstrated positive changes in knowledge and attitudes about suicide. Changes in gatekeeper skills have not been well established. Aims To assess and predict the impact of a brief, gatekeeper training on community members’ observed skills. Methods Participants in a community gatekeeper training were employees at US universities. 50 participants were randomly selected for skills assessment and videotaped interacting with a standardized actor prior to and following training. Tapes were reliability rated for general and suicide-specific skills. Results Gatekeeper skills increased from pre- to posttest: 10% of participants met criteria for acceptable gatekeeper skills before training, while 54% met criteria after training. Pretraining variables did not predict increased skills. Limitations Results do not provide conclusions about the relationship between observed gatekeeper skills and actual use of those skills in the future. Conclusions Gatekeeper training enhances suicide-specific skills for the majority of participants. Other strategies, such as behavioral rehearsal, may be necessary to enhance skills in the remaining participants. PMID:20573609

  19. 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…

  20. A standardized way to select, evaluate, and test an analog-to-digital converter for ultrawide bandwidth radiofrequency signals based on user's needs, ideal, published,and actual specifications

    NASA Astrophysics Data System (ADS)

    Chang, Daniel Y.; Rowe, Neil C.

    2012-06-01

    The most important adverse impact on the Electronic Warfare (EW) simulation is that the number of signal sources that can be tested simultaneously is relatively small. When the number of signal sources increases, the analog hardware, complexity and costs grow by the order of N2, since the number of connections among N components is O(N*N) and the signal communication is bi-directional. To solve this problem, digitization of the signal is suggested. In digitizing a radiofrequency signal, an Analog-to-Digital Converter (ADC) is widely used. Most research studies on ADCs are conducted from designer/test engineers' perspective. Some research studies are conducted from market's perspective. This paper presents a generic way to select, evaluate and test ultra high bandwidth COTS ADCs and generate requirements for digitizing continuous time signals from the perspective of user's needs. Based on user's needs, as well as vendor's published, ideal and actual specifications, a decision can be made in selecting a proper ADC for an application. To support our arguments and illustrate the methodology, we evaluate a Tektronix TADC-1000, an 8-bit and 12 gigasamples per second ADC. This project is funded by JEWEL lab, NAWCWD at Point Mugu, CA.

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

    ERIC Educational Resources Information Center

    Rogers, Anissa; Welch, Benjamin

    2009-01-01

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

  2. Seasonal Drought Predictability and Forecast Skill over China

    NASA Astrophysics Data System (ADS)

    Ma, Feng; Yuan, Xing

    2015-04-01

    With global warming and land use changes, seasonal drought events occur more intensely and frequently. However, the understanding of drought mechanism and predictability is limited. Based on the hindcasts from multiple ocean-atmosphere coupled general circulations models (CGCMs) participating in the North American Multi-Model Ensemble (NMME) project, this paper investigates the potential predictability and forecast skill of seasonal droughts over China. A 3-month standardized precipitation index (SPI3) is used as the drought index, and the anomaly correlation (AC) of the ensemble mean of an individual model against the observed SPI3 values are used as measures of forecast skill. Predictability is calculated by verifying a single member against its ensemble mean, i.e., how well does the model predict itself. Preliminary results indicate that drought predictability is higher than forecast skill, suggesting there is room for improving the drought forecast. There are positive correlations between potential predictability and actual forecast skill, i.e., the models with higher potential predictability also have higher forecast skill. Such relationship holds for different seasons too. For the ENSO-affected river basins in China, both the drought predictability and forecast skill are higher in ENSO years than neutral years, which is consistent with the predictability and forecast skill of ENSO SST.

  3. 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…

  4. Neoadjuvant Treatment in Rectal Cancer: Actual Status

    PubMed Central

    Garajová, Ingrid; Di Girolamo, Stefania; de Rosa, Francesco; Corbelli, Jody; Agostini, Valentina; Biasco, Guido; Brandi, Giovanni

    2011-01-01

    Neoadjuvant (preoperative) concomitant chemoradiotherapy (CRT) has become a standard treatment of locally advanced rectal adenocarcinomas. The clinical stages II (cT3-4, N0, M0) and III (cT1-4, N+, M0) according to International Union Against Cancer (IUCC) are concerned. It can reduce tumor volume and subsequently lead to an increase in complete resections (R0 resections), shows less toxicity, and improves local control rate. The aim of this review is to summarize actual approaches, main problems, and discrepancies in the treatment of locally advanced rectal adenocarcinomas. PMID:22295206

  5. 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;…

  6. 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…

  7. 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…

  8. 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.

  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. 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…

  11. 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;…

  12. 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…

  13. Communication Skills.

    ERIC Educational Resources Information Center

    Carlisle, Lynn

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

  14. The actual goals of geoethics

    NASA Astrophysics Data System (ADS)

    Nemec, Vaclav

    2014-05-01

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

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

    ERIC Educational Resources Information Center

    American Home Economics Association, Washington, DC.

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

  16. Organisational skills and tools.

    PubMed

    Wicker, Paul

    2009-04-01

    While this article mainly applies to practitioners who have responsibilities for leading teams or supervising practitioners, many of the skills and tools described here may also apply to students or junior practitioners. The purpose of this article is to highlight some of the main points about organisation, some of the organisational skills and tools that are available, and some examples of how these skills and tools can be used to make practitioners more effective at organising their workload. It is important to realise that organising work and doing work are two completely different things and shouldn't be mixed up. For example, it would be very difficult to start organising work in the middle of a busy operating list: the organisation of the work must come before the work starts and therefore preparation is often an important first step in organising work. As such, some of the tools and skills described in this article may need to be used hours or even days prior to the actual work taking place.

  17. 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.

  18. 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…

  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 15: Administrative Information, of a 15-Volume Set of Skill Standards and Curriculum Training Materials for the Precision Manufacturing Industry.

    ERIC Educational Resources Information Center

    Texas State Technical Coll., Waco.

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

  20. Ideas Exchange: National Standards for Physical Education Are Used to Develop Physically-Educated Individuals Who Have the Knowledge, Skills, and Confidence to Enjoy Lifelong Healthy Physical Activity. How Do the Standards Play a Role in Your Daily PE Program?

    ERIC Educational Resources Information Center

    Mavrek, Srecko, Comp.; Pieters, Leslie; Peterson-Pressler, Lana; Bentley, Tiffany; Cameron, Jay L.; Bowyer, Garry; Schmidlein, Robert; Macarle, Maria; Barney, David

    2011-01-01

    This article presents ideas and suggestions from various physical educators regarding how the National Standards for Physical Education play a role in their daily PE program. One educator shares that in her middle school's physical education program, students who demonstrate competency in many movement forms (and proficiency in a few movement…

  1. Interpersonal Skills Summary Report

    DTIC Science & Technology

    2013-08-01

    scale and standard instrumentation , typically quantifying. • How are IPS evaluated? * o Where evaluation was defined as the comparison of data to a...interact in ways that are effective (to enhance the attainment of instrumental goals through interacting with others). It is generally assumed that...programs are multidimensional, multi-method pedagogical instruments . Training of interpersonal skill relies on strategic combinations of instruction

  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. Presentation Skills.

    ERIC Educational Resources Information Center

    Burt, Lorna; And Others

    This guide is intended for use in an eight-session course designed to develop the presentation skills required of persons employed in the manufacturing and service industries. The course is structured so that, upon its completion, students will be able to accomplish the following: identify the traits of good and bad speakers; research and organize…

  4. 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…

  5. 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

  6. 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

  7. 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…

  8. Job Skills Education Program: Evaluation Standards

    DTIC Science & Technology

    1985-03-01

    PACES 29 pages IS. SECURITY CLASS, (of Otlt import) Unclassified llS . DECLASSIFICATION/OOWNGRADINC SCNEOULE It. DISTRIBUTION STATEMENT (ot...computer managed instruction PLATc r, ...,,. ( r . •- u,c7 10. ABSTRACT (TmulHmio a> rororoo »Mo If nacMMrr OBd Idrntullr by block nimbor) The...FOR.M 1. REPORT NUMBER 2. OOVT ACCESSION NO i. RECIPIENT’S CATALOG NUMBER |4. TITLE fand Su6( ll /.J S. TYRE OF REPORT 4 PERIOD COVERED t

  9. Setting Standards for Basic Skills Reading Assessment.

    ERIC Educational Resources Information Center

    Fremer, John; Dwyer, Carol A.

    State and school district testing activities involving basic reading competency requirements are discussed. The purposes of minimum competency testing in reading include the identification of students who need remedial assistance, and the evaluation of secondary school students regarding graduation requirements. Important considerations regarding…

  10. Effects of Adding an Internet-Based Pain Coping Skills Training Protocol to a Standardized Education and Exercise Program for People With Persistent Hip Pain (HOPE Trial): Randomized Controlled Trial Protocol

    PubMed Central

    Rini, Christine; Keefe, Francis; French, Simon; Nelligan, Rachel; Kasza, Jessica; Forbes, Andrew; Dobson, Fiona; Haxby Abbott, J.; Dalwood, Andrew; Vicenzino, Bill; Harris, Anthony; Hinman, Rana S.

    2015-01-01

    Background Persistent hip pain in older people is usually due to hip osteoarthritis (OA), a major cause of pain, disability, and psychological dysfunction. Objective The purpose of this study is to evaluate whether adding an Internet-based pain coping skills training (PCST) protocol to a standardized intervention of education followed by physical therapist–instructed home exercise leads to greater reductions in pain and improvements in function. Design An assessor-, therapist-, and participant-blinded randomized controlled trial will be conducted. Setting The study will be conducted in a community setting. Participants The participants will be 142 people over 50 years of age with self-reported hip pain consistent with hip OA. Intervention Participants will be randomly allocated to: (1) a control group receiving a 24-week standardized intervention comprising an 8-week Internet-based education package followed by 5 individual physical therapy exercise sessions plus home exercises (3 times weekly) or (2) a PCST group receiving an 8-week Internet-based PCST protocol in addition to the control intervention. Measurements Outcomes will be measured at baseline and 8, 24, and 52 weeks, with the primary time point at 24 weeks. Primary outcomes are hip pain on walking and self-reported physical function. Secondary outcomes include health-related quality-of-life, participant-perceived treatment response, self-efficacy for pain management and function, pain coping attempts, pain catastrophizing, and physical activity. Measurements of adherence, adverse events, use of health services, and process measures will be collected at 24 and 52 weeks. Cost-effectiveness will be assessed at 52 weeks. Limitations A self-reported diagnosis of persistent hip pain will be used. Conclusions The findings will help determine whether adding an Internet-based PCST protocol to standardized education and physical therapist–instructed home exercise is more effective than education and exercise

  11. 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.

  12. Workplace Skills Enhancement Project. Final Report.

    ERIC Educational Resources Information Center

    Seattle-King County Private Industry Council, Seattle, WA.

    The Seattle-King County Private Industry Council developed and delivered a workplace literacy program in partnership with the following agencies: Employment Opportunities Center, Refugee Federation Services Center, and Center for Career Alternatives. The program provided significant workplace literacy skills to 325 actual enrollees (266 Asian, 15…

  13. Reading Comprehension Skills through Workplace Education.

    ERIC Educational Resources Information Center

    Massachusetts Career Development Inst., Springfield.

    This document contains a competency-based workplace literacy curriculum that is intended to develop workers' reading comprehension skills by building on their prior knowledge and integrating job-related reading materials actually used by workers on the job with other academic reading materials and textbooks. Designed to be used in conjunction with…

  14. "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…

  15. 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…

  16. Teaching Job-Related Social Skills to Learning Disabled Adolescents.

    ERIC Educational Resources Information Center

    Whang, Paula L.; And Others

    1984-01-01

    Two learning disabled adolescents participated in training sessions designed to improve six social interaction skills (providing and accepting compliments, accepting instruction and criticism from a supervisor, providing constructive criticism, and explaining a problem to a supervisor). Ss increased these skills and generalized them to actual work…

  17. 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…

  18. Basic Emergency Medical Technician Skills Manual.

    ERIC Educational Resources Information Center

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

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

  19. 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…

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

    ERIC Educational Resources Information Center

    Farmer, Rod

    1982-01-01

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

  1. 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…

  2. Culture Studies and Self-Actualization Theory.

    ERIC Educational Resources Information Center

    Farmer, Rod

    1983-01-01

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

  3. 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)

  4. 50 CFR 253.16 - Actual cost.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

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

  5. Whiteheadian Actual Entitities and String Theory

    NASA Astrophysics Data System (ADS)

    Bracken, Joseph A.

    2012-06-01

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

  6. New Work Systems and Skill Requirements.

    ERIC Educational Resources Information Center

    Cappelli, Peter; Rogovsky, Nikolai

    1994-01-01

    The relationship between production systems, work organization, and skills has become a policy consideration in many industrialized countries seeking to improve competitiveness without reducing wage standards. Decision makers should weigh the costs of making these changes. (JOW)

  7. 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.

  8. 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

  9. 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.

  10. 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

  11. Learning That Works: Basic Skills Programs in Illinois Corporations. Programs and Structures, Report #1.

    ERIC Educational Resources Information Center

    Illinois Literacy Resource Development Center, Rantoul.

    A study examined basic skills programs at 21 Illinois companies. Most of the top managers interviewed recognized the basic skills training needs of their work forces; however, only 14 of the companies actually offered workplace basic skills programs. Three major motivating factors were identified as catalysts for beginning a program: a drive for…

  12. 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…

  13. 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.

  14. 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.

  15. Term Familiarity to indicate Perceived and Actual Difficulty of Text in Medical Digital Libraries.

    PubMed

    Leroy, Gondy; Endicott, James E

    2011-10-01

    With increasing text digitization, digital libraries can personalize materials for individuals with different education levels and language skills. To this end, documents need meta-information describing their difficulty level. Previous attempts at such labeling used readability formulas but the formulas have not been validated with modern texts and their outcome is seldom associated with actual difficulty. We focus on medical texts and are developing new, evidence-based meta-tags that are associated with perceived and actual text difficulty. This work describes a first tag, term familiarity , which is based on term frequency in the Google corpus. We evaluated its feasibility to serve as a tag by looking at a document corpus (N=1,073) and found that terms in blogs or journal articles displayed unexpected but significantly different scores. Term familiarity was then applied to texts and results from a previous user study (N=86) and could better explain differences for perceived and actual difficulty.

  16. Evaluation of health assessment skills.

    PubMed

    Wilbur, J

    1989-01-01

    This article presents the reliability and validity data on a checklist used to evaluate health assessment skills. In 1982, the nurse practitioner faculty at a large midwestern university acknowledged that health assessment skills were basic to the preparation of all nurses and made the decision to require these skills for entry into the graduate program. Because of the varying ways in which health assessment skills are acquired, the faculty saw the need to standardize the expected level of performance. An objective, three-page instrument to measure student competence in performing and recording a health history and physical examination for a client of any age is administered prior to beginning the nurse practitioner sequence of courses. The 91 objective items for this instrument are based on the traditional outline for writing up a client history and physical examination. Criteria for the items are located in an accompanying manual. The student achieves a "Yes" rating on an item if all the components of the item are performed and written according to the criteria. Reliability of the tool was assessed by 12 faculty members who participated in a simulated evaluation. The tool has been used to evaluate the skills of 165 nurses. Of these, 149 nurses were enrolled in a continuing education course, and 16 nurses tested out of a health assessment course.

  17. 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...

  18. 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...

  19. 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...

  20. 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...

  1. 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...

  2. 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

  3. 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.

  4. Auditory sequence analysis and phonological skill

    PubMed Central

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

    2012-01-01

    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

  5. 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.

  6. 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)

  7. What Is Skill?

    ERIC Educational Resources Information Center

    Attewell, Paul

    1990-01-01

    This theoretical analysis of sociological conceptions of skill contrasts four approaches: positivist, ethnomethodological, Weberian, and Marxist. It is argued that impasses in industrial sociology stem from the fact that these approaches use very different notions of skill. (58 references) (SK)

  8. Class Management Skills.

    ERIC Educational Resources Information Center

    Sander, Allan N.

    1989-01-01

    Effective class management in elementary physical education makes instructional time more efficient. Class management skills can be enhanced by concentrating on attention management, behavior management, and organizational techniques. Techniques for improving skills in these three areas are outlined. (IAH)

  9. 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.

  10. 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,…

  11. 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)

  12. 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…

  13. 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…

  14. Probing Skills for Tutors.

    ERIC Educational Resources Information Center

    Brown, Beryl E.

    The Office of Academic Support and Instructional Services (OASIS) at the University of California at San Diego sponsors a workshop that teaches tutors to use five types of probing skills. The use of the skills is fundamental to the student learner's acquisition of complex relationships and problem solving skills. The five types of probes are:…

  15. 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…

  16. Managers' skill set for decentralization.

    PubMed

    1995-01-01

    In order for decentralization to work, central- and field-level managers must have complementary roles and skills. Managers at both levels must master skills in the key management areas which will be most affected by decentralization. This paper summarizes the major skills which family planning managers at the central and local levels must have in a decentralized setting in the areas of program planning and implementation, financial planning/management, staffing, staff supervision, logistics and vehicles management, quality of care and service standards, MIS/reporting and program monitoring, and program evaluation. Selected comments from the International Review Board of The Family Planning Manager are presented on each topic. When decentralization occurs, local staff may find themselves overburdened with their new management responsibilities while they are still expected to carry out their regular work. Transforming doctors, nurses, and administrative staff into managers is a slow process. The process can, however, be made easier by carefully analyzing their new roles and responsibilities and the corresponding skills they need to perform their jobs, and providing them with the appropriate training.

  17. Contributions of Morphological Skill to Children's Essay Writing

    PubMed Central

    Northey, Mary; McCutchen, Deborah; Sanders, Elizabeth A.

    2015-01-01

    Morphological skills have previously been found to reliably predict reading skill, including word reading, vocabulary, and comprehension. However, less is known about how morphological skills might contribute to writing skill, aside from its well-documented role in the development of spelling. This correlational study examines whether morphological skill, as measured by a sentence generation task tapping both derivational morphology and meta-syntactic skills, predicts performance on a standardized essay writing task for fifth- and eighth-grade U.S. students (N = 233), after controlling for grade level, comprehension, and writing fluency. Multilevel analyses indicated that morphological skill and writing fluency were each uniquely predictive of essay quality, and this finding was consistent regardless of whether accurate spelling was required in the morphological task. Our results suggest that morphological skills play an important role in writing, as has been previously documented in reading and spelling. PMID:26957783

  18. Embodied cognition and skilled health behaviour.

    PubMed

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

    2011-08-01

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

  19. 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…

  20. 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.

  1. 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...

  2. 45 CFR 73.735-904 - Resolution of apparent or actual conflicts of interest.

    Code of Federal Regulations, 2010 CFR

    2010-10-01

    ... ADMINISTRATION STANDARDS OF CONDUCT Reporting Financial Interests § 73.735-904 Resolution of apparent or actual... appropriate method of resolving such conflicts when: (1) The trust is qualified under section 202(f) of the Ethics in Government Act of 1978 (Pub. L. 95-521), as amended, and subject to the regulations of...

  3. Thermoregulation during prolonged actual and laboratory-simulated bicycling.

    PubMed

    Brown, S L; Banister, E W

    1985-01-01

    Thermoregulatory and cardiorespiratory responses to bicycling 55 km (mean speed 9.7 m X s-1) outdoors (15 degrees C DB) were compared to equivalent cycle ergometry (90 min at 65% VO2max) in the laboratory (20-23 degrees C DB, 50% RH) in 7 trained cyclists. Outdoor environmental conditions were simulated with fans and lamps, and were contrasted with standard no-wind, no-sun laboratory conditions. Sweating rate was similar during outdoor and laboratory simulated outdoor cycling (0.90 and 0.87 to 0.94 1 X h-1 respectively). During outdoor bicycling, mean heart rate (161 bt X min-1) was 7-13% higher (p less than .05) than under laboratory conditions, suggesting a greater strain for a similar external work rate. The increase in rectal temperature (0.8 degrees C) was 33-50% less (p less than 0.05) at the cooler outdoor ambient temperature than in the laboratory. Thermoregulatory stress was greater under the no-fan, no-lamp laboratory condition than during simulated outdoor conditions (36-38% greater (p less than 0.05) sweating rate, 15-18% greater (p less than 0.01) mean skin temperature, 6.4 to 7.8 fold greater (p less than 0.01) amount of clothing-retrained sweat). The cooling wind encountered in actual road bicycling apparently reduces thermoregulatory and circulatory demands compared with stationary cycle ergometry indoors. Failure to account for this enhanced cooling may result in overestimation of the physiological stress of actual road cycling.(ABSTRACT TRUNCATED AT 250 WORDS)

  4. 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.

  5. 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.

  6. 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.

  7. 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.

  8. External Validity of Contingent Valuation: Comparing Hypothetical and Actual Payments.

    PubMed

    Ryan, Mandy; Mentzakis, Emmanouil; Jareinpituk, Suthi; Cairns, John

    2016-10-09

    Whilst contingent valuation is increasingly used in economics to value benefits, questions remain concerning its external validity that is do hypothetical responses match actual responses? We present results from the first within sample field test. Whilst Hypothetical No is always an Actual No, Hypothetical Yes exceed Actual Yes responses. A constant rate of response reversals across bids/prices could suggest theoretically consistent option value responses. Certainty calibrations (verbal and numerical response scales) minimise hypothetical-actual discrepancies offering a useful solution. Helping respondents resolve uncertainty may reduce the discrepancy between hypothetical and actual payments and thus lead to more accurate policy recommendations. Copyright © 2016 John Wiley & Sons, Ltd.

  9. North Dakota Music Content Standards.

    ERIC Educational Resources Information Center

    Koppang, Angie; Loe, Linda; Neumann, Scott; Stordalen, Emilie; Vranna, Jeff; Hagen, Sarah; Odegaard, Denese

    The standards in this document are intended to provide every student in North Dakota's public schools with a set of skills that will enable him or her to participate in lifelong leisure, avocational, or professional music pursuits. To help all students achieve the standards outlined in the booklet, North Dakota educators must continue to ensure…

  10. 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…

  11. Standard atmosphere

    NASA Technical Reports Server (NTRS)

    Gregg, Willis Ray

    1923-01-01

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

  12. 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.

  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.

  14. Actual questions raised by nanoparticle radiosensitization

    NASA Astrophysics Data System (ADS)

    Brun, Emilie; Sicard-Roselli, Cécile

    2016-11-01

    Radiosensitization by metallic nanoparticles (NP) has been explored for more than a decade with promising results in vitro and in cellulo reported in a vast number of publications. Yet, few clinical trials are on-going. This could be related to the lack of selectivity of NP leading to massive quantities to be injected to observe an effect but also to the higher degree of complexity than first thought leading to an absence of consensus probably caused by the lack of standardization in pre-clinical studies. Given the wide panel of NP used, in terms of core nature, size, coating, not to mention of cell lines and irradiation modalities, cross-comparison of data is not a walk in the park. But only a thorough examination could help identifying the key parameters and the possible mechanisms involved. This step is crucial as it should provide guidance for designing the most efficient combination NP/radiation and rationally establishing clinical protocols. In this review, we will combine and confront cellular radiosensitization results with in vitro and numerical experiments in order to give the more recent vision of this complex phenomenon. We decided to address a few hot topics such as the influence of the incident radiation energy, the localization of NP or the so-called ;biological; effect. We will highlight that among the barriers to break down, some are not restricted to the ;nano; community: an incontestable support could be offered by the ;radiation; community in the broadest sense.

  15. CEC-CED Joint Knowledge and Skills statement for all becoming teachers of students who are deaf or hard of hearing. Joint Standards Committee of the National Council on Education of the Deaf and the Council for Exceptional Children.

    PubMed

    1996-07-01

    In 1992, the National Council on Education of the Deaf (CED) and the Council for Exceptional Children (CEC) began a collaborative process in which new standards were jointly developed and approved by a representation of members from all organizations engaged in the preparation of teachers and in the delivery of services to deaf and hard of hearing learners, including educational, professional/administrative and consumer organizations. A Joint Standards Committee was appointed, and in 1992 enunciated mutually acceptable standards for the preparation of teachers of students who are deaf and hard of hearing. Fundamental to the entire standards development process was respect for the continuum of educational options available for children who are deaf and hard of hearing. The intent of this committee was to provide standards which were credible for all university and college teacher preparation programs and which could serve as a foundation for the development and maintenance of strong and viable programs according to the specific stated philosophy and practice of each. Information regarding the new standards and University/College Program Evaluation can be obtained from: Dr. Harold Johnson, Program Evaluation Chair, Kent State University, Room 405 White Hall, Kent, Ohio 44242.

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

    PubMed

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

    2016-06-08

    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.

  17. The Standardized Letter of Recommendation: Implications for Selection. Research Report. ETS RR-07-38

    ERIC Educational Resources Information Center

    Liu, Ou Lydia; Minsky, Jennifer; Ling, Guangming; Kyllonen, Patrick

    2007-01-01

    In an effort to standardize academic application procedures, the Standardized Letter of Recommendation (SLR) was developed to capture important cognitive and noncognitive qualities of graduate school candidates. The SLR consists of seven scales ("knowledge," "analytical skills," "communication skills,"…

  18. 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.

  19. Steps to Opening the Skilled Trades to Women.

    ERIC Educational Resources Information Center

    Employment Standards Administration (DOL), Washington, DC. Women's Bureau.

    Employers' and unions' acceptance in attitude and practice of the equal capacity of women to function in the skilled trades and other apprentice-type jobs depends upon knowledge of facts, actual experience, and understanding of equal opportunity laws, according to the authors of the document, which offers to employers first steps to take to…

  20. 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…

  1. 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…

  2. Proficiency Verification Systems (PVS): Skills Indices for Language Arts. Technical Note.

    ERIC Educational Resources Information Center

    Humes, Ann

    The procedures undertaken in developing and organizing skills indexes for use in coding elementary school language arts textbooks to determine what is actually taught are presented in this paper. The outlined procedures included performing a preliminary analysis on four language arts textbooks to compile an extensive list of skills and performance…

  3. 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…

  4. Survival Skills for Graduate School and Beyond.

    ERIC Educational Resources Information Center

    Fischer, Beth A.; Zigmond, Michael J.

    1998-01-01

    Formal instruction in general professional skills should be made a standard element of graduate training programs to better prepare students for success in graduate school and beyond. Issues to be addressed in such training include communication of ideas and results, obtaining jobs and funding, attracting students and staff, academic integrity,…

  5. 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…

  6. The Observational Learning of a Timing Skill.

    ERIC Educational Resources Information Center

    Bird, Anne Marie; And Others

    Current social learning theory proposes that motor skill information which is acquired by means of observational strategies is stored cognitively in the form of a conceptual representation. The latter is then said to be used as a basis for response production and as a standard for response corrections which occur as a function of performance…

  7. 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…

  8. 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,…

  9. 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.…

  10. 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…

  11. 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…

  12. Influence of Writing Ability and Computation Skill on Mathematics Writing

    ERIC Educational Resources Information Center

    Powell, Sarah R.; Hebert, Michael A.

    2016-01-01

    Mathematics standards expect students to communicate about mathematics using oral and written methods, and some high-stakes assessments ask students to answer mathematics questions by writing. Assumptions about mathematics communication via writing include (a) students possess writing skill, (b) students can transfer this writing skill to…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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.…

  18. Rural Thinking Skills Catalog.

    ERIC Educational Resources Information Center

    Kruse, Janice

    This catalog aims to help educators locate materials which will assist them in effectively teaching thinking skills. Research for Better Schools (RBS) serves as the lead educational laboratory for the Department of Education's national project on thinking skills. A total of 248 resources, including pamphlets, documents of activities, computer…

  19. ESPC Integrated Skill Diagnostics

    DTIC Science & Technology

    2015-09-30

    monitoring systems for gauging performance of the ESPC. This is an integral part of the overall ESPC goal of developing a global coupled system between...1 DISTRIBUTION STATEMENT A. Approved for public release; distribution is unlimited. ESPC Integrated Skill Diagnostics Maria Flatau Naval...quantitative skill metrics to assess the advancements in the Earth System Prediction Capability (ESPC). This work will also implement automated

  20. 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…

  1. 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…

  2. Critical Thinking Skills.

    ERIC Educational Resources Information Center

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

    1998-01-01

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

  3. 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…

  4. 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…

  5. 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…

  6. The Employability Skills Portfolio.

    ERIC Educational Resources Information Center

    Stemmer, Paul; And Others

    1992-01-01

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

  7. 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…

  8. Art and Thinking Skills.

    ERIC Educational Resources Information Center

    McCoubrey, Sharon

    1994-01-01

    This theme issue reviews and confirms the connection between thinking skills and art education. Articles offer possible teaching approaches and specific lesson plans dealing with thinking skills. The issue includes: (1) "Editor's View" (Sharon McCoubrey); (2) "Critical and Creative Thinking and Making Art" (Carol Fineberg); (3)…

  9. When Thinking Skills Trump Reading Skills

    ERIC Educational Resources Information Center

    Ivey, Gay; Fisher, Douglas

    2006-01-01

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

  10. Learning Accomplishment Profile-Diagnostic Standardized Assessment (LAP-D).

    ERIC Educational Resources Information Center

    Sexton, David; Lobman, Marcia; Oremland, Jeff

    1999-01-01

    This article describes the Learning Accomplishment Profile-Diagnostic Standardized Assessment, a standardized norm-referenced developmental assessment tool for children between the ages of 30 to 72 months. The test assesses fine motor skills, language skills, cognitive ability, and gross motor development. Its administration, standardization,…

  11. 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…

  12. 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)

  13. 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.

  14. 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…

  15. The Fusion Model for Skills Diagnosis: Blending Theory with Practicality. Research Report. ETS RR-08-71

    ERIC Educational Resources Information Center

    Hartz, Sarah; Roussos, Louis

    2008-01-01

    This paper presents the development of the fusion model skills diagnosis system (fusion model system), which can help integrate standardized testing into the learning process with both skills-level examinee parameters for modeling examinee skill mastery and skills-level item parameters, giving information about the diagnostic power of the test.…

  16. Information Skills for Electronic Resources.

    ERIC Educational Resources Information Center

    Pappas, Marjorie L.

    1995-01-01

    Discusses the importance of developing strong skills in electronic searching and stresses the importance of teaching these skills across the curriculum. Several skill models, are suggested and components of search strategies are briefly outlined. (JKP)

  17. Low Compression Tennis Balls and Skill Development

    PubMed Central

    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 Points LCB may aid skill learning in tennis. Qualitative indicators. Statistical evidence not conclusive. Further studies of larger groups recommended. PMID:24357952

  18. Analytical Ferrography Standardization.

    DTIC Science & Technology

    1982-01-01

    normalized density readings versus slide position * Lease Squares Line: Y = ax + b * Mean Value of Density: YBAR * Standard Deviation of Density Distribution...11 =ZU U) y U)U 0 z w) LU Rip > -(0> > < cn z -U cc L c 0D CD Cl)>> >< > = 0 0 facilities, as illustrated in Figure 5. Upon receipt of the sample set...the standard deviation of the y population for a given x. The definition is: n-2 where Yi = actual values of y yic = values of y computed from the

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

    ERIC Educational Resources Information Center

    Farmer, Rodney B.

    1980-01-01

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

  20. 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)

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

    ERIC Educational Resources Information Center

    Ivie, Stanley D.

    1982-01-01

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

  2. 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…

  3. 26 CFR 1.953-2 - Actual United States risks.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... 26 Internal Revenue 10 2010-04-01 2010-04-01 false Actual United States risks. 1.953-2 Section 1... (CONTINUED) INCOME TAXES Controlled Foreign Corporations § 1.953-2 Actual United States risks. (a) In general. For purposes of paragraph (a) of § 1.953-1, the term “United States risks” means risks described...

  4. 26 CFR 1.953-2 - Actual United States risks.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... 26 Internal Revenue 10 2011-04-01 2011-04-01 false Actual United States risks. 1.953-2 Section 1... (CONTINUED) INCOME TAXES (CONTINUED) Controlled Foreign Corporations § 1.953-2 Actual United States risks. (a) In general. For purposes of paragraph (a) of § 1.953-1, the term “United States risks” means...

  5. 26 CFR 1.953-2 - Actual United States risks.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 26 Internal Revenue 10 2014-04-01 2013-04-01 true Actual United States risks. 1.953-2 Section 1... (CONTINUED) INCOME TAXES (CONTINUED) Controlled Foreign Corporations § 1.953-2 Actual United States risks. (a) In general. For purposes of paragraph (a) of § 1.953-1, the term “United States risks” means...

  6. 26 CFR 1.953-2 - Actual United States risks.

    Code of Federal Regulations, 2013 CFR

    2013-04-01

    ... 26 Internal Revenue 10 2013-04-01 2013-04-01 false Actual United States risks. 1.953-2 Section 1... (CONTINUED) INCOME TAXES (CONTINUED) Controlled Foreign Corporations § 1.953-2 Actual United States risks. (a) In general. For purposes of paragraph (a) of § 1.953-1, the term “United States risks” means...

  7. 26 CFR 1.953-2 - Actual United States risks.

    Code of Federal Regulations, 2012 CFR

    2012-04-01

    ... 26 Internal Revenue 10 2012-04-01 2012-04-01 false Actual United States risks. 1.953-2 Section 1... (CONTINUED) INCOME TAXES (CONTINUED) Controlled Foreign Corporations § 1.953-2 Actual United States risks. (a) In general. For purposes of paragraph (a) of § 1.953-1, the term “United States risks” means...

  8. 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…

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

    ERIC Educational Resources Information Center

    Edwards, John Dexter

    2010-01-01

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

  10. 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.

  11. Research in Nursing and Nutrition: Is Randomized Clinical Trial the Actual Gold Standard?

    PubMed

    Baldi, Ileana; Soriani, Nicola; Lorenzoni, Giulia; Azzolina, Danila; Dal Lago, Elisa; De Bardi, Sara; Verduci, Elvira; Zanotti, Renzo; Gregori, Dario

    The aim of this study was to assess the quality of reporting of nurse-driven randomized controlled trials involving a direct nutritional intervention. A bibliometric search for randomized controlled trials involving a direct nutritional intervention from 1991 to 2011 in nursing research was conducted. Both quality of the study and design aspects were evaluated. The prevalent randomized controlled trial design used is 2-arm parallel, individual, and randomized with a continuous primary endpoint. Global numbers of randomized controlled trials and the proportion of good-quality randomized controlled trials began a steady and marked rise, more than doubling, from the 1990s to about 2001 and increased slowly thereafter. Studies are overall sufficiently well designed, although there is still room for quality improvement. Additionally, implementation of new randomized controlled trial designs exists and should be advocated.

  12. 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.

  13. Photojournalists Need Reporting Skills, Too.

    ERIC Educational Resources Information Center

    Townsend, Jerry

    1980-01-01

    Argues that journalists and photojournalists require training in the same skills, including the skills needed in news judgment, organization, interviewing, story idea development, and copy writing. (AEA)

  14. A-level skills

    NASA Astrophysics Data System (ADS)

    Downie, Neil A.

    2016-12-01

    In reply to the Graduate Careers article "Taking the long view" (October 2016 pp48–50), in which Patrick White and Emma Smith suggest that talk of a skills shortage in science, technology, engineering and mathematics (STEM) is overblown.

  15. Skills for Effective Consultation.

    ERIC Educational Resources Information Center

    Dustin, Dick; Ehly, Stewart

    1984-01-01

    Discusses counselor skills that promote effective consultation. Reviews research on effective school consultation and presents a five-stage model which involves phasing in, problem identification, implementation, evaluation, and termination. Provides recommendations for the process and products of consultation. (JAC)

  16. [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.

  17. 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

  18. Crew Skills and Training

    NASA Technical Reports Server (NTRS)

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

    1998-01-01

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

  19. Skill in Retrievals

    NASA Technical Reports Server (NTRS)

    Aumann, Hartmut H.; Manning, Evan

    2008-01-01

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

  20. 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…

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

    ERIC Educational Resources Information Center

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

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

  2. Technical/Engineering. 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 and validated by industry as necessary to all Georgia students in secondary-level technical/engineering programs. First, foundation skills are grouped as follows: basic skills (reading, writing, arithmetic/mathematics, listening, speaking); thinking…

  3. Human Services. 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 and validated by industry as necessary to all Georgia students in secondary-level human services occupations programs. First, foundation skills are grouped as follows: basic skills (reading, writing, arithmetic/mathematics, listening, speaking);…

  4. Actual 10-Year Survivors Following Resection of Adrenocortical Carcinoma

    PubMed Central

    Tran, Thuy B.; Postlewait, Lauren M.; Maithel, Shishir K.; Prescott, Jason D.; Wang, Tracy S.; Glenn, Jason; Phay, John E.; Keplinger, Kara; Fields, Ryan C.; Jin, Linda X.; Weber, Sharon M.; Salem, Ahmed; Sicklick, Jason K.; Gad, Shady; Yopp, Adam C.; Mansour, John C.; Duh, Quan-Yang; Seiser, Natalie; Solorzano, Carmen C.; Kiernan, Colleen M.; Votanopoulos, Konstantinos I.; Levine, Edward A.; Hatzaras, Ioannis; Shenoy, Rivfka; Pawlik, Timothy M.; Norton, Jeffrey A.; Poultsides, George A.

    2017-01-01

    Background Adrenocortical carcinoma (ACC) is a rare and aggressive malignancy with limited therapeutic options beyond surgical resection. The characteristics of actual long-term survivors following surgical resection for ACC have not been previously reported. Method Patients who underwent resection for ACC at one of 13 academic institutions participating in the US Adrenocortical Carcinoma Group from 1993 to 2014 were analyzed. Patients were stratified into four groups: early mortality (died within 2 years), late mortality (died within 2–5 years), actual 5-year survivor (survived at least 5 years), and actual 10-year survivor (survived at least 10 years). Patients with less than 5 years of follow-up were excluded. Results Among the 180 patients available for analysis, there were 49 actual 5-year survivors (27%) and 12 actual 10-year survivors (7%). Patients who experienced early mortality had higher rates of cortisol-secreting tumors, nodal metastasis, synchronous distant metastasis, and R1 or R2 resections (all P < 0.05). The need for multi-visceral resection, perioperative blood transfusion, and adjuvant therapy correlated with early mortality. However, nodal involvement, distant metastasis, and R1 resection did not preclude patients from becoming actual 10-year survivors. Ten of twelve actual 10-year survivors were women, and of the seven 10-year survivors who experienced disease recurrence, five had undergone repeat surgery to resect the recurrence. Conclusion Surgery for ACC can offer a 1 in 4 chance of actual 5-year survival and a 1 in 15 chance of actual 10-year survival. Long-term survival was often achieved with repeat resection for local or distant recurrence, further underscoring the important role of surgery in managing patients with ACC. PMID:27633419

  5. 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...

  6. 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...

  7. 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...

  8. 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...

  9. 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...

  10. 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…

  11. 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…

  12. 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…

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

    ERIC Educational Resources Information Center

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

    2002-01-01

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

  14. 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 on…

  15. 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…

  16. 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.,…

  17. American Indian Standards for Health Education.

    ERIC Educational Resources Information Center

    Bureau of Indian Affairs (Dept. of Interior), Washington, DC. Office of Indian Education Programs.

    These American Indian standards for health education were developed in close alignment with the 1995 U.S. national standards. While the text of the actual "standards" is the same in both documents, the performance indicators in this material have been tailored specifically for use in schools serving American Indian students. Like the…

  18. 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.

  19. 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.

  20. 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…

  1. 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…

  2. 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 skills…

  3. Electrodermal responses to implied versus actual violence on television.

    PubMed

    Kalamas, A D; Gruber, M L

    1998-01-01

    The electrodermal response (EDR) of children watching a violent show was measured. Particular attention was paid to the type of violence (actual or implied) that prompted an EDR. In addition, the impact of the auditory component (sounds associated with violence) of the show was evaluated. Implied violent stimuli, such as the villain's face, elicited the strongest EDR. The elements that elicited the weakest responses were the actual violent stimuli, such as stabbing. The background noise and voices of the sound track enhanced the total number of EDRs. The results suggest that implied violence may elicit more fear (as measured by EDRs) than actual violence does and that sounds alone contribute significantly to the emotional response to television violence. One should not, therefore, categorically assume that a show with mostly actual violence evokes less fear than one with mostly implied violence.

  4. 40. Photocopy of plan of the Castillo c. 1779 (Actual ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    40. Photocopy of plan of the Castillo c. 1779 (Actual Negative 4'x5') STAR PLAN, COURTYARD FACADE PROFILE AND DEFENSIVE LINKS - Castillo de San Marcos, 1 Castillo Drive, Saint Augustine, St. Johns County, FL

  5. 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…

  6. Actuarial and actual analysis of surgical results: empirical validation.

    PubMed

    Grunkemeier, G L; Anderson, R P; Starr, A

    2001-06-01

    This report validates the use of the Kaplan-Meier (actuarial) method of computing survival curves by comparing 12-year estimates published in 1978 with current assessments. It also contrasts cumulative incidence curves, referred to as "actual" analysis in the cardiac-related literature with Kaplan-Meier curves for thromboembolism and demonstrates that with the former estimate the percentage of events that will actually occur.

  7. 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

  8. 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.

  9. Global Drought Prediction based on the Standardized Precipitation Index In Support of the Global Drought Information System

    NASA Astrophysics Data System (ADS)

    Mo, K. C.; Lyon, B.

    2013-12-01

    The Standardized Precipitation Index (SPI) is routinely used to classify and monitor meteorological drought. By combining observed precipitation (P) with seasonal forecast values from the National Multi Model ensemble (NMME), we have generated global predictions of the 3, 6, and 12-month SPI. In this approach, P forecasts (out to 9 months) for each of the six models in the NMME were first error corrected and then appended to the observed precipitation analyses to form an extended P data set. The SPI forecasts were then obtained from this extended time series, generated separately for each model. The NMME ensemble SPI forecasts were then obtained as the equally weighted mean of the SPI forecasts from the individual models. To evaluate the skill of the NMME SPI forecasts, baseline forecast skill was first obtained based only on observational data and the intrinsic persistence characteristics of the SPI index. First, baseline SPI forecasts were made for each month in the historical record (here, 1982-2010) for lead times out to 9 months and then correlated with actual observations, with statistically significant correlation values representing the baseline skill. This baseline correlation was then subtracted from the correlation between historical NMME-generated SPI forecasts and observations to obtain a measure of the enhanced skill found by including the NMME. The enhanced skill is found to be regionally and seasonally dependent. Generally speaking, the NMME provides the greatest enhanced skill in regions and seasons impacted by ENSO and the least skill during boreal summer. Some exceptions will be discussed. A fundamental challenge to generating global SPI forecasts in near real-time is the large uncertainty in the observed precipitation values in data sparse regions of the globe. This will be addressed in the talk.

  10. Standard Procedure.

    ERIC Educational Resources Information Center

    Uher, Alan E.

    Whether common standards exist among the national standards for kindergarten through grade 12 mathematics, science, and civics and government was studied. Common standards were explored among "Curriculum and Evaluation Standards for School Mathematics," produced by the National Council of Teachers of Mathematics, the "National…

  11. Typing Skills of Physicians in Training

    PubMed Central

    Kalava, Arun; Ravindranath, Sapna; Bronshteyn, Inessa; Munjal, Ripudaman S.; SchianodiCola, Joseph; Yarmush, Joel M.

    2014-01-01

    Background There is an increasing use of electronic health records in hospitals across the United States. The speed and accuracy of residents in documenting electronic health records has been insufficiently addressed. Methods We studied resident typing skills at New York Methodist Hospital. Participating residents typed a standard 100-word alphanumerical paragraph of a patient's medical history. Typing skills were assessed by calculating the net words per minute (WPM). Typing skills were categorized as follows: (1) fewer than 26 net WPM as very slow; (2) 26 to 35 net WPM as slow; (3) 35 to 45 net WPM as intermediate; and (4) greater than 45 net WPM as fast. Residents were further categorized into (1) American medical graduates; (2) American international medical graduates; and (3) non-American international medical graduates. Results A total of 104 of 280 residents (37%) participated in the study. There was equal representation from various specialties, backgrounds, and all postgraduate levels of training. The median typing speed was 30.4 net WPM. Typing skills were very slow (34 of 104, 33%), slow (28 of 104, 27%), intermediate (29 of 104, 28%), and fast (13 of 104, 12%) among the residents. Typing skills of non-American international medical graduates (mean net WPM of 25.9) were significantly slower than those of American medical graduates (mean net WPM of 35.9) and American international medical graduates (mean net WPM of 33.5). Conclusions Most residents (60%, 62 of 104) who participated in the study at our institute lacked typing skills. As the use of electronic health records increases, a lack of typing skills may impact residents' time for learning and patient care. PMID:24701328

  12. 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.

  13. Dental Laboratory Technology Program Standards.

    ERIC Educational Resources Information Center

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

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

  14. Non-technical skills assessment in surgery.

    PubMed

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

    2011-09-01

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

  15. 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.

  16. 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.

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

    PubMed

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

    2013-06-07

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

  18. Teaching Receptive Language Skills

    PubMed Central

    Grow, Laura; LeBlanc, Linda

    2013-01-01

    Receptive language refers to responding appropriately to another person's spoken language. Most curricula dedicate a proportion of early intervention to developing receptive language skills. The specific terms used to refer to the receptive language programs and the recommendations for teaching such skills vary considerably across the early intervention curricula. The present paper will provide a conceptual analysis of the desired controlling variables for different receptive language programs, teaching recommendations, a brief review of the literature to substantiate the teaching recommendations, and a discussion of the potential negative effects of deviating from the recommendations. PMID:25729507

  19. Write Right!: Owners' Manual Project Develops Communication Skills

    ERIC Educational Resources Information Center

    Fitzgerald, Mike

    2007-01-01

    This article introduces an activity based on Standard 12 of the "Standards for Technological Literacy" that will help students develop good writing skills. It also describes the elements of a writing prompt and of a rubric, the advantages of using rubrics, and the writing development process itself. It provides an activity through which students…

  20. 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

  1. 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…

  2. 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.

  3. 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...

  4. 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

  5. Warm Up with Skill.

    ERIC Educational Resources Information Center

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

    1989-01-01

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

  6. Assessing Listening Skills.

    ERIC Educational Resources Information Center

    Ridge, Alice

    Teachers confronted with the task of teaching or assessing listening skills should realize that competence in listening is acquired by knowing and doing and is evidenced by appropriate feedback or response. Various state curriculum and assessment projects have identified and grouped competencies in listening according to function, such as sensing,…

  7. 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…

  8. Assessing Students' Metacognitive Skills

    PubMed Central

    Alman, Martha; Gardner, Stephanie; Born, Charles

    2007-01-01

    Objective To develop a diagnostic test for assessing cognitive skills related to metacognition in a physiology course. Methods Cognitive skills believed to be related to metacognition (visualizing lecture information and interpreting diagrams) were identified in a first-professional year (P1) physiology course and test items were constructed for each. Analyses included overall reliability, item discrimination, and variance comparisons of 4 groups to assess the effect of prior physiology coursework and diagnostic test score level on the first examination in physiology. Results Overall reliability was 0.83 (N = 78). Eighty percent of the test items discriminated positively. The average diagnostic test scores of students with or without a prior physiology course did not differ significantly. Students who scored above the class mean on the diagnostic test and who had taken a prior physiology course also had the highest average scores on the physiology examination. Conclusion The diagnostic test provided a measure of a limited number of skills related to metacognition, and preliminary data suggest that such skills are especially important in retaining information. PMID:17429514

  9. 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…

  10. 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…

  11. Listening Skills Handbook.

    ERIC Educational Resources Information Center

    Decatur Public Schools District 61, IL.

    Defining listening as the active and conscious process of hearing, recognizing, and interpreting or comprehending language, this guide provides numerous activities to promote the listening skills of primary and intermediate grade students. Specifically, the activities described seek to develop (1) the ability of young students to listen…

  12. Autonomous Robot Skill Acquisition

    DTIC Science & Technology

    2011-05-01

    Research. ix ABSTRACT AUTONOMOUS ROBOT SKILL ACQUISITION MAY 2011 GEORGE DIMITRI KONIDARIS B.Sc., UNIVERSITY OF THE WITWATERSRAND B.Sc. Hons., UNIVERSITY...OF THE WITWATERSRAND M.Sc., UNIVERSITY OF EDINBURGH Ph.D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Andrew G. Barto Among the most

  13. Teaching Science -- Skill Building.

    ERIC Educational Resources Information Center

    Schmiess, Elmer

    1983-01-01

    Skills needed for problem-solving are discussed. Examples of defining problems, questioning, observing, classifying, predicting, and confirming are provided. An overview of the Elementary Science Study (ESS) program, including a list of ESS units (grouped by subject matter), is also provided. (Author/JN)

  14. 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…

  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. 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…

  17. 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,…

  18. Taxonomy of Learning Skills

    DTIC Science & Technology

    1988-04-01

    knowledge and skill levels, and to explore the feasibility of a model -based system of psychological assessment. Support was provided by the Air Force...6 Information Processing Model -Based Taxonomies...couditions-of-learni% analysis; (b) cntpirical-correlattonal, based on an individual differences analysis; and (c) model -based, from formal computer

  19. Teaching Presentation Skills

    ERIC Educational Resources Information Center

    Baker, William H.; Thompson, Michael P.

    2004-01-01

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

  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. 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…

  2. Improving Teachers' Verbal Skills.

    ERIC Educational Resources Information Center

    Albrecht, Kay

    1992-01-01

    Suggests strategies center directors can use to improve teachers' verbal interactions with children. Directors can help teachers (1) understand child growth and development; (2) understand that what they say matters; (3) hear themselves talking to children; and (4) develop their observation skills. Directors can also share good models with…

  3. Maine's Employability Skills Program

    ERIC Educational Resources Information Center

    McMahon, John M.; Wolffe, Karen E.; Wolfe, Judy; Brooker, Carrie

    2013-01-01

    This Practice Report describes the development and implementation of the "Maine Employability Skills Program," a model employment program developed by the Maine Division for the Blind and Visually Impaired (DBVI). The program was designed to support the efforts of the chronically unemployed or underemployed. These consumers were either…

  4. 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…

  5. Scaffolding Reading Comprehension Skills

    ERIC Educational Resources Information Center

    Salem, Ashraf Atta Mohamed Safein

    2017-01-01

    The current study investigates whether English language teachers use scaffolding strategies for developing their students' reading comprehension skills or just for assessing their comprehension. It also tries to demonstrate whether teachers are aware of these strategies or they use them as a matter of habit. A questionnaire as well as structured…

  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. 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…

  8. 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,…

  9. 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…

  10. Teaching and assessing procedural skills using simulation: metrics and methodology.

    PubMed

    Lammers, Richard L; Davenport, Moira; Korley, Frederick; Griswold-Theodorson, Sharon; Fitch, Michael T; Narang, Aneesh T; Evans, Leigh V; Gross, Amy; Rodriguez, Elliot; Dodge, Kelly L; Hamann, Cara J; Robey, Walter C

    2008-11-01

    Simulation allows educators to develop learner-focused training and outcomes-based assessments. However, the effectiveness and validity of simulation-based training in emergency medicine (EM) requires further investigation. Teaching and testing technical skills require methods and assessment instruments that are somewhat different than those used for cognitive or team skills. Drawing from work published by other medical disciplines as well as educational, behavioral, and human factors research, the authors developed six research themes: measurement of procedural skills; development of performance standards; assessment and validation of training methods, simulator models, and assessment tools; optimization of training methods; transfer of skills learned on simulator models to patients; and prevention of skill decay over time. The article reviews relevant and established educational research methodologies and identifies gaps in our knowledge of how physicians learn procedures. The authors present questions requiring further research that, once answered, will advance understanding of simulation-based procedural training and assessment in EM.

  11. 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

  12. 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.

  13. Communication Skills in the Electronic Office.

    ERIC Educational Resources Information Center

    Satterwhite, Marilyn

    1986-01-01

    The author looks at how today's technology affects basic communication skills. She examines technology versus communication skills, the continuing need for communication skills, who should teach communications, and teaching communication skills effectively (including basic language skills, writing skills, composing the message, dictation skills,…

  14. 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.

  15. 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)

  16. 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.…

  17. 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…

  18. 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…

  19. 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…

  20. Matematica Actual: Libro del Professor (Modern Mathematics: Teacher's Manual).

    ERIC Educational Resources Information Center

    Parot, Jean Jacques

    This document suggests learning activities for kindergarten children to develop skills of basic reasoning and numerical calculation that the children will be using throughout life. This teacher's guide provides a list of games and activities and discusses the relationship between the games and their themes and their intended educational…

  1. Comparing Students' Perceived and Actual Competence in Higher Vocational Education

    ERIC Educational Resources Information Center

    Baartman, Liesbeth; Ruijs, Lotte

    2011-01-01

    This article studies the relationship between students' perceived competence--operationalised in self-efficacy beliefs--and their competence as assessed by the educational institute. Contrary to previous studies, the current study focuses on competence instead of on isolated knowledge and skills. Students (N = 169) in four subsequent years of a…

  2. Evaluation of graduate nursing students' information literacy self-efficacy and applied skills.

    PubMed

    Robertson, D Susie; Felicilda-Reynaldo, Rhea Faye D

    2015-03-01

    Maintaining evidence-based nursing practice requires information literacy (IL) skills that should be established prior to completing an undergraduate nursing degree. Based on Bandura's social cognitive theory, this cross-sectional descriptive correlational study assessed the perceived and applied IL skills of graduate nursing students from two family nurse practitioner (FNP) programs in the midwestern United States. Results showed that although the 26 newly admitted FNP students demonstrated a high level of confidence in their IL skills, the students did not perform well in the actual IL skills test. According to Bandura, the students' confidence in their IL knowledge should allow students to be engaged in course activities requiring IL skills. Nurse educators teaching in undergraduate or graduate programs are in key positions to incorporate IL experiences into class activities to allow for skill assessment and further practice. Further research is needed on nursing students' IL self-efficacy and performance.

  3. Baccalaureate Students Learn Assessment Skills

    ERIC Educational Resources Information Center

    Hagopian, Gloria; Kilpack, Virginia

    1974-01-01

    A model for incorporating selected nursing practitioner skills at the University of Rochester School of Nursing (New York) begins the teaching of physical assessment skills with the neurological examination in the first year of the undergraduate nursing major. (EA)

  4. 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)

  5. 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.

  6. 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…

  7. 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…

  8. William Brennan and the Failed "Theory" of Actual Malice.

    ERIC Educational Resources Information Center

    Gillmor, Donald M.

    This paper contains an analysis of Justice William Brennan's Supreme Court opinions concerning cases on freedom of expression and his interpretations of Alexander Meiklejohn's theory of actual malice in cases of libel. Particular attention is paid to Brennan's landmark contribution to the law of libel, his opinion in "New York Times v.…

  9. 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…

  10. Venture actualization in nursing. An analysis of innovation.

    PubMed

    Neidlinger, S H; Bartleson, B J; Drews, N; Hukari, D

    1992-01-01

    From innovations shared by nurse executives and nurse intrapreneurs in acute care hospitals, The Venture Actualization in Nursing Model emerged. Derived from a nursing perspective, this model captures the steps of the nurse innovation process, linking the nurse executive and nurse intrapreneur role components to the process that leads to venture success.

  11. Comparison of Actual Surgical Outcomes and 3D Surgical Simulations

    PubMed Central

    Tucker, Scott; Cevidanes, Lucia; Styner, Martin; Kim, Hyungmin; Reyes, Mauricio; Proffit, William; Turvey, Timothy

    2009-01-01

    Purpose The advent of imaging software programs have proved to be useful for diagnosis, treatment planning, and outcome measurement, but precision of 3D surgical simulation still needs to be tested. This study was conducted to determine if the virtual surgery performed on 3D models constructed from Cone-beam CT (CBCT) can correctly simulate the actual surgical outcome and to validate the ability of this emerging technology to recreate the orthognathic surgery hard tissue movements in 3 translational and 3 rotational planes of space. Methods Construction of pre- and post-surgery 3D models from CBCTs of 14 patients who had combined maxillary advancement and mandibular setback surgery and 6 patients who had one-piece maxillary advancement surgery was performed. The post-surgery and virtually simulated surgery 3D models were registered at the cranial base to quantify differences between simulated and actual surgery models. Hotelling T-test were used to assess the differences between simulated and actual surgical outcomes. Results For all anatomic regions of interest, there was no statistically significant difference between the simulated and the actual surgical models. The right lateral ramus was the only region that showed a statistically significant, but small difference when comparing two- and one-jaw surgeries. Conclusions Virtual surgical methods were reliably reproduced, oral surgery residents could benefit from virtual surgical training, and computer simulation has the potential to increase predictability in the operating room. PMID:20591553

  12. 24 CFR 200.96 - Certificates of actual cost.

    Code of Federal Regulations, 2010 CFR

    2010-04-01

    ... URBAN DEVELOPMENT GENERAL INTRODUCTION TO FHA PROGRAMS Requirements for Application, Commitment, and... Continuing Eligibility Requirements for Existing Projects Cost Certification § 200.96 Certificates of actual... before final endorsement, except that in the case of an existing project that does not...

  13. 24 CFR 200.96 - Certificates of actual cost.

    Code of Federal Regulations, 2011 CFR

    2011-04-01

    ... URBAN DEVELOPMENT GENERAL INTRODUCTION TO FHA PROGRAMS Requirements for Application, Commitment, and... Continuing Eligibility Requirements for Existing Projects Cost Certification § 200.96 Certificates of actual... before final endorsement, except that in the case of an existing project that does not...

  14. Computer/PERT technique monitors actual versus allocated costs

    NASA Technical Reports Server (NTRS)

    Houry, E.; Walker, J. D.

    1967-01-01

    A computer method measures the users performance in cost-type contracts utilizing the existing nasa program evaluation review technique without imposing any additional reporting requirements. progress is measured by comparing actual costs with a value of work performed in a specific period.

  15. Fair Equality of Opportunity in Our Actual World

    ERIC Educational Resources Information Center

    Sachs, Benjamin

    2016-01-01

    Fair equality of opportunity, a principle that governs the competition for desirable jobs, can seem irrelevant in our actual world, for two reasons. First, parents have broad liberty to raise their children as they see fit, which seems to undermine the fair equality of opportunity-based commitment to eliminating the effects of social circumstances…

  16. Just the Facts: Common Core State Standards

    ERIC Educational Resources Information Center

    Williams, Cheryl Scott

    2012-01-01

    In this article, the author talks about the Common Core State Standards and what they mean to teachers and their students. The Common Core State Standards Initiative provides an opportunity for classroom practitioners across the nation to hone their skills, focus on student learning, and ensure that all the students they serve will be working…

  17. The Common Core State Standards for Mathematics

    ERIC Educational Resources Information Center

    Akkus, Murat

    2016-01-01

    The Common Core State Standards for Mathematics (CCSSM) was published in 2010 and includes a complete collection of standards that are published and reviewed as a "common core" in which math skills have been extensively adopted. The recommendations provided have been entirely or partially adapted by more than 47 states of the US.…

  18. 49 CFR 384.202 - Test standards.

    Code of Federal Regulations, 2013 CFR

    2013-10-01

    ... 49 Transportation 5 2013-10-01 2013-10-01 false Test standards. 384.202 Section 384.202... COMMERCIAL DRIVER'S LICENSE PROGRAM Minimum Standards for Substantial Compliance by States § 384.202 Test... driving skills test for the operation of a CMV in accordance with part 383 of this title....

  19. National Standards for History. Basic Edition.

    ERIC Educational Resources Information Center

    National Center for History in the Schools, Los Angeles, CA.

    This revised guide is intended for teachers to aid in development of history curriculum in the schools and explains what students should know and be able to do in each of the grade levels. The book addresses two types of standards: (1) historical thinking skills; and (2) historical understandings. Standards in history for grades K-4 include: (1)…

  20. A Standards-Based Science Fair

    ERIC Educational Resources Information Center

    Rillero, Peter

    2011-01-01

    In standards-based science fairs, children learn more about what they are interested in. They deepen understandings of how science works and improve inquiry skills--including the ability to communicate and share research results. Parents learn more about science inquiry and their child's science abilities. The standards-based science fair builds…

  1. 49 CFR 384.202 - Test standards.

    Code of Federal Regulations, 2011 CFR

    2011-10-01

    ... 49 Transportation 5 2011-10-01 2011-10-01 false Test standards. 384.202 Section 384.202... COMMERCIAL DRIVER'S LICENSE PROGRAM Minimum Standards for Substantial Compliance by States § 384.202 Test... driving skills test for the operation of a CMV in accordance with part 383 of this title....

  2. Job Grading Standard for Machinist, WG 3414.

    ERIC Educational Resources Information Center

    Civil Service Commission, Washington, DC. Bureau of Policies and Standards.

    The standard covers nonsupervisory work involved in the manufacture and repair of parts and items of equipment which require the use of various types of standard and special machine tools and their attachments to machine metals, metal alloys, and other materials. The work requires skills ranging from initial planning of necessary work sequences to…

  3. 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.

  4. 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…

  5. Skills Verdict: Must Do Better

    ERIC Educational Resources Information Center

    Spilsbury, Mark

    2010-01-01

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

  6. 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…

  7. Building Skills to Build Communities

    ERIC Educational Resources Information Center

    Russell, Geoff

    2011-01-01

    Communities are at the heart of the government's vision for the Big Society. And it's the author's strongly held view that skills should be at the heart of each and every one of those communities. If one grows the skills of an individual then the community will flourish. There is a job to be done in building skills to build communities--skilled…

  8. Communication Skills for the Future.

    ERIC Educational Resources Information Center

    LaConte, Ronald T.

    1984-01-01

    Information age communication skills that are being neglected include message compression, decoding and interpreting, kinesics, information synthesis, visual literacy, and rapid analysis and evaluation of message validity. Among ways to improve these skills are concentrating on transitional skills, adopting a holistic approach, increasing lateral…

  9. 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…

  10. 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…

  11. 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…

  12. Organizing a Study Skills Workshop.

    ERIC Educational Resources Information Center

    Feller, Myrna; Hussey, Ruth

    This study skills workshop guide, for the college level, is designed to help students assess their study skills and personal behavior goals for becoming academically effective and confident. Seven consecutive, 2-hour, weekly sessions emphasize learning as an active process and concentrate on specific skills: objectives and goals; time management;…

  13. Developing Thinking Skills with Computers.

    ERIC Educational Resources Information Center

    Black, John B.; And Others

    1988-01-01

    A study in which Logo programming was used to teach problem-solving skills to fourth to eighth grade students is described. The results, and their implications for further use of the computer to teach higher order thinking skills, are discussed. The possible use of Prolog programming to teach reasoning skills is described. (JL)

  14. Adolescent Loneliness and Social Skills: Agreement and Discrepancies Between Self-, Meta-, and Peer-Evaluations.

    PubMed

    Lodder, G M A; Goossens, L; Scholte, R H J; Engels, R C M E; Verhagen, M

    2016-12-01

    Lonely adolescents report that they have poor social skills, but it is unknown whether this is due to an accurate perception of a social skills deficit, or a biased negative perception. This is an important distinction, as actual social skills deficits require different treatments than biased negative perceptions. In this study, we compared self-reported social skills evaluations with peer-reported social skills and meta-evaluations of social skills (i.e., adolescents' perceptions of how they believe their classmates evaluate them). Based on the social skills view, we expected negative relations between loneliness and these three forms of social skills evaluations. Based on the bias view, we expected lonely adolescents to have more negative self- and meta-evaluations compared to peer-evaluations of social skills. Participants were 1342 adolescents (48.64 % male, M age = 13.95, SD = .54). All classmates rated each other in a round-robin design to obtain peer-evaluations. Self- and meta-evaluations were obtained using self-reports. Data were analyzed using polynomial regression analyses and response surface modeling. The results indicated that, when self-, peer- and meta-evaluations were similar, a greater sense of loneliness was related to poorer social skills. Loneliness was also related to larger discrepancies between self- and peer-evaluations of loneliness, but not related to the direction of these discrepancies. Thus, for some lonely adolescents, loneliness may be related to an actual social skills deficit, whereas for others a biased negative perception of one's own social skills or a mismatch with the environment may be related to their loneliness. This implies that different mechanisms may underlie loneliness, which has implications for interventions.

  15. 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.

  16. 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

  17. Measuring Education and Skill.

    PubMed

    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.

  18. Skill analysis part 2: evaluating a practice skill.

    PubMed

    Price, Bob

    This is the second of three articles exploring skill analysis, assisting readers to evaluate a practice skill of their choice. Sometimes evaluations are made against external reference points, the competencies of the registered nurse or a job description for a post eagerly sought after; sometimes they are made with reference to aspirations--an ideal of the skill in use that the nurse and colleagues admire. Nurses may be understandably anxious about the evaluation of practice skills, as they work in a performance-orientated world where they are judged on whether their practice is competent, safe, ethical, cost effective and efficient. Nonetheless, understanding the strengths and weaknesses of a chosen practice skill is central to practice development. If the skill is to be affirmed, improved or adjusted, it is necessary to evaluate the skill in use.

  19. 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.

  20. The influence of M. P. Bryden's work on lateralization of motor skill: Is the preferred hand selected for and better at tasks requiring a high degree of skill?

    PubMed

    Bryden, Pamela J

    2015-10-21

    One question of interest to Dr M. P. Bryden was how skilled motor behaviour, task complexity, and the degree of handedness are linked. His research suggested that there would be dissociation between hand preference and performance for skilled versus unskilled actions. The thought was that "simple" or unskilled tasks such reaching or grasping could be performed equally well by either hand, and thus either could be selected. Skilled tasks such as fine manipulation would be performed best by the preferred hand and thus it would be selected more frequently. Over the past two decades, researchers have attempted to determine whether such a definition of skilled action best encapsulates the specialization of the preferred hand. The current paper will review M. P. Bryden's research on skilled motor behaviour, as well as more recent work, and explore the question of whether the preferred hand is actually superior and preferred for actions requiring manipulation.

  1. Development of fine motor skills in preterm infants.

    PubMed

    Bos, Arend F; Van Braeckel, Koenraad N J A; Hitzert, Marrit M; Tanis, Jozien C; Roze, Elise

    2013-11-01

    Fine motor skills are related to functioning in daily life and at school. We reviewed the status of knowledge, in preterm children, on the development of fine motor skills, the relation with gross motor skills, and risk factors for impaired fine motor skills. We searched the past 15 years in PubMed, using ['motor skills' or 'fine motor function' and 'preterm infant'] as the search string. Impaired gross and fine motor skills are among the most frequently occurring problems encountered by preterm children who do not develop cerebral palsy. The prevalence is around 40% for mild to moderate impairment and 20% for moderate impairment. Fine motor skill scores on the Movement Assessment Battery for Children are about 0.62 of a standard deviation lower compared with term children. Risk factors for fine motor impairments include moderately preterm birth (odds ratio [OR] 2.0) and, among very preterm children (<32 wk gestation), intra-uterine growth restriction (ORs 2-3), inflammatory conditions (late-onset sepsis and necrotizing enterocolitis, ORs 3-5), and dexamethasone therapy for bronchopulmonary dysplasia (OR 2.7). A better understanding of factors that play a role in the development of and recovery from brain injury could guide future intervention attempts aimed at improving fine motor skills of preterm children.

  2. Question: Do Standardized Tests Measure General Cognitive Skills? Answer: No.

    ERIC Educational Resources Information Center

    Marzano, Robert J.; Costa, Arthur L.

    1988-01-01

    When the Stanford and CTBS achievement batteries were analyzed, two major findings emerged: (1) the test items included only nine of the 22 general cognitive operations; and (2) the required general cognitive operations had little to do with student achievement on these tests. Implications and alternative assessment techniques are discussed.…

  3. Stochastic reinforcement benefits skill acquisition.

    PubMed

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

    2014-02-14

    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 nature. Here we trained subjects on a visuomotor learning task, comparing reinforcement schedules with higher, lower, or no stochasticity. Training under higher levels of stochastic reinforcement benefited skill acquisition, enhancing both online gains and long-term retention. These findings indicate that the enhancing effects of reinforcement on skill acquisition depend on reinforcement schedules.

  4. Personal Skills. Facilitator's Skill Packets 1-7. Social Skills Training.

    ERIC Educational Resources Information Center

    Model Classrooms, Bellevue, WA.

    This document contains the following seven facilitators' skill packets on personal skills: (1) personal hygiene; (2) personal appearance; (3) locker hygiene; (4) dorm cleanliness; (5) punctuality and attendance; (6) responding to supervision; and (7) teamwork. Each packet contains the following sections: definition of personal skills; objective;…

  5. To What Extent Can Arm-Hand Skill Performance--of Both Healthy Adults and Children-Be Recorded Reliably Using Multiple Bodily Worn Sensor Devices?

    PubMed

    Lemmens, Ryanne J M; Seelen, Henk A M; Timmermans, Annick A A; Schnackers, Marlous L A P; Eerden, Annet; Smeets, Rob J E M; Janssen-Potten, Yvonne J M

    2015-07-01

    Neurological patients often encounter arm-hand problems in daily life. Bodily worn sensors may be used to assess actual performance by quantifying specific movement patterns associated with specific activities. However, signal reliability during activities of daily living should be determined first. The aim is to determine to what extent standardized arm-hand skill performance of both healthy adults and healthy children can be recorded reliably using a combination of multiple sensor devices. Thirty adults (aged > 50 years) and thirty-two children (aged between 6-18 years) performed the activities drinking, eating and combing five times in a standardized setting. Sensor devices, each containing a triaxial accelerometer, gyroscope and magnetometer were attached to the arms, hands and trunk of the participants. Within-subject and between-subject reliability of the signal patterns amongst skill repetitions was determined by calculating Intraclass Correlation Coefficients (ICCs). Median reliability was good to very good for all activities performed (both within and between subjects). Regarding within-subject reliability (instruction-condition), median ICCs ranged between 0.76-0.90 and 0.68-0.92 for the adults and children, respectively. For between-subject reliability (instruction-condition), median ICCs ranged 0.75-0.86 and 0.61-0.90 for the adults and children, respectively. It can be concluded that the above-mentioned sensor system can reliably record activities of daily living in a standardized setting.

  6. Central neuronal motor behaviour in skilled and less skilled novices - Approaching sports-specific movement techniques.

    PubMed

    Vogt, Tobias; Kato, Kouki; Schneider, Stefan; Türk, Stefan; Kanosue, Kazuyuki

    2017-02-14

    Research on motor behavioural processes preceding voluntary movements often refers to analysing the readiness potential (RP). For this, decades of studies used laboratory setups with controlled sports-related actions. Further, recent applied approaches focus on athlete-non-athlete comparisons, omitting possible effects of training history on RP. However, RP preceding real sport-specific movements in accordance to skill acquisition remains to be elucidated. Therefore, after familiarization 16 right-handed males with no experience in archery volunteered to perform repeated sports-specific movements, i.e. 40 arrow-releasing shots at 60s rest on a 15m distant standard target. Continuous, synchronised EEG and right limb EMG recordings during arrow-releasing served to detect movement onsets for RP analyses over distinct cortical motor areas. Based on attained scores on target, archery novices were, a posteriori, subdivided into a skilled and less skilled group. EMG results for mean values revealed no significant changes (all p>0.05), whereas RP amplitudes and onsets differed between groups but not between motor areas. Arrow-releasing preceded larger RP amplitudes (p<0.05) and later RP onsets (p<0.05) in skilled compared to less skilled novices. We suggest this to reflect attentional orienting and greater effort that accompanies central neuronal preparatory states of a sports-specific movement.

  7. 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)

  8. 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

  9. Training Standardization

    SciTech Connect

    Agnihotri, Newal

    2003-09-01

    The article describes the benefits of and required process and recommendations for implementing the standardization of training in the nuclear power industry in the United States and abroad. Current Information and Communication Technologies (ICT) enable training standardization in the nuclear power industry. The delivery of training through the Internet, Intranet and video over IP will facilitate this standardization and bring multiple benefits to the nuclear power industry worldwide. As the amount of available qualified and experienced professionals decreases because of retirements and fewer nuclear engineering institutions, standardized training will help increase the number of available professionals in the industry. Technology will make it possible to use the experience of retired professionals who may be interested in working part-time from a remote location. Well-planned standardized training will prevent a fragmented approach among utilities, and it will save the industry considerable resources in the long run. It will also ensure cost-effective and safe nuclear power plant operation.

  10. Relationships among Informant Based Measures of Social Skills and Student Achievement: A Longitudinal Examination of Differential Effects by Sex

    ERIC Educational Resources Information Center

    Konold, Timothy R.; Jamison, Kristen R.; Stanton-Chapman, Tina L.; Rimm-Kaufman, Sara E.

    2010-01-01

    Children's social skills are an important class of learned behaviors that facilitate success in the classroom; the primary method used in the assessment of social skills involves having parents or teachers complete standardized checklists using judgments of frequency or intensity. Children's (N = 1,102) social skills were modeled as time-varying…

  11. FRACTIONAL CRYSTALLIZATION FLOWSHEET TESTS WITH ACTUAL TANK WASTE

    SciTech Connect

    HERTING, D.L.

    2007-04-13

    Laboratory-scale flowsheet tests of the fractional crystallization process were conducted with actual tank waste samples in a hot cell at the 2224 Laboratory. The process is designed to separate medium-curie liquid waste into a low-curie stream for feeding to supplemental treatment and a high-curie stream for double-shell tank storage. Separations criteria (for Cesium-137 sulfate and sodium) were exceeded in all three of the flowsheet tests that were performed.

  12. FRACTIONAL CRYSTALLIZATION FLOWSHEET TESTS WITH ACTUAL TANK WASTE

    SciTech Connect

    HERTING, D.L.

    2006-10-18

    Laboratory-scale flowsheet tests of the fractional crystallization process were conducted with actual tank waste samples in a hot cell at the 222-S Laboratory. The process is designed to separate medium-curie liquid waste into a low-curie stream for feeding to supplemental treatment and a high-curie stream for double-shell tank storage. Separations criteria (for Cs-137 sulfate, and sodium) were exceeded in all three of the flowsheet tests that were performed.

  13. 63. VIEW OF AUTOTRANSFERS. THE ACTUAL AUTOTRANSFERS ARE ENCLOSED IN ...

    Library of Congress Historic Buildings Survey, Historic Engineering Record, Historic Landscapes Survey

    63. VIEW OF AUTOTRANSFERS. THE ACTUAL AUTOTRANSFERS ARE ENCLOSED IN THE OIL FILLED CYLINDERS ON THE RIGHT OF THE PHOTOGRAPH. THESE ELECTRICAL DEVICES BOOSTED THE GENERATOR OUTPUT OF 11,000 VOLTS TO 22,000 VOLTS PRIOR TO TRANSMISSION OUT TO THE MAIN FEEDER LINES. A SPARE INNER UNIT IS CONTAINED IN THE METAL BOX AT THE LEFT OF THE PHOTOGRAPH. - New York, New Haven & Hartford Railroad, Cos Cob Power Plant, Sound Shore Drive, Greenwich, Fairfield County, CT

  14. The Impact of Sub-Skills and Item Content on Students' Skills with Regard to the Control-of-Variables Strategy

    ERIC Educational Resources Information Center

    Schwichow, Martin; Christoph, Simon; Boone, William J.; Härtig, Hendrik

    2016-01-01

    The so-called control-of-variables strategy (CVS) incorporates the important scientific reasoning skills of designing controlled experiments and interpreting experimental outcomes. As CVS is a prominent component of science standards appropriate assessment instruments are required to measure these scientific reasoning skills and to evaluate the…

  15. Generalization of Skills through the Addition of Individualized Coaching: Development and Evaluation of a Social Skills Training Program in a Rural Setting

    ERIC Educational Resources Information Center

    Gottlieb, Jennifer D.; Pryzgoda, Jayde; Neal, Andrea; Schuldberg, David

    2005-01-01

    There has been recent interest in adding interventions that aid in skill generalization to standard social skills training programs for schizophrenia. Some of these adjunctive interventions are very comprehensive and clearly promising (e.g., IVAST; Liberman, Glynn, Blair, Ross, & Marder, 2002), but their overall cost-effectiveness and feasibility…

  16. Preparing Students for the 21st Century: Exploring the Effect of Afterschool Participation on Students' Collaboration Skills, Oral Communication Skills, and Self-Efficacy. CRESST Report 777

    ERIC Educational Resources Information Center

    Huang, Denise; Leon, Seth; Hodson, Cheri; La Torre, Deborah; Obregon, Nora; Rivera, Gwendelyn

    2010-01-01

    This study addressed key questions about LA's BEST afterschool students' self-efficacy, collaboration, and communication skills. We compared student perceptions of their own 21st century skills to external outcome measures including the California Standardized Test (CST), attendance, and teacher ratings. We found a substantial relationship…

  17. The Divergent Thinking of Basic Skills of Sciences Process Skills of Life Aspects on Natural Sciences Subject in Indonesian Elementary School Students

    ERIC Educational Resources Information Center

    Subali, Bambang; Paidi; Mariyam, Siti

    2016-01-01

    This research aims at measuring the divergent thinking of basic skills of science process skills (SPS) of life aspects in Natural Sciences subjects on Elementary School. The test instruments used in this research have been standardized through the development of instruments. In this case, the tests were tried out to 3070 students. The results of…

  18. The actual citation impact of European oncological research.

    PubMed

    López-Illescas, Carmen; de Moya-Anegón, Félix; Moed, Henk F

    2008-01-01

    This study provides an overview of the research performance of major European countries in the field Oncology, the most important journals in which they published their research articles, and the most important academic institutions publishing them. The analysis was based on Thomson Scientific's Web of Science (WoS) and calculated bibliometric indicators of publication activity and actual citation impact. Studying the time period 2000-2006, it gives an update of earlier studies, but at the same time it expands their methodologies, using a broader definition of the field, calculating indicators of actual citation impact, and analysing new and policy relevant aspects. Findings suggest that the emergence of Asian countries in the field Oncology has displaced European articles more strongly than articles from the USA; that oncologists who have published their articles in important, more general journals or in journals covering other specialties, rather than in their own specialist journals, have generated a relatively high actual citation impact; and that universities from Germany, and--to a lesser extent--those from Italy, the Netherlands, UK, and Sweden, dominate a ranking of European universities based on number of articles in oncology. The outcomes illustrate that different bibliometric methodologies may lead to different outcomes, and that outcomes should be interpreted with care.

  19. Using multifractals to evaluate oceanographic model skill

    NASA Astrophysics Data System (ADS)

    Skákala, Jozef; Cazenave, Pierre W.; Smyth, Timothy J.; Torres, Ricardo

    2016-08-01

    We are in an era of unprecedented data volumes generated from observations and model simulations. This is particularly true from satellite Earth Observations (EO) and global scale oceanographic models. This presents us with an opportunity to evaluate large-scale oceanographic model outputs using EO data. Previous work on model skill evaluation has led to a plethora of metrics. The paper defines two new model skill evaluation metrics. The metrics are based on the theory of universal multifractals and their purpose is to measure the structural similarity between the model predictions and the EO data. The two metrics have the following advantages over the standard techniques: (a) they are scale-free and (b) they carry important part of information about how model represents different oceanographic drivers. Those two metrics are then used in the paper to evaluate the performance of the FVCOM model in the shelf seas around the south-west coast of the UK.

  20. Computer-Assisted Study Skills Improvement Program.

    ERIC Educational Resources Information Center

    Brown, William F.; Forristall, Dorothy Z.

    The Computer-Assisted Study Skills Improvement Program (CASSIP) is designed to help students develop effective study skills and academic attitudes, thus increasing their potential for scholastic success. The program contains four integrated items: Study Skills Surveys; Study Skills Modules, Study Skills Notebook; and Study Skills Test. The surveys…