A Secondary-Level Curriculum in Industrial Electronics and Robotics. Final Report.

ERIC Educational Resources Information Center

Besancon, Francis E.

A curriculum was developed to provide the electromechanical skills necessary to operate and repair industrial robots to students at the secondary and adult vocational levels. To determine requirements for entry-level positions in the robotics industry, manufacturers and employers of industrial robots were contacted. No particular entry-level…

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…

Graphic Arts/Offset Lithography.

ERIC Educational Resources Information Center

Hoisington, James; Metcalf, Joseph

This revised curriculum for graphic arts is designed to provide secondary and postsecondary students with entry-level skills and an understanding of current printing technology. It contains lesson plans based on entry-level competencies for offset lithography as identified by educators and industry representatives. The guide is divided into 15…

The importance of integumentary knowledge and skill in physical therapist entry-level education: are they prepared for practice?

PubMed

Gibbs, Karen A; Furney, Steven R

2013-01-01

Physical therapist practice is grounded in patient management principles encompassing all body systems and focuses on prevention, education, and functional outcomes. As such, management of the integumentary system crosses all practice settings, emphasizing the importance that basic integumentary content be adequately addressed during entry-level education. The purpose of this qualitative study was to compare the self-reported integumentary knowledge and skill of recent graduates to profession-determined expectations for education. Participants were 7 licensed physical therapists experienced in wound management. Semi-structured interview data were recorded, transcribed, and coded. A matrix compiling professional expectations for integumentary education was utilized to identify topics as absent, covered only briefly, or covered only during clinical rotations. Compression, vascular screening, infection, factors impacting healing, modalities, dressings, wound measurements, topicals, and sutures/staples were among the most commonly reported areas of deficiency. While integumentary care makes up a small percentage of physical therapy practice, it is a significant part of a comprehensively educated therapist. This study found participants did not perceive themselves to have received the minimum entry-level integumentary knowledge and skill deemed necessary by the profession. Study results are supported by current literature and demonstrate the need for integumentary curriculum review in entry-level programs.

Merging the Liberal Arts with Work Experiences. CSCC Bulletin; Issue 9, l983

ERIC Educational Resources Information Center

Center for the Study of Community Colleges, Los Angeles, CA.

One way of revitalizing the liberal arts in community colleges could be through the development of a career program in liberal arts for students planning to enter the work force as entry-level employees in positions that do not require specific vocational skills. The skills required for entry into many careers are those that are also the goals of…

Northwest Entry-Level Worker Study.

ERIC Educational Resources Information Center

Owens, Thomas; Cohen, Carolyn

A survey elicited workers' opinions in five areas: (1) essential skills, attitudes, and behaviors needed on the job by entry-level workers; (2) the purposes, content, and delivery of training needed and desired by workers; (3) productivity; (4) workplace environment; and (5) employee benefits. Information was gathered through written surveys of…

Telemarketing. Curriculum Guides and Content Outlines for Telemarketing: Entry-Level Position.

ERIC Educational Resources Information Center

Shepard, Del

This curriculum guide and content outline for the telemarketing entry-level position contains seven sections: (1) specialized telemarketing tasks; (2) telemarketing selling skills; (3) marketing tasks; (4) business-related tasks; (5) business-specific tasks; (6) personnel/human resources-related tasks; and (7) communications and minimum skill…

A Study To Identify the Appropriate Vocational Education Related Competencies Needed for Graduation by Handicapped Students. Final Report.

ERIC Educational Resources Information Center

North Texas Univ., Denton.

A project developed competency profiles identifying entry-level skills and employability skills to be acquired by handicapped students before graduation. Research literature was reviewed to identify generalizable skills, employability skills, self-help skills, and job skills. Feedback was obtained from practitioners in the field regarding rating…

Instructional Alignment of Workplace Readiness Skills in Career and Technical Education

ERIC Educational Resources Information Center

Martin, Sarah Jane

2009-01-01

The United States faces a skills shortage that goes beyond academic and technical skills. Employers report entry-level workers lack the necessary "soft" skills, also referred to as workplace readiness skills, needed for success in the workforce; thus, calling on educational institutions to make improvements in high school curriculum in…

Predictors of student success in entry-level science courses

NASA Astrophysics Data System (ADS)

Singh, Mamta K.

Although the educational evaluation process is useful and valuable and is supported by the Higher Education Act, a strong research base for program evaluation of college entry-level science courses is still lacking. Studies in science disciplines such as, biology, chemistry, and physics have addressed various affective and demographic factors and their relationships to student achievement. However, the literature contains little information that specifically addresses student biology content knowledge skills (basics and higher order thinking skills) and identifies factors that affect students' success in entry-level college science courses. These gate-keeping courses require detailed evaluation if the goal of an institution is to increase students' performance and success in these courses. These factors are, in fact, a stepping stone for increasing the number of graduates in Science, Technology, Engineering, and Mathematics (STEM) majors. The present study measured students' biology content knowledge and investigated students' performance and success in college biology, chemistry, and physics entry-level courses. Seven variables---gender, ethnicity, high school Grade Point Average (GPA), high school science, college major, school financial aid support, and work hours were used as independent variables and course final performance as a dichotomous dependent variable. The sample comprised voluntary student participants in entry-level science courses. The study attempted to explore eight research questions. Content knowledge assessments, demographic information analysis, multiple regression analysis, and binary logistic regression analysis were used to address research questions. The results suggested that high school GPA was a consistently good predictor of students' performance and success in entry-level science courses. Additionally, high school chemistry was a significant predictor variable for student success in entry-level biology and chemistry courses. Similarly, students' performance and success in entry-level physics courses were influenced by high school physics. Finally, the study developed student success equation with high school GAP and high school chemistry as good predictors of students' success in entry-level science courses.

Entry Level Skills for the Event Management Profession: Implications for Curriculum Development

ERIC Educational Resources Information Center

Fletcher, Donna; Dunn, Julie; Prince, Rosemary

2009-01-01

The rapid growth of the event industry has resulted in a world-wide demand for education and training programs in event management. While the professional associations in event management have provided providing quality training and credentialing for their members, the 140 colleges and universities preparing students for entry level positions in…

Using the Theory of Planned Behaviour to Understand Students' Subject Choices in Post-Compulsory Education

ERIC Educational Resources Information Center

Taylor, Rachel Charlotte

2015-01-01

In recent years, there have been concerns in the UK regarding the uptake of particular subjects in post-compulsory education. Whilst entries for Advanced level (A-level) subjects such as media studies have experienced considerable growth, entries for A-level physics have, until recently, been declining, prompting fears of a skills crisis in future…

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,…

Animated Agents Teaching Helping Skills in an Online Environment: A Pilot Study

ERIC Educational Resources Information Center

Duggan, Molly H.; Adcock, Amy B.

2007-01-01

Human service educators constantly struggle with how to best teach students the communication skills required of entry-level human service professionals. While teaching such skills is easier in a traditional face-to-face environment, teaching communication skills via distance learning presents its own challenges. Developing interactive web-based…

28 CFR 544.52 - Levels of Occupational Education Programs.

Code of Federal Regulations, 2010 CFR

2010-07-01

... include the following types of training: (a) Exploratory Training. Exploratory training is a study of... and the world of work, rather than specific skill development. (b) Marketable Training. Marketable training provides specific entry-level or advanced job skills. Marketable training may include “live work...

Models for Delivering Written Business Communication Skills: Improving the Process

ERIC Educational Resources Information Center

Penrod, Catherine B.; Tucker, Mary; Hartman, Katherine B.

2017-01-01

Employers, higher education faculty, and accrediting bodies value communication as an important entry-level job skill. Unfortunately, research indicates that college graduates have inadequate communication skills and, in particular, lack strong business writing acumen. The ways business communication is taught, integrated, and assessed varies by…

English Language and Skills Training for Entry-Level Health Care Jobs. Program Guide.

ERIC Educational Resources Information Center

Vaidya, Elma

The guide describes a vocational English-as-a-Second-Language program for pre-employment training of Southeast Asians seeking work in entry-level health care jobs. The program was conducted in cooperation with a hospital in Massachusetts. The guide describes the program and its four instructional units in detail, and includes lesson plans,…

Building a Nation That Works: Designing TANF for the Workplace.

ERIC Educational Resources Information Center

Jobs for the Future, Boston, MA.

Temporary Assistance to Needy Families (TANF) needs to focus more directly on what happens in the workplace and consider the needs of employers. Employers identify skill levels of both job applicants and employees as a major obstacle to employing and retaining TANF recipients and other entry-level workers as well as the cost of entry-level…

Prior Education of Open University Students Contributes to Their Capability in Critical Thinking

ERIC Educational Resources Information Center

Repo, Saara; Lehtinen, Taina; Rusanen, Erja; Hyytinen, Heidi

2017-01-01

The focus of this study is on Open University students' entry-level critical thinking skills. The research questions were: how are students' age, and level and discipline of previous education related to critical thinking skills; is the level and discipline of previous education connected to the accuracy of students' self-evaluation of their…

Report of the Defense Science Board Task Force on Future Strategic Strike Skills

DTIC Science & Technology

2006-03-01

25 Figure 11: Re - entry Systems – Critical Skills...SKILLS___________________________________________________25 Figure 9: Guidance – Critical Skills Figure 10: Re - entry Systems – Critical Skills ICBMS/BASING...ability to survive intercontinental ballistic missile re - entry and then to operate effectively thereafter, is another area where current skills are

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…

Get the Skills Your Need...

ERIC Educational Resources Information Center

Vincennes Univ., IN.

Compiled to assist advisors at Vincennes University (VU), a two-year college in Indiana, as well as high school counselors and prospective students, this book provides information on placement at VU and entry-level skills needed for success in specific programs, majors, or courses. A brief introduction describes the objectives of the skills guide…

Empirically Assessing the Importance of Computer Skills

ERIC Educational Resources Information Center

Baker, William M.

2013-01-01

This research determines which computer skills are important for entry-level accountants, and whether some skills are more important than others. Students participated before and after internships in public accounting. Longitudinal analysis is also provided; responses from 2001 are compared to those from 2008-2009. Responses are also compared to…

Build It and They Will Come: Addressing the Problem of Declining Entry-Level Skills.

ERIC Educational Resources Information Center

Koontz, Paul

2000-01-01

The growing gap between the skills of the work force and the technical requirements of today's jobs have reemphasized the need to transform the educational system to provide the solid academic and technical skills required by the jobs of today and tomorrow. (Author)

Masonry. Post Secondary Curriculum Guide.

ERIC Educational Resources Information Center

Moye, Michael D.; And Others

This curriculum guide was designed for use in postsecondary masonry education programs in Georgia. Its purpose is to provide for the development of entry level skills in masonry in the areas of knowledge, theoretical structure, tool usage, diagnostic ability, related supportive skills, and occupational survival skills. The first two sections of 10…

Developing Employability Skills: Peer Assessment in Higher Education

ERIC Educational Resources Information Center

Cassidy, Simon

2006-01-01

Purpose: Reports examining graduate employment issues suggest that employers are concerned by the lack of employability skills exhibited by entry-level job applications. It is also suggested that employers consider it the responsibility of educational institutions to develop such skills. The current study seeks to identify peer assessment as a…

Developing a primary dental care outreach (PDCO) course--part 2: perceptions of dental students.

PubMed

Maguire, A; Hind, V; Waterhouse, P J; Tabari, D; Steen, I N; Lloyd, J

2009-11-01

The perspective of participating students in a primary dental care outreach (PDCO) course, with regard to clinical and educational value, has informed course development and delivery. To evaluate students' perception of the PDCO experience including clinical experience gained, teaching and learning and the teaching environment. Likert Scale-based questionnaires were completed: (A) prior to the start of PDCO teaching, (B1) after one term, (B2) after one year and (C) for entry year 2001 students at completion. Additionally, a cohort of entry year 2000 students with no PDCO experience was surveyed at the end of their 4th year. Factor Analysis with Crohnbach's alpha was used to investigate perception of (i) confidence and skills in treating child patients, (ii) confidence and skills in treating adult patients; (iii) general clinical skills and experience; (iv) team working. Data from entry years 2000-2003 were analysed using ANOVA and independent sample t-tests. For entry years 2001 and 2002, perceived confidence and skills in treating child patients and general clinical experience increased, although for entry year 2002 students the levels of perceived general confidence and skills achieved after 1 year were similar to the entry year 2000 cohort who had received no PDCO teaching. There was consistently high satisfaction with teamworking. After 2 years in PDCO, 11 of the 13 overall satisfaction scores were over 70%. The majority of students perceive PCDO as a valuable component of professional training and development. Further evaluation, including analysis of value for money, would help to inform funding decisions and further curriculum development.

An Assessment of Vocational Education Foundations Curriculum Content and the Entry-Level Skills Needed by Beginning Trade and Industrial Education Supervisors.

ERIC Educational Resources Information Center

Miller, Aaron J.

1990-01-01

A survey of all Ohio vocational education directors (N=113) and 55 trade and industrial supervisors received 46 and 91 responses, respectively. Respondents indicated that entry-level supervisors needed greatest understanding of the value, importance, and benefits of vocational education; articulation of business needs to vocational education;…

Validating a multiple mini-interview question bank assessing entry-level reasoning skills in candidates for graduate-entry medicine and dentistry programmes.

PubMed

Roberts, Chris; Zoanetti, Nathan; Rothnie, Imogene

2009-04-01

The multiple mini-interview (MMI) was initially designed to test non-cognitive characteristics related to professionalism in entry-level students. However, it may be testing cognitive reasoning skills. Candidates to medical and dental schools come from diverse backgrounds and it is important for the validity and fairness of the MMI that these background factors do not impact on their scores. A suite of advanced psychometric techniques drawn from item response theory (IRT) was used to validate an MMI question bank in order to establish the conceptual equivalence of the questions. Bias against candidate subgroups of equal ability was investigated using differential item functioning (DIF) analysis. All 39 questions had a good fit to the IRT model. Of the 195 checklist items, none were found to have significant DIF after visual inspection of expected score curves, consideration of the number of applicants per category, and evaluation of the magnitude of the DIF parameter estimates. The question bank contains items that have been studied carefully in terms of model fit and DIF. Questions appear to measure a cognitive unidimensional construct, 'entry-level reasoning skills in professionalism', as suggested by goodness-of-fit statistics. The lack of items exhibiting DIF is encouraging in a contemporary high-stakes admission setting where candidates of diverse personal, cultural and academic backgrounds are assessed by common means. This IRT approach has potential to provide assessment designers with a quality control procedure that extends to the level of checklist items.

Hidden factors that influence success in the optics workforce

NASA Astrophysics Data System (ADS)

Leak, Anne E.; Santos, Zackary; Reiter, Erik; Zwickl, Benjamin M.; Martin, Kelly Norris

2018-06-01

To prepare physics students for future careers, educators need to understand the skills and other factors necessary for entry and success on the job. Often these insights are based on CEOs, HR personnel, and managers, who provide broad perspectives regarding successful attributes of new hires. However, such insights are often more general and disconnected from specific jobs than insights gained from entry-level employees who recently transitioned from school to work. Using in-depth descriptive summaries and thematic analysis from interviews with six recently hired technicians and engineers in the field of optics, we explored factors that influenced their entry and success on the job. Six themes arose: documentation, computational skills, specialized learning, question asking, tinkering skills, and navigating cultural differences. We discuss the implications of these themes in both their value to employees as well as integration into the physics curriculum.

Military Curricula for Vocational & Technical Education. Dental Specialist, 10-1.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

Designed to provide entry level apprentice skills to persons who wish to become skilled, specialist level workers as dental assistants, these course materials supplement laboratory or on-the-job learning situations. One of a number of military-developed curriculum packages selected for adaptation to civilian vocational curriculum and instruction,…

Helping Competencies of Student Affairs Professionals: A Delphi Study

ERIC Educational Resources Information Center

Reynolds, Amy L.

2011-01-01

The purpose of this study was to gather student affairs professionals' perceptions of the knowledge and skills needed to effectively help students. Using the Delphi method, 159 entry-level and mid-level student affairs administrators from institutions across the United States were surveyed regarding their perceptions of the helping skills they use…

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

ERIC Educational Resources Information Center

Schlee, Regina Pefanis; Harich, Katrin R.

2010-01-01

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

Student retention practices in associate degree, entry-level dental hygiene programs.

PubMed

Holt, Marianne P

2005-01-01

The main purpose of this study was to investigate student retention strategies and practices implemented in associate degree, entry-level dental hygiene programs. Included are student attrition issues, academic standards, re-entry policies, and clinical remediation strategies. A survey consisting of forced choice and open-ended questions was mailed to 31 randomly selected associate degree, entry-level dental hygiene programs. Surveys were analyzed using descriptive statistics and frequency distributions. Open-ended questions were analyzed using the constant comparative qualitative method to identify recurring themes. There was an 80% (n=25) return response to the survey. The findings of this study determined that dental hygiene programs are graduating, on average, a higher percentage (83%) of students when compared to two-year, associate degree programs in general (46%). The primary reasons reported by respondents for student attrition included: academic difficulties (88%), dissatisfaction with career choice (76%), family/personal responsibilities (72%), and clinical skill difficulties (56%). A wide variety of retention strategies were reported. Those most often cited were academic remediation (92%), clinical skill development/remediation (84%), academic advising (84%), financial aid assistance (84%), and tutoring (80%). Participating programs also reported setting high academic and ethical standards. Specific criteria for student re-entry were discussed. The findings of this study suggest that associate degree, entry-level dental hygiene programs are committed to student retention and make considerable efforts to help students succeed. Student retention efforts could be enhanced for those student groups identified as possibly being at high risk for attrition. The findings and recommendations in this investigation may assist associate degree, entry-level dental hygiene programs in their efforts to retain a higher percentage of students.

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

ERIC Educational Resources Information Center

Cassity, Sandra; Boyer-Stephens, Arden

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

Employability Skills Valued by Employers as Important for Entry-Level Employees with and without Disabilities

ERIC Educational Resources Information Center

Ju, Song; Zhang, Dalun; Pacha, Jacqueline

2012-01-01

Individuals with disabilities face persistent challenges in gaining meaningful employment. One of the barriers to successful employment is a lack of employability skills. The purpose of this study was to identify employability skills that employers value as being important and to examine whether employers have different expectations for…

A Lesson for Instructors: Top 10 Copy-Editing Skills.

ERIC Educational Resources Information Center

Auman, Ann

1995-01-01

Presents results of a survey of 164 newspaper editors regarding which skills they believe are crucial for entry-level copy editors to know, and in which areas they see the most deficiencies. Notes that the skills identified reflect the changing duties of the copy editor and the increasing complexities of the job. (SR)

Accounting Students' Perspective of Work-Relevant Communication Skills: Evidence from a Philippine University

ERIC Educational Resources Information Center

Tenedero, Pia Patricia P.

2017-01-01

To further probe the alignment (or misalignment) of university and industry priorities in terms of English language skills development of future accountants, this study extends the earlier investigation of employers' perception on the communication skills needed by entry-level accountants. Using conjoint analysis, this research examines the…

Medicare payment reform and provider entry and exit in the post-acute care market.

PubMed

Huckfeldt, Peter J; Sood, Neeraj; Romley, John A; Malchiodi, Alessandro; Escarce, José J

2013-10-01

To understand the impacts of Medicare payment reform on the entry and exit of post-acute providers. Medicare Provider of Services data, Cost Reports, and Census data from 1991 through 2010. We examined market-level changes in entry and exit after payment reforms relative to a preexisting time trend. We also compared changes in high Medicare share markets relative to lower Medicare share markets and for freestanding relative to hospital-based facilities. We calculated market-level entry, exit, and total stock of home health agencies, skilled nursing facilities, and inpatient rehabilitation facilities from Provider of Services files between 1992 and 2010. We linked these measures with demographic information from the Census and American Community Survey, information on Certificate of Need laws, and Medicare share of facilities in each market drawn from Cost Report data. Payment reforms reducing average and marginal payments reduced entries and increased exits from the market. Entry effects were larger and more persistent than exit effects. Entry and exit rates fluctuated more for home health agencies than skilled nursing facilities. Effects on number of providers were consistent with entry and exit effects. Payment reform affects market entry and exit, which in turn may affect market structure, access to care, quality and cost of care, and patient outcomes. Policy makers should consider potential impacts of payment reforms on post-acute care market structure when implementing these reforms. © Health Research and Educational Trust.

Medicare Payment Reform and Provider Entry and Exit in the Post-Acute Care Market

PubMed Central

Huckfeldt, Peter J; Sood, Neeraj; Romley, John A; Malchiodi, Alessandro; Escarce, José J

2013-01-01

Objective To understand the impacts of Medicare payment reform on the entry and exit of post-acute providers. Data Sources Medicare Provider of Services data, Cost Reports, and Census data from 1991 through 2010. Study Design We examined market-level changes in entry and exit after payment reforms relative to a preexisting time trend. We also compared changes in high Medicare share markets relative to lower Medicare share markets and for freestanding relative to hospital-based facilities. Data Extraction Methods We calculated market-level entry, exit, and total stock of home health agencies, skilled nursing facilities, and inpatient rehabilitation facilities from Provider of Services files between 1992 and 2010. We linked these measures with demographic information from the Census and American Community Survey, information on Certificate of Need laws, and Medicare share of facilities in each market drawn from Cost Report data. Principal Findings Payment reforms reducing average and marginal payments reduced entries and increased exits from the market. Entry effects were larger and more persistent than exit effects. Entry and exit rates fluctuated more for home health agencies than skilled nursing facilities. Effects on number of providers were consistent with entry and exit effects. Conclusions Payment reform affects market entry and exit, which in turn may affect market structure, access to care, quality and cost of care, and patient outcomes. Policy makers should consider potential impacts of payment reforms on post-acute care market structure when implementing these reforms. PMID:23557215

Differing Entry-Level Skills Demand Innovative Instruction.

ERIC Educational Resources Information Center

Crooke, Lois Zimmerman

1981-01-01

Gives a new perspective on the teaching of college-level beginning typewriting. Use of homogeneous groupings and semi-individualized instruction allows both beginners and advanced beginners to work at their levels of competency. (JOW)

Hard-to-fill vacancies.

PubMed

Williams, Ruth

2010-09-29

Skills for Health has launched a set of resources to help healthcare employers tackle hard-to-fill entry-level vacancies and provide sustainable employment for local unemployed people. The Sector Employability Toolkit aims to reduce recruitment and retention costs for entry-level posts and repare people for employment through pre-job training programmes, and support employers to develop local partnerships to gain access to wider pools of candidates and funding streams.

Customized role play: strategy for development of psychiatric mental health nurse practitioner competencies.

PubMed

Hubbard, Grace B

2014-04-01

To discuss the teaching/learning strategy of customized role play to enhance psychiatric mental health nurse practitioner (PMHNP) students' entry level competency. Customized role play facilitates application of new content, understanding of the patient's experience, and assessment of skill deficits. New PMHNP graduates have entry level proficiency across the life span with a range of psychotherapeutic interventions. © 2013 Wiley Periodicals, Inc.

Preparing Students To Work on Newspaper Copy Desks: Are Educators Meeting Editors' Expectations?

ERIC Educational Resources Information Center

Auman, Ann E.; Cook, Betsy B.

A study surveyed two groups in the fall of 1994, journalism educators and newspaper editors. Educators completed a survey regarding the course content and skill areas emphasized in beginning level copy editing courses, while editors were asked to respond to questions regarding the skills they expect entry-level copy editors to have. Respondents…

Stakeholders' perceptions on competency and assessment program of entry-level pharmacists in developing countries.

PubMed

Asante, Isaac; Andoh, Irene; Muijtjens, Arno M M; Donkers, Jeroen

2017-05-01

To assess the stakeholders' perceptions on the competency of entry-level pharmacists and the use of written licensure examination as the primary assessment for licensure decisions on entry-level pharmacists who have completed the Pharmacy Internship Program 1 (PIP) in developing countries. A cross-sectional survey was conducted among stakeholders in which they completed a web-based 21-item pre-tested questionnaire to determine their views regarding the competency outcomes and assessment program for entry-level pharmacist. The stakeholders rated the entry-level pharmacists to possess all competencies except research skills. Stakeholders suggested improvement of the program by defining the competency framework and training preceptors. However, stakeholders disagree on using written examination as the primary assessment for licensure decision and suggested the incorporation of other performance-based assessments like preceptor's assessment reports. Stakeholders are uncertain on entry-level pharmacists in developing countries possessing adequate research competencies and think their assessment program for licensure need more than written examination to assess all required competencies. Copyright © 2017 Elsevier Inc. All rights reserved.

A Comparative Analysis of the Reading Levels of Community College Introductory English and College Skills Students.

ERIC Educational Resources Information Center

Hartman-Haas, Hope J.

A study was conducted at Rockland Community College (New York) to determine the adequacy of the reading criterion that determined entry into its intensive freshman English classes from the college skills program, a developmental program designed to improve skills in communication, mathematics, reading, and studying. A group of 746 freshman English…

Critical Skill Sets of Entry-Level IT Professionals: An Empirical Examination of Perceptions from Field Personnel

ERIC Educational Resources Information Center

McMurtrey, Mark E.; Downey, James P.; Zeltmann, Steven M.; Friedman, William H.

2008-01-01

Understanding the skill sets required of IT personnel is a critical endeavor for both business organizations and academic or training institutions. Companies spend crucial resources training personnel, particularly new IT employees, and educational institutions must know what skills are essential in order to plan an effective curriculum. Rapid…

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…

Project COMPAS [Consortium for Operating and Managing Programs for the Advancment of Skills]: A Design for Change.

ERIC Educational Resources Information Center

Schermerhorn, Leora L., Ed.; And Others

Descriptive and evaluative information is provided in this report on Project COMPAS (Consortium for Operating and Managing Programs for the Advancement of Skills), a cooperative effort between seven community colleges which developed cognitive skills programs for entry-level freshmen. Chapter I reviews the unique features of Project COMPAS,…

Fast Track. Summer Academic Skills Enhancement Program, 1993. Final Evaluation Report.

ERIC Educational Resources Information Center

Donaldson, William S.

The Summer Academic Skills Enhancement Program (SASEP) was offered in June-August 1993 to provide Job Training Partnership Act (JTPA) clients with the reading comprehension and language mechanics skills required for employment in entry-level positions. A total of 125 referred clients were enrolled into both of two remedial courses of study.…

The influence of critical thinking skills on performance and progression in a pre-registration nursing program.

PubMed

Pitt, Victoria; Powis, David; Levett-Jones, Tracy; Hunter, Sharyn

2015-01-01

The importance of developing critical thinking skills in preregistration nursing students is recognized worldwide. Yet, there has been limited exploration of how students' critical thinking skill scores on entry to pre-registration nursing education influence their academic and clinical performance and progression. The aim of this study was to: i) describe entry and exit critical thinking scores of nursing students enrolled in a three year bachelor of nursing program in Australia in comparison to norm scores; ii) explore entry critical thinking scores in relation to demographic characteristics, students' performance and progression. This longitudinal correlational study used the Health Sciences Reasoning Test (HSRT) to measure critical thinking skills in a sample (n=134) of students, at entry and exit (three years later). A one sample t-test was used to determine if differences existed between matched student critical thinking scores between entry and exit points. Academic performance, clinical performance and progression data were collected and correlations with entry critical thinking scores were examined. There was a significant relationship between critical thinking scores, academic performance and students' risk of failing, especially in the first semester of study. Critical thinking scores were predictive of program completion within three years. The increase in critical thinking scores from entry to exit was significant for the 28 students measured. In comparison to norm scores, entry level critical thinking scores were significantly lower, but exit scores were comparable. Critical thinking scores had no significant relationship to clinical performance. Entry critical thinking scores significantly correlate to academic performance and predict students risk of course failure and ability to complete a nursing degree in three years. Students' critical thinking scores are an important determinant of their success and as such can inform curriculum development and selection strategies. Copyright © 2014 Elsevier Ltd. All rights reserved.

The entry-level physical therapist: a case for COMFORT communication training.

PubMed

Goldsmith, Joy; Wittenberg-Lyles, Elaine; Frisby, Brandi N; Platt, Christine Small

2015-01-01

Entry-level physical therapists provide clinical care for patients with functional mobility limitations. Their care spans the continuum of settings, disease processes, and diagnoses. Although effective communication skills are required to conduct physical therapy work, there is limited instruction provided in physical therapy education and students receive little exposure to seriously or chronically ill patients. The goal of this study was to assess the effects of communication training for the entry-level physical therapist facing palliative and end-of-life communication with patients/families. A pre-post survey design and narrative writing were used to assess the effect of the COMFORT communication training curriculum provided to doctorally trained, graduating physical therapists. The study demonstrated decreased student apprehension about communicating with dying patients and their families, and a comparison of mean scores reflecting the students' communication knowledge, confidence, and behaviors increased in a positive direction. As students became more willing to communicate, they were also more adept at integrating task and relational messages, as well as assimilating emotional support messages for patients and families. This study shows promise for the feasibility and utilization of the COMFORT curriculum for entry-level physical therapists. Further research should address the integration of COMFORT earlier into physical therapy education, as well as assess evidence of COMFORT communication skills in the clinical context.

Radiological Technology. Secondary Curriculum Guide.

ERIC Educational Resources Information Center

Simpson, Bruce; And Others

This curriculum guide was designed for use in postsecondary radiological technology education programs in Georgia. Its purpose is to provide for the development of entry level skills in radiological technology in the areas of knowledge, theoretical structure, tool usage, diagnostic ability, related supportive skills, and occupational survival…

Patient Care Assisting. A Curriculum for Career Entry in the Nursing Homes of Georgia.

ERIC Educational Resources Information Center

Crawford, Sharon; Bailey, Nancy

This curriculum guide contains 16 units aimed at training entry-level workers as patient care assistants in nursing homes. The units cover the following topics: the role of patient care assistants; psychosocial needs of geriatric patients; work ethics; legal issues; communication skills; infection control; safety issues; patient hygiene; patient…

Aligning Classroom Instruction with Workplace Skills: Equipping CTE Students with the Math Skills Necessary for Entry-Level Carpentry

ERIC Educational Resources Information Center

Mohr, Cory

2008-01-01

With approximately 2,500 students dropping out of U.S. high schools every day, there exists a need to align classroom instruction with corresponding "real world" applications. In order to keep students' motivation high and help ensure high levels of validity in instruction, core curriculum instructors and career and technical education (CTE)…

Identify Skills and Proficiency Levels Necessary for Entry-Level Employment for All Vocational Programs Using Computers to Process Data. Final Report.

ERIC Educational Resources Information Center

Crowe, Jacquelyn

This study investigated computer and word processing operator skills necessary for employment in today's high technology office. The study was comprised of seven major phases: (1) identification of existing community college computer operator programs in the state of Washington; (2) attendance at an information management seminar; (3) production…

Health Occupations Cluster Guide.

ERIC Educational Resources Information Center

Oregon State Dept. of Education, Salem.

Intended to assist the vocational teacher in designing and implementing a cluster program in health occupations, this guide suggests ideas for teaching the specific knowledge and skills that qualify students for entry-level employment in the health occupations field. The knowledge and skills are applicable to 12 occupations: dental assistant;…

Operating Room Technology. Post Secondary Curriculum Guide.

ERIC Educational Resources Information Center

Simpson, Bruce; And Others

This curriculum guide was designed for use in postsecondary operating room technology education programs in Georgia. Its purpose is to provide for development of entry level skills in operating room technology in the areas of knowledge, theoretical structure, tool usage, diagnostic ability, related supportive skills, and occupational survival…

75 FR 50034 - Reports, Forms, and Record Keeping Requirements

Federal Register 2010, 2011, 2012, 2013, 2014

2010-08-16

... the Office of Management and Budget (OMB). Under procedures established by the Paperwork Reduction Act... riding skills tests, and archival records to examine the effect of entry-level motorcycle rider training... riding. Survey information will additionally supplement data from skills tests of riders' on-motorcycle...

It's Hard Work Learning Soft Skills: Can Client Based Projects Teach the Soft Skills Students Need and Employers Want?

ERIC Educational Resources Information Center

McCale, Christina

2008-01-01

The importance of business relevance in academia coupled with an increasingly challenging job market magnifies the importance for students to be better prepared for the marketplace. Client-based projects have been lauded for helping students gain the soft skills employers look for in entry-level employees, but little research supports this…

Overcoming Obstacles, Optimizing Opportunities: State Policies to Increase Postsecondary Attainment for Low-Skilled Adults

ERIC Educational Resources Information Center

Duke, Amy-Ellen; Strawn, Julie

2008-01-01

Just as American business and industry need workers with higher skills to compete in a global economy, workers need higher skills to get ahead. This convergence presents an opportunity for states to work with their community colleges and other key partners to help business and industry compete and entry-level workers advance to higher-paying jobs.…

Do Drills Make Drones?

ERIC Educational Resources Information Center

McKibbin, Wendy Lea

1986-01-01

Examines the shift in schools toward using software that teaches critical thinking skills. A list of 14 packages is also provided, with each entry including name, recommended age level(s), current cost, source, and a brief description. (JN)

Innovative Training Experience for Advancing Entry Level, Mid-Skilled and Professional Level URM Participation in the Geosciences Workforce

NASA Astrophysics Data System (ADS)

Okoro, M. H.; Johnson, A.

2015-12-01

The representation of URMs in the U.S. Geosciences workforce remains proportionally low compared to their representation in the general population (Bureau of Labor Sta.s.cs, 2014). Employment in this and related industries is projected to grow 32% by 2030 for minority workers (Gillula and Fullenbaum, 2014), corresponding to an additional 48,000 jobs expected to be filled by minorities (National Research Council, 2014). However, there is a shortage of employees with proper training in the hard sciences (Holeywell, 2014; Ganzglass, 2011), as well as craft skills (Hoover and Duncan, 2013), both important for middle skill employment. Industry recognizes the need for developing and retaining a diverse workforce, therefore we hightlight a program to serve as a potential vanguard initative for developing an innovative training experience for URM and underserved middle skilled workers with essential knowledge, experience and skills necessary to meet the demands of the Geosciences industry's growing need for a safe, productive and diverse workforce. Objectives are for participants to achieve the following: understanding of geosciences workforce trends and associated available opportunities; mastery of key environmental, health and safety topics; improvements in decision making skills and preparedness for responding to potential environmental, health and safety related situations; and engagement in one-on-one coaching sessions focused on resume writing, job interviewing and key "soft skills" (including conflict resolution, problem solving and critical observation, representing 3 major skills that entry- level workers typically lack.

Evaluating student learning outcomes in oral health knowledge and skills.

PubMed

Lewis, Adrienne; Edwards, Suzanne; Whiting, Glenda; Donnelly, Frank

2018-06-01

To evaluate whether a set of oral health resources designed for workforce training was relevant for students undertaking an entry-level nursing or aged care qualification. Oral health is one of the most neglected aspects of nursing care experienced by older people. Despite efforts to improve aged care worker oral health knowledge and skills, one-off training and rapid staff turnover have hindered the success of workplace programmes. Inadequate oral health content in entry-level nursing and aged care qualifications has perpetuated this. Kirkpatrick's training and evaluation model was used to evaluate the resources developed by a project called Building Better Oral Health Communities. Students used them as prescribed study materials and completed pre- and postintervention questionnaires. Educators were interviewed to obtain their feedback. Quantitative data were analysed using descriptive and inferential statistics. Qualitative data were collated according to relevance to learning, presentation style and interest. Evaluation showed high levels of student and educator satisfaction. Student learning outcomes demonstrated consistently positive attitudes and significant self-reported improvements in oral health knowledge and skills. Irrespective of course type, students gained similar levels of oral health knowledge and skills following use of the resources. Nurses and care workers must be able to provide consistent standards of oral health care as a fundamental part of caring for patients. Validated as an effective learning and teaching package, it is recommended that these resources be used to strengthen the oral health content of entry-level nursing and aged care qualifications. Building the oral health capacity of nurses and care workers is one way of reversing oral health neglect and improving the quality of care provided to older people. © 2017 John Wiley & Sons Ltd.

38 CFR 21.9505 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-07-01

.... (Authority: 38 U.S.C. 3034(a), 3323(a), 3680(g)) Entry level and skill training means— (1) Basic Combat Training and Advanced Individual Training for members of the Army; (2) Recruit Training (Boot Camp) and Skill Training (“A” School) for members of the Navy; (3) Basic Military Training and Technical Training...

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…

Needs Assessment--A Construction Management Bachelor of Science Degree in Alaska.

ERIC Educational Resources Information Center

Gunderson, D. E.; Ra, J. W.; Schroeder, H.; Holland, H. R.

2002-01-01

Responses from 99 Alaskan contractors identified the number of entry-level construction management personnel needed, salaries, and desired skills. Skills identified will be used to develop a construction management curriculum specific to the Alaskan environment. Findings correlate with research predicting supply and demand for graduates nationwide…

Intellectual Skills Development Program. Annual Report, 1986-1987.

ERIC Educational Resources Information Center

McCauley, Lynne

The 1986-1987 annual report on the Intellectual Skills Development Program (ISDP) at Western Michigan University is presented. The program is designed to identify new students who do not meet entry-level competencies in reading, writing, and mathematics, and to provide academic support for these students. In reviewing assessment policies and…

Engaging Youth in Work Experiences. Innovative Strategies Practice Brief. Issue 2

ERIC Educational Resources Information Center

Larson, Mindy

2011-01-01

Work experiences are a critical component of preparing youth for transition to adulthood. Potential benefits for youth who participate in work experiences include: 1) gaining career readiness skills including the "soft skills" that employers look for in entry level workers; 2) increasing one's knowledge of specific occupational skills…

Broadcasters Want Experience, Skills, and Liberal Arts.

ERIC Educational Resources Information Center

Hudson, Jerry C.

1987-01-01

Indicates that broadcast news employers prefer entry-level employees who have (1) a degree in journalism or broadcast journalism, (2) a liberal arts education, and (3) a news internship. Claims that educators have a responsibility to provide both journalism skills coursework and academic counseling leading to relevant and practical degree…

Shop Math for the Metal Trades. Combination Welder Apprentice, Machinist Helper, Precision Metal Finisher, Sheet Metal Worker Apprentice. A Report on Metal Trades Industry Certified, Single-Concept, Mathematical Learning Projects to Eliminate Student Math Fears.

ERIC Educational Resources Information Center

Newton, Lawrence R.

This project (1) identifies basic and functional mathematics skills (shop mathematics skills), (2) provides pretests on these functional mathematics skills, and (3) provides student learning projects (project sheets) that prepare metal trades students to read, understand, and apply mathematics and measuring skills that meet entry-level job…

An Examination of Soft Skills Listed in Texas Electronic Job Postings and Undergraduate Business Information Systems Syllabi

ERIC Educational Resources Information Center

Scott-Bracey, Pamela

2011-01-01

The purpose of this study was to explore the alignment of soft skills sought by current business IS entry-level employers in electronic job postings, with the integration of soft skills in undergraduate business information systems (IS) syllabi of public four-year universities in Texas. One hundred fifty job postings were extracted from two major…

An Engineering Technology Skills Framework that Reflects Workforce Needs on Maui and the Big Island of Hawai'i

NASA Astrophysics Data System (ADS)

Seagroves, S.; Hunter, L.

2010-12-01

The Akamai Workforce Initiative (AWI) is an interdisciplinary effort to improve science/engineering education in the state of Hawai'i, and to train a diverse population of local students in the skills needed for a high-tech economy. In 2009, the AWI undertook a survey of industry partners on Maui and the Big Island of Hawai'i to develop an engineering technology skills framework that will guide curriculum development at the U. of Hawai'i - Maui (formerly Maui Community College). This engineering skills framework builds directly on past engineering-education developments within the Center for Adaptive Optics Professional Development Program, and draws on curriculum development frameworks and engineering skills standards from the literature. Coupling that previous work with reviews of past Akamai Internship projects and information from previous conversations with the local high-tech community led to a structured-interview format where engineers and managers could contribute meaningful commentary to this framework. By incorporating these local high-tech companies' needs for entry-level engineers and technicians, a skills framework emerges that is unique and illuminating. Two surprising features arise in this framework: (1) "technician-like" skills of making existing technology work are on similar footing with "engineer-like" skills of creating new technology; in fact, both engineers and technicians at these workplaces use both sets of skills; and (2) project management skills are emphasized by employers even for entry-level positions.

Benchmarking First-Year English: An Analysis of the Language Proficiencies Required for Entry into First-Year English Composition

ERIC Educational Resources Information Center

Ostler, Catherine; Sheldrake, Charlotte; Vogel, Vicki; West, Elizabeth

2008-01-01

Increasing numbers of ESL (English as a Second Language) students are entering college and university programs, and educators in these programs are concerned about student preparedness. ESL students enter the post-secondary system from a variety of places, resulting in a lack of uniformity in entry level academic skills. A significant associated…

Bilingual Occupational Education--Adult. Evaluation Report.

ERIC Educational Resources Information Center

Rochester City School District, NY.

The overall objective of the program was to provide 200 Spanish-speaking adults and out-of-school youth, 16 years of age or older, with occupational instruction and English language skills which would enhance the enrollees' opportunities to acquire entry level job skills or upgrade the enrollees' present occupational status. The program began with…

Introduction to Insulation. Introduction to Construction Series. Instructor Edition.

ERIC Educational Resources Information Center

Associated General Contractors of America, Washington, DC.

This module on introductory insulation is one of a series of modules designed to teach basic skills necessary for entry-level employment in this field. The instructor's guide contains three instructional units that cover the following topics: (1) insulation materials; (2) insulation tools; and (3) insulation layout and basic skills. Each…

Graduates', University Lecturers' and Employers' Perceptions towards Employability Skills

ERIC Educational Resources Information Center

Wickramasinghe, Vathsala; Perera, Lasantha

2010-01-01

Purpose: The purpose of this study is to explore employability skills that employers, university lecturers and graduates value to bring to the workplace, when graduates are applying for entry-level graduate jobs in the field of computer science in Sri Lanka. Design/methodology/approach: A total of three samples were selected for this exploratory…

The Delivery of Recreation Programs: Students Gain Entry Level Management Skills through Service Learning

ERIC Educational Resources Information Center

Zimmermann, Jo An M.; Dupree, Jessica; Hodges, Jan S.

2014-01-01

Service learning is a well established pedagogy within higher education. Specifically, service learning allows students to engage in "real world" activities to practice skills and reflect upon their own competence. To enhance the effectiveness of service learning, instructors need to consider a multitude of learning influences. This…

Introduction to Concrete Reinforcing. Instructor Edition. Introduction to Construction Series.

ERIC Educational Resources Information Center

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

This module on concrete reinforcing is one of a series of modules designed to teach basic skills necessary for entry-level employment in this field. This module contains three instructional units that cover the following topics: (1) concrete reinforcing materials; (2) concrete reinforcing tools; and (3) concrete reinforcing basic skills. Each…

Employability Skills, Personal Qualities, and Early Employment Problems of Entry-Level Auditors: Perspectives from Employers, Lecturers, Auditors, and Students

ERIC Educational Resources Information Center

Lim, Yet-Mee; Lee, Teck Heang; Yap, Ching Seng; Ling, Chui Ching

2016-01-01

The authors examine the issue of employability of university accounting students from the perspectives of accounting firm employers, junior auditors, accounting lecturers, and accounting students. Areas of investigation include perceived importance of employability skills and desirable personal qualities; and early employment problems encountered…

Combining Technology and Narrative in a Learning Environment for Workplace Training.

ERIC Educational Resources Information Center

Nelson, Wayne A.; Wellings, Paula; Palumbo, David; Gupton, Christine

In a project designed to provide training for entry-level job skills in high tech industries, a combination of narrative and technology was employed to aid learners in developing the necessary soft skills (dependability, responsibility, listening comprehension, collaboration, et cetera) sought by employers. The EnterTech Project brought together a…

The efficacy of self-directed modules for clinical learning: advanced competencies in entry-level physical therapy education.

PubMed

Peck, Kirk; Paschal, Karen; Black, Lisa; Nelson, Kelly

2014-01-01

Prior to graduation, students often express an interest to advance clinical and professional skills in teaching, research, administration, and various niche practice areas. The acquisition of advanced education in selected areas of practice is believed to improve employment opportunities, accelerate career advancement including eligibility for professional certifications, and contribute to personal satisfaction in the profession. The purpose of this paper is to (1) describe an innovative model of education, the Directed Practice Experience (DPE) elective, that incorporates a student-initiated learning process designed to achieve student-identified professional goals, and (2) report the outcomes for graduates who have completed the DPE in an entry-level program in physical therapy education. Students who met select criteria were eligible to complete a DPE. Applicants designed a 4- to 6-week clinical education experience consisting of stated rationale for personal and professional growth, examples of leadership and service, and self-directed objectives that are beyond entry-level expectations as measured by the revised Physical Therapist Clinical Performance Instrument, version 2006. Twenty-six students have completed DPEs since 2005. Fifty percent resulted in new academic partnerships. At least 25% of graduates now serve as clinical instructors for the entry-level program. Those who participated in DPEs have also completed post-graduate residencies, attained ABPTS Board certifications, authored peer-reviewed publications, and taught in both PT and residency programs. The DPE model allows qualified students to acquire advanced personal skills and knowledge prior to graduation in areas of professional practice that exceed entry-level expectations. The model is applicable to all CAPTE accredited physical therapy education programs and is especially beneficial for academic programs desiring to form new community partnerships for student clinical education.

Occupational mobility among individuals in entry-level healthcare jobs in the USA.

PubMed

Snyder, Cyndy R; Dahal, Arati; Frogner, Bianca K

2018-07-01

The aim of this study was to explore career transitions among individuals in select entry-level healthcare occupations. Entry-level healthcare occupations are among the fastest growing occupations in the USA. Public perception is that the healthcare industry provides an opportunity for upward career mobility given the low education requirements to enter many healthcare occupations. The assumption that entry-level healthcare occupations, such as nursing assistant, lead to higher-skilled occupations, such as Registered Nurse, is under-explored. We analysed data from the Panel Study of Income Dynamics, which is a nationally representative and publicly available longitudinal survey of US households. Using longitudinal survey data, we examined the job transitions and associated characteristics among individuals in five entry-level occupations at the aide/assistant level over 10 years timeline (2003-2013) to determine whether they stayed in health care and/or moved up in occupational level over time. This study found limited evidence of career progression in health care in that only a few of the individuals in entry-level healthcare occupations moved into occupations such as nursing that required higher education. While many individuals remained in their occupations throughout the study period, we found that 28% of our sample moved out of these entry-level occupations and into another occupation. The most common "other" occupation categories were "office/administrative" and "personal care/services occupations." Whether these moves helped individuals advance their careers remains unclear. Employers and educational institutions should consider efforts to help clarify pathways to advance the careers of individuals in entry-level healthcare occupations. © 2018 John Wiley & Sons Ltd.

CPAs in Mississippi: Communication Skills and Software Needed by Entry-Level Accountants

ERIC Educational Resources Information Center

Bunn, Phyllis C.; Barfit, Laurie A.; Cooper, Jan

2005-01-01

The purpose of this paper was to determine what communication skills are considered most important by employers in the accounting profession as well as to determine the general office, income tax, and bookkeeping software packages used by CPA firms in Mississippi. The data was collected by means of an electronic five-point Likert-type survey…

Occupational Skill Standards. Experience Shows Industry Involvement To Be Key. Testimony before the Committee on Labor and Human Resources, U.S. Senate.

ERIC Educational Resources Information Center

Morra, Linda G.

A study reviewed eight standards and certification systems for occupations that required less than a bachelor's degree for entry-level employment. Common elements among systems included industry ownership and control, recertification requirements to keep certificate holders' skills current, national portability of credentials, and integration of…

Hospital Job Skills Enhancement Program: A Workplace Literacy Project. Curriculum Manual.

ERIC Educational Resources Information Center

Chase, Nancy D.

This document describes a workplace literacy program designed to improve the literacy skills of entry-level workers in the housekeeping, food service, and laundry departments of Grady Memorial Hospital in Atlanta. An introduction describes the goals of the program and the employees served (low-literate adults who relied on word of mouth for most…

Hospital Job Skills Enhancement Program: A Workplace Literacy Project. Final Evaluation Report.

ERIC Educational Resources Information Center

Nurss, Joanne R.

A workplace literacy program was designed to improve the literacy skills of entry-level workers in the housekeeping, food service, and laundry departments of Grady Memorial Hospital in Atlanta. Classes were held twice per week for 36 weeks at the hospital on job time. Literacy was defined as reading, writing, oral communication, and problem…

Instructional Strategies Used to Improve Students' Comfort and Skill in Addressing the Occupational Therapy Process

ERIC Educational Resources Information Center

Knecht-Sabres, Lisa Jean; Egan, Brad E.; Wallingford, Minetta S.; Kovic, Mark

2015-01-01

The purpose of this study was to investigate the effectiveness of an intentional blending of instructional strategies in an occupational therapy (OT) entry-level master's course. The OT Adult Practice course uses case-based instructional strategies, clinical skills labs, and standardized patient experiences in a dovetailed approach across three…

Profiling undergraduates' generic learning skills on entry to medical school; an international study.

PubMed

Murdoch-Eaton, D; Manning, D; Kwizera, E; Burch, V; Pell, G; Whittle, S

2012-01-01

Medical education faces challenges posed by widening access to training, a demand for globally competent healthcare workers and progress towards harmonisation of standards. To explore potential challenges arising from variation in diversity and educational background of medical school entrants. This study investigated the reported experience and confidence, in a range of 31 generic skills underpinning learning, of 2606 medical undergraduates entering 14 medical schools in England and South Africa, using a validated questionnaire. Responses suggest that there is considerable similarity in prior educational experience and confidence skills profiles on entry to South African and English medical schools. South African entrants reported significantly more experience in 'Technical skills', 'Managing their own Learning', and 'Presentation', while English students reported increased experience in 'IT' skills. South African undergraduates reported more confidence in 'Information Handling', while English students were more confident in 'IT' skills. The most noticeable difference, in 'IT' skills, is probably due to documented differences in access to computer facilities at high school level. Differences between individual schools within each country are noticeable. Educators need to acquire a good understanding of their incoming cohorts, and ensure necessary tailored support for skills development.

School Entry Age and Children's Social-Behavioral Skills: Evidence From a National Longitudinal Study of U.S. Kindergartners

ERIC Educational Resources Information Center

Datar, Ashlesha; Gottfried, Michael A.

2015-01-01

Prior research evaluating school entry age effects has largely overlooked the effects on social-behavioral skills despite the growing recognition of returns to such skills. This study is the first to examine the effects of kindergarten entry age on children's social-behavioral outcomes using 9 years of panel data on a national sample of U.S.…

Draping education to promote patient dignity: canadian physiotherapy student and instructor perceptions.

PubMed

Wilson, Nicole; Hopkins-Rosseel, Diana; Lusty, Christopher; Averns, Henry; Hopman, Wilma

2012-01-01

To determine the perceptions of educators and students in Canadian entry-level professional physiotherapy programmes with respect to the current draping curriculum and the methods of delivery of that content and to determine if there is a need for additional draping education time and resources in these programmes. Canadian university physiotherapy students (n=127) and educators (n=183) completed questionnaires designed by the authors. Data were collected via Survey Monkey, exported as Excel files, and analyzed using descriptive statistics and Pearson chi-square analysis. Students and educators agreed that dignity as a concept and draping as a skill to protect patient dignity are both important and should be included in Canadian physiotherapy curricula. Respondents also agreed that students often have difficulty with draping. Educators identified barriers to teaching draping while students identified components of an effective educational resource on draping. To enhance the development of effective draping skills among entry-level physiotherapists, draping education should be included in Canadian physiotherapy curricula. An effective draping educational resource should be developed for educators and students. Purpose: To determine the perceptions of educators and students in Canadian entry-level professional physiotherapy programmes with respect to the current draping curriculum and the methods of delivery of that content and to determine if there is a need for additional draping education time and resources in these programmes. Methods: Canadian university physiotherapy students ( n =127) and educators ( n =183) completed questionnaires designed by the authors. Data were collected via Survey Monkey, exported as Excel files, and analyzed using descriptive statistics and Pearson chi-square analysis. Results: Students and educators agreed that dignity as a concept and draping as a skill to protect patient dignity are both important and should be included in Canadian physiotherapy curricula. Respondents also agreed that students often have difficulty with draping. Educators identified barriers to teaching draping while students identified components of an effective educational resource on draping. Conclusions: To enhance the development of effective draping skills among entry-level physiotherapists, draping education should be included in Canadian physiotherapy curricula. An effective draping educational resource should be developed for educators and students.

Academicians and Neurologic Physical Therapy Residents Partner to Expand Clinical Reflection Using the SOLO Taxonomy: A Novel Approach.

PubMed

Pinto Zipp, Genevieve; Maher, Catherine; Donnelly, Erin; Fritz, Brian; Snowdon, Lauren

2016-01-01

Creating curriculums that develop physical therapy (PT) students into evidenced-based, critically reflective, entry-level practitioners is one of the primary goals for PT programs. Academic faculty partnering with neurologic residency programs to design learning environments that capitalize upon the strengths of both can create insightful educational experiences for students during their didactic training. These partnerships support the development of critical thinking skills and provide mentorship for residents transitioning from their role as a clinician to that of an educator. Using the SOLO (structure of observed learning outcomes) taxonomy as a framework for developing learning experiences, Seton Hall University neurologic academic faculty and program directors from the Kessler Institute for Rehabilitation Residency in Neurologic Physical Therapy have built a partnership that seeks to develop critical reflection skills in both the neurologic resident and entry-level PT students. While integration of residents into entry-level PT curriculum may not be novel, we believe that utilizing the SOLO model within this partnership is unique. This paper describes the partnership and learning experiences rooted in the SOLO taxonomy theoretical framework and discusses perceived benefits of this learning experience across professional health science programs.

Essential competencies in entry-level pediatric physical therapy education.

PubMed

Rapport, Mary Jane; Furze, Jennifer; Martin, Kathy; Schreiber, Joe; Dannemiller, Lisa A; Dibiasio, Paula A; Moerchen, Victoria A

2014-01-01

The Section on Pediatrics (SoP) convened an Education Summit in July 2012 to examine, discuss, and respond to documented inconsistencies and challenges in teaching pediatric physical therapy (PT) content in entry-level professional education programs. Despite previous attempts by the SoP to provide guidance around teaching pediatric PT, variability continued to be extensive across programs. This article presents the core competencies developed out of the Summit to inform pediatric content in the entry-level PT curriculum. In addition, the core competencies were linked to teaching strategies, learning activities, assessment outcomes, and curricular structures. Consensus was reached on 5 core competencies that represent a knowledge base essential to all graduates of PT programs. In contrast to prior SoP documents, these competencies were specifically designed to focus on knowledge and skills unique to pediatric practice but essential for all graduates of accredited entry-level PT education programs. For more insights from the authors, see Supplemental Digital Content 1, at http://links.lww.com/PPT/A50.

Horticultural Mechanics Competencies

ERIC Educational Resources Information Center

Shipley, W. Edward

1974-01-01

Ornamental horticulture teachers and managers of ornamental horticulture businesses were surveyed to determine which agricultural mechanics knowledges and skills are needed for entry-level employment in nursery, greenhouse, turf, and landscape management, which are common to the four areas, and the appropriate grade level at which they should be…

SUNY 2000. College Expectations: The Report of the SUNY Task Force on College Entry-Level Knowledge and Skills.

ERIC Educational Resources Information Center

State Univ. of New York, Albany. Office of the Chancellor.

This document reports on the work of a task force charged with formulating recommendations on the kind of preparation an incoming student should have to assure successful entry to and completion of the freshman year of study at the State University of New York (SUNY). In addition, the task force was asked to specify what program of study and forms…

Introduction to Heating, Ventilation and Air Conditioning (HVAC). Introduction to Construction Series. Instructor Edition.

ERIC Educational Resources Information Center

Associated General Contractors of America, Washington, DC.

This module on introductory heating, ventilating, and air conditioning (HVAC) is one of a series of modules designed to teach basic skills necessary for entry-level employment in this field. The module contains four instructional units that cover the following topics: (1) HVAC materials; (2) HVAC tools; (3) HVAC layout; and (4) HVAC basic skills.…

Automotive Mechanics as Applied to Auto Body; Auto Body Repair and Refinishing 3: 9037.02.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

This is a course in which the student will receive the general information, technical knowledge, basic skills, attitudes, and values required for job entry level as an auto body repair helper. Course content includes general and specific goals, orientation, instruction in service tools and bench skills, and auto mechanics as applied to auto body.…

General Metal Trades. Book II. Units of Instruction. Teacher's Guide.

ERIC Educational Resources Information Center

Hohhertz, Durwin

This teacher's guide was developed to aid in presenting units on general metal trades to students in Texas. The units are intended to provide students with basic knowledge and skills for each area of instruction in the general metal trades, and with the basic entry-level skills they will need to have in order to enter industry as trained workers.…

Cooperative Learning in Reservoir Simulation Classes: Overcoming Disparate Entry Skills

NASA Astrophysics Data System (ADS)

Awang, Mariyamni

2006-10-01

Reservoir simulation is one of the core courses in the petroleum engineering curriculum and it requires knowledge and skills in three major disciplines, namely programming, numerical methods and reservoir engineering. However, there were often gaps in the students' readiness to undertake the course, even after completing the necessary requirements. The disparate levels of competency of the good and poor students made it difficult to target a certain level. Cooperative learning in the form of projects and peer teaching was designed to address the major concern of disparate entry skills, and at the same time the method used should also succeed in keeping students interest in class, developing communication skills and improving self-learning. Slower and weaker students were expected to benefit from being taught by good students, who were better prepared, and good students would gain deeper comprehension of the subject matter. From evaluations, the approach was considered successful since the overall passing rate was greater than 95% compared to previous years of around 70-80%. It had also succeeded in improving the learning environment in class. Future simulation classes will continue to use the cooperative approach with minor adjustments.

Engaging Faculty for Innovative STEM Bridge Programs

ERIC Educational Resources Information Center

Goldfien, Andrea C.; Badway, Norena Norton

2014-01-01

Bridge programs, in which underprepared students gain the academic and technical skills necessary for college level courses and entry-level employment, are a promising initiative for expanding access to, and success in, community college education. For career pathways related to science, technology, engineering, or mathematics (STEM), bridge…

Effectiveness of a Simulated Clinical Examination in the Assessment of the Clinical Competencies of Entry-Level Trainees in a Family Medicine Residency Programme

ERIC Educational Resources Information Center

Curran, Vernon R.; Butler, Roger; Duke, Pauline; Eaton, William H.; Moffatt, Scott M.; Sherman, Greg P.; Pottle, Madge

2012-01-01

Clinical competence is a multidimensional concept and encompasses a variety of skills including procedural, problem-solving and clinical judgement. The initial stages of postgraduate medical training are believed to be a particularly important time for the development of clinical skill competencies. This study reports on an evaluation of a…

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…

Yes, Michael: Reflections on How Inclusion Can Build Social Skills.

ERIC Educational Resources Information Center

Anderson, Genan T.

2003-01-01

Describes a teacher's and preschool students' experiences with the classroom inclusion of an autistic child. Specifically addresses: (1) how social skills affect academic skills; (2) teaching social competency; (3) coaching group entry; (4) successful group entry and sustained social interaction; and (5) lessons learned from inclusion of a special…

Simulation With Debriefing and Guided Reflective Journaling to Stimulate Critical Thinking in Prelicensure Baccalaureate Degree Nursing Students.

PubMed

Padden-Denmead, Mary L; Scaffidi, Rose M; Kerley, Regina M; Farside, Amy Lee

2016-11-01

Simulation and guided reflective journaling have been identified as effective teaching and learning methods to develop critical thinking (CT) and clinical reasoning skills in nursing students. A descriptive correlational design was used to determine the relationship between CT and level of reflection using the Holistic Critical Thinking Skills Rubric (HCTSR) and the level of reflection on action assessment (LORAA), respectively, to evaluate 23 baccalaureate student-guided reflective journal entries after a simulation exercise with guided debriefing and after two subsequent clinical experiences. A statistically significant positive relationship (p < .01) was found between mean HCTSR and LORAA scores on all three journal entries, but no relationship to CT during simulation or on standardized test scores. The results also indicated support for use of the guided reflection after significant learning experiences. The LORAA and the HCTSR are effective measures of level of reflection and CT to evaluate learning from simulation and clinical experiences. [J Nurs Educ. 2016;55(11):645-650.]. Copyright 2016, SLACK Incorporated.

Critical Thinking and Disposition Toward Critical Thinking Among Physical Therapy Students.

PubMed

Domenech, Manuel A; Watkins, Phillip

2015-01-01

Students who enter a physical therapist (PT) entry-level program with weak critical thinking skills may not be prepared to benefit from the educational training program or successfully engage in the future as a competent healthcare provider. Therefore, assessing PT students' entry-level critical thinking skills and/or disposition toward critical thinking may be beneficial to identifying students with poor, fair, or good critical thinking ability as one of the criteria used in the admissions process into a professional program. First-year students (n=71) from the Doctor of Physical Therapy (DPT) program at Texas Tech University Health Sciences Center completed the California Critical Thinking Skills Test (CCTST), the California Critical Thinking Dispositions Inventory (CCTDI), and demographic survey during orientation to the DPT program. Three students were lost from the CCTST (n=68), and none lost from the CCTDI (n=71). Analysis indicated that the majority of students had a positive disposition toward critical thinking, yet the overall CCTST suggested that these students were somewhat below the national average. Also, individuals taking math and science prerequisites at the community-college level tended to have lower overall CCTST scores. The entering DPT class demonstrated moderate or middle range scores in critical thinking and disposition toward critical thinking. This result does not indicate, but might suggest, the potential for learning challenges. Assessing critical thinking skills as part of the admissions process may prove advantageous.

An international survey of medical licensing requirements for immigrating physicians, focusing on communication evaluation

PubMed Central

Weedle, Rebecca; Morris, Marie; Ridgway, Paul

2016-01-01

Objectives To identify current entry requirements set by international medical licensing bodies for immigrating physicians, focusing on postgraduate level communication skills, clinical and technical skill assessments. Methods A standardised, author developed survey was administered to a selection of national, state and provincial licensing institutions across 6 continents. Representative institutions were selected from the most populated regions of each continent. Surveys were administered by email and telephone. The information was also searched by website review. Website information alone was used if no response was received by the targeted institution after 2 phone/2 email attempts. Statistical analysis of the non-parametric data was conducted using SPSS (v.21). Results Thirty-seven licensing bodies were contacted from 30 countries; verifiable information was available for 29; twenty-six responded to the communication inquiry. Sixty five 65.4% (n=17) surveyed communication skills, 100% involved language proficiency testing; 11.5% tested other forms of communication skills. For clinical and technical skills, 86.2% (n=25) assessed candidates by credential review, 72.4% (n=21) required both credential review and exam and 62.1% (n=18) used country-specific examination. A mentorship period were required by 37.9% (n=11), ranging from 3 months to 1 year. Only 2 countries identified examinations for recertification. No technical/clinical skills nor communication skill evaluation (beyond language proficiency) are routinely assessed at the postgraduate level. Conclusions International assessments of migrating physicians are heterogeneous. Communication skills, beyond language proficiency, are not routinely assessed in foreign trained physicians seeking entry. The majority of clinical and technical skills are assessed by credential review only. This study highlights the lack of standardisation of assessment internationally and the need for steps toward a global agreement on training schemes and summative assessment. PMID:26851517

An international survey of medical licensing requirements for immigrating physicians, focusing on communication evaluation.

PubMed

Gillis, Amy; Weedle, Rebecca; Morris, Marie; Ridgway, Paul

2016-02-06

To identify current entry requirements set by international medical licensing bodies for immigrating physicians, focusing on postgraduate level communication skills, clinical and technical skill assessments. A standardised, author developed survey was administered to a selection of national, state and provincial licensing institutions across 6 continents. Representative institutions were selected from the most populated regions of each continent. Surveys were administered by email and telephone. The information was also searched by website review. Website information alone was used if no response was received by the targeted institution after 2 phone/2 email attempts. Statistical analysis of the non-parametric data was conducted using SPSS (v.21). Thirty-seven licensing bodies were contacted from 30 countries; verifiable information was available for 29; twenty-six responded to the communication inquiry. Sixty five 65.4% (n=17) surveyed communication skills, 100% involved language proficiency testing; 11.5% tested other forms of communication skills. For clinical and technical skills, 86.2% (n=25) assessed candidates by credential review, 72.4% (n=21) required both credential review and exam and 62.1% (n=18) used country-specific examination. A mentorship period were required by 37.9% (n=11), ranging from 3 months to 1 year. Only 2 countries identified examinations for recertification. No technical/clinical skills nor communication skill evaluation (beyond language proficiency) are routinely assessed at the postgraduate level. International assessments of migrating physicians are heterogeneous. Communication skills, beyond language proficiency, are not routinely assessed in foreign trained physicians seeking entry. The majority of clinical and technical skills are assessed by credential review only. This study highlights the lack of standardisation of assessment internationally and the need for steps toward a global agreement on training schemes and summative assessment.

Upgrading the Underemployed in the Work Environment: Volume 1 through 4 and Summary of the 4-Volume Report. Final Report.

ERIC Educational Resources Information Center

Skill Achievement Inst., Lake Success, NY.

This is a report on 18 months of work done in an experimental and demonstration project designed to develop ways to meet in-plant skill needs by upgrading the job skills of entry level (mostly minority group) workers and by improving capacity for better employee-supervisor relationships. Project activity took place in three cities--Newark,…

AN ASSESSMENT OF TYPEWRITING SKILLS IN THE SECONDARY SCHOOLS OF THE STATE OF UTAH IN RELATION TO JOB ENTRY REQUIREMENTS.

ERIC Educational Resources Information Center

PEHRSON, PATSY MAY

THE PURPOSE OF THIS STUDY WAS TO DETERMINE HOW MANY SEMESTERS OF TYPEWRITING SHOULD BE OFFERED TO AN ABLE STUDENT TO ATTAIN EMPLOYABLE SKILL. THE INFLUENCE OF THE FOLLOWING FACTORS ON TYPEWRITING ACHIEVEMENT WAS STUDIED--(1) STUDENT GRADE LEVEL, (2) CLASS SIZE, (3) SCHOOL SIZE, (4) LENGTH OF CLASS PERIOD, (5) USE OF MANUAL OR ELECTRIC TYPEWRITERS,…

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…

CA State Profile. California: California High School Exit Examination (CAHSEE)

ERIC Educational Resources Information Center

Center on Education Policy, 2010

2010-01-01

This paper provides information about California High School Exit Examination, a comprehensive standards-based exam. The purpose of the exam is to: (1) Determine prospective high school graduates' knowledge and skill levels relative to those needed for entry-level employment; (2) Determine prospective high school graduates' mastery of the state…

Electrical Distribution Program Guide.

ERIC Educational Resources Information Center

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

This program guide contains the standard electrical distribution curriculum for technical institutes in Georgia. The curriculum encompasses the minimum competencies required for entry-level workers in the electrical distribution field, and in job skills such as construction, maintenance, and repair of overhead and underground electrical…

Developmental dyslexia: predicting individual risk

PubMed Central

Thompson, Paul A; Hulme, Charles; Nash, Hannah M; Gooch, Debbie; Hayiou-Thomas, Emma; Snowling, Margaret J

2015-01-01

Background Causal theories of dyslexia suggest that it is a heritable disorder, which is the outcome of multiple risk factors. However, whether early screening for dyslexia is viable is not yet known. Methods The study followed children at high risk of dyslexia from preschool through the early primary years assessing them from age 3 years and 6 months (T1) at approximately annual intervals on tasks tapping cognitive, language, and executive-motor skills. The children were recruited to three groups: children at family risk of dyslexia, children with concerns regarding speech, and language development at 3;06 years and controls considered to be typically developing. At 8 years, children were classified as ‘dyslexic’ or not. Logistic regression models were used to predict the individual risk of dyslexia and to investigate how risk factors accumulate to predict poor literacy outcomes. Results Family-risk status was a stronger predictor of dyslexia at 8 years than low language in preschool. Additional predictors in the preschool years include letter knowledge, phonological awareness, rapid automatized naming, and executive skills. At the time of school entry, language skills become significant predictors, and motor skills add a small but significant increase to the prediction probability. We present classification accuracy using different probability cutoffs for logistic regression models and ROC curves to highlight the accumulation of risk factors at the individual level. Conclusions Dyslexia is the outcome of multiple risk factors and children with language difficulties at school entry are at high risk. Family history of dyslexia is a predictor of literacy outcome from the preschool years. However, screening does not reach an acceptable clinical level until close to school entry when letter knowledge, phonological awareness, and RAN, rather than family risk, together provide good sensitivity and specificity as a screening battery. PMID:25832320

Generic versus specific competencies of entry-level public health graduates: employers' perceptions in Poland, the UK, and the Netherlands.

PubMed

Biesma, Regien G; Pavlova, Milena; Vaatstra, Rina; van Merode, Godefridus G; Czabanowska, Katarzyna; Smith, Tony; Groot, Wim

2008-08-01

Constant changes in society and the public health domain force public health professionals into new roles and the development of new competencies. Public health professionals will need to be trained to respond to this challenge. The aim of this comparative study among Poland, the UK and the Netherlands is to identify competence needs for Master of Public Health graduates entering the labour market from a European perspective. A self-administered questionnaire was sent to employers in the three countries, rating the importance of competency in public health on a master's level. In all three countries, interpersonal competencies, like team working and communication skills, are rated as highly important. However, employers in the UK and Poland generally rate public health specific competencies as much more important than their Dutch colleagues. It is concluded that while public health specific knowledge is providing a useful starting point for entry-level public health professionals, employers increasingly recognise the value of generic competencies such as communication and team working skills. The results suggest a stronger emphasis on teaching methods that encourage active learning and the integration of skills, which is crucial for enhancing graduates' employability, and foster an open attitude to multidisciplinary working, which is essential in modern health care.

Generic learning skills in academically-at-risk medical students: a development programme bridges the gap.

PubMed

Burch, Vanessa C; Sikakana, Cynthia N T; Gunston, Geney D; Shamley, Delva R; Murdoch-Eaton, Deborah

2013-08-01

Widening access to medical students from diverse educational backgrounds is a global educational mandate. The impact, on students' generic learning skills profiles, of development programmes designed for students at risk of attrition is unknown. This study investigated the impact of a 12-month Intervention Programme (IP) on the generic learning skills profile of academically-at-risk students who, after failing at the end of the first semester, completed the IP before entering the second semester of a conventional medical training programme. This prospective study surveyed medical students admitted in 2009 and 2010, on entry and on completion of first year, on their reported practice and confidence in information handling, managing own learning, technical and numeracy, computer, organisational and presentation skills. Of 414 first year students, 80 (19%) entered the IP. Levels of practice and confidence for five of the six skills categories were significantly poorer at entry for IP students compared to conventional stream students. In four categories these differences were no longer statistically significant after students had completed the IP; 62 IP students (77.5%) progressed to second year. A 12-month development programme, the IP, effectively addressed generic learning skills deficiencies present in academically-at-risk students entering medical school.

A Study of Effect of Dramatic Activities on Improving English Communicative Speaking Skill of Grade 11th Students

ERIC Educational Resources Information Center

Iamsaard, Prisana; Kerdpol, Sakon

2015-01-01

This paper aimed to reexamine the current EFL communicative speaking skill in high school level in Thailand due to the coming of the entry to ASEAN at the end of the year 2015. Thai students need to be well prepared for workforce in the future since English is used as the working language in ASEAN. The purposes of this paper were to study the…

Dental Assisting Program Guide.

ERIC Educational Resources Information Center

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

This program guide contains the standard dental assisting curriculum for technical institutes in Georgia. The curriculum encompasses the minimum competencies required for entry-level dental assistants, and includes job skills in the technical areas of preventive dentistry; four-handed dentistry; chairside assisting with emphasis in diagnostics,…

77 FR 38608 - Privacy Act of 1974; System of Records

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-28

..., professional qualifications and skills, training courses completed, certifications received, level of education... Activity Unit Identification Code (UIC).'' Safeguards: Delete entry and replace with ``The NTMPS servers.... All data transferred is encrypted. The interface server is protected from attempts to penetrate the...

Process Instrumentation. Teacher Edition.

ERIC Educational Resources Information Center

Brown, A. O., III; Fowler, Malcolm

This module provides instructional materials that are designed to help teachers train students in job skills for entry-level jobs as instrumentation technicians. This text addresses the basics of troubleshooting control loops, and the transducers, transmitters, signal conditioners, control valves, and controllers that enable process systems to…

Developing a Program for Water/Wastewater Technology.

ERIC Educational Resources Information Center

Valentine, Ivan E.; And Others

1979-01-01

Describes a water/wastewater technician program that provides: (1) entry-level skills for individuals seeking employment as water/wastewater technicians, (2) upgrading courses for operators and technicians already employed, and (3) instruction for those who are preparing for Colorado state water/wastewater certification. (LRA)

Horticulture.

ERIC Educational Resources Information Center

Aitken, James

This curriculum guide is intended to assist vocational instructors in preparing students for entry-level employment in the field of horticulture and getting them ready for advanced training in the workplace. The package contains a validated competency/skill and task list, an instructor's guide, and an annotated bibliography. The following…

Marketing Occupations. Cluster Guide.

ERIC Educational Resources Information Center

Oregon State Dept. of Education, Salem.

This cluster guide, which is designed to show teachers what specific knowledge and skills qualify high school students for entry-level employment (or postsecondary training) in marketing occupations, is organized into three sections: (1) cluster organization and implementation, (2) instructional emphasis areas, and (3) assessment. The first…

Level 2 Foundation Units. Key Stage 3: National Strategy.

ERIC Educational Resources Information Center

Department for Education and Skills, London (England).

These foundation units are aimed at pupils working within Level 2 entry to Year 7. They are designed to remind pupils what they know and take them forward. The units also will teach phonics knowledge from consonant-vowel-consonant (CVC) words to long vowel phonemes. The writing units focus on developing the following skills: understanding what a…

The Use of Functional Assessment and Frequency Building Procedures to Increase Product Knowledge and Data Entry Skills among Foremen in a Construction Organization

ERIC Educational Resources Information Center

Pampino, Ralph N.; Wilder, David A.; Binder, Carl

2005-01-01

A functional assessment procedure, which was designed to identify insufficient skills that may have been responsible for employee performance problems, was administered to four foremen employed in a large construction organization. Results of this assessment procedure identified two skill areas, product knowledge and data entry, as deficient.…

The Management of Defense System and Equipment Training: A Guide for the Naval Education and Training Command

DTIC Science & Technology

1977-07-01

SYSTEM EVOLUTION 4- LEVEL 1 LEVEL 2 LEVEL 3 ,_J LEVEL 4 PERSONNEL ENTRY FACTORS (SKILL, KNOWLEDGE, EXPERIENCE ) HIGH HIGH AND ABOVE...system) and their associated program characteristics (cost, schedules, and operational parameters) based on a combination of analyses, experiments , and...Naval Operations Appropriations (blue doll ars) Appropriation Abbreviation Sponsor Research, Development, Test and Evaluation, Navy RDT&EN ASN (R&D

Analysis of English language learner performance on the biology Massachusetts comprehensive assessment system: The impact of english proficiency, first language characteristics, and late-entry ELL status

NASA Astrophysics Data System (ADS)

Mitchell, Mary A.

This study analyzed English language learner (ELL) performance on the June 2012 Biology MCAS, namely on item attributes of domain, cognitive skill, and linguistic complexity. It examined the impact of English proficiency, Latinate first language, first language orthography, and late-entry ELL status. The results indicated that English proficiency was a strong predictor of performance and that ELLs at higher levels of English proficiency overwhelmingly passed. The results further indicated that English proficiency introduced a construct-irrelevant variance on the Biology MCAS and raised validity issues for using this assessment at lower levels of English proficiency. This study also found that ELLs with a Latinate first language consistently had statistically significant lower performance. Late-entry ELL status did not predict Biology MCAS performance.

Examining patterns of change in the critical thinking skills of graduate nursing students.

PubMed

McMullen, Maureen A; McMullen, William F

2009-06-01

Although critical thinking in undergraduate nursing education has been explored in depth, little is known about the critical thinking skills of graduate nursing students. Prior research on change in critical thinking scores is based primarily on pretest and posttest assessments that provide minimal information about change. This study used individual growth modeling to investigate how critical thinking skills change during a 2-year graduate nurse program. Scores from the evaluation, inference, and analysis subscales of the California Critical Thinking Skills Test comprised the empirical growth record. Change in the three critical thinking skills was more dynamic than that reported in previous studies. Patterns of change differed by critical thinking skill and in relation to students' initial critical thinking skill levels at program entry.

An Analysis of Final Course Grades in Two Different Entry Level Mathematics Courses between and among First Year College Students with Different Levels of High School Mathematics Preparation

ERIC Educational Resources Information Center

Muir, Carrie

2012-01-01

The purpose of this study was to compare the performance of first year college students with similar high school mathematics backgrounds in two introductory level college mathematics courses, "Fundamentals and Techniques of College Algebra and Quantitative Reasoning and Mathematical Skills," and to compare the performance of students…

Information and informatics literacy: skills, timing, and estimates of competence.

PubMed

Scott, C S; Schaad, D C; Mandel, L S; Brock, D M; Kim, S

2000-01-01

Computing and biomedical informatics technologies are providing almost instantaneous access to vast amounts of possibly relevant information. Although students are entering medical school with increasingly sophisticated basic technological skills, medical educators must determine what curricular enhancements are needed to prepare learners for the world of electronic information. The purpose was to examine opinions of academic affairs and informatics administrators, curriculum deans and recently matriculated medical students about prematriculation competence and medical education learning expectations. Two surveys were administered: an Information Literacy Survey for curriculum/informatics deans and a Computing Skills Survey for entering medical students. Results highlight differences of opinion about entering competencies. They also indicate that medical school administrators believe that most basic information skills fall within the domain of undergraduate medical education. Further investigations are needed to determine precise entry-level skills and whether information literacy will increase as a result of rising levels of technical competence.

Welding.

ERIC Educational Resources Information Center

Baldwin, Harold; Whitney, Gregory

This curriculum guide is intended to assist vocational instructors in preparing students for entry-level employment as welders and preparing them for advanced training in the workplace. The package contains an overview of new and emerging welding technologies, a competency/skill and task list, an instructor's guide, and an annotated bibliography.…

Emergency Medical Services Program Guide.

ERIC Educational Resources Information Center

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

This program guide contains the standard emergency medical services curriculum for technical institutes in Georgia. The curriculum encompasses the minimum competencies required for entry-level workers in the emergency medical services field, and includes job skills in six emergency medical services divisions outlined in the national curriculum:…

Applied Educational Computing: Putting Skills to Practice.

ERIC Educational Resources Information Center

Thomerson, J. D.

The College of Education at Valdosta State University (Georgia) developed a followup course to their required entry-level educational computing course. The introductory course covers word processing, spreadsheet, database, presentation, Internet, electronic mail, and operating system software and basic computer concepts. Students expressed a need…

Machinist.

ERIC Educational Resources Information Center

Osbon, Michael A.

This curriculum guide is intended to assist vocational instructors in preparing students for entry-level employment as machinists and preparing them for advanced training in the workplace. The package contains an overview of new and emerging technologies likely to affect machinists, a competency/skill and task list, an instructor's guide, and an…

Self Reported Perceptions of Physical Demands on Athletic Training Students

ERIC Educational Resources Information Center

Kawaguchi, Jeffrey K.; Babcock, Garth; Little, Andrew

2008-01-01

Context: According to the Commission on Accreditation of Athletic Training Education (CAATE) Standards for the Accreditation of Entry-Level Athletic Training Education Programs, athletic training students (ATSs) must complete clinical experiences that provide opportunities to integrate cognitive function, psychomotor skills, and affective…

Requisite Skills and Knowledge for Entry-Level IT Auditors

ERIC Educational Resources Information Center

Merhout, Jeffrey W.; Buchman, Sarah E.

2007-01-01

Information technology auditing has become a career in high demand in recent years due to factors such as increasing compliance requirements with regards to information technology governance. Nonetheless, many information technology, management information systems, and accounting information systems educators may not have paid significant…

Socanic Coaching Manual.

ERIC Educational Resources Information Center

Williams, James B.

This core curriculum covers training in basic skills that is needed for entry level paraprofessional employment in social institutions. Intended as a New Careers approach in Saskatchewan, the term "Socanic" was invented as an occupational title for paraprofessionals working as aides in a wide variety of social service occupations. Five…

Use of a Web-based Delphi for identifying critical components of a professional science master's program in biotechnology

NASA Astrophysics Data System (ADS)

Kantz, Jeannine Wells

The primary purpose of this research was to develop a model for a professional science master's program combining biotechnology and business. The objectives were to identify stakeholder preferences for various dimensions of a professional science master's program combining biotechnology and business and to identify differences in priorities between subgroups. A secondary purpose was to examine user preferences between Web-based and traditional methods of conducting a Delphi study and the panelist's impressions of its usefulness for program development. Prior to the first round, demographic data were collected on panelists regarding their gender, age, years experience in their current field, position title and education levels. Round 1 started with eight open-ended questions designed to investigate (a) learning objectives, (b) internships, (c) thesis vs. non-thesis degrees, (d) program focus (e) possible entry level positions, (f) roles for the industry advisory board, (g) recommended hours of hands-on experience and (h) other issues of importance. The final round ended with three questions to assess the panelists' perception of the usefulness of the Delphi for program development in higher education. Twenty-four panelists started Round 1 and participation in subsequent rounds varied from 17 in Round 2 to 11 in Round 4. Education level varied and included all levels of education in science and business. Issues emerged early in the study regarding development of different program tracks and the program goals, which were clarified in subsequent rounds. Significant differences occurred between industry and academic subgroups for two tracks, six skills designated for tracks, method of evaluating the internship, and entry-level positions appropriate for new graduates. When analyzed by level of confidence (high confidence vs. low confidence), significant differences occurred for (a) the number of semesters of hands-on experience students should have upon graduation, (b) skills recommended for core curriculum, (c) skills recommended for tracks, (d) compensation level and (e) entry level positions for new graduates. Perceived usefulness of the Delphi for program development was varied with only 10 panelists responding---five in favor, three undecided, and two against.

CNC Skills Help Carpentry Students Snare High-Paying Jobs

ERIC Educational Resources Information Center

Panella, John

2007-01-01

Wages of entry-level carpenters have been driven down along with those of many other non-professional occupations in recent years. If carpenters stay in the field, they typically advance slowly over the years until they reach the level of master craftsman, perhaps by the time they reach the age of 40. However, technology is having a major impact…

Addressing Personal Issues in Supervision: Impact of Counselors' Experience Level on Various Aspects of the Supervisory Relationship.

ERIC Educational Resources Information Center

Sumerel, Marie B.; Borders, L. Dianne

1996-01-01

In this study, entry-level and advanced counselors (N=40) rated videotaped supervision sessions in which either the counselor's personal issues or skills deficits were addressed. The study's goal was to determine the impact that addressing counselors' personal issues in supervision has on relationship, quality of the session, postsession mood, and…

A Curriculum Evaluation Study of Commercial Art Programs in the Wisconsin Vocational, Technical and Adult Schools: Final Report.

ERIC Educational Resources Information Center

Crandall, William H.; Niesl, Joseph

A study of 2-year associate degree commercial arts programs in Wisconsin was conducted to determine the entry-level job requirements of commercial artists on a statewide basis; to identify skill tasks, performance levels, and learning experiences required of commercial artists; to evaluate the relevance of 2-year programs to industry requirements;…

Articulation Assistance for Columbus State Community College. Add-on Task #2: Pre-Tech for Allied Health. Final Report.

ERIC Educational Resources Information Center

Goff, S. Judith; And Others

This guide is intended for use in helping high school and entry-level community college students in acquiring the practical science skills necessary to ensure successful completion of an associate-level allied health program. The guide was originally developed to provide an articulation model for high school students interested in entering the…

Basic Electronics.

ERIC Educational Resources Information Center

Hartman, Lonnie; Huston, Jane, Ed.

The skills taught in these materials for a seven-unit course were those identified as necessary not only for entry-level electronic technicians but for those in other occupations as well, including appliance repair, heating and air conditioning, and auto mechanics. The seven units are on shop orientation and safety principles, introduction to…

Critique of the Graduate Nurse: An International Perspective.

ERIC Educational Resources Information Center

Greenwood, Jennifer

2000-01-01

Nurses in service fault beginning nurses' insufficient clinical and patient management skills. Nurse educators maintain that practicing nurses do not facilitate the transition of entry-level nurses. More collaboration between teachers and practitioners is needed. (Commentaries by Sally Glen, Patrick Crookes, and Pam Walter follow.) (SK)

Dental Assistant.

ERIC Educational Resources Information Center

Michigan State Univ., East Lansing. Coll. of Agriculture and Natural Resources Education Inst.

This curriculum guide, developed for use in dental assistant education programs in Michigan, describes a task-based curriculum that can help a teacher to develop a classroom management system where students learn by doing. It is based on task analysis and reflects the skills, knowledge, and attitudes that employers expect entry-level dental…

Research and Teaching: Development of Undergraduate Teaching Assistants as Effective Instructors in STEM Courses

ERIC Educational Resources Information Center

Philipp, Stephanie B.; Tretter, Thomas; Rich, Christine V.

2016-01-01

This study examined the development of peer mentoring skills and deepening of content knowledge by trained and supported undergraduate teaching assistants working with students in entry-level STEM courses across nine departments at a large research-intensive U.S. university.

Curriculum Guide for Building Construction.

ERIC Educational Resources Information Center

Oregon State Board of Education, Salem.

This guide outlines the basic skills and knowledge necessary for entry-level competencies in the field of building construction, or for entrance into a post-high school or university program. The introductory section includes (1) brief job descriptions from the "Dictionary of Occupational Titles" for the seven key occupations represented…

Residential Wiring. Second Edition.

ERIC Educational Resources Information Center

Taylor, Mark; And Others

This guide is designed to assist teachers conducting a course to prepare students for entry-level employment in the residential wiring trade. Included in the guide are six instructional units and the following sections of information for teachers: guidelines in using the unit components; academic and workplace skills classifications and…

Returning nurses to the workforce: developing a fast track back program.

PubMed

Burns, Helen K; Sakraida, Teresa J; Englert, Nadine C; Hoffmann, Rosemary L; Tuite, Patricia; Foley, Susan M

2006-01-01

Fast Track Back: Re-entry into Nursing Practice program. Describes the development, implementation, and evaluation of a state-of-the-art re-entry program facilitating the return of licensed nonpracticing RNs to the workforce through a quality education program that retools them for the workforce in the areas of pharmacology, skill development using the latest technology, practice standards, and nursing issues. The program consists of didactic content taught via classroom, Internet, skills laboratory, and high fidelity human simulated technology and a clinical component. The program is a mechanism that enables re-entry nurses to improve skills and competencies necessary to practice in today's healthcare environment.

Entry Skills to Reading Using Classroom Management Strategies: A Position Statement.

ERIC Educational Resources Information Center

Speiss, Madeleine; Olivero, James

The development of an entry skills behavior package designed as lessons to prepare the culturally divergent children of the Southwestern United States for beginning reading instruction in existing school programs is described. The series of 135 discrete lessons teaches auditory discrimination, associative vocabulary, listening comprehension,…

Foundations of Mathematics Achievement: Instructional Practices and Diverse Kindergarten Students

ERIC Educational Resources Information Center

Bottia, Martha Cecilia; Moller, Stephanie; Mickelson, Roslyn Arlin; Stearns, Elizabeth

2014-01-01

Analyzing Early Childhood Longitudinal Survey--Kindergarten (ECLS-K) data, we examine how exposure to instructional practices influences math test scores at the end of kindergarten for children from different racial/ethnic and socioeconomic backgrounds, and for children with different levels of math skills at kindergarten entry. We also analyze…

Lithographic Stripping; Printing 2: 9755.03.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

The course is one of a group which provides 11th grade students with the general information, technical knowledge, basic skills, attitudes, and values required for job entry level in printing. The course is 90 hours in length. Course content includes goals, specific objectives, orientation, safety in the stripping department, and a stripping…

Automotive Body Fillers; Auto Body Repair and Refinishing 2: 9035.03.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

This course provides students with the general information, technical knowledge, basic skills, attitudes, and values required for job entry level as an auto body repair helper. Course content includes goals, specific objectives, orientation, filling with body solder, and plastic filler. A post-test sample is appended. (NH)

Platemaking; Printing 2: 9755.04.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

The course is one of a group which provides 11th grade students with the general information, technical knowledge, basic skills, attitudes, and values required for job entry level in the printing industry. Course content includes goals, specific objectives, orientation, types of lithographic plates, surface plates for offset, wipe-on plates,…

Radio and Television Servicing. Intermediate Course.

ERIC Educational Resources Information Center

Campbell, Guy; And Others

Several intermediate performance objectives and corresponding criterion measures are listed for each of 32 terminal objectives for an intermediate (second year) radio/TV servicing course. This 1-year course (3 hours daily) was designed to provide the student with the basic skills and knowledges necessary for entry level employment in the Radio/TV…

32 CFR 65.3 - Definitions.

Code of Federal Regulations, 2010 CFR

2010-07-01

...-called `A' School). (3) In the case of members of the Air Force, Basic Military Training and Technical..., U.S.C. Entry Level and Skill Training. (1) In the case of members of the Army, Basic Combat Training and Advanced Individual Training, which includes members attending One Station Unit Training (OSUT...

Curriculum Guide for Agriculture.

ERIC Educational Resources Information Center

Oregon State Board of Education, Salem. Div. of Community Colleges and Career Education.

Developed through a cooperative effort by industry and education, this curriculum guide outlines the basic knowledge and skills necessary for entry-level competencies in the broad field of agriculture, or for entrance into a post-high school program. This guide is one of several developed for Oregon's new approach to secondary education called…

Machine Tool Operation, Course Description.

ERIC Educational Resources Information Center

Denny, Walter E.; Anderson, Floyd L.

Prepared by an instructor and curriculum specialists, this course of study was designed to meet the individual needs of the dropout and/or hard-core unemployed youth by providing them skill training, related information, and supportive services knowledge in machine tool operation. The achievement level of each student is determined at entry, and…

Numeracy Books for Adult Learners. An Annotated Bibliography.

ERIC Educational Resources Information Center

Ciancone, Thomas

This annotated bibliography profiles 27 print publications about and for adults whose mathematics skills are below the eighth-grade level. Entries describing the following materials are presented: 5 handbooks/guides (including an introduction to numeracy teaching, adult numeracy training pack, and manual for teaching place value); 2 publications…

DOES SCHOOL INTEGRATION CONFLICT WITH QUALITY EDUCATION.

ERIC Educational Resources Information Center

DODSON, DAN W.

ONLY THROUGH QUALITY EDUCATION PROVIDED IN RACIALLY BALANCED SCHOOLS WILL CHILDREN OF DIFFERENT CULTURAL AND RACIAL BACKGROUNDS LEARN THE CITIZENSHIP SKILLS NEEDED IN CONTEMPORARY SOCIETY. THE BASIC ISSUE FOR EDUCATION IS THE NEED TO PROVIDE NEGROES WITH GENUINE QUALITY EDUCATION WHICH WILL EQUIP THEM FOR ENTRY INTO THE MIDDLE CLASS LEVEL OF…

Collegiate Aviation Review. September 1993.

ERIC Educational Resources Information Center

Barker, Ballard M., Ed.

This document contains two papers on aviation education. "Chief Pilots of Regional Airlines Perceive Basic Instrument Skills as Most Important with Respect to Need for Additional Training of Entry-Level Pilots" (William C. Herrick) reports the results of a study in which 126 (of a population of 197) randomly selected regional airlines' chief…

Masonry. Basic Course. Career Education.

ERIC Educational Resources Information Center

Muldrow, Oliver

Several intermediate performance objectives and corresponding criterion measures are listed for each of 22 terminal objectives for a basic masonry course. The materials were developed for a 36-week course (2 hours daily). Organized subject matter and practical experiences are designed to prepare students for entry level skills in the masonry…

Necessary Social Skills Related to Peer Acceptance. Review of Research.

ERIC Educational Resources Information Center

Kim, Yanghee A.

2003-01-01

Differentiates behaviors of peer-rejected and peer-neglected children at the early childhood level. Offers suggestions for teaching alternative behaviors to aggressive or withdrawn children, direct entry behaviors, positive responses to peers' initiation, verbal assertiveness, engagement in complex pretend play, and ways to show positive affection…

Community-Based Prevention Specialist. Trainer Manual.

ERIC Educational Resources Information Center

University Research Corp., Bethesda, MD.

This trainer manual is designed to assist facilitators in the design of entry-level courses and programs for substance abuse prevention specialists. The manual initially concentrates on a basic, generic approach to community work, and introduces the knowledge and skills needed to implement substance abuse prevention programs by using the community…

Rice University: Innovation to Increase Student College Readiness

ERIC Educational Resources Information Center

Gigliotti, Jennifer

2012-01-01

"College readiness" means that a student can enter a college classroom without remediation and successfully complete entry-level college requirements (Conley, 2012). In order for students to be considered college ready, they must acquire skills, content knowledge, and behaviors before leaving high school. Research on high-school performance…

Masonry. Performance Objectives. Intermediate Course.

ERIC Educational Resources Information Center

Thompson, Moses

Several intermediate performance objectives and corresponding criterion measures are listed for each of 13 terminal objectives for an intermediate masonry course. These materials, developed for a two-semester (3 hours daily) course, are designed to provide the student with the skills and knowledge necessary for entry level employment in the field…

Commercial and Industrial Wiring. Second Edition.

ERIC Educational Resources Information Center

Kaltwasser, Stan; Flowers, Gary

This guide is designed to assist teachers conducting a course to prepare students for entry-level employment in the commercial and industrial wiring trade. Included in the guide are 15 instructional units and the following sections of information for teachers: guidelines in using the unit components; academic and workplace skills classifications…

Principles of Technology, Units 1-7. Curriculum Guide.

ERIC Educational Resources Information Center

Campbell, Robert, Comp.

This Idaho secondary education curriculum guide provides lists of tasks, performance objectives, and enabling objectives for instruction intended to impart entry-level employment skills in industrial technology. The first list is a general job competencies task profile, followed by a sheet on which teachers can evaluate students' general job…

Air Conditioning and Refrigeration Program Articulation, 1981-1982.

ERIC Educational Resources Information Center

Dallas County Community Coll. District, TX.

Based on a survey of high school programs and courses in the Dallas County Community College District (DCCCD), this articulated program is designed to prepare students for entry-level employment in the air conditioning and refrigeration industry, including residential and commercial air conditioning and commercial refrigeration. The skills and…

Refrigeration, Heating & Air Conditioning. Post Secondary Curriculum Guide.

ERIC Educational Resources Information Center

Garrison, Joe C.; And Others

This curriculum guide was designed for use in postsecondary refrigeration, heating and air conditioning education programs in Georgia. Its purpose is to provide for the development of entry level skills in refrigeration, heating, and air conditioning in the areas of air conditioning knowledge, theoretical structure, tool usage, diagnostic ability,…

Graphics Design Technology Curriculum Guide.

ERIC Educational Resources Information Center

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

This Idaho secondary education curriculum guide provides lists of tasks, performance objectives, and enabling objectives for instruction intended to impart entry-level employment skills in graphics design technology. The first list states all tasks for 11 areas; separate lists for each area follow. Each task on the lists is accompanied by a…

Banking and Related Financial Services.

ERIC Educational Resources Information Center

Snyder, Les

This curriculum guide lists competencies for banking and related financial services occupations, validated by educators and experienced persons in the field in Arizona. The competencies describe the skills required of entry-level workers. The guide is in two parts with one focusing on teller or teller-like positions, and the other focusing on…

Curriculum Guide for Electricity-Electronics.

ERIC Educational Resources Information Center

Oregon State Board of Education, Salem. Div. of Community Colleges and Career Education.

Developed through a cooperative effort by industry and education, this curriculum guide outlines the basic skills and knowledge necessary for entry-level competencies in the broad field of electricity-electronics, or for entrance into an apprenticeship, post-high school, or university program. This guide is one of several developed for Oregon's…

Athletic Training Students With Disabilities: A Survey of Entry-Level Education Programs

PubMed Central

Newsham, Katherine R

2006-01-01

Context: The Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 created and expanded protection for people with disabilities. Objective: To identify the proportion of students with disabilities enrolled in entry-level athletic training education programs (ATEPs), to examine the nature of the disabilities reported by these students, and to assess the number of ATEPs with policies (beyond technical standards) for admitting students with disabilities. Design: I distributed a survey via e-mail and the US Postal Service. The survey instrument was adapted from a tool used in similar research on medical education programs. Setting: Entry-level ATEPs. Patients or Other Participants: The survey was distributed to program directors at 292 Commission on Accreditation of Allied Health Education Program–accredited entry-level ATEPs. Main Outcome Measure(s): Using frequency analysis, I determined the rate at which students with disabilities enrolled in entry-level ATEPs and the types of disabilities represented. Disabilities represented in the study were related to learning, auditory, visual, emotional, orthopaedic, mobility, and motor skill impairments. Results: Of the 283 surveys delivered, 105 (37%) were completed and returned. A total of 70% of respondents reported enrollment of students with disabilities in their ATEPs. The number of students with disabilities in entry-level ATEPs increased during the 4-year period of this study, and the proportion of students with disabilities has also increased annually (from 1.8% to 2.6%). The most common type of impairment was a learning disability, accounting for more than 80% of all disabilities reported. Fewer than 10% of the ATEPs had a specific enrollment policy for students with disabilities. Conclusions: The number of students with disabilities in entry-level ATEPs is increasing, yet this figure is well below the 9% reported for the general student population. Most institutions rely on technical standards or student disability officers to determine if a student with a disability is otherwise qualified for selection into the ATEP. PMID:17273466

Data entry and error embedding system

NASA Technical Reports Server (NTRS)

Woo, Daniel N. (Inventor); Woo, Jr., John (Inventor)

1998-01-01

A data entry and error embedding system in which, first, a document is bitmapped and recorded in a first memory. Then, it is displayed, and portions of it to be replicated by data entry are underlayed by a window, into which window replicated data is entered in location and size such that it is juxtaposed just below that which is replicated, enhancing the accuracy of replication. Second, with this format in place, selected portions of the replicated data are altered by the insertion of character or word substitutions, thus the embedding of errors. Finally, a proofreader would endeavor to correct the error embedded data and a record of his or her changes recorded. In this manner, the skill level of the proofreader and accuracy of the data are computed.

Job Requirements for Marketing Graduates: Are There Differences in the Knowledge, Skills, and Personal Attributes Needed for Different Salary Levels?

ERIC Educational Resources Information Center

Schlee, Regina Pefanis; Karns, Gary L.

2017-01-01

Several studies in the business press and in the marketing literature point to a "transformation" of marketing caused by the availability of large amounts of data for marketing analysis and planning. However, the effects of the integration of technology on entry-level jobs for marketing graduates have not been fully explored. This study…

NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 53: From student to entry-level professional: Examining the technical communications practices of early career-stage US aerospace engineers and scientists

NASA Technical Reports Server (NTRS)

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

1995-01-01

Studies indicate that communications and information-related activities take up a substantial portion of an engineer's work week; therefore, effective communications and information-use skills are one of the key engineering competencies that early career-stage aerospace engineers and scientists must possess to be successful. Feedback from industry rates communications and information-use skills high in terms of their importance to engineering practice; however, this same feedback rates the communications and information-use skills of early career-stage engineers low. To gather adequate and generalizable data about the communications and information-related activities of entry-level aerospace engineers and scientists, we surveyed 264 members of the AIAA who have no more than 1-5 years of aerospace engineering work experience. To learn more about the concomitant communications norms, we compared the results of this study with data (1,673 responses) we collected from student members of the AIAA and with data (341 responses) we collected from a study of aerospace engineering professionals. In this paper, we report selected results from these studies that focused on the communications practices and information-related activities of early career-stage U.S. aerospace engineers and scientists in the workplace.

Developmental dyslexia: predicting individual risk.

PubMed

Thompson, Paul A; Hulme, Charles; Nash, Hannah M; Gooch, Debbie; Hayiou-Thomas, Emma; Snowling, Margaret J

2015-09-01

Causal theories of dyslexia suggest that it is a heritable disorder, which is the outcome of multiple risk factors. However, whether early screening for dyslexia is viable is not yet known. The study followed children at high risk of dyslexia from preschool through the early primary years assessing them from age 3 years and 6 months (T1) at approximately annual intervals on tasks tapping cognitive, language, and executive-motor skills. The children were recruited to three groups: children at family risk of dyslexia, children with concerns regarding speech, and language development at 3;06 years and controls considered to be typically developing. At 8 years, children were classified as 'dyslexic' or not. Logistic regression models were used to predict the individual risk of dyslexia and to investigate how risk factors accumulate to predict poor literacy outcomes. Family-risk status was a stronger predictor of dyslexia at 8 years than low language in preschool. Additional predictors in the preschool years include letter knowledge, phonological awareness, rapid automatized naming, and executive skills. At the time of school entry, language skills become significant predictors, and motor skills add a small but significant increase to the prediction probability. We present classification accuracy using different probability cutoffs for logistic regression models and ROC curves to highlight the accumulation of risk factors at the individual level. Dyslexia is the outcome of multiple risk factors and children with language difficulties at school entry are at high risk. Family history of dyslexia is a predictor of literacy outcome from the preschool years. However, screening does not reach an acceptable clinical level until close to school entry when letter knowledge, phonological awareness, and RAN, rather than family risk, together provide good sensitivity and specificity as a screening battery. © 2015 The Authors. Journal of Child Psychology and Psychiatry published by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health.

Data Entry Skills in a Computer-based Spread Sheet Amongst Postgraduate Medical Students: A Simulation Based Descriptive Assessment.

PubMed

Khan, Amir Maroof; Shah, Dheeraj; Chatterjee, Pranab

2014-07-01

In India, research work in the form of a thesis is a mandatory requirement for the postgraduate (PG) medical students. Data entry in a computer-based spread sheet is one of the important basic skills for research, which has not yet been studied. This study was conducted to assess the data entry skills of the 2(nd) year PG medical students of a medical college of North India. A cross-sectional, descriptive study was conducted among 111 second year PG students by using four simulated filled case record forms and a computer-based spread sheet in which data entry was to be carried out. On a scale of 0-10, only 17.1% of the students scored more than seven. The specific sub-skills that were found to be lacking in more than half of the respondents were as follows: Inappropriate coding (93.7%), long variable names (51.4%), coding not being done for all the variables (76.6%), missing values entered in a non-uniform manner (84.7%) and two variables entered in the same column in the case of blood pressure reading (80.2%). PG medical students were not found to be proficient in data entry skill and this can act as a barrier to do research. This being a first of its kind study in India, more research is needed to understand this issue and then include this yet neglected aspect in teaching research methodology to the medical students.

Fine motor skills and executive function both contribute to kindergarten achievement

PubMed Central

Cameron, Claire E.; Brock, Laura L.; Murrah, William M.; Bell, Lindsay H.; Worzalla, Samantha L.; Grissmer, David; Morrison, Frederick J.

2012-01-01

This study examined the contribution of executive function (EF) and multiple aspects of fine motor skills to achievement on six standardized assessments in a sample of middle-SES kindergarteners. 3- and 4-year-olds’ (N=213) fine and gross motor skills were assessed in a home visit before kindergarten; EF was measured at fall of kindergarten; and Woodcock-Johnson III (WJ III) Tests of Academic Achievement were administered at fall and spring. Correlations indicated that EF and fine motor skills appeared distinct. Further, controlling for background variables, higher levels of both EF and fine motor skills, specifically design copy, predicted higher achievement on multiple subtests at kindergarten entry, as well as improvement from fall to spring. Implications for research on school readiness are discussed. PMID:22537276

Do Perceptions of Hiring Criteria Differ for Sales Managers and Sales Representatives? Implications for Marketing Education

ERIC Educational Resources Information Center

Raymond, Mary Anne; Carlson, Les; Hopkins, Christopher D.

2006-01-01

Using both qualitative and quantitative methods, this study explores whether perceptions of critical hiring criteria for entry-level sales positions differ across sales managers and sales representatives. This research also examines which classroom activities and skills these individuals perceive to be most important for strengthening the desired…

ALPHA: A Case Study in Upgrading.

ERIC Educational Resources Information Center

Granick, Leonard P. R.; And Others

An industry-focused upgrading model, based upon job redesigns of entry-level and higher skill positions and a multi-step diagonal/vertical progression ladder was installed in a company having a 150-employee blue collar work force. The model provided for rapid promotion and wage increases of both present employees and new hires, supported by skills…

Food Marketing: Cashier-Checker. Student Material. Competency Based Curriculum.

ERIC Educational Resources Information Center

Froelich, Larry; And Others

This curriculum for food marketing (cashier-checking) is designed to provide entry-level employment skills. It is organized into 13 units which contain one to ten competencies. A student competency sheet provided for each competency is organized into this format: unit and competency number and name, learning steps, learning activities, and…

Plant Science Alumni Rate Their Education Based upon Entry-Level Professional Experience.

ERIC Educational Resources Information Center

Long, G. A.; And Others

1992-01-01

The relevance of plant science curriculum at Utah State University was evaluated by students graduating in 1976 through 1986 using a modified Borich Model. Oral and written communication and interpersonal skills were rated as most important. Respondents recommended including business, computer, science, oral and written communications classes, and…

Central Services PREP (A Curriculum for Sterilization Technicians in the Workplace). Final Report.

ERIC Educational Resources Information Center

Tri-County Opportunities Industrialization Center, Inc., Harrisburg, PA.

A workplace literacy curriculum for entry-level hospital workers who sterilize medical equipment for doctors and nurses was developed, tested, and published in Harrisburg, Pennsylvania. An assessment was conducted to identify the needs of the hospital's management and the literacy skills needed by its central services prep department, and…

Health Care Assistant Core. Instructor Manual.

ERIC Educational Resources Information Center

Feilner, Veronica; Robling, Jeannine

This document contains the core curriculum for a basic high school course for health care assistants. It is designed as a 1-semester course of study, after which students can take a course in an emphasis area, such as veterinary, nursing, pharmacology, or physical therapy, in which they learn skills for specific entry-level jobs. The curriculum…

Publishing Strategies of Young, Highly Mobile Academics: The Question of Language in the European Context

ERIC Educational Resources Information Center

Anderson, Laurie

2013-01-01

This paper examines links between publishing strategies and the academic mobility of multilingual entry-level scholars in the European context against the backdrop of European Union (EU) policies and research on academic labor market characteristics, skilled migration and scholarly publishing. An analysis of language of publication, patterns of…

Bridging into Small Business: A Program for Aboriginal People.

ERIC Educational Resources Information Center

Kaufmann, Jill

This self-instructional kit is part of an entry-level training program that has been designed to support Aboriginal people in Australia in developing a business proposal and the skills required to achieve success. The manual, "Starting Your Own Small Business," includes information and activities that provide a thorough examination of…

Responding in Real Time: Creating a Social Media Crisis Simulator for the Classroom

ERIC Educational Resources Information Center

Anderson, Betsy; Swenson, Rebecca; Kinsella, John

2014-01-01

This article describes a realistic online crisis unit, in which students practice: (1) responding to fast-paced information on multiple social media channels; (2) coordinating and making team decisions; and (3) creating effective responses. These skills are required for entry-level positions such as digital specialists and community managers,…

Equipped for the Future. Preparing for Work: A Guide for Business

ERIC Educational Resources Information Center

Center for Literacy Studies, University of Tennessee (NJ3), 2011

2011-01-01

"Preparing for Work," developed by Equipped for the Future at the Center for Literacy Studies, University of Tennessee, is a skills-based course designed for implementation in organizations and agencies involved in preparing their clients and students for entry level work. Each of the instructional modules that comprise the…

Private Security Training. Phase 1: Basic. Instructor Edition.

ERIC Educational Resources Information Center

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

This basic module on private security training was designed under the direction of the Oklahoma Council on Law Enforcement Education and Training to teach basic skills necessary for entry-level employment in this field. This module contains six instructional units that cover the following topics: (1) interpreting the Oklahoma Security Guard and…

Educating the Educator: Use of Pulse Oximetry in Athletic Training

ERIC Educational Resources Information Center

Berry, David C.; Seitz, S. Robert

2012-01-01

The 5th edition of the "Athletic Training Education Competencies" expanded the scope of knowledge and skill set of entry-level athletic trainers related to the domain of "Acute Care of Injuries and Illnesses." One of these major changes includes the introduction of adjunct airway techniques, such as oropharyngeal and nasopharyngeal airways and…

Educational Preparation and Experiences in the Industrial-Occupational Setting: A Qualitative Study of Athletic Training Graduates' Perspectives

ERIC Educational Resources Information Center

Schilling, Jim F.

2011-01-01

Context: The industrial-occupational setting provides a workplace of substantial potential for the athletic training graduate. Acquiring input from entry-level athletic trainers (ATs) pertaining to experiences, knowledge, and skills necessary to be successful in the industrial-occupational setting is critical information for future Athletic…

Nurse Assistant Instructor Guide.

ERIC Educational Resources Information Center

Connecticut State Dept. of Education, Hartford. Div. of Vocational, Technical, and Adult Education.

This document is designed to assist the teacher in a nurse assistant certification program. The program is intended to prepare students for entry-level employment in a long-term care facility or with a licensed home health care agency. The 135-hour course teaches basic skills in patient care that will qualify the student to assist the licensed…

Introduction to Welding. Instructor Edition. Introduction to Construction Series.

ERIC Educational Resources Information Center

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

This document contains the materials necessary to teach four instructional units on welding that are designed to prepare learners for entry-level employment. The following instructional units are presented: (1) welding materials; (2) welding tools; (3) welding layout and basic skills; and (4) oxyacetylene cutting. The document begins with a copy…

[Business and Education Standards Program - Development of Standards and Certification for Welders]. Final Report.

ERIC Educational Resources Information Center

American Welding Society, Miami, FL.

The American Welding Society (AWS) Education Grant Committee was organized in 1993 to unite employers, trade unions, educators, technical specialists, welding equipment manufacturers, and AWS members in efforts to develop national skills standards for training and certifying entry-level, advanced, and expert welders. Data were collected through…

CAD Skills Increased through Multicultural Design Project

ERIC Educational Resources Information Center

Clemons, Stephanie

2006-01-01

This article discusses how students in a college-entry-level CAD course researched four generations of their family histories and documented cultural and symbolic influences within their family backgrounds. AutoCAD software was then used to manipulate those cultural and symbolic images to create the design for a multicultural area rug. AutoCAD was…

Performance of Building Technology Graduates in the Construction Industry in Ghana

ERIC Educational Resources Information Center

Ayarkwa, J.; Dansoh, Ayirebi; Adinyira, E.; Amoah, P.

2011-01-01

Purpose: This paper aims to assess the perception of the Ghanaian construction industry of the performance of entry-level building technology graduates. Also, other non-technical skills or attributes expected from building technology graduates are to be compared with the actual proficiency of the graduates. Design/methodology/approach: The…

NABTE Review: A Journal of the National Association for Business Teacher Education, 2002.

ERIC Educational Resources Information Center

Moore, Wayne, Ed.

2002-01-01

This issue reports research that addresses the needs and future of business education, work-based initiatives, business educators' use of the Web, and technology skills for entry-level workers. "Editorial Comment: Scholarship of the 21st Century" (Moore) provides an overview of the issue. "Quality Business Teacher Education:…

An Inventory of Skills and Knowledge Necessary for a Career as a Nurse's Aide.

ERIC Educational Resources Information Center

Hawaii State Board for Vocational Education, Honolulu.

In September 1985, the State Board for Vocational Education in Hawaii, in conformance with federal mandates, established technical committees to assess the entry-level employment requirements for a number of occupations. Drawing from an examination of relevant curriculum materials, the Statewide Technical Committee on Health Services developed an…

Draping Education to Promote Patient Dignity: Canadian Physiotherapy Student and Instructor Perceptions

PubMed Central

Wilson, Nicole; Lusty, Christopher; Averns, Henry; Hopman, Wilma

2012-01-01

ABSTRACT Purpose: To determine the perceptions of educators and students in Canadian entry-level professional physiotherapy programmes with respect to the current draping curriculum and the methods of delivery of that content and to determine if there is a need for additional draping education time and resources in these programmes. Methods: Canadian university physiotherapy students (n=127) and educators (n=183) completed questionnaires designed by the authors. Data were collected via Survey Monkey, exported as Excel files, and analyzed using descriptive statistics and Pearson chi-square analysis. Results: Students and educators agreed that dignity as a concept and draping as a skill to protect patient dignity are both important and should be included in Canadian physiotherapy curricula. Respondents also agreed that students often have difficulty with draping. Educators identified barriers to teaching draping while students identified components of an effective educational resource on draping. Conclusions: To enhance the development of effective draping skills among entry-level physiotherapists, draping education should be included in Canadian physiotherapy curricula. An effective draping educational resource should be developed for educators and students. PMID:23450117

Anxiety in medical students: is preparation for full-time clinical attachments more dependent upon differences in maturity or on educational programmes for undergraduate and graduate entry students?

PubMed

Hayes, K; Feather, A; Hall, A; Sedgwick, P; Wannan, G; Wessier-Smith, A; Green, T; McCrorie, P

2004-11-01

The transition to full-time clinical studies holds anxieties for most medical students. While graduate entry medical education has only recently begun in the UK, the parallel undergraduate and graduate entry MBBS courses taught at our school allowed us to study how 2 differently prepared groups perceived this vital time at a comparable stage in their training. An anonymous questionnaire collected demographic data and graded anxiety in 13 statements relating to starting full-time clinical attachments. Two open questions allowed free text comment on the most positive and negative influences perceived during this time. Both a statistical analysis and a qualitative assessment were performed to compare the 2 groups of students. The 2 groups were similar with respect to gender but the graduate entry students were significantly older. The graduate entry students were significantly less anxious about most aspects of the transition period compared to the undergraduates. These course differences remained after adjusting for age and sex. When adjusted for course and age, male students expressed less anxiety. The main positive qualitative statements related to continual clinical and communication skills training in the graduate entry group. The main qualitative concerns in both groups related to 'fitting in' and perceived lack of factual knowledge. These data support the early introduction of clinical skills teaching, backed up by a fully integrated clinically relevant curriculum with continued assessment, in preparing students and reducing levels of anxiety before they start full-time clinical attachments. These course design differences appear to be more important than any differences in maturity between the 2 groups.

Phlebotomy skills expected of career entry CLS/CLT graduates: a Missouri hospital perspective.

PubMed

Millstead, C

2000-01-01

To determine how much, what type, and what proficiency of phlebotomy experience CLS/CLT students should have during the training program to be prepared to meet the needs of the majority of Missouri hospital employers. Survey to determine the role healthcare professionals, inside and outside the laboratory, play in today's blood collection patterns and phlebotomy management. The Missouri Organization of Clinical Laboratory Science mailed 204 surveys to the Missouri Hospital Association member laboratories. MAIN OUTCOMES/CONCLUSIONS: This research examined the need for modifying phlebotomy skills of clinical laboratory science students. Data gathered from employers support the premise that entry-level competencies of CLS/CLT graduates will vary according to clinical facility size. CLS/CLT programs may use data from this study to plan phlebotomy practicums. It can be extrapolated that Missouri employers who are most likely to employ career entry graduates expect them to draw blood from 9.3 patients within one hour. Fifty-three percent of 40 to 400 bed hospitals expect graduates to perform difficult draws in at least eight types of hospital units. Laboratories are the major managers of hospital wide phlebotomy services; thus, CLS/CLT curricula should include phlebotomy management methods.

Administration and management skills needed by physical therapist graduates in 2010: a national survey.

PubMed

Schafer, D Sue; Lopopolo, Rosalie B; Luedtke-Hoffmann, Kathleen A

2007-03-01

Administration and management (A and M) skills are essential to physical therapist practice. This study identified which A and M skills will be most critical for future Doctor of Physical Therapy (DPT) graduates to possess upon entry into clinical practice. Using a 7-point scale, 435 randomly selected American Physical Therapy Association members (physical therapists) rated 121 A and M skills based on expectation of the level of independence required by a new DPT graduate. No differences among respondents based on role, work setting, or experience were found, so the data were combined for factor analyses, producing 16 A and M skill groups. The most independence was expected in skills related to self-management, compliance with rules, ethical behavior, and insurance coding. Skills requiring the most assistance were marketing and strategic planning, financial analysis and budgeting, and environmental assessment. This study has identified the level of independence for the A and M skills needed by new DPT graduates, provided empirical evidence suggesting which A and M skills should be included in DPT curricula, and suggested a pattern of A and M skill acquisition that applies first to the new therapist and the patient, then to the organization, and finally to the health care environment.

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

ERIC Educational Resources Information Center

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

2010-01-01

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

Establishment and Implementation of a Required Medication Therapy Management Advanced Pharmacy Practice Experience

PubMed Central

Gilliam, Eric; Thompson, Megan; Vande Griend, Joseph

2017-01-01

Objective. To develop a community pharmacy-based medication therapy management (MTM) advanced pharmacy practice experience (APPE) that provides students with skills and knowledge to deliver entry-level pharmacy MTM services. Design. The University of Colorado Skaggs School of Pharmacy & Pharmaceutical Sciences (SSPPS) partnered with three community pharmacy chains to establish this three-week, required MTM APPE. Students completed the American Pharmacists Association MTM Certificate Course prior to entering the APPE. Students were expected to spend 90% or more of their time at this experience working on MTM interventions, using store MTM platforms. Assessment. All 151 students successfully completed this MTM APPE, and each received a passing evaluation from their preceptor. Preceptor evaluations of students averaged above four (entry-level practice) on a five-point Likert scale. The majority of students reported engagement in MTM services for more than 80% of the time on site. Students’ self-reporting of their ability to perform MTM interventions improved after participation in the APPE. Conclusion. The SSPPS successfully implemented a required MTM APPE, preparing students for entry-level delivery of MTM services. PMID:28381896

Fine motor skills and executive function both contribute to kindergarten achievement.

PubMed

Cameron, Claire E; Brock, Laura L; Murrah, William M; Bell, Lindsay H; Worzalla, Samantha L; Grissmer, David; Morrison, Frederick J

2012-01-01

This study examined the contribution of executive function (EF) and multiple aspects of fine motor skills to achievement on 6 standardized assessments in a sample of middle-socioeconomic status kindergarteners. Three- and 4-year-olds' (n=213) fine and gross motor skills were assessed in a home visit before kindergarten, EF was measured at fall of kindergarten, and Woodcock-Johnson III Tests of Academic Achievement were administered at fall and spring. Correlations indicated that EF and fine motor skills appeared distinct. Further, controlling for background variables, higher levels of both EF and fine motor skills, specifically design copy, predicted higher achievement on multiple subtests at kindergarten entry, as well as improvement from fall to spring. Implications for research on school readiness are discussed. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

Preschool Center Quality and School Readiness: Quality Effects and Variation by Demographic and Child Characteristics

PubMed Central

Keys, Tran D.; Farkas, George; Burchinal, Margaret R.; Duncan, Greg J.; Vandell, Deborah L.; Li, Weilin; Ruzek, Erik A.; Howes, Carollee

2014-01-01

This article examines associations between observed quality in preschool center classrooms for approximately 6,250 three- to five-year-olds and their school readiness skills at kindergarten entry. Secondary analyses were conducted using data from four large-scale studies to estimate the effects of preschool center quality and interactions between quality and demographic characteristics and child entry skills and behaviors. Findings were summarized across studies using meta-analytic methods. Results indicate small, but statistically significant associations for preschool center quality main effects on language and mathematics outcomes with little evidence of moderation by demographic characteristics or child entry skills and behaviors. Preschool center quality was not reliably related to socioemotional outcomes. The authors discuss possible explanations for the small effect sizes and lack of differential effects. PMID:23331043

Addendum to ESEA Title I Program Evaluation [Phoenix Union High School System, Arizona].

ERIC Educational Resources Information Center

Estes, Gary D.

An Elementary Secondary Education Act Title I English/Writing project was continued at two Phoenix Union high schools, Carl Hayden and North High Schools, in 1974-75. Although the objectives and instructional method (individualized, diagnostic, prescriptive approach) were the same at the two schools, the entry level skills and abilities of the…

Integrated Occupational Program: Information Manual for Administrators, Counsellors, and Teachers. Curriculum Standards.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Standards Branch.

The purposes of the Integrated Occupational Program developed for special needs students in grades 8-12 in Alberta (Canada) are to have students become responsible members of society, develop entry-level vocational abilities, and become aware of the need and opportunities for lifelong learning. The focus is on the development of knowledge, skills,…

The Development and Implementation of a School-to-Work Apprenticeship Model at a Technical Career Center.

ERIC Educational Resources Information Center

Kraft, James A.

A business and education partnership model addressed a shortage of local, qualified, entry-level, technically skilled workers through a school-to-work apprenticeship program at the North Montco Technical Career Center in Lansdale, Pennsylvania. The research-based solution plan of the Pennsylvania Youth Apprenticeship Program (PYAP) included three…

Mentoring Graduate Students in Research and Teaching by Utilizing Research as a Template

ERIC Educational Resources Information Center

Knutson, Christopher C.; Jackson, Milton N., Jr.; Beekman, Matt; Carnes, Matthew E.; Johnson, Darren W.; Johnson, David C.; Keszler, Douglas A.

2014-01-01

We have designed a unique guided-inquiry-inspired course for entry-level graduate students using chemical research as a mechanism to teach research-oriented problem-solving skills. The course has been designed for flexibility around a shared research experience. The curriculum can be modified each year by incorporating a new research project into…

The Impact of Automation on Job Requirements and Qualifications for Catalogers and Reference Librarians in Academic Libraries.

ERIC Educational Resources Information Center

Xu, Hong

1996-01-01

Compares and analyzes job advertisements for catalogers and reference librarians in academic libraries from 1971 to 1990 to trace the impact of automation on job requirements and qualifications. Findings indicate that computer skills are needed, and there are more entry-level jobs being posted for both groups. (Author/JMV)

From Graduate Student to Professor: Reflection on the Transition and Tips for Those Who Follow

ERIC Educational Resources Information Center

Payne, Ellen K.; Berry, David C.

2014-01-01

Successful completion of the Board of Certification (BOC) examination verifies that an athletic trainer has the knowledge and skills associated with the entry-level practice of athletic training, but earning a terminal degree ''does not mean that the person holding this degree necessarily understands how to design, implement, assess, or even…

Understanding University Success. A Report from Standards for Success.

ERIC Educational Resources Information Center

Conley, David T.

This booklet outlines what students must know and be able to do to succeed in entry-level university courses. The standards presented in the booklet were designed to create a new way to view college preparation. The standards--known as the knowledge and skills for university success (KSUS) standards--were developed from a 2-year study in which…

Employer Expectations of Accounting Undergraduates' Entry-Level Knowledge and Skills in Global Financial Reporting

ERIC Educational Resources Information Center

Jones, Christopher G.; Vedd, Rishma; Yoon, Sung Wook

2008-01-01

The globalization of business has led to the adoption of International Financial Reporting Standards (IFRS) around the world. Recently, the Securities and Exchange Commission issued a roadmap for IFRS implementation starting in 2014, with earlier adoption permitted. Yet according to recent surveys, few U.S. universities have a strategy in place to…

Knowledge, Skills, and Abilities for Entry-Level Business Analytics Positions: A Multi-Method Study

ERIC Educational Resources Information Center

Cegielski, Casey G.; Jones-Farmer, L. Allison

2016-01-01

It is impossible to deny the significant impact from the emergence of big data and business analytics on the fields of Information Technology, Quantitative Methods, and the Decision Sciences. Both industry and academia seek to hire talent in these areas with the hope of developing organizational competencies. This article describes a multi-method…

How Interdisciplinary Liberal Arts Programs Prepare Students for the Workforce and for Life

ERIC Educational Resources Information Center

Nutting, Maureen Murphy

2013-01-01

Although science, technology, engineering, math (STEM) and vocational training programs are presented as today's community college students' gateway to entry-level positions in the workforce, liberal arts instruction plays a critical role in their training, by providing these students the skills that many employers require and that make…

Los Angeles County Office Survey, Research Study Number 80-9.

ERIC Educational Resources Information Center

Rudnitsky, Andrea

A survey of area employers was conducted by Los Angeles City College in Fall 1979 to determine: (1) the skill requirements for entry-level secretarial and clerical workers, (2) the salaries earned by these employees, (3) the word processing equipment commonly used by employers, (4) future employment trends in secretarial/clerical fields, and (5)…

Report on a Two-Year Farm Management/Agricultural Mechanics Curriculum Review

ERIC Educational Resources Information Center

Eighmy, Myron A.; Tews, Bradley D.

2006-01-01

The purpose of this project was to review the Farm Management curriculum at the North Dakota State College of Science (NDSCS) to determine if current curriculum content provides the knowledge and skills needed to be an entry-level farm manager in a contemporary farming operation. The nominal group technique was selected for this curriculum review.…

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

ERIC Educational Resources Information Center

Ramsey, Jon W.; Edwards, M. Craig

2011-01-01

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

Graphic Arts: Process Camera, Stripping, and Platemaking. Fourth Edition. Teacher Edition [and] Student Edition.

ERIC Educational Resources Information Center

Multistate Academic and Vocational Curriculum Consortium, Stillwater, OK.

This publication contains both a teacher edition and a student edition of materials for a course in graphic arts that covers the process camera, stripping, and platemaking. The course introduces basic concepts and skills necessary for entry-level employment in a graphic communication occupation. The contents of the materials are tied to measurable…

Automotive Electrical and Electronic Systems I; Automotive Mechanics 2: 9045.03.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

The automotive electrical and electronic system I course is designed as one of a group of quinmester courses offered in the field of automotive mechanics. General information will be given along with technical knowledge, basic skills, attitudes and values that are required for job entry level. The nine week (135 clock hour) course overcomes some…

Entry-Level Athletic Trainers' Perceived Adequacy of Clinical Education in Preparation for Confident Professional Practice

ERIC Educational Resources Information Center

Shinew, Kayla A.

2011-01-01

Athletic training educators are responsible for giving athletic training students a proper environment in which they have opportunities to apply didactic knowledge using critical thinking and decision making skills in a real world context (Radtke, 2008). Clinical education needs to play an integral role in developing athletic training students…

Evaluation of an Assessment and Placement System for Entry-Level Courses.

ERIC Educational Resources Information Center

Astroth, Jonathan; Weber, Jerry

In fall 1987, a study was conducted at Lincoln Land Community College (LLCC) to examine the college's system of basic skills assessment for course placement. The study investigated the adequacy of established cut scores; placement evasion (i.e., the disregarding of a recommendation to take a developmental course) and its consequences; the use of…

Business-Led Coalitions: Aligning Supply and Demand in Workforce Development. Workforce Brief #9.

ERIC Educational Resources Information Center

Mitchell, Stephen M.; Jimenez, Manuel

The test for today's economy is to create a workforce development system that capitalizes on current opportunities across states, regions, and local communities. The economic environment is positive, with tight, dynamic, and global labor markets. The business need for job-ready, entry-level workers; high-skilled workers; and workers who can…

Identifying What Student Affairs Professionals Value: A Mixed Methods Analysis of Professional Competencies Listed in Job Descriptions

ERIC Educational Resources Information Center

Hoffman, John L.; Bresciani, Marilee J.

2012-01-01

This mixed method study explored the professional competencies that administrators expect from entry-, mid-, and senior-level professionals as reflected in 1,759 job openings posted in 2008. Knowledge, skill, and dispositional competencies were identified during the qualitative phase of the study. Statistical analysis of the prevalence of…

Pre-Calculus Instructional Guide for Elementary Functions, Analytic Geometry.

ERIC Educational Resources Information Center

Montgomery County Public Schools, Rockville, MD.

This is a guide for use in semester-long courses in Elementary Functions and Analytic Geometry. A list of entry-level skills and a list of approved textbooks is provided. Each of the 18 units consists of: (1) overview, suggestions for teachers, and suggested time; (2) list of objectives; (3) cross-references guide to approved textbooks; (4) sample…

Using School Gardening as a Vehicle for Critical and Creative Thinking in Health Education

ERIC Educational Resources Information Center

Ausherman, Judith A.; Ubbes, Valerie A.; Kowalski, Jacqueline

2014-01-01

This strategy is to provide health education teacher candidates with critical and creative thinking tools to explore gardening as a vehicle to integrate health education content with other subjects. According to the Competency-Based Framework for the Health Education Specialist (2010a), entry-level health educators should have skills and…

Collaboration The Key To: Defining Entry Level Competencies for Public Child Welfare Workers Serving Indian Communities.

ERIC Educational Resources Information Center

Gonzalez-Santin, Edwin; And Others

The rural environment in which most Indian tribal human service personnel work impedes the access of paraprofessional staff to professional education programs that will enable them to expand their theoretical knowledge, enhance their practical skills, and advance their careers. Each day, child welfare workers encounter complex tasks that require…

Providing Worker Education and Building the Labor Movement: The Joseph S. Murphy Institute of City University of New York

ERIC Educational Resources Information Center

D'Amico, Deborah

2011-01-01

To provide equitable access to formal, nonformal and workplace learning, experts urge community, business, education and government partnerships. While membership in unions continues to decline and "opportunities for entry-level workers to become skilled workers is lessening," the partnership described in this article shows that it is…

Clerical/Secretarial Course. Bilingual Vocational Instructional Materials.

ERIC Educational Resources Information Center

Lopez-Cox, Guadalupe

This clerical/secretarial course, one of a series of bilingual English-Spanish vocational education courses, is designed to prepare students for entry-level employment in a secretarial field. It is geared to teach the student office skills and the qualities that will be expected of him/her in the area of secretarial work. The course covers office…

Training L2 Writers to Reference Corpora as a Self-Correction Tool

ERIC Educational Resources Information Center

Quinn, Cynthia

2015-01-01

Corpora have the potential to support the L2 writing process at the discourse level in contrast to the isolated dictionary entries that many intermediate writers rely on. To take advantage of this resource, learners need to be trained, which involves practising corpus research and referencing skills as well as learning to make data-based…

Reliability of Entry-Level Athletic Trainers' Palpation Skills of Bony Anatomical Landmarks in the Lumbopelvic Region

ERIC Educational Resources Information Center

Schultz, Sarah M.; Jacobs, Michelle M.; Gorgos, Kara S.; Wasylyk, Nicole T.; Hanrahan, Sean; Van Lunen, Bonnie L.

2015-01-01

Context: Accuracy of locating various lumbopelvic landmarks for novice athletic trainers has not been examined. Objective: To examine reliability of novice athletic trainers for identification of the L4 spinous process and right and left posterior superior iliac spine (PSIS). Design: Cross-sectional reliability. Setting: Laboratory. Patients or…

Recognition of Tacit Skills: Sustaining Learning Outcomes in Adult Learning and Work Re-Entry

ERIC Educational Resources Information Center

Evans, Karen; Kersh, Natasha; Kontiainen, Seppo

2004-01-01

This paper is based on the project "Recognition of Tacit Skills and Knowledge in Work Re-entry" carried out as a part of the ESRC-funded Research Network "Improving Incentives to Learning in the Workplace". The network aims to contribute to improved practice among a wide range of practitioners. The study has investigated the part played by tacit…

Learning outcomes with visual thinking strategies in nursing education.

PubMed

Moorman, Margaret; Hensel, Desiree; Decker, Kim A; Busby, Katie

2017-04-01

There is a need to develop innovative strategies that cultivate broad cognitive, intrapersonal, and interpersonal skills in nursing curricula. The purpose of this project was to explore transferable skills students gained from Visual Thinking Strategies (VTS). This qualitative descriptive study was conducted with 55 baccalaureate nursing students enrolled in an entry level healthy population course. The students participated in a 1h VTS session led by a trained facilitator. Data came from the group's written responses to a question about how they would use skills learned from VTS in caring for patients and in their nursing practice. Content analysis showed students perceived gaining observational, cognitive, interpersonal, and intrapersonal skills from the VTS session. VTS is a unique teaching strategy that holds the potential to help nursing students develop a broad range of skills. Studies are needed on optimal exposure needed to develop observational, communication, collaboration, and critical thinking skills. Research is also needed on how skills gained in VTS translate to practice. Copyright © 2016 Elsevier Ltd. All rights reserved.

ELECTROMECHANICAL INSTALLATION AND REPAIR CLUSTER--AN INVESTIGATION AND DEVELOPMENT OF THE CLUSTER CONCEPT AS A PROGRAM IN VOCATIONAL EDUCATION AT THE SECONDARY SCHOOL LEVEL.

ERIC Educational Resources Information Center

MALEY, DONALD

THIS COURSE OUTLINE ON ELECTROMECHANICAL INSTALLATION AND REPAIR IS PART OF THE FINAL REPORT ON "CLUSTER CONCEPT" COURSES IN VOCATIONAL EDUCATION FOR SECONDARY EDUCATION (ED 010 301). EACH JOB ENTRY TASK WAS ANALYZED FOR HUMAN REQUIREMENTS (COMMUNICATION, MEASUREMENT, MATHEMATICS, SCIENCE, SKILLS, AND INFORMATION) NECESSARY TO…

Business and the Future of Education. Sequoia Action Brief #1.

ERIC Educational Resources Information Center

Hawkins, Robert B., Jr.

Many entry level employees do not have the skills to become productive members of the work force. The nationwide decline in educational performance is documented by functional illiteracy among 13 percent of white 17-year-olds, and 42 percent of black 17-year-olds; a decline in the national average scores on the Scholastic Aptitude Test (SAT); and…

Correlation of Social Science Students' Grade Outcome with Reading and Writing Scores.

ERIC Educational Resources Information Center

Parrott, Marietta

A study was conducted at College of the Sequoias (COS) to examine the entry-level reading and writing skills of students and their grade outcomes in the social science courses for which they were enrolled. The study sought to identify any predictors of students' eventual success/non-success in class. The study focused on the placement test scores…

A Developmental Perspective on Workplace Readiness: Preparing High School Students for Success. Research Brief, Publication #2009-24

ERIC Educational Resources Information Center

Lippman, Laura; Keith, Julie

2009-01-01

Attention has been focused for decades on the need to improve high school students' preparation for the workplace. Employers report that nearly half of their entry-level employees are inadequately prepared and lack basic communication and critical thinking skills as well as a work ethic. Although a postsecondary credential is considered necessary…

"But Pasta Is Pasta, It Is All the Same": The Language, Literacy and Numeracy Challenges of Supermarket Work

ERIC Educational Resources Information Center

Hastwell, Kim; Strauss, Pat; Kell, Catherine

2013-01-01

This paper reports on an ethnographically based study of entry level supermarket work. The study, carried out in a large suburban supermarket in Auckland, New Zealand, focused on the literacy and numeracy practices of supermarket assistants, all who had English as an additional language. It found that skills such as oral communication, personal…

Continuation of Employment Training for Students in the Shell Fisheries Industry. Final Report. 1981-1982.

ERIC Educational Resources Information Center

Cape May County Vocational Schools, NJ.

A project to provide training in the shell fishing industries was continued into its second year to develop entry-level skills for employment and provide instruction and hands-on experience through infusing the existing Marine Science program. Results from a survey of instructors and individuals involved in the industry were used to develop a…

Placement Decisions for First-Time-in-College Students Using the Computerized Placement Test. Information Capsule.

ERIC Educational Resources Information Center

Bashford, Joanne

This information capsule explores the effectiveness of score ranges on the Computerized Placement Test (CPT), used to assess the skills of entry-level students at Miami-Dade Community College and place first-time-in-college students in classes. Data are provided for students entering in Fall terms 1996 and 1997 showing the number of students…

College and Career Ready? Perceptions of High School Students Related to WorkKeys Assessments

ERIC Educational Resources Information Center

Schultz, Deanna D.

2011-01-01

Concern about college and career readiness has been expressed in both the business and education arenas. Employers are calling for entry-level employees with basic academic skills and educators are being held accountable for student achievement in academic areas similar to those required by employers. In this environment, WorkKeys has emerged as a…

Do We Know What Employers Want in Entry-Level Workers? NCEE Brief Number 2.

ERIC Educational Resources Information Center

Natriello, Gary

A representative group of 14 recent surveys of employers' expressed needs was examined to consider the evidence they presented about the demands for worker education. The strongest trend in the results of these studies was the importance that employers placed on employee attitudes. A second theme was the emphasis on basic skills as opposed to…

The Importance of Keyboarding and Data Handling Skills In Automated Data Processing

ERIC Educational Resources Information Center

Wood, Merle W.

1977-01-01

Business educators are aware of the keyboarding skills needed by data entry employees but are not aware of the skills needed by those who work with printed output; these skills should be covered in data processing programs and courses. (TA)

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

NASA Technical Reports Server (NTRS)

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

1995-01-01

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

The Language Functioning of Youth at Entry to Residential Treatment

ERIC Educational Resources Information Center

Trout, Alexandra L.; Huscroft-D'Angelo, Jacqueline; DeSalvo, Catherine; Gehringer, Robert

2011-01-01

Although much is known about the behavioral and educational characteristics of youth at entry to residential care, little is known about youth language performance. Given the impact of language deficits on outcomes, this study assessed the specific language skills of 70 adolescents at entry to a residential treatment setting. Results revealed…

Multiple mentoring relationships facilitate learning during fieldwork.

PubMed

Nolinske, T

1995-01-01

Fieldwork provides a means by which students are socialized into their profession and their careers. During Level I and Level II fieldwork, students acquire and apply the knowledge, skills, and attitudes that will enable them to achieve entry-level competence The experiences that students have during Level II fieldwork influence their subsequent career choices. To support these experiences, students form a variety of helping relationships with faculty members, clinicians, peers, family, and friends. This article examines the role and responsibilities of the student as protégé and of the clinical educator as information peer, collegial peer, special peer, and mentor. In light of the challenges faced by most clinicians secondary to health care reform, an alternative to the one-to-one supervision model is presented. The multiple mentoring model of fieldwork supervision has several advantages: (a) fieldwork educators work with students according to their strengths and interests; (b) the model promotes collegiality and clinical reasoning skills because students use each other as resources and observe different fieldwork educators approaching similar situations; and (c) the model allows a fieldwork site to accept more students at one time, while minimizing stress on any one fieldwork educator. A framework defining the functions of the mentor-protégé relationship is provided, with an emphasis on the effect that clinical educators have in their roles as mentors, guides, role models, and teachers who provide opportunities for the student to develop entry-level competency in a chosen profession.

Teaching/learning strategies for the essentials of baccalaureate nursing education for entry-level community/public health nursing.

PubMed

Callen, Bonnie; Smith, Claudia M; Joyce, Barbara; Lutz, Jayne; Brown-Schott, Nancy; Block, Derryl

2013-01-01

The purpose of this article is to describe teaching/learning strategies for each of the 15 Essentials of Baccalaureate Nursing Education for Entry-Level Community/Public Health Nursing (ACHNE, 2009). Carper's ways of knowing serve as foundations for creating classroom and clinical experiences that focus on clinical action with community as client. Each community/public health essential is defined with relevance to community/public health nursing practice. Five teaching/learning strategies have been delineated for each essential with suggestions of teaching resources and/or target population application. Teaching/learning strategies that focus on community as client, population health, and the essential knowledge and competencies of C/PH nursing will help ensure preparation of baccalaureate prepared nurses with knowledge and skills to improve the health of populations. © 2013 Wiley Periodicals, Inc.

BOOK REVIEW: The Complete A-Z Physics Handbook, Second Edition

NASA Astrophysics Data System (ADS)

Breithaupt, Jim

2000-11-01

The first edition of this book was published in 1997 and reviewed in Physics Education in March 1988. This second edition is 13 pages longer and contains a significant number of new entries, mostly in particle physics and astrophysics, to match the latest AS/A-level specifications. Some entries on topics such as surface tension that were removed from previous AS/A-level syllabuses have now been deleted. The revised book thus provides an effective alphabetical guide to key terms used in the latest AS/A-level specifications as most AS/A-level core terms are included, apart from terms for some of the new topics such as image processing in the new IOP AS/A-level specification. The style of the second edition is the same as the first, each entry commencing with the key term in bold print followed by an explanation of the term, accompanied by the relevant equation and/or a simple diagram where appropriate. Cross-references are given in italics. For example, the entry under quarks (which is one of the new entries) lists the six quarks and their characteristic properties in bullet point format then follows up with the information about the quark composition of baryons and mesons, giving the composition of the proton, the neutron and the pions as examples. The change of quark composition due to beta decay is mentioned with a cross-reference to beta decay. Other cross-references link to entries on the proton, the neutron and the four fundamental interactions. Lengthy entries such as the photoelectric effect each cover several pages, thus providing opportunities for in-depth revision. Useful theme entries provided in the first edition have been retained and referred to in a new two-page appendix on preparing for synoptic questions. Some proofs are provided such as the proof of the kinetic theory equation. Some experiments are described, each under an appropriate entry. Technically, the entries are reasonably accurate and usually expressed in appropriate and familiar language. The book ends with the same appendices as in the first edition (units, formulae, physical constants, examiners' terms, a suggested revision list and notes on examination preparation) plus the two-page synoptic appendix. The second edition with its additional entries on particle physics and astrophysics should prove useful as a study guide to supplement a textbook or as a revision guide as AS or A2 examinations approach. In addition, the concise nature of many of the entries could be valuable in helping physics students sharpen their written communication skills, thereby securing marks which all too often they lose on account of inadequate answers to descriptive questions.

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…

Results of a national survey indicating information technology skills needed by nurses at time of entry into the work force.

PubMed

McCannon, Melinda; O'Neal, Pamela V

2003-08-01

A national survey was conducted to determine the information technology skills nurse administrators consider critical for new nurses entering the work force. The sample consisted of 2,000 randomly selected members of the American Organization of Nurse Executives. Seven hundred fifty-two usable questionnaires were returned, for a response rate of 38%. The questionnaire used a 5-point Likert scale and consisted of 17 items that assessed various technology skills and demographic information. The questionnaire was developed and pilot tested with content experts to establish content validity. Descriptive analysis of the data revealed that using e-mail effectively, operating basic Windows applications, and searching databases were critical information technology skills. The most critical information technology skill involved knowing nursing-specific software, such as bedside charting and computer-activated medication dispensers. To effectively prepare nursing students with technology skills needed at the time of entry into practice, nursing faculty need to incorporate information technology skills into undergraduate nursing curricula.

Evaluation of the Positive Re-Entry in Corrections Program: A Positive Psychology Intervention With Prison Inmates.

PubMed

Huynh, Kim H; Hall, Brittany; Hurst, Mark A; Bikos, Lynette H

2015-08-01

Two groups of male inmates (n = 31, n = 31) participated in the Positive Re-Entry in Corrections Program (PRCP). This positive psychology intervention focused on teaching offenders skills that facilitate re-entry into the community. Offenders participated in weekly lectures, discussions, and homework assignments focused on positive psychology principles. The two groups differed in duration of treatment (8 weeks and 12 weeks). Participants completed pre- and post-intervention measures of gratitude, hope, and life satisfaction. Using a 2 × 2 mixed design ANOVA, we hypothesized that the intervention (with two between-subjects levels of 8 and 12 weeks) and duration (with two repeated measures levels of pre and post) of treatment would moderate pre- to post-intervention change. Results indicated significant differences on pre- and post-intervention scores for both groups of offenders on all measures. The analysis did not yield statistically significant differences between groups, demonstrating no additive benefits from the inclusion of four additional sessions, thus saving time and money for correctional programming and funding. This research supports the use of positive psychology in prison interventions. © The Author(s) 2014.

Comparative Responses from Students, Faculty, and Administration to the Packaging of the Entry College Course, English 131. Curriculum Development.

ERIC Educational Resources Information Center

Bass, Donald G.

The practicum is the creation of a course orientation module for a new introductory English design. The module explains the course topics, the requirements, and the learning settings. Requirements call for specific skill levels in reading, writing, and discussion. Students will be learning in conference, in the community, in small groups, and in…

Entry-Level Cognitive Mathematics Skill and First-Semester Mathematics Performance as Correlates of Fall-to-Fall Retention of Community College Students

ERIC Educational Resources Information Center

Corbin, Stephen Tyler

2014-01-01

The purpose of this study was to investigate the relationship between first-semester mathematics performance and fall-to-fall retention for first-time-in-college, degree-seeking community college students. The study further refined the investigation by seeking to determine if the significance of this relationship was affected by student readiness…

Deconstructing Remediation in Community Colleges: Exploring Associations between Course-Taking Patterns, Course Outcomes, and Attrition from the Remedial Math and Remedial Writing Sequences

ERIC Educational Resources Information Center

Bahr, Peter Riley

2012-01-01

Each year, a sizeable percentage of community college students enroll in remedial coursework to address skill deficiencies in math, writing, and/or reading. Unfortunately, the majority of these students do not attain college-level competency in the subjects in which they require remedial assistance. Moreover, students whose point of entry into the…

Writing a Writing Assessment: Saying What You Want to Say Isn't as Simple as It Seems.

ERIC Educational Resources Information Center

Escoe, Adrienne

Since acceptable writing is essential to success in job training programs and in many entry-level jobs, a writing sample was included in the Training and Employment Prerequisites Survey, a multiple-choice test about skills like mechanics, usage, and spelling. The two writing prompts asked students to give directions for finding a location in a…

An Investigation of the Relationship Between Selected Student Entering Characteristics and Time Required to Achieve Unit Mastery.

ERIC Educational Resources Information Center

Yeager, John L.; Kissel, Mary Ann

The relationship betwee n a composite of student entry characteristics--unit pretest score, number of skills to be mastered in the unit, the student's intelligence quotient and age, units previously mastered--and the amount of time required to complete one of four units of D or E level mathematics was investigated. Beta weights for the regression…

Open Entry-Open Exit: A Flexible Approach for Providing Skill Training Needs at AVTS.

ERIC Educational Resources Information Center

Robinson, George A.

Kansas Balance-of-State, a CETA (Comprehensive Employment and Training Act) prime sponsor explored the possibilities of open entry-open exit in meeting the classroom training needs of clients in area vocational technical schools (AVTS). The change to open entry-open exit was found to involve consideration of flexibility and self-paced,…

Peer-Assisted Learning in the Athletic Training Clinical Setting

PubMed Central

Henning, Jolene M; Weidner, Thomas G; Jones, James

2006-01-01

Context: Athletic training educators often anecdotally suggest that athletic training students enhance their learning by teaching their peers. However, peer-assisted learning (PAL) has not been examined within athletic training education in order to provide evidence for its current use or as a pedagogic tool. Objective: To describe the prevalence of PAL in athletic training clinical education and to identify students' perceptions of PAL. Design: Descriptive. Setting: “The Athletic Training Student Seminar” at the National Athletic Trainers' Association 2002 Annual Meeting and Clinical Symposia. Patients or Other Participants: A convenience sample of 138 entry-level male and female athletic training students. Main Outcome Measure(s): Students' perceptions regarding the prevalence and benefits of and preferences for PAL were measured using the Athletic Training Peer-Assisted Learning Assessment Survey. The Survey is a self-report tool with 4 items regarding the prevalence of PAL and 7 items regarding perceived benefits and preferences. Results: A total of 66% of participants practiced a moderate to large amount of their clinical skills with other athletic training students. Sixty percent of students reported feeling less anxious when performing clinical skills on patients in front of other athletic training students than in front of their clinical instructors. Chi-square analysis revealed that 91% of students enrolled in Commission on Accreditation of Allied Health Education Programs–accredited athletic training education programs learned a minimal to small amount of clinical skills from their peers compared with 65% of students in Joint Review Committee on Educational Programs in Athletic Training–candidacy schools (χ2 3 = 14.57, P < .01). Multiple analysis of variance revealed significant interactions between sex and academic level on several items regarding benefits and preferences. Conclusions: According to athletic training students, PAL is occurring in the athletic training clinical setting. Entry-level students are utilizing their peers as resources for practicing clinical skills and report benefiting from the collaboration. Educators should consider deliberately integrating PAL into athletic training education programs to enhance student learning and collaboration. PMID:16619102

Skill Upgrading, Incorporated. Final Report.

ERIC Educational Resources Information Center

Skill Upgrading, Inc., Baltimore, MD.

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

Caregiver Descriptions of the Developmental Skills of Infants and Toddlers Entering Early Intervention Services

ERIC Educational Resources Information Center

Scarborough, Anita A.; Hebbeler, Kathleen M.; Simeonsson, Rune J.; Spiker, Donna

2007-01-01

The present study was conducted to describe the developmental skills of a national sample of infants and toddlers at entry into early intervention services. Caregivers were asked about their child's skills during a telephone interview. Summary values were derived from descriptions of motor, communication, independence, and cognitive skills. More…

Student Physical Therapists' Competence and Self-Confidence in Basic Clinical Assessment and Musculoskeletal Differential Diagnosis.

PubMed

Alexander, Kathleen M; Olsen, Janette; Seiger, Cindy; Peterson, Teri S

2016-01-01

Student physical therapists are expected to learn and confidently perform technical skills while integrating nontechnical behavioral and cognitive skills in their examinations and interventions. The purpose of this study was to compare the self-confidence of entry-level doctoral student physical therapists during foundational assessment and musculoskeletal differential diagnosis courses and the students' competencies based on skills examinations. Methods using qualitative and quantitative procedures. Student physical therapists (n=27) participated in a basic assessment course followed by a musculoskeletal differential diagnosis course. The students completed confidence surveys prior to skills examinations in both courses. A random sample of students participated in focus groups, led by a researcher outside the physical therapy department. Student confidence did not correlate with competency scores. At the end of the basic clinical assessment course and the beginning of the differential diagnosis course, students' confidence was significantly below baseline. However, by the end of the differential diagnosis course, student confidence had returned to original baseline levels. Over three semesters, the students lost confidence and then regained confidence in their abilities. Additional experience and practice influenced perceived confidence. However, increased competence may have been associated with poor self-appraisal skills instead of increased competency.

Balancing obligations and self-interest: humanitarian program settlers in the Australian labor market.

PubMed

Stevens, C

1997-01-01

"Technological and structural changes in the Australian economy have led to a decline in unskilled and semi-skilled employment and this has had a marked effect on labor market opportunities for immigrants.... This paper reviews the labor market experience of humanitarian program arrivals and considers the policy implications of high levels of unemployment among this group. It is suggested that humanitarian obligations do not end with entry to Australia, and it is in the interests of the receiving society and humanitarian program arrivals for greater public investment in skills development to help improve labor market outcomes among this group." excerpt

Interservice Procedures for Instructional Systems Development. Phase 4 and 5. Implement and Control

DTIC Science & Technology

1975-08-01

FIGUREIZ.2: Flowchart ot Block]Z.1: IMPLEMENT INSTRUCTIONAL MANAGEMENT PLAN BLOCK IV.2: CONDUCT INSTRUCTION LEA Oa.lNUt kaP INSTRUCTIONAL INIIANAI EL...DOCUMENTATION 2.1 [ BTAIN REQUIRED _ _ I 2.J2 CONDUCT INSTRUCTION 1 1 AND DOCUMENT OBSERVATIONS 2.3 ACTIVITIES 2.4 I BLOCK FIGURE ]V.3: Flowchart of...not have the entry skills. The entry skills determi- nation is important to know whether to place the students at the beginn - ing or provide

Effects of an experiential learning program on the clinical reasoning and critical thinking skills of occupational therapy students.

PubMed

Coker, Patty

2010-01-01

This study examined the effects of participation in a 1-week, experiential, hands-on learning program on the critical thinking and clinical reasoning skills of occupational therapy students. A quasi-experimental, nonrandomized pre- and post-test design was used with a sample of 25 students. The students had completed three semesters of didactic lecture coursework in a master's level OT educational program prior to participation in a hands-on therapy program for children with hemiplegic cerebral palsy. Changes in critical thinking and clinical reasoning skills were evaluated using the following dependent measures: Self-Assessment of Clinical Reflection and Reasoning (SACRR) and the California Critical Thinking Skills Test (CCTST). Changes in pretest and posttest scores on the SACRR and the CCTST were statistically significant (p>0.05) following completion of the experiential learning program. This study supports the use of hands-on learning to develop clinical reasoning and critical thinking skills in healthcare students, who face ever more diverse patient populations upon entry-level practice. Further qualitative and quantitative investigations are needed to support the results of this study and determine which components of experiential learning programs are essential for developing clinical reasoning and critical thinking skills in future allied health professionals.

Uneven Hedging of Economic Risks for a Skilled Workforce: Are Immigrants Disadvantaged?

PubMed Central

Hao, Lingxin; Warkentien, Siri

2015-01-01

Skilled immigration to the United States has been multi-channeled via legislations on permanent and temporary visa programs. This paper argues that skilled immigrants were not disadvantaged during the Great Recession because of a new hedging mechanism, which starts with the federal legislations that admit skilled nonimmigrants, proceeds to vest authority in employers, who perform rigorous screening and selection of temporary workers for future permanency, and ends with greater protection of those selected. To test this mechanism, the paper examines skilled immigrants’ spatial mobility out of the country and their domestic labor market outcomes. The paper presents evidence from analyzing repeated, nationally representative survey data of college graduates in the US using demographic techniques of intra-cohort and inter-cohort analyses. The major findings about the substantial cross-border mobility and high levels of labor force participation among at-entry temporary visa holders who later gained permanent residency provide strong evidence to support our proposed new hedging mechanism. PMID:27605891

The Impact of Internet Virtual Physics Laboratory Instruction on the Achievement in Physics, Science Process Skills and Computer Attitudes of 10th-Grade Students

NASA Astrophysics Data System (ADS)

Yang, Kun-Yuan; Heh, Jia-Sheng

2007-10-01

The purpose of this study was to investigate and compare the impact of Internet Virtual Physics Laboratory (IVPL) instruction with traditional laboratory instruction in physics academic achievement, performance of science process skills, and computer attitudes of tenth grade students. One-hundred and fifty students from four classes at one private senior high school in Taoyuan Country, Taiwan, R.O.C. were sampled. All four classes contained 75 students who were equally divided into an experimental group and a control group. The pre-test results indicated that the students' entry-level physics academic achievement, science process skills, and computer attitudes were equal for both groups. On the post-test, the experimental group achieved significantly higher mean scores in physics academic achievement and science process skills. There was no significant difference in computer attitudes between the groups. We concluded that the IVPL had potential to help tenth graders improve their physics academic achievement and science process skills.

Preparing the nursing workforce of the future.

PubMed

Ellenbecker, Carol H

2010-05-01

Nurse shortages coupled with the need for national healthcare reform present a challenge. We are not preparing enough nurses nor are we preparing nurses with the right skills to fully participate in a reformed healthcare system. Historical forces in nursing education have resulted in multiple levels of entry into nursing practice and an inadequate nursing workforce. Today's environment of expanding knowledge, the call for interdisciplinary healthcare delivery teams, and evidence of the relationship between nurse education and improved patient outcomes strongly indicate the need for nurses prepared at the baccalaureate level. Requiring a baccalaureate degree for entry into nursing practice, and as the initial degree of nursing education would prepare nurses earlier for graduate education and the much needed roles of educator, researcher and advanced practice nurse. The nursing profession should take the lead in advocating for educational policies that would adequately prepare the nurse workforce of the future.

Diagnosing the problem: using a tool to identify pre-registration nursing students' mathematical ability.

PubMed

Harvey, Sharon; Murphy, Fiona; Lake, Richard; Jenkins, Lynne; Cavanna, Annlouise; Tait, Mike

2010-05-01

Mathematical ability is a skill nurses need to safely administer medicines and fluids to patients (Elliott, M., Joyce, J., 2005. Mapping drug calculation skills in an undergraduate nursing curriculum. Nurse Education in Practice 5, 225-229). However some nurses and nursing students lack mathematical proficiency (Hilton, D.E., 1999. Considering academic qualification in mathematics as an entry requirement for a diploma in nursing programme. Nurse Education Today 19, 543-547). A tool was devised to assess the mathematical abilities of nursing students. This was administered to 304 nursing students in one Higher Education Institution (HEI) in Wales, United Kingdom (UK) on entry to a pre-registration undergraduate nursing course. The students completed a diagnostic mathematics test comprising of 25 non-clinical General Certificate of Secondary Education (GCSE) level multiple choice questions with a pass mark set at 72%. The key findings were that only 19% (n=53) of students passed the test. Students appeared to have difficulties with questions involving decimals, SI units, formulae and fractions. The key demographic variable that influenced test scores was previous mathematical qualifications on entry to the course. The tool proved useful in two ways. First, in identifying those students who needed extra tutorial support in mathematics. Second, in identifying those areas of mathematics that presented difficulties for students. Copyright 2009 Elsevier Ltd. All rights reserved.

Business and Office. Access Skills. Vocational Readiness Skills. Missouri LINC. Accessing Vocational Education.

ERIC Educational Resources Information Center

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

This document contains business and office occupations-related materials to help teachers and parents teach access skills to Missouri junior high and high school special needs students who want to pursue a vocational program in secretarial and office technology, bookkeeping, accounting, and payroll, or data entry. Access skills are defined as…

Skills for Children Entering Kindergarten

ERIC Educational Resources Information Center

Tindal, Gerald; Irvin, P. Shawn; Nese, Joseph F. T.; Slater, Steve

2015-01-01

Assessing kindergarten entry skills is complex, requiring attention to skill proficiency and interactive behaviors deemed critical for learning to occur. In our analysis of a state initiative, pilot data were collected on early literacy and numeracy and 2 aspects of important student interactions in the classroom (social and task behaviors) within…

Pennsylvania Blue Shield's Job Linked Skills Program. A Basic Skills Education Program. Final Performance Report.

ERIC Educational Resources Information Center

Pennsylvania Blue Shield, Camp Hill.

A project developed a model curriculum to be delivered by computer-based instruction to teach the required literacy skills for entry workers in the health insurance industry. Literacy task analyses were performed for the targeted jobs and then validated with focus groups. The job tasks and related basic skills were divided into modules. The job…

Acculturative stress and depression in an elderly Arabic sample.

PubMed

Wrobel, Nancy Howells; Farrag, Mohamed F; Hymes, Robert W

2009-09-01

Acculturative stress and relevant demographic variables, including immigration status, English skills, level of education, age, gender, country of origin, and years since immigration to the U. S. are examined along with their relationship to depressive symptoms. The 200 Arab-American and recent Arab immigrant participants ranged from age 60-92 and represented eight countries of origin. Most had limited fluency in English. Arabic versions of the Multi-dimensional Acculturative Stress Inventory (MASI) and Geriatric Depression Scale were administered. MASI and GDS results indicated greater degrees of acculturative stress and depression for those with a refugee or temporary resident status. More recent entry into the U.S. also predicted greater stress, while greater levels of education and English skills predicted lower levels of stress and depression. Composite stress levels and the nature of stress varied by country of origin. Although demographic variables were predictive of depression when examined separately, multiple regression analyses revealed that perceived acculturative stress, particularly pressure to learn English, provided a notable increment in prediction of depression over the demographic variables.

Can One Portfolio Measure the Six ACGME General Competencies?

ERIC Educational Resources Information Center

Jarvis, Robert M.; O'Sullivan, Patricia S.; McClain, Tina; Clardy, James A.

2004-01-01

Objective: To determine that portfolios, useable by any program, can provide needed evidence of resident performance within the ACGME general competencies. Methods: Eighteen residents constructed portfolios with selected entries from thirteen psychiatric skills. Two raters assessed whether entries reflected resident performance within the general…

Phonological Processing and Reading in Children with Speech Sound Disorders

ERIC Educational Resources Information Center

Rvachew, Susan

2007-01-01

Purpose: To examine the relationship between phonological processing skills prior to kindergarten entry and reading skills at the end of 1st grade, in children with speech sound disorders (SSD). Method: The participants were 17 children with SSD and poor phonological processing skills (SSD-low PP), 16 children with SSD and good phonological…

Relationship of Preschool Academic Skill Deficits to Subsequent Acquisition of Reading and Mathematic Skills.

ERIC Educational Resources Information Center

Morrow, Robert D.; McBride, Hugh J.

This article discusses the assessment of language and cognitive development as reflected in preschool activities and describes the Preschool Language-Cognitive Assessment for Curriculum Entry (PLACE). Five task-skill areas associated with common preschool activities (building with blocks, completing puzzles, pounding pegs, etc) are identified. How…

The Home Literacy Environment and Latino Head Start Children's Emergent Literacy Skills

ERIC Educational Resources Information Center

Farver, Jo Ann M.; Xu, Yiyuan; Lonigan, Christopher J.; Eppe, Stefanie

2013-01-01

This study examined children's early literacy skills in both English and Spanish at entry to preschool to investigate the pattern of association among these skills and their families' home language and literacy practices. The participants were 392 primarily Latino immigrant (85%) families and their children. Mothers completed questionnaires about…

Critical thinking skills of basic baccalaureate and Accelerated second-degree nursing students.

PubMed

Newton, Sarah E; Moore, Gary

2013-01-01

The purpose of this study was to describe the critical thinking (CT) skills of basic baccalaureate (basic-BSN) and accelerated second-degree (ASD) nursing students at nursing program entry. Many authors propose that CT in nursing should be viewed as a developmental process that increases as students' experiences with it change. However, there is a dearth of literature that describes basic-BSN and ASD students' CT skills from an evolutionary perspective. The study design was exploratory descriptive. The results indicated thatASD students had higher CT scores on a quantitative critical thinking assessment at program entry than basic-BSN students. CT data are needed across the nursing curriculum from basic-BSN and ASD students in order for nurse educators to develop cohort-specific pedagogical approaches that facilitate critical thinking in nursing and produce nurses with good CT skills for the future.

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

NASA Astrophysics Data System (ADS)

Murrah, William M., III

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

The ESA/NASA Multi-Aircraft ATV-1 Re-Entry Campaign: Analysis of Airborne Intensified Video Observations from the NASA/JSC Experiment

NASA Technical Reports Server (NTRS)

Barker, Ed; Maley, Paul; Mulrooney, Mark; Beaulieu, Kevin

2009-01-01

In September 2008, a joint ESA/NASA multi-instrument airborne observing campaign was conducted over the Southern Pacific ocean. The objective was the acquisition of data to support detailed atmospheric re-entry analysis for the first flight of the European Automated Transfer Vehicle (ATV)-1. Skilled observers were deployed aboard two aircraft which were flown at 12.8 km altitude within visible range of the ATV-1 re-entry zone. The observers operated a suite of instruments with low-light-level detection sensitivity including still cameras, high speed and 30 fps video cameras, and spectrographs. The collected data has provided valuable information regarding the dynamic time evolution of the ATV-1 re-entry fragmentation. Specifically, the data has satisfied the primary mission objective of recording the explosion of ATV-1's primary fuel tank and thereby validating predictions regarding the tanks demise and the altitude of its occurrence. Furthermore, the data contains the brightness and trajectories of several hundred ATV-1 fragments. It is the analysis of these properties, as recorded by the particular instrument set sponsored by NASA/Johnson Space Center, which we present here.

Report of the 2016-17 Academic Affairs Standing Committee: Entrustable Professional Activities Implementation Roadmap.

PubMed

Pittenger, Amy L; Copeland, Debra A; Lacroix, Matthew M; Masuda, Quamrun N; Mbi, Peter; Medina, Melissa S; Miller, Susan M; Stolte, Scott K; Plaza, Cecilia M

2017-06-01

The purpose of this report is to: 1) Identify linkages across the EPA statements, Center for the Advancement of Pharmacy Education 2013 Educational Outcomes (CAPE 2013) and the Joint Commission of Pharmacy Practitioners' Pharmacist Patient Care Process (PPCP); 2) Provide ways EPA statements can be used to communicate core skills that are part of the entry-level pharmacist identity; 3) Suggest a potential roadmap for AACP members on how to implement EPA statements.

Biomedical laboratory science education: standardising teaching content in resource-limited countries.

PubMed

Arneson, Wendy; Robinson, Cathy; Nyary, Bryan

2013-01-01

There is a worldwide shortage of qualified laboratory personnel to provide adequate testing for the detection and monitoring of diseases. In an effort to increase laboratory capacity in developing countries, new skills have been introduced into laboratory services. Curriculum revision with a focus on good laboratory practice is an important aspect of supplying entry-level graduates with the competencies needed to meet the current needs. Gaps in application and problem-solving competencies of newly graduated laboratory personnel were discovered in Ethiopia, Tanzania and Kenya. New medical laboratory teaching content was developed in Ethiopia, Tanzania and Kenya using national instructors, tutors, and experts and consulting medical laboratory educators from the United States of America (USA). Workshops were held in Ethiopia to create standardised biomedical laboratory science (BMLS) lessons based on recently-revised course objectives with an emphasis on application of skills. In Tanzania, course-module teaching guides with objectives were developed based on established competency outcomes and tasks. In Kenya, example interactive presentations and lesson plans were developed by the USA medical laboratory educators prior to the workshop to serve as resources and templates for the development of lessons within the country itself. The new teaching materials were implemented and faculty, students and other stakeholders reported successful outcomes. These approaches to updating curricula may be helpful as biomedical laboratory schools in other countries address gaps in the competencies of entry-level graduates.

Evaluation of team-based learning in a doctor of physical therapy curriculum in the United States.

PubMed

Lein, Donald H; Lowman, John D; Eidson, Christopher A; Yuen, Hon K

2017-01-01

The purpose of this retrospective study was to evaluate students' academic outcomes after implementation of the team-based learning (TBL) approach in patient/client management courses in an entry-level doctor of physical therapy (DPT) curriculum. The research design of this study involved comparing written and practical exam scores from DPT student cohorts taught with the traditional instructional methods (lecture-based) to those of students from subsequent cohorts taught using the TBL approach in two patient/client management courses: basic skills and cardiopulmonary. For this comparison, the exams used, the number of contact hours and labs, and the instructors who taught these courses remained the same during the transition between these two instructional methods (traditional vs. TBL). The average of all individual course exam scores was used for data analysis. In both courses, there were no meaningful differences in the mean exam scores among students across years of cohorts receiving the same instructional method, which allowed clustering students from different years of cohorts in each course receiving the same instructional method into one group. For both courses, the mean exam score was significantly higher in the TBL group than in the traditional instruction group: basic skills course (P<0.001) and cardiopulmonary course (P<0.001). Student cohorts taught using the TBL approach academically outperformed those who received the traditional instructional method in both entry-level DPT patient/client management courses.

Assessing progress and outcome of early intensive behavioral intervention for toddlers with autism.

PubMed

MacDonald, Rebecca; Parry-Cruwys, Diana; Dupere, Sally; Ahearn, William

2014-12-01

Intensive behavioral intervention for young children diagnosed with autism can produce large gains in social, cognitive, and language development. Although several studies have identified behaviors that are possible indicators of best outcome, changes in performance are typically measured using norm-referenced standardized scores referencing overall functioning level rather than via repeated observational measures of autism-specific deficits (i.e., social behavior). In the current study, 83 children with autism (CWA), aged 1, 2 and 3 years, and 58 same-aged typically developing children (TDC) were directly observed in the areas of cognitive skills, joint attention (JA), play, and stereotypic behavior using a measure called the Early Skills Assessment Tool (ESAT; MacDonald et al., 2006). CWA were assessed at entry into an EIBI program and again after 1 year of treatment. Changes in performance were compared pre- and post-treatment as well as to the normative data by age. Results indicate significant gains on the ESAT across all age groups with the greatest gains seen in the children who entered treatment prior to their second birthday. Increases were seen on direct measures of JA, play, imitation and language while decreases were seen in stereotypy regardless of level of performance at entry into EIBI. The ESAT, a direct measurement tool, served as a sensitive tool to measure changes in autism symptomatology following EIBI treatment. Copyright © 2014 Elsevier Ltd. All rights reserved.

PIRATES: A Program for Offenders Transitioning into the World of Work

ERIC Educational Resources Information Center

Musgrove, Kate Racoff; Derzis, Nicholas C.; Shippen, Margaret E.; Brigman, Holly E.

2012-01-01

The study assessed the effectiveness of the Preparing Inmates for Re-Entry through Assistance, Training, and Employment Skills (PIRATES) group, which focused on improving dysfunctional career thoughts. Participants were male offenders (n = 14) enrolled in a re-entry training class. Results showed a statistically significant decrease in…

Assessing Peer Entry and Play in Preschoolers at Risk for Maladjustment

ERIC Educational Resources Information Center

Brotman, Laurie Miller; Gouley, Kathleen Kiely; Chesir-Teran, Daniel

2005-01-01

This study evaluated the psychometric properties of an observational rating system for assessing preschoolers' peer entry and play skills: Observed Peer Play in Unfamiliar Settings (OPPUS). Participants were 84 preschoolers at risk for psychopathology. Reliability and concurrent validity are reported. The 30-min paradigm yielded reliable indexes…

Investigating the Baseline Skills of Research Students Using a Competency-Based Self-Assessment Method

ERIC Educational Resources Information Center

Bromley, Anthony P.; Boran, James R.; Myddelton, William A.

2007-01-01

Recent government-led initiatives are changing the nature of the UK PhD to support the greater development of transferable skills. There are similar initiatives internationally. A key requirement and challenge is to effectively assess the "baseline" skills of a cohort on entry to a research programme and then monitor their progress in…

University Applicants' Critical Thinking Skills: The Case of the Finnish Educational Sciences

ERIC Educational Resources Information Center

Utriainen, Jukka; Marttunen, Miika; Kallio, Eeva; Tynjälä, Päivi

2017-01-01

This study investigates the quality of the critical thinking skills of applicants (n = 77) seeking entry to the faculty of educational sciences in a Finnish university and how these skills are associated with the applicant's age, previous higher education experience, and matriculation and entrance examination scores. The data consist of the…

Electrician Cluster, STEP Training Plan. Skills Training and Education Program.

ERIC Educational Resources Information Center

Alabama State Dept. of Postsecondary Education, Montgomery.

This guide is a training plan for the electrical skills cluster of the Skills Training and Education Program (STEP), an open-entry, open-exit program funded by the Job Training Partnership Act (JTPA). In the STEP training plan, each task has its own lesson plan guide. This manual contains the following information: definitions, instructions for…

Qualifications Mismatch and Skills Mismatch

ERIC Educational Resources Information Center

Sutherland, John

2012-01-01

Purpose: The purpose of this paper is to estimate the extent of "over-qualification" (i.e. holding a qualification which is above that required to gain entry to the job being done) and "skills under-utilisation" (i.e. being in a job which does not make use of the knowledge and skills possessed) in the United Kingdom and to…

Clerical Cluster, STEP Training Plan. Skills Training and Education Program.

ERIC Educational Resources Information Center

Alabama State Dept. of Postsecondary Education, Montgomery.

This guide is a training plan for the clerical skills cluster of the Skills Training and Education Program (STEP), an open-entry, open-exit program funded by the Job Training Partnership Act (JTPA). In the STEP training plan, each task has its own lesson plan guide. This manual contains the following information: definitions, instructions for…

Physical growth and cognitive skills in early-life: evidence from a nationally representative US birth cohort.

PubMed

Murasko, Jason E

2013-11-01

This paper establishes associations between length/height and cognitive skills in infancy, toddlerhood, and school-entry. The data come from the Early Childhood Longitudinal Study--Birth Cohort (ECLS-B), a representative longitudinal sample of US children born in 2001. A positive association between length/height and cognition is found as early as 9 months and continues through school-entry. These associations are robust to controls for birthweight and economic status. Early growth is also shown to be a stronger predictor of reading and math skills in kindergarten than attained height. Girls exhibit stronger evidence of this latter result than boys. These findings have implications for the interpretation of early life as a critical period for the growth-cognition relationship. Copyright © 2012 Elsevier Ltd. All rights reserved.

An Assessment of the Methods Used to Determine Resource Requirements for Enlisted Initial Entry Training.

DTIC Science & Technology

1980-05-01

policy and force structure to insure currency with changes which occur too late to be considered in the PIA process. The Active Army requirements plus...Army Trainees) Outputs Inputs General Skill Training 60,632 70,220 General Intelligence Skill Training 1,406 1,496 Crypto /SIGNINT Related Skill...Skill Training: Manpower = 352 + .234 W - CRYPTO /SIGINT Skill Training: Manpower = 486 + .237 W o Air Force (HQ USAF and ATC formula): A Instructors A

Entry to Vocations: Building the Foundations for Successful Transitions. Research Report

ERIC Educational Resources Information Center

Clarke, Kira

2014-01-01

Vocational education and training (VET) in Schools is intended to provide young people with an opportunity to develop skills for a range of vocational occupations as they complete their senior secondary certificates. This report draws together findings from all three years of the "Entry to Vocations" research project and presents a set…

Bibliography of Materials Selected for Children's Use in an Outdoor Education Program.

ERIC Educational Resources Information Center

Kuester, Dorothy L.

Included in this bibliography are 94 annotated entries under 14 different headings: astronomy, animals, birds, conservation, flowers, forestry, insects, nature crafts, nature skills, poetry, read-aloud, rocks and minerals, weather, and winter camp. All of the entries are books published between 1918 and 1965. Teachers of elementary school and camp…

BMC Ecology image competition 2014: the winning images

PubMed Central

2014-01-01

BMC Ecology showcases the winning entries from its second Ecology Image Competition. More than 300 individual images were submitted from an international array of research scientists, depicting life on every continent on earth. The journal’s Editorial Board and guest judge Caspar Henderson outline why their winning selections demonstrated high levels of technical skill and aesthetic sense in depicting the science of ecology, and we also highlight a small selection of highly commended images that we simply couldn’t let you miss out on. PMID:25178017

BMC Ecology image competition 2014: the winning images.

PubMed

Harold, Simon; Henderson, Caspar; Baguette, Michel; Bonsall, Michael B; Hughes, David; Settele, Josef

2014-08-29

BMC Ecology showcases the winning entries from its second Ecology Image Competition. More than 300 individual images were submitted from an international array of research scientists, depicting life on every continent on earth. The journal's Editorial Board and guest judge Caspar Henderson outline why their winning selections demonstrated high levels of technical skill and aesthetic sense in depicting the science of ecology, and we also highlight a small selection of highly commended images that we simply couldn't let you miss out on.

Perspectives of academic faculty and clinical instructors on entry-level DPT preparation for pediatric physical therapist practice.

PubMed

Kenyon, Lisa K; Dole, Robin L; Kelly, Stephanie P

2013-12-01

To prepare students for pediatric practice, the professional (entry-level) curriculum must reflect the essential knowledge, skills, and abilities (KSA) required for pediatric physical therapist practice. The aim of this study was to develop consensus concerning the pediatric-specific KSA that should be expected of doctor of physical therapy (DPT) students at various points in the curriculum: prior to a pediatric clinical education experience, after a pediatric clinical education experience, and at the end of a DPT program. The study was conducted using the Delphi method. Purposive and snowball sampling were used to recruit pediatric academic faculty and pediatric clinical instructors. Three Web-based survey rounds were used to achieve consensus, defined as agreement among ≥70% of informants. The first round identified pediatric-specific KSA that were essential for DPT students to demonstrate at the identified points in the curriculum. In the second round, informants indicated their level of agreement with each item identified in the first round. Items that achieved consensus were included in the third round, in which informants rated the level of proficiency that DPT students should demonstrate related to pediatric-specific KSA. Consensus revealed the informants' perspectives concerning pediatric-specific KSA that a DPT student should be able to demonstrate at the identified curricular points. Consensus was reached on items in the curricular categories of basic science and foundations for practice; common pediatric diagnoses/pathologies, examination, interventions/plan of care/documentation; and general skills and abilities. Limitations included the small sample size and the potential for informants to feel uncomfortable prioritizing KSA. This study is an initial step toward identifying pediatric-specific KSA that should be demonstrated by DPT students.

50 CFR 679.83 - Rockfish Program entry level fishery.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 50 Wildlife and Fisheries 9 2010-10-01 2010-10-01 false Rockfish Program entry level fishery. 679... ALASKA Rockfish Program § 679.83 Rockfish Program entry level fishery. (a) Rockfish entry level fishery—(1) General. A rockfish entry level harvester and rockfish entry level processor may participate in...

The Crossroads between Workforce and Education

PubMed Central

Jackson, Kathryn; Lower, Christi L.; Rudman, William J.

2016-01-01

Concern is growing among industry leaders that students may not be obtaining the necessary skills for entry into the labor market. To gain an understanding of the perceived disconnect in the skill set of graduates entering the health information workforce, a survey was developed to examine the opinions of educators and employers related to graduate preparedness. The concern related to graduate preparedness is supported by findings in this research study, in which those working in industry and those in academia noted a disconnect between academic training and preparedness to enter the labor market. A statistically significant difference was found between labor leaders and academics in their assessment of graduates' preparation in the areas of technical, communication, and leadership skills. Educators noted higher levels of preparedness of students with regard to professional and technical skills and leadership skills, while both educators and industry respondents noted a need for improved employability skills (e.g., communication skills and workplace etiquette). No difference was found between the two groups with regard to the need to increase apprenticeships and professional practice experience to cover this gap in formal training. Finally, when asked how the federal government might assist with preparing students, more than half of the respondents noted the importance of apprenticeships and funding for these opportunities. PMID:27134612

The Crossroads between Workforce and Education.

PubMed

Jackson, Kathryn; Lower, Christi L; Rudman, William J

2016-01-01

Concern is growing among industry leaders that students may not be obtaining the necessary skills for entry into the labor market. To gain an understanding of the perceived disconnect in the skill set of graduates entering the health information workforce, a survey was developed to examine the opinions of educators and employers related to graduate preparedness. The concern related to graduate preparedness is supported by findings in this research study, in which those working in industry and those in academia noted a disconnect between academic training and preparedness to enter the labor market. A statistically significant difference was found between labor leaders and academics in their assessment of graduates' preparation in the areas of technical, communication, and leadership skills. Educators noted higher levels of preparedness of students with regard to professional and technical skills and leadership skills, while both educators and industry respondents noted a need for improved employability skills (e.g., communication skills and workplace etiquette). No difference was found between the two groups with regard to the need to increase apprenticeships and professional practice experience to cover this gap in formal training. Finally, when asked how the federal government might assist with preparing students, more than half of the respondents noted the importance of apprenticeships and funding for these opportunities.

The ethics of Canadian entry-to-practice pain competencies: how are we doing?

PubMed

Watt-Watson, Judy; Peter, Elizabeth; Clark, A John; Dewar, Anne; Hadjistavropoulos, Thomas; Morley-Forster, Pat; O'Leary, Christine; Raman-Wilms, Lalitha; Unruh, Anita; Webber, Karen; Campbell-Yeo, Marsha

2013-01-01

Although unrelieved pain continues to represent a significant problem, prelicensure educational programs tend to include little content related to pain. Standards for professional competence strongly influence curricula and have the potential to ensure that health science students have the knowledge and skill to manage pain in a way that also allows them to meet professional ethical standards. To perform a systematic, comprehensive examination to determine the entry-to-practice competencies related to pain required for Canadian health science and veterinary students, and to examine how the presence and absence of pain competencies relate to key competencies of an ethical nature. Entry-to-practice competency requirements related to pain knowledge, skill and judgment were surveyed from national, provincial and territorial documents for dentistry, medicine, nursing, pharmacy, occupational therapy, physiotherapy, psychology and veterinary medicine. Dentistry included two and nursing included nine specific pain competencies. No references to competencies related to pain were found in the remaining health science documents. In contrast, the national competency requirements for veterinary medicine, surveyed as a comparison, included nine pain competencies. All documents included competencies pertaining to ethics. The lack of competencies related to pain has implications for advancing skillful and ethical practice. The lack of attention to pain competencies limits the capacity of health care professionals to alleviate suffering, foster autonomy and use resources justly. Influencing professional bodies to increase the number of required entry-to-practice pain competencies may ultimately have the greatest impact on education and practice.

Changes in perception-action tuning over long time scales: How children and adults perceive and act on dynamic affordances when crossing roads.

PubMed

O'Neal, Elizabeth E; Jiang, Yuanyuan; Franzen, Lucas J; Rahimian, Pooya; Yon, Junghum Paul; Kearney, Joseph K; Plumert, Jodie M

2018-01-01

This investigation examined developmental change in how children perceive and act on dynamic affordances when crossing roads on foot. Six- to 14-year-olds and adults crossed roads with continuous cross-traffic in a large-screen, immersive pedestrian simulator. We observed change both in children's gap choices and in their ability to precisely synchronize their movement with the opening of a gap. Younger children were less discriminating than older children and adults, choosing fewer large gaps and more small gaps. Interestingly, 12-year-olds' gap choices were significantly more conservative than those of 6-, 8-, 10-, and 14-year-olds, and adults. Timing of entry behind the lead vehicle in the gap (a key measure of movement coordination) improved steadily with development, reaching adultlike levels by age 14. Coupled with their poorer timing of entry, 6-, 8-, and 10-year-olds' gap choices resulted in significantly less time to spare and more collisions than 14-year-olds and adults. Time to spare did not differ between 12-year-olds, 14-year-olds, and adults, indicating that 12-year-olds' more conservative gap choices compensated for their poorer timing of entry. The findings show that children's ability to perceive and act on dynamic affordances undergoes a prolonged period of development, and that older children appear to compensate for their poorer movement timing skills by adjusting their gap decisions to match their crossing actions. Implications for the development of perception-action tuning and road-crossing skills are discussed. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Biomedical laboratory science education: standardising teaching content in resource-limited countries

PubMed Central

Robinson, Cathy; Nyary, Bryan

2013-01-01

Background There is a worldwide shortage of qualified laboratory personnel to provide adequate testing for the detection and monitoring of diseases. In an effort to increase laboratory capacity in developing countries, new skills have been introduced into laboratory services. Curriculum revision with a focus on good laboratory practice is an important aspect of supplying entry-level graduates with the competencies needed to meet the current needs. Objectives Gaps in application and problem-solving competencies of newly graduated laboratory personnel were discovered in Ethiopia, Tanzania and Kenya. New medical laboratory teaching content was developed in Ethiopia, Tanzania and Kenya using national instructors, tutors, and experts and consulting medical laboratory educators from the United States of America (USA). Method Workshops were held in Ethiopia to create standardised biomedical laboratory science (BMLS) lessons based on recently-revised course objectives with an emphasis on application of skills. In Tanzania, course-module teaching guides with objectives were developed based on established competency outcomes and tasks. In Kenya, example interactive presentations and lesson plans were developed by the USA medical laboratory educators prior to the workshop to serve as resources and templates for the development of lessons within the country itself. Results The new teaching materials were implemented and faculty, students and other stakeholders reported successful outcomes. Conclusions These approaches to updating curricula may be helpful as biomedical laboratory schools in other countries address gaps in the competencies of entry-level graduates. PMID:29043162

Skills, Learning Styles and Success of First-Year Undergraduates

ERIC Educational Resources Information Center

Goldfinch, Judy; Hughes, Moira

2007-01-01

This study investigates the relationships between students' confidence in their generic skills on entry to university, their learning styles and their academic performance in first year. Research based on a large cohort of Scottish undergraduates found that students generally entered university feeling very confident that they already possessed…

Campesinos and the Undocumented Inmate: Comparisons and the Impact of Prison.

ERIC Educational Resources Information Center

Hamilton, Lawrence S.

1985-01-01

The case study approach is used to determine more completely the impact of illegal entry into the United States on Mexican farm laborers and the results of their subsequent incarceration. Positive impacts include (1) learning English, (2) acquisition of interpersonal skills, and (3) technical skill development. (SA)

Trade Related Reading Packets for Disabled Readers.

ERIC Educational Resources Information Center

Davis, Beverly; Woodruff, Nancy S.

Six trade-related reading packets for disabled readers are provided for these trades: assemblers, baking, building maintenance, data entry, interior landscaping, and warehousing. Each packet stresses from 9 to 14 skills. Those skills common to most packets include context clues, fact or opinion, details, following directions, main idea,…

Cooperative Learning in Reservoir Simulation Classes: Overcoming Disparate Entry Skills

ERIC Educational Resources Information Center

Awang, Mariyamni

2006-01-01

Reservoir simulation is one of the core courses in the petroleum engineering curriculum and it requires knowledge and skills in three major disciplines, namely programming, numerical methods and reservoir engineering. However, there were often gaps in the students' readiness to undertake the course, even after completing the necessary…

Assessment and College Course Placement: Matching Students with Appropriate Instruction.

ERIC Educational Resources Information Center

Noble, Julie P.; Schiel, Jeff L.; Sawyer, Richard L.

College course placement systems match students with instruction that is appropriate to their academic preparation and other characteristics. At a minimum, course placement involves assessing students' academic skills and providing them with instruction that is appropriate to their skills. Upon entry to college, students might encounter different…

Competency-Based Business Math. Curriculum Guide. Bulletin No. 1814.

ERIC Educational Resources Information Center

Louisiana State Dept. of Education, Baton Rouge. Div. of Vocational Education.

This is a curriculum guide for a course designed to enable students to master the necessary basic mathematics and business-related mathematics skills needed for entry into office and business occupations. The guide includes 11 instructional units: (1) "Fundamental Math Skills"; (2) "Fractions"; (3) "Decimals"; (4)…

Boys' and girls' weight status and math performance from kindergarten entry through fifth grade: a mediated analysis.

PubMed

Gable, Sara; Krull, Jennifer L; Chang, Yiting

2012-01-01

This study tests a mediated model of boys' and girls' weight status and math performance with 6,250 children from the Early Childhood Longitudinal Study. Five data points spanning kindergarten entry (mean age=68.46 months) through fifth grade (mean age=134.60 months) were analyzed. Three weight status groups were identified: persistent obesity, later onset obesity, and never obese. Multilevel models tested relations between weight status and math performance, weight status and interpersonal skills and internalizing behaviors, and interpersonal skills and internalizing behaviors and math performance. Interpersonal skills mediated the association between weight status and math performance for girls, and internalizing behaviors mediated the association between weight status and math performance for both sexes, with effects varying by group and time. © 2012 The Authors. Child Development © 2012 Society for Research in Child Development, Inc.

Construct validity test of evaluation tool for professional behaviors of entry-level occupational therapy students in the United States.

PubMed

Yuen, Hon K; Azuero, Andres; Lackey, Kaitlin W; Brown, Nicole S; Shrestha, Sangita

2016-01-01

This study aimed to test the construct validity of an instrument to measure student professional behaviors in entry-level occupational therapy (OT) students in the academic setting. A total of 718 students from 37 OT programs across the United States answered a self-assessment survey of professional behavior that we developed. The survey consisted of ranking 28 attributes, each on a 5-point Likert scale. A split-sample approach was used for exploratory and then confirmatory factor analysis. A three-factor solution with nine items was extracted using exploratory factor analysis [EFA] (n=430, 60%). The factors were 'Commitment to Learning' (2 items), 'Skills for Learning' (4 items), and 'Cultural Competence' (3 items). Confirmatory factor analysis (CFA) on the validation split (n=288, 40%) indicated fair fit for this three-factor model (fit indices: CFI=0.96, RMSEA=0.06, and SRMR=0.05). Internal consistency reliability estimates of each factor and the instrument ranged from 0.63 to 0.79. Results of the CFA in a separate validation dataset provided robust measures of goodness-of-fit for the three-factor solution developed in the EFA, and indicated that the three-factor model fitted the data well enough. Therefore, we can conclude that this student professional behavior evaluation instrument is a structurally validated tool to measure professional behaviors reported by entry-level OT students. The internal consistency reliability of each individual factor and the whole instrument was considered to be adequate to good.

A Comparison Between the Time-Management Skills and Academic Performance of Mature and Traditional-Entry University Students.

ERIC Educational Resources Information Center

Trueman, Mark; Hartley, James

1996-01-01

A study of first-time university students, aged under 21 (n=172), 21-25 (n=50), and over 25 years (n=71) found that women in general reported more time-management skills than men and that older students had better time-management skills than younger students. Academic performance was only modestly predicted by age and scores on one component of…

Parent- and Teacher-Child Relationships and Engagement at School Entry: Mediating, Interactive, and Transactional Associations across Contexts

ERIC Educational Resources Information Center

Heatly, Melissa Castle; Votruba-Drzal, Elizabeth

2017-01-01

Early school engagement patterns set the stage for short- and long-term academic behaviors and progress, and low engagement at school entry can give rise to dysfunctional school behavior and underachievement in later years. Relationships with parents and teachers provide a foundation upon which children develop the skills and behaviors that are…

School-Entry Policies and Skill Accumulation across Directly and Indirectly Affected Individuals

ERIC Educational Resources Information Center

Bedard, Kelly; Dhuey, Elizabeth

2012-01-01

During the past half-century, there has been a trend toward increasing the minimum age a child must reach before entering school in the United States. States have accomplished this by moving the school-entry cutoff date earlier in the school year. The evidence presented in this paper shows that these law changes increased human capital…

Children's school readiness: implications for eliminating future disparities in health and education.

PubMed

Pagani, Linda S; Fitzpatrick, Caroline

2014-02-01

School-entry characteristics predict adult educational attainment, which forecasts dispositions toward disease prevention. Health and education risks can also be transmitted from one generation to the next. As such, school readiness forecasts a set of intertwined biopsychosocial trajectories that can influence the developmental antecedents to health and disease prevalence in society. To predict children's health behaviors and academic adjustment at the end of fourth grade from their kindergarten entry math, vocabulary, and attention skills. We use a subsample of 614 girls and 541 boys from the Quebec Longitudinal Study of Child Development (Canada). Children were individually assessed for cognitive skills and teachers rated their classroom attention skills at 65 months. Outcome measures include health behaviors, psychosocial, and academic outcomes at 122 months. Multiple regression analyses were used. Receptive vocabulary in kindergarten exclusively predicted fourth-grade dietary habits. Unstandardized coefficients predicted decreases in sweet snack intake (β = -.009, 95% confidence interval [CI] = -.011 to -.006) and dairy product intake (β = .009, 95% CI = .005 to .013). Conversely, higher kindergarten math skills predicted increases in activities requiring physical effort (β = .030, 95% CI = .011 to .056). Although vocabulary and attention skills were found important, kindergarten math skills were stronger and more consistent predictors of later academic outcomes. From a population-health perspective, the skills children bring to the kindergarten classroom might reduce a host of lifestyle risks from childhood through adulthood. Early promotion of such skills also offers possibilities for ultimately reducing later disparities in health and education.

Emotional intelligence and perceived employability for internship curriculum.

PubMed

Maynard, Michael L

2003-12-01

Emotional Intelligence dimensions of motivation as well as social and communication skills were associated with perceived entry-level employability. Feedback from internship hosts was the measure of association for 77 college juniors or seniors between the ages of 18 and 22 (49 women, 28 men), enrolled in a one-semester communications internship. Chi squared supported the hypothesis that interns scoring high on emotional intelligence are more likely to be considered for employment by the internship host than those scoring low. Given replication of this work applications for an internship curriculum can be identified.

Kids Today: The Rise in Children's Academic Skills at Kindergarten Entry

ERIC Educational Resources Information Center

Bassok, Daphna; Latham, Scott

2017-01-01

Private and public investments in early childhood education have expanded significantly in recent years. Despite this heightened investment, we have little empirical evidence on whether children today enter school with different skills than they did in the late nineties. Using two large, nationally representative data sets, this article documents…

Auto Body Repair and Refinishing 2; Automotive Refinishing 1: 9035.04.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

This course will provide the student with the general information, technical knowledge, basic skills, attitudes and values required for job entry as an auto body repair helper. Course content includes goals, specific objectives, orientation, service tools and bench skills, paint spray equipment, paint materials, and preparation of automobile body…

GUIDE FOR COURSE OF STUDY FOR COOK (HOTEL AND RESTAURANT) (ENTRY).

ERIC Educational Resources Information Center

GUNN, VIRLAH

DESIGNED FOR TEACHER USE, THIS GUIDE FOR TRAINING COOKS IN HOTEL AND RESTAURANT OCCUPATIONS AIMS--(1) TO DEVELOP MANIPULATIVE SKILLS, (2) TO DEVELOP UNDERSTANDING OF THE BASIC PRINCIPLES OF SCIENCE, MATHEMATICS, AND RELATED KNOWLEDGE THAT CONDITION THESE SKILLS, (3) TO UNDERSTAND THE ADVANTAGES OF STEADY EMPLOYMENT, (4) TO DEVELOP HIGH STANDARDS…

Skills, Capabilities and Inequalities at School Entry in a Disadvantaged Community

ERIC Educational Resources Information Center

Doyle, Orla; McEntee, Louise; McNamara, Kelly A.

2012-01-01

Socioeconomic inequalities in children's skills and capabilities begin early in life and can have detrimental effects on future success in school. The present study examined the relationships between school readiness and socioeconomic (SES) inequalities using teacher reports of the Short Early Development Instrument (Janus et al. 2005) in a…

Early Literacy Intervention for Preschoolers Who Need Tier 3 Support

ERIC Educational Resources Information Center

Kaminski, Ruth A.; Powell-Smith, Kelly A.

2017-01-01

Phonemic awareness has been consistently identified as an essential skill for as well as an important predictor of later reading achievement. Children who lack these early literacy skills at kindergarten entry are more likely to demonstrate both short- and long-term reading difficulties. Despite the importance of providing intervention early,…

Evaluation of an Online Study Skills Course

ERIC Educational Resources Information Center

Pryjmachuk, Steven; Gill, Anita; Wood, Patricia; Olleveant, Nicola; Keeley, Philip

2012-01-01

This article describes the evaluation of an online study skills course unit designed, using evidence-based principles, to support undergraduate students. A mixed-methods approach was employed to establish the extent to which the unit was (a) fit for purpose and (b) effective. Data were obtained from an online survey (n = 63) conducted on entry to…

Student Success Programs at the Northern Alberta Institute of Technology.

ERIC Educational Resources Information Center

Soetaert, Elaine

The Master Student course was introduced at Northern Alberta Institute of Technology to improve student retention; provide individuals with skills to become successful students; and to graduate students with technical, critical thinking, and effective communication skills. The course provides a point of entry into the institution in the areas of…

The impact of recent physiotherapy graduates in the workforce: a study of Curtin University entry-level physiotherapists 2000-2004.

PubMed

Mulcahy, Amanda J; Jones, Sue; Strauss, Geoff; Cooper, Ian

2010-05-01

Physiotherapy is the largest healthcare contributor after nursing and medicine and it is important to understand its employment characteristics. This study aimed to explore workforce trends for recent physiotherapy graduates, including satisfaction and motivating factors, and future career intentions. A self-administered questionnaire was provided to contactable entry-level physiotherapy graduates (2000-2004) from Curtin University. Of 256 respondents (62.9%), 76.5% were employed full-time. A total of 45% of physiotherapists worked in the public health system; 79.3% worked in cities; 92.2% were clinicians. Top salaries were earned by those completing more continuing professional development hours, working privately, in rural locations and males. A total of 65% (n = 118) of respondents believed they would leave physiotherapy within 10 years. The best aspects of working in physiotherapy were 'helping people', 'flexibility' and 'working in a healthcare team'. Major areas for improvement were 'remuneration', 'skill recognition' and 'marketing'. This study suggests serious implications for the future of the health; planning to avert shortages is essential.

Executive Function Buffers the Association between Early Math and Later Academic Skills.

PubMed

Ribner, Andrew D; Willoughby, Michael T; Blair, Clancy B

2017-01-01

Extensive evidence has suggested that early academic skills are a robust indicator of later academic achievement; however, there is mixed evidence of the effectiveness of intervention on academic skills in early years to improve later outcomes. As such, it is clear there are other contributing factors to the development of academic skills. The present study tests the role of executive function (EF) (a construct made up of skills complicit in the achievement of goal-directed tasks) in predicting 5th grade math and reading ability above and beyond math and reading ability prior to school entry, and net of other cognitive covariates including processing speed, vocabulary, and IQ. Using a longitudinal dataset of N = 1292 participants representative of rural areas in two distinctive geographical parts of the United States, the present investigation finds EF at age 5 strongly predicts 5th grade academic skills, as do cognitive covariates. Additionally, investigation of an interaction between early math ability and EF reveals the magnitude of the association between early math and later math varies as a function of early EF, such that participants who have high levels of EF can "catch up" to peers who perform better on assessments of early math ability. These results suggest EF is pivotal to the development of academic skills throughout elementary school. Implications for further research and practice are discussed.

Building Bridges to the Economic Mainstream for African American Male Ex-Offenders: A Preliminary Assessment of an Inmate Education Re-Entry Program.

ERIC Educational Resources Information Center

Johnson, James H., Jr.; Farrell, Walter C., Jr.; Braithwaite, Lawrence P.

This paper describes a state-funded inmate education and re-entry program that provides soft skills training for soon-to-be released offenders. The paper presents preliminary evidence regarding the impact of this training on 14 young male participants. Data came from information prepared by inmates throughout the training program and ethnographic…

Strategies to overcome size and mechanical disadvantages in manual therapy

PubMed Central

Hazle, Charles R.; Lee, Matthew

2016-01-01

The practice of manual therapy (MT) is often difficult when providing care for large patients and for practitioners small in stature or with other physical limitations. Many MT techniques can be modified using simple principles to require less exertion, permitting consistency with standards of practice even in the presence of physical challenges. Commonly used MT techniques are herein described and demonstrated with alternative preparatory and movement methods, which can also be adopted for use in other techniques. These alternative techniques and the procedures used to adapt them warrant discussion among practitioners and educators in order to implement care, consistent with the best treatment evidence for many common musculoskeletal (MSK) conditions. The inclusion in educational curricula and MT training programs is recommended to enrich skill development in physical therapists (PTs), spanning entry-level practitioners to those pursuing advanced manual skills. PMID:27559282

Clinical skills education for graduate-entry nursing students: enhancing learning using a multimodal approach.

PubMed

Bloomfield, Jacqueline G; Cornish, Jocelyn C; Parry, Angela M; Pegram, Anne; Moore, Jaqualyn S

2013-03-01

This paper discusses the development of a new clinical skills course at a school of nursing and midwifery in London. The course, part of a two year pre-registration programme for graduates in other disciplines, adopted an innovative multimodal approach. This comprised a range of teaching, learning and assessment strategies designed to maximise comprehensiveness, complementarity and flexibility. The background to the development is discussed and each component is described in detail. A brief summary of relevant feedback generated from anonymous student evaluations is included. This provides important insights into the perceived strengths and weakness of the module from a learner perspective. The paper concludes by identifying proposed future developments and recommending wider applications of the multimodal approach within nursing and healthcare education on an international level. Copyright © 2011 Elsevier Ltd. All rights reserved.

The Pace of Vocabulary Growth Helps Predict Later Vocabulary Skill

ERIC Educational Resources Information Center

Rowe, Meredith L.; Raudenbush, Stephen W.; Goldin-Meadow, Susan

2012-01-01

Children vary widely in the rate at which they acquire words--some start slow and speed up, others start fast and continue at a steady pace. Do early developmental variations of this sort help predict vocabulary skill just prior to kindergarten entry? This longitudinal study starts by examining important predictors (socioeconomic status [SES],…

The Starting Line: Developing a Structure for Teacher Ratings of Students' Skills at Kindergarten Entry

ERIC Educational Resources Information Center

Goldstein, Jessica; McCoach, D. Betsy

2011-01-01

Developmentally appropriate, psychometrically sound instruments are needed to assess young children and evaluate learning programs. In the United States, little guidance exists on the development and use of large-scale assessments that cover the broad range of skills that encompass young children's development. In 2005 and 2006, the State of…

Racial Inequality in Critical Thinking Skills: The Role of Academic and Diversity Experiences

ERIC Educational Resources Information Center

Roksa, Josipa; Trolian, Teniell L.; Pascarella, Ernest T.; Kilgo, Cindy A.; Blaich, Charles; Wise, Kathleen S.

2017-01-01

While racial inequalities in college entry and completion are well documented, much less is known about racial disparities in the development of general collegiate skills, such as critical thinking. Using data from the Wabash National Study of Liberal Arts Education, we find substantial inequality in the development of critical thinking skills…

Guidelines for biosafety laboratory competency: CDC and the Association of Public Health Laboratories.

PubMed

Delany, Judy R; Pentella, Michael A; Rodriguez, Joyce A; Shah, Kajari V; Baxley, Karen P; Holmes, David E

2011-04-15

These guidelines for biosafety laboratory competency outline the essential skills, knowledge, and abilities required for working with biologic agents at the three highest biosafety levels (BSLs) (levels 2, 3, and 4). The competencies are tiered to a worker's experience at three levels: entry level, midlevel (experienced), and senior level (supervisory or managerial positions). These guidelines were developed on behalf of CDC and the Association of Public Health Laboratories (APHL) by an expert panel comprising 27 experts representing state and federal public health laboratories, private sector clinical and research laboratories, and academic centers. They were then reviewed by approximately 300 practitioners representing the relevant fields. The guidelines are intended for laboratorians working with hazardous biologic agents, obtained from either samples or specimens that are maintained and manipulated in clinical, environmental, public health, academic, and research laboratories.

Project-based fieldwork: perspectives of graduate entry students and project sponsors.

PubMed

Fortune, Tracy; McKinstry, Carol

2012-08-01

This article builds on an earlier viewpoint regarding the need for project-focussed fieldwork. It presents the findings of an evaluative study into the value of project placements undertaken by final year graduate entry master's students as part of a capstone subject. The authors argue that provision of project placements enable impending graduates to develop and implement macro level strategies to develop prevention, resource and service development skills often required of contemporary occupational therapy practitioners. A qualitative approach is adopted. Student cohorts from 2005 and 2006 completed open-ended, written questionnaires, and agency project sponsors were interviewed to obtain their perspectives of the project placement experience. Despite some concern that project placements might be undertaken at the expense of 'clinical' placements these findings reveal that projects managed by students were perceived by services to add great value enabling them to advance important priorities. Students and sponsors highlighted a range of positive learning outcomes, including the ability to work collaboratively with supervisors and develop advanced communication skills and political acumen. The success of such placements depends on supportive supervision from academic staff. CONCLUSIONS AND SIGNIFICANCE OF THE STUDY: The findings promote project placements as a highly authentic aspect of work integrated learning enabling learners to draw together a range of attributes that support the ability to manage complex issues that have occupational relevance at a macro level. In addition, such experiences help learners to develop agency and political acumen both increasingly important capabilities for the contemporary workplace. © 2012 The Authors Australian Occupational Therapy Journal © 2012 Occupational Therapy Australia.

Recent Health Care Use and Medicaid Entry of Medicare Beneficiaries.

PubMed

Keohane, Laura M; Trivedi, Amal N; Mor, Vincent

2017-10-01

To examine the relationship between Medicaid entry and recent health care use among Medicare beneficiaries. We identified Medicare beneficiaries without full Medicaid or use of hospital or nursing home services in 2008 (N = 2,163,387). A discrete survival analysis estimated beneficiaries' monthly likelihood of entry into the full Medicaid program between January 2009 and June 2010. During the 18-month study period, Medicaid entry occurred for 1.1% and 3.7% of beneficiaries who aged into Medicare or originally qualified for Medicare due to disability, respectively. Among beneficiaries who aged into Medicare, 49% of new Medicaid participants had no use of inpatient, skilled nursing facility, or nursing home services during the study period. Individuals who recently used inpatient, skilled nursing facility or nursing home services had monthly rates of 1.9, 14.0, and 38.1 new Medicaid participants per 1,000 beneficiaries, respectively, compared with 0.4 new Medicaid participants per 1,000 beneficiaries with no recent use of these services. Although recent health care use predicted greater likelihood of Medicaid entry, half of new Medicaid participants used no hospital or nursing home care during the study period. These patterns should be considered when designing and evaluating interventions to reform health care delivery for dual-eligible beneficiaries. © The Author 2017. Published by Oxford University Press on behalf of The Gerontological Society of America. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Tracking reflective practice-based learning by medical students during an ambulatory clerkship.

PubMed

Thomas, Patricia A; Goldberg, Harry

2007-11-01

To explore the use of web and palm digital assistant (PDA)-based patient logs to facilitate reflective learning in an ambulatory medicine clerkship. Thematic analysis of convenience sample of three successive rotations of medical students' patient log entries. Johns Hopkins University School of Medicine. MS3 and MS4 students rotating through a required block ambulatory medicine clerkship. Students are required to enter patient encounters into a web-based log system during the clerkship. Patient-linked entries included an open text field entitled, "Learning Need." Students were encouraged to use this field to enter goals for future study or teaching points related to the encounter. The logs of 59 students were examined. These students entered 3,051 patient encounters, and 51 students entered 1,347 learning need entries (44.1% of encounters). The use of the "Learning Need" field was not correlated with MS year, gender or end-of-clerkship knowledge test performance. There were strong correlations between the use of diagnostic thinking comments and observations of therapeutic relationships (Pearson's r=.42, p<0.001), and between diagnostic thinking and primary interpretation skills (Pearson's r=.60, p<0.001), but not between diagnostic thinking and factual knowledge (Pearson's r =.10, p=.46). We found that when clerkship students were cued to reflect on each patient encounter with the electronic log system, student entries grouped into categories that suggested different levels of reflective thinking. Future efforts should explore the use of such entries to encourage and track habits of reflective practice in the clinical curriculum.

Nurses in the labor market: professional insertion, competencies and skills.

PubMed

Püschel, Vilanice Alves de Araújo; Costa, Dafeni; Reis, Priscila Patrício; Oliveira, Larissa Bertacchini de; Carbogim, Fábio da Costa

2017-01-01

to characterize nurses graduated from the School of Nursing of the University of São Paulo, from 2006 to 2012; verify their entry, facilitating factors and difficulties of these graduates in the labor market and to consider their skills and competences in the world of work. an exploratory, descriptive study with a qualitative approach. out of 505 graduates, 172 (34.1%) participated in the research. Entry into the labor market was mainly via public hospital institutions, in the SE of Brazil, in the caregiving sectors. The greater part remained from one to two years in their first job. Most agreed that they were prepared to meet the health needs of the population.  Furthermore, they had been encouraged to seek systematic and continuous improvement in a critical, reflexive and creative way, while combining technical-scientific knowledge and personal skills. the results show that the University of São Paulo has been preparing nurses for work in the labor market, in accordance with the provisions of the National Curricular Guidelines.

Improving the retention rate for residential treatment of substance abuse by sequential intervention for social anxiety.

PubMed

Staiger, Petra K; Kyrios, Michael; Williams, James S; Kambouropoulos, Nicolas; Howard, Alexandra; Gruenert, Stefan

2014-02-17

Residential drug rehabilitation is often seen as a treatment of last resort for people with severe substance abuse issues. These clients present with more severe symptoms, and frequent psychiatric comorbidities relative to outpatients. Given the complex nature of this client group, a high proportion of clients seeking treatment often do not enter treatment, and of those who do, many exit prematurely. Given the highly social nature of residential drug rehabilitation services, it has been argued that social anxieties might decrease the likelihood of an individual entering treatment, or increase the likelihood of them prematurely exiting treatment. The current paper reports on the protocol of a Randomised Control Trial which examined whether treatment of social anxiety prior to entry to treatment improves entry rates and retention in residential drug rehabilitation. A Randomised Control Trial comparing a social skills treatment with a treatment as usual control group was employed. The social skills training program was based on the principles of Cognitive Behaviour Therapy, and was adapted from Ron Rapee's social skills training program. A permutated block randomisation procedure was utilised. Participants are followed up at the completion of the program (or baseline plus six weeks for controls) and at three months following entry into residential rehabilitation (or six months post-baseline for participants who do not enter treatment). The current study could potentially have implications for addressing social anxiety within residential drug treatment services in order to improve entry and retention in treatment. The results might suggest that the use of additional screening tools in intake assessments, a focus on coping with social anxieties in support groups for clients waiting to enter treatment, and greater awareness of social anxiety issues is warranted. Australian New Zealand Clinical Trials Registry (ACTRN) registration number: ACTRN12611000579998.

Parent- and teacher-child relationships and engagement at school entry: Mediating, interactive, and transactional associations across contexts.

PubMed

Heatly, Melissa Castle; Votruba-Drzal, Elizabeth

2017-06-01

Early school engagement patterns set the stage for short- and long-term academic behaviors and progress, and low engagement at school entry can give rise to dysfunctional school behavior and underachievement in later years. Relationships with parents and teachers provide a foundation upon which children develop the skills and behaviors that are critical for engagement in early elementary school. However, the cross-contextual and transactional processes by which these relationships are associated with engagement in early elementary school remain unclear. This investigation therefore considers how children's relationships with parents prior to school entry are indirectly and interactively associated with 1st grade engagement through teacher-child relationships. It also considers how early cognitive, self-regulatory, and behavioral skills and competencies elicit these relational responses. This investigation drew upon multimethod data from triangulated sources (parents, teachers, and direct observation) available within a large longitudinal study, the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. Results indicate that neither 54-month or 1st grade parent-child relationships were directly associated with children's engagement in early elementary school. However, 1st grade teacher conflict was problematic for children's developing engagement. In turn, teacher conflict partially mediated linkages between maternal sensitivity and conflict prior to school entry and engagement in 1st grade. Parental closeness and sensitivity also buffered children against negative associations between teacher conflict and engagement. Finally, children's early skills and competencies at 36 months elicited relational processes that were indirectly associated with engagement. Conceptual, theoretical, and methodological challenges are also discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Towards an Automatic Classification System for Supporting the Development of Critical Reflective Skills in L2 Learning

ERIC Educational Resources Information Center

Cheng, Gary

2017-01-01

This study aimed to develop an automatic classification system, namely ACTIVE, for generating immediate and individualised feedback on students' reflective entries about their second language (L2) learning experiences. It also aimed to explore students' attitudes towards using the system to support the development of their reflective skills in L2…

Working Memory Capacity in Preschool Children Contributes to the Acquisition of School Relevant Precursor Skills

ERIC Educational Resources Information Center

Pressler, Anna-Lena; Krajewski, Kristin; Hasselhorn, Marcus

2013-01-01

The aim of the present study was to investigate whether preschool children with limitations in the visual or phonological working memory are disadvantaged in the acquisition of school relevant precursor skills at school entry. A sample of 92 children was divided into three subgroups depending on their performance in visual and phonological working…

A Quantitative Assessment of Skills and Competencies in Graduates of At-Risk High Schools

ERIC Educational Resources Information Center

Williams, Charles Jerry, Jr.

2012-01-01

The willingness to work and a high school diploma were once all that was needed to start one's career. The problem is that on the twentieth anniversary of the reports by the Secretary's Commission on Achieving Necessary Skills (SCANS), high school graduates may still lack what business and education leaders require for success in entry-level…

A Secure Base from Which to Regulate: Attachment Security in Toddlerhood as a Predictor of Executive Functioning at School Entry

ERIC Educational Resources Information Center

Bernier, Annie; Beauchamp, Miriam H.; Carlson, Stephanie M.; Lalonde, Gabrielle

2015-01-01

In light of emerging evidence suggesting that the affective quality of parent-child relationships may relate to individual differences in young children's executive functioning (EF) skills, the aim of this study was to investigate the prospective associations between attachment security in toddlerhood and children's EF skills in kindergarten.…

The Effect of a Therapy Dog on the Communication Skills of an Adult with Aphasia

ERIC Educational Resources Information Center

LaFrance, Caroline; Garcia, Linda J.; Labreche, Julianne

2007-01-01

Little evidence-based research has been published within the field of communication disorders on the role of dogs as catalysts for human communication. This single participant study, a point of entry into this realm of research, explores the effects of a therapy dog on the communication skills of a patient with aphasia receiving intensive speech…

Predicting Motor Skills from Strengths and Difficulties Questionnaire Scores, Language Ability, and Other Features of New Zealand Children Entering Primary School

ERIC Educational Resources Information Center

Sargisson, Rebecca J.; Powell, Cheniel; Stanley, Peter; de Candole, Rosalind

2014-01-01

The motor and language skills, emotional and behavioural problems of 245 children were measured at school entry. Fine motor scores were significantly predicted by hyperactivity, phonetic awareness, prosocial behaviour, and the presence of medical problems. Gross motor scores were significantly predicted by the presence of medical problems. The…

Effects of Simulated Interventions to Improve School Entry Academic Skills on Socioeconomic Inequalities in Educational Achievement

ERIC Educational Resources Information Center

Chittleborough, Catherine R.; Mittinty, Murthy N.; Lawlor, Debbie A.; Lynch, John W.

2014-01-01

Randomized controlled trial evidence shows that interventions before age 5 can improve skills necessary for educational success; the effect of these interventions on socioeconomic inequalities is unknown. Using trial effect estimates, and marginal structural models with data from the Avon Longitudinal Study of Parents and Children (n = 11,764,…

Wellness and illness self-management skills in community corrections.

PubMed

Kelly, Patricia J; Ramaswamy, Megha; Chen, Hsiang-Feng; Denny, Donald

2015-02-01

Community corrections provide a readjustment venue for re-entry between incarceration and home for inmates in the US corrections system. Our goal was to determine how self-management skills, an important predictor of re-entry success, varied by demographic and risk factors. In this cross-sectional study, we analyzed responses of 675 clients from 57 community corrections programs run by the regional division of the Federal Bureau of Prisons. A self-administered survey collected data on self-management skills, demographics, and risk factors; significant associations were applied in four regression models: the overall self-management score and three self-management subscales: coping skills, goals, and drug use. Over one-quarter (27.2%/146) of participants had a mental health history. White race, no mental health history and high school education were associated with better overall self-management scores; mental health history and drug use in the past year were associated with lower coping scores; female gender and high school education were associated with better self-management goals; female gender was associated with better self-management drug use scores. Self-management programs may need to be individualized for different groups of clients. Lower scores for those with less education suggest an area for targeted, nurse-led interventions.

A Survey of Established Veterinary Clinical Skills Laboratories from Europe and North America: Present Practices and Recent Developments.

PubMed

Dilly, Marc; Read, Emma K; Baillie, Sarah

Developing competence in clinical skills is important if graduates are to provide entry-level care, but it is dependent on having had sufficient hands-on practice. Clinical skills laboratories provide opportunities for students to learn on simulators and models in a safe environment and to supplement training with animals. Interest in facilities for developing veterinary clinical skills has increased in recent years as many veterinary colleges face challenges in training their students with traditional methods alone. For the present study, we designed a survey to gather information from established veterinary clinical skills laboratories with the aim of assisting others considering opening or expanding their own facility. Data were collated from 16 veterinary colleges in North America and Europe about the uses of their laboratory, the building and associated facilities, and the staffing, budgets, equipment, and supporting learning resources. The findings indicated that having a dedicated veterinary clinical skills laboratory is a relatively new initiative and that colleges have adopted a range of approaches to implementing and running the laboratory, teaching, and assessments. Major strengths were the motivation and positive characteristics of the staff involved, providing open access and supporting self-directed learning. However, respondents widely recognized the increasing demands placed on the facility to provide more space, equipment, and staff. There is no doubt that veterinary clinical skills laboratories are on the increase and provide opportunities to enhance student learning, complement traditional training, and benefit animal welfare.

The Design of Model-Based Training Programs

NASA Technical Reports Server (NTRS)

Polson, Peter; Sherry, Lance; Feary, Michael; Palmer, Everett; Alkin, Marty; McCrobie, Dan; Kelley, Jerry; Rosekind, Mark (Technical Monitor)

1997-01-01

This paper proposes a model-based training program for the skills necessary to operate advance avionics systems that incorporate advanced autopilots and fight management systems. The training model is based on a formalism, the operational procedure model, that represents the mission model, the rules, and the functions of a modem avionics system. This formalism has been defined such that it can be understood and shared by pilots, the avionics software, and design engineers. Each element of the software is defined in terms of its intent (What?), the rationale (Why?), and the resulting behavior (How?). The Advanced Computer Tutoring project at Carnegie Mellon University has developed a type of model-based, computer aided instructional technology called cognitive tutors. They summarize numerous studies showing that training times to a specified level of competence can be achieved in one third the time of conventional class room instruction. We are developing a similar model-based training program for the skills necessary to operation the avionics. The model underlying the instructional program and that simulates the effects of pilots entries and the behavior of the avionics is based on the operational procedure model. Pilots are given a series of vertical flightpath management problems. Entries that result in violations, such as failure to make a crossing restriction or violating the speed limits, result in error messages with instruction. At any time, the flightcrew can request suggestions on the appropriate set of actions. A similar and successful training program for basic skills for the FMS on the Boeing 737-300 was developed and evaluated. The results strongly support the claim that the training methodology can be adapted to the cockpit.

The graduate entry generation: a qualitative study exploring the factors influencing the career expectations and aspirations of a graduating cohort of graduate entry dental students in one London institution

PubMed Central

2011-01-01

Background Dentistry in the UK has a number of new graduate-entry programmes. The aim of the study was to explore the motivation, career expectations and experiences of final year students who chose to pursue a dental career through the graduate entry programme route in one institution; and to explore if, and how, their intended career expectations and aspirations were informed by this choice. Method In-depth interviews of 14 graduate entry students in their final year of study. Data were transcribed verbatim and analysed using framework analysis. Results There were three categories of factors influencing students' choice to study dentistry through graduate entry: 'push', 'pull' and 'mediating'. Mediating factors related to students' personal concerns and circumstances, whereas push and pull factors related to features of their previous and future careers and wider social factors. Routes to Graduate Entry study comprised: 'early career changers', 'established career changers' and those pursuing 'routes to specialisation'. These routes also influenced the students' practice of dentistry, as students integrated skills in their dental studies, and encountered new challenges. Factors which students believed would influence their future careers included: vocational training; opportunities for specialisation or developing special interests and policy-related issues, together with wider professional and social concerns. The graduate entry programme was considered 'hard work' but a quick route to a professional career which had much to offer. Students' felt more could have been made of their pre-dental studies and/or experience during the programme. Factors perceived as influencing students' future contribution to dentistry included personal and social influences. Overall there was strong support for the values of the NHS and 'giving back' to the system in their future career. Conclusion Graduate entry students appear to be motivated to enter dentistry by a range of factors which suit their preferences and circumstances. They generally embrace the programme enthusiastically and seek to serve within healthcare, largely in the public sector. These students, who carry wider responsibilities, bring knowledge, skills and experience to dentistry which could be harnessed further during the programme. The findings suggest that graduate entry students, facilitated by varied career options, will contribute to an engaged workforce. PMID:21942994

The graduate entry generation: a qualitative study exploring the factors influencing the career expectations and aspirations of a graduating cohort of graduate entry dental students in one London institution.

PubMed

Newton, Paul; Cabot, Lyndon; Wilson, Nairn H F; Gallagher, Jennifer E

2011-09-24

Dentistry in the UK has a number of new graduate-entry programmes. The aim of the study was to explore the motivation, career expectations and experiences of final year students who chose to pursue a dental career through the graduate entry programme route in one institution; and to explore if, and how, their intended career expectations and aspirations were informed by this choice. In-depth interviews of 14 graduate entry students in their final year of study. Data were transcribed verbatim and analysed using framework analysis. There were three categories of factors influencing students' choice to study dentistry through graduate entry: 'push', 'pull' and 'mediating'. Mediating factors related to students' personal concerns and circumstances, whereas push and pull factors related to features of their previous and future careers and wider social factors. Routes to Graduate Entry study comprised: 'early career changers', 'established career changers' and those pursuing 'routes to specialisation'. These routes also influenced the students' practice of dentistry, as students integrated skills in their dental studies, and encountered new challenges.Factors which students believed would influence their future careers included: vocational training; opportunities for specialisation or developing special interests and policy-related issues, together with wider professional and social concerns.The graduate entry programme was considered 'hard work' but a quick route to a professional career which had much to offer. Students' felt more could have been made of their pre-dental studies and/or experience during the programme. Factors perceived as influencing students' future contribution to dentistry included personal and social influences. Overall there was strong support for the values of the NHS and 'giving back' to the system in their future career. Graduate entry students appear to be motivated to enter dentistry by a range of factors which suit their preferences and circumstances. They generally embrace the programme enthusiastically and seek to serve within healthcare, largely in the public sector. These students, who carry wider responsibilities, bring knowledge, skills and experience to dentistry which could be harnessed further during the programme. The findings suggest that graduate entry students, facilitated by varied career options, will contribute to an engaged workforce. © 2011 Newton et al; licensee BioMed Central Ltd.

50 CFR 679.83 - Rockfish Program entry level fishery.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 50 Wildlife and Fisheries 11 2011-10-01 2011-10-01 false Rockfish Program entry level fishery. 679... ATMOSPHERIC ADMINISTRATION, DEPARTMENT OF COMMERCE (CONTINUED) FISHERIES OF THE EXCLUSIVE ECONOMIC ZONE OFF ALASKA Rockfish Program § 679.83 Rockfish Program entry level fishery. (a) Rockfish entry level fishery...

An interprofessional consensus of core competencies for prelicensure education in pain management: curriculum application for nursing.

PubMed

Herr, Keela; Marie, Barbara St; Gordon, Debra B; Paice, Judith A; Watt-Watson, Judy; Stevens, Bonnie J; Bakerjian, Debra; Young, Heather M

2015-06-01

Ineffective assessment and management of pain is a significant problem. A gap in prelicensure health science program pain content has been identified for the improvement of pain care in the United States. Through consensus processes, an expert panel of nurses, who participated in the interdisciplinary development of core competencies in pain management for prelicensure health professional education, developed recommendations to address the gap in nursing curricula. Challenges and incentives for implementation of pain competencies in nursing education are discussed, and specific recommendations for how to incorporate the competencies into entry-level nursing curricula are provided. Embedding pain management core competencies into prelicensure nursing education is crucial to ensure that nurses have the essential knowledge and skills to effectively manage pain and to serve as a foundation on which clinical practice skills can be later honed. [J Nurs Educ. 2015;54(6):317-327.]. Copyright 2015, SLACK Incorporated.

Preparing clinical laboratory science students with teaching skills.

PubMed

Isabel, Jeanne M

2010-01-01

Training clinical laboratory science (CLS) students in techniques of preparation and delivery of an instructional unit is an important component of all CLS education programs and required by the national accrediting agency. Participants of this study included students admitted to the CLS program at Northern Illinois University and enrolled in the teaching course offered once a year between the years of 1997 and 2009. Courses on the topic of "teaching" may be regarded by CLS students as unnecessary. However, entry level practitioners are being recruited to serve as clinical instructors soon after entering the workforce. Evaluation of the data collected indicates that students are better prepared to complete tasks related to instruction of a topic after having an opportunity to study and practice skills of teaching. Mentoring CLS students toward the career role of clinical instructor or professor is important to maintaining the workforce.

An Interprofessional Consensus of Core Competencies for Prelicensure Education in Pain Management: Curriculum Application for Nursing

PubMed Central

Herr, Keela; St. Marie, Barbara; Gordon, Debra B.; Paice, Judith A.; Watt-Watson, Judy; Stevens, Bonnie J.; Bakerjian, Debra; Young, Heather M.

2015-01-01

Background Ineffective assessment and management of pain is a significant problem. A gap in prelicensure health science program pain content has been identified for the improvement of pain care in the United States. Method Through consensus processes, an expert panel of nurses, who participated in the interdisciplinary development of core competencies in pain management for prelicensure health professional education, developed recommendations to address the gap in nursing curricula. Results Challenges and incentives for implementation of pain competencies in nursing education are discussed, and specific recommendations for how to incorporate the competencies into entry-level nursing curricula are provided. Conclusion Embedding pain management core competencies into prelicensure nursing education is crucial to ensure that nurses have the essential knowledge and skills to effectively manage pain and to serve as a foundation on which clinical practice skills can be later honed. PMID:26057425

Enacting a Vision for a Master's Entry Clinical Nurse Leader Program: Rethinking Nursing Education.

PubMed

Hicks, Frank D; Rosenberg, Lisa

2016-01-01

The need to educate nurses at the graduate level and provide them with a different skill set that broadens their view of health and nursing is clearly articulated by the American Association of Colleges of Nursing. Consequently, the role of the clinical nurse leader (CNL) was born. Responding to the need for providing a highly educated and credentialed professional at the bedside, Rush University College of Nursing made the bold move to phase out baccalaureate education and enact a prelicensure, master's entry CNL program. Although there is a clear need for this type of graduate, there is little in the literature to provide guidance to institutions that wish to develop this type of program. This paper describes the factors that came into play in making that decision, the process of curriculum development and implementation, the challenges encountered in implementing this type of program, and the outcomes that the program has evidenced since its inception. Copyright © 2016 Elsevier Inc. All rights reserved.

NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 50: From student to entry-level professional: Examining the role of language and written communications in the reacculturation of aerospace engineering students

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.; Barclay, Rebecca O.; Keene, Michael L.; Kennedy, John M.; Hecht, Laura F.

1995-01-01

When students graduate and enter the world of work, they must make the transition from an academic to a professional knowledge community. Kenneth Bruffee's model of the social construction of knowledge suggests that language and written communication play a critical role in the reacculturation process that enables successful movement from one knowledge community to another. We present the results of a national (mail) survey that examined the technical communications abilities, skills, and competencies of 1,673 aerospace engineering students, who represent an academic knowledge community. These results are examined within the context of the technical communications behaviors and practices reported by 2,355 aerospace engineers and scientists employed in government and industry, who represent a professional knowledge community that the students expect to join. Bruffee's claim of the importance of language and written communication in the successful transition from an academic to a professional knowledge community is supported by the responses from the two communities we surveyed. Implications are offered for facilitating the reacculturation process of students to entry-level engineering professionals.

Stuck at the bottom rung: occupational characteristics of workers with disabilities.

PubMed

Kaye, H Stephen

2009-06-01

The proportion of workers reporting disabilities varies tremendously across occupations. Although differences in the occupational distributions may partly explain the large disparities in earnings and job security between workers with and without disabilities, little is known about the reasons that workers with disabilities are underrepresented in certain occupations and overrepresented in others. Using a large, national survey of the US population combined with official data on the skill and experience requirements and occupational risks of 269 occupations, a multilevel regression analysis was performed to identify occupational and individual factors that influence the representation of workers with disabilities across occupations. Models of overall, sensory, mobility, and cognitive disability were constructed for working-age labor force participants, as were models of overall disability for younger, in-between, and older workers. At the occupational level, reported disability is negatively associated with occupational requirements for information and communication skills and with the amount of prior work experience that is required, after controlling for individual factors such as age and educational attainment. Little relationship is found between disability status and a set of occupational risk factors. These findings generally hold true across disability types and age groups. Even after taking into account their lower average educational attainment, workers with disabilities appear to be disproportionately relegated to entry-level occupations that do not emphasize the better-remunerated job skills. Underemployment results in lower wages and less job security and stability. Possible reasons include employer discrimination, low expectations, deficits in relevant skills or experience, and work disincentives.

Developing Competencies for Navy Human Resource Management Specialists: A Delphi Approach.

DTIC Science & Technology

1983-06-01

93] (Expert in Consulting Processes) Organizational Diagnosis (Able to identify and res- pond to an organization’s real needs) (Resolve...consensus were those skills and knowledge generally agreed in the profession as necessary for any OD effort to be successful such as organizational ... diagnosis , designing and executing an intervention, process consultation, entry and contracting, general interpersonal skills, and organization behavior

A Six-County Study of the Effects of Smart Start Child Care on Kindergarten Entry Skills.

ERIC Educational Resources Information Center

Maxwell, Kelly; Bryant, Donna; Miller-Johnson, Shari

The purpose of this study was to determine whether children living in North Carolina who attended child care centers that participated in many Smart Start quality improvement efforts have better skills when they enter kindergarten than do a comparison group of children from other child care centers of family child care homes. Subjects were 214…

Peer Social Skills and Theory of Mind in Children with Autism, Deafness, or Typical Development

ERIC Educational Resources Information Center

Peterson, Candida; Slaughter, Virginia; Moore, Chris; Wellman, Henry M.

2016-01-01

Consequences of theory of mind (ToM) development for daily social lives of children are uncertain. Five to 13-year-olds (N = 195) with typical development, autism, or deafness (both native and late signers) took ToM tests and their teachers reported on their social skills for peer interaction (e.g., leadership, group entry). Groups differed in…

A Survey of Clinical Faculty Calibration in Dental Hygiene Programs.

PubMed

Dicke, Nichole L; Hodges, Kathleen O; Rogo, Ellen J; Hewett, Beverly J

2015-08-01

This study investigated the calibration efforts of entry-level dental hygiene programs in the U.S. Four aspects were explored, including attitudes, characteristics, quality and satisfaction, to evaluate current calibration practices. A descriptive comparative survey design was used. Directors of accredited dental hygiene programs (n=345) were asked to forward an electronic survey invitation to clinical faculty. Eighty-five directors forwarded the survey to 847 faculty; 45.3% (n=384) participated. The 37-item survey contained multiple-choice and Likert scale questions and was available for 3 weeks. Descriptive statistics were used to analyze demographic data and research questions. The Kruskal-Wallis, Spearman Correlation Coefficient and Mann-Whitney U tests were employed to analyze hypotheses (p=0.05). The demographic profile for participants revealed that most worked for institutions awarding associate entry-level degrees, had 1 to 10 years' experience, taught clinically and didactically, and held a master's degree. Clinical instructors valued calibration, believed it reduced variation and wanted more calibration. Some were not offered quality calibration. There was a difference between the entry-level degree awarded and the program's evaluation of clinical skill faculty reliability, as analyzed using the Kruskal-Wallis test (p=0.008). Additionally, full-time versus part-time educators reported more observed student frustration with faculty variance, as evaluated using the Mann-Whitney U test (p=0.001, bfp=0.004). Faculty members value calibration's potential benefits and want enhanced calibration efforts. Calibration efforts need to be improved to include standards for measuring intra- and inter-rater reliability and plans for resolving inconsistencies. More research is needed to determine effective calibration methods and their impact on student learning. Copyright © 2015 The American Dental Hygienists’ Association.

Optimal firm growth under the threat of entry

PubMed Central

Kort, Peter M.; Wrzaczek, Stefan

2015-01-01

The paper studies the incumbent-entrant problem in a fully dynamic setting. We find that under an open-loop information structure the incumbent anticipates entry by overinvesting, whereas in the Markov perfect equilibrium the incumbent slightly underinvests in the period before the entry. The entry cost level where entry accommodation passes into entry deterrence is lower in the Markov perfect equilibrium. Further we find that the incumbent’s capital stock level needed to deter entry is hump shaped as a function of the entry time, whereas the corresponding entry cost, where the entrant is indifferent between entry and non-entry, is U-shaped. PMID:26435573

STS-114: Discovery Day 13 Mission Status Briefing

NASA Technical Reports Server (NTRS)

2005-01-01

LeRoy Cain, STS-114 Ascent/Entry Flight Director, takes a solo stand with the Press in this briefing. He reports that the vehicle is in good shape, consumable status is excellent, and the shuttle crew is in high spirits and preparing for de-orbit and landing. LeRoy and his team have completed the entry system check up, flight control check up, reactor control system check up, and noted that all are at nominal performance; weather forecast is very good, the Entry team is ready and looking forward to de-orbit and landing at the Kennedy Space Center on Monday, August 8th. Re-entry, personal feelings, Columbia accident, data gathering, consumable situation, back up sites, weather, communication block out, night and day landing, and Commander Collin's piloting skills during night flight are some of the topics covered with the News media.

The current impact of entry-level associate and baccalaureate degree education on the diversity of respiratory therapists.

PubMed

Becker, Ellen A; Nguyen, Xuan T

2014-12-01

Transitioning from an associate degree to a baccalaureate degree for respiratory therapists has been suggested as a new entry-level educational standard. One potential risk for this change is that it may limit the diversity of potential applicants for entry-level education. A diverse workforce is important to achieve the goal of reducing healthcare disparities. This study evaluated characteristics of therapists who completed associate and baccalaureate degree entry-level education. A secondary analysis of data collected from the 2009 AARC Respiratory Therapist Human Resource Survey explored relationships between the choice of entry-level associate or baccalaureate education and variables of gender, race, salary, career advancement, and job satisfaction. There were no differences between therapists with entry-level associate and baccalaureate degrees in gender, race, number of additional healthcare credentials, numbers of life support credentials, wages, delivering respiratory care by protocol, and job satisfaction. There were significantly higher percentages of advanced academic degrees, desire to pursue a higher academic degree, registered respiratory therapist credentials, total National Board for Respiratory Care credentials, and leadership roles for therapists with baccalaureate entry-level degrees. Current entry-level associate and baccalaureate degree graduates have similar gender and race proportions. This finding challenges concerns that an entry-level baccalaureate degree would decrease the diversity of the respiratory therapist workforce. Copyright © 2014 by Daedalus Enterprises.

School outcomes of aggressive-disruptive children: prediction from kindergarten risk factors and impact of the fast track prevention program.

PubMed

Bierman, Karen L; Coie, John; Dodge, Kenneth; Greenberg, Mark; Lochman, John; McMohan, Robert; Pinderhughes, Ellen

2013-01-01

A multi-gate screening process identified 891 children with aggressive-disruptive behavior problems at school entry. Fast Track provided a multi-component preventive intervention in the context of a randomized-controlled design. In addition to psychosocial support and skill training for parents and children, the intervention included intensive reading tutoring in first grade, behavioral management consultation with teachers, and the provision of homework support (as needed) through tenth grade. This study examined the impact of the intervention, as well as the impact of the child's initial aggressive-disruptive behaviors and associated school readiness skills (cognitive ability, reading readiness, attention problems) on academic progress and educational placements during elementary school (Grades 1-4) and during the secondary school years (Grades 7-10), as well as high school graduation. Child behavior problems and skills at school entry predicted school difficulties (low grades, grade retention, placement in a self-contained classroom, behavior disorder classification, and failure to graduate). Disappointingly, intervention did not significantly improve these long-term school outcomes. © 2013 Wiley Periodicals, Inc.

School Outcomes of Aggressive-Disruptive Children: Prediction From Kindergarten Risk Factors and Impact of the Fast Track Prevention Program

PubMed Central

Bierman, Karen L.; Coie, John; Dodge, Kenneth; Greenberg, Mark; Lochman, John; McMohan, Robert; Pinderhughes, Ellen

2013-01-01

A multi-gate screening process identified 891 children with aggressive-disruptive behavior problems at school entry. Fast Track provided a multi-component preventive intervention in the context of a randomized-controlled design. In addition to psychosocial support and skill training for parents and children, the intervention included intensive reading tutoring in first grade, behavioral management consultation with teachers, and the provision of homework support (as needed) through tenth grade. This study examined the impact of the intervention, as well as the impact of the child's initial aggressive-disruptive behaviors and associated school readiness skills (cognitive ability, reading readiness, attention problems) on academic progress and educational placements during elementary school (Grades 1–4) and during the secondary school years (Grades 7–10), as well as high school graduation. Child behavior problems and skills at school entry predicted school difficulties (low grades, grade retention, placement in a self-contained classroom, behavior disorder classification, and failure to graduate). Disappointingly, intervention did not significantly improve these long-term school outcomes. PMID:23386568

Using Rubrics as a Scientific Writing Instructional Method in Early Stage Undergraduate Neuroscience Study.

PubMed

Clabough, Erin B D; Clabough, Seth W

2016-01-01

Scientific writing is an important communication and learning tool in neuroscience, yet it is a skill not adequately cultivated in introductory undergraduate science courses. Proficient, confident scientific writers are produced by providing specific knowledge about the writing process, combined with a clear student understanding about how to think about writing (also known as metacognition). We developed a rubric for evaluating scientific papers and assessed different methods of using the rubric in inquiry-based introductory biology classrooms. Students were either 1) given the rubric alone, 2) given the rubric, but also required to visit a biology subject tutor for paper assistance, or 3) asked to self-grade paper components using the rubric. Students who were required to use a peer tutor had more negative attitudes towards scientific writing, while students who used the rubric alone reported more confidence in their science writing skills by the conclusion of the semester. Overall, students rated the use of an example paper or grading rubric as the most effective ways of teaching scientific writing, while rating peer review as ineffective. Our paper describes a concrete, simple method of infusing scientific writing into inquiry-based science classes, and provides clear avenues to enhance communication and scientific writing skills in entry-level classes through the use of a rubric or example paper, with the goal of producing students capable of performing at a higher level in upper level neuroscience classes and independent research.

A model for upscaling global partnerships and building nurse and midwifery capacity.

PubMed

Spies, L A; Garner, S L; Faucher, M A; Hastings-Tolsma, M; Riley, C; Millenbruch, J; Prater, L; Conroy, S F

2017-09-01

To provide a unique model for use in guiding global collaboration and policy to upscale nursing and midwifery partnerships. Nurses and midwives across nations need skills reaching beyond the bedside and unit level in today's complex, global, multifaceted healthcare milieu. Thoughtful consideration, research and concomitant development of models to guide appropriate upscaling of nurse and midwifery capacity within and between nations are needed. This article explores an integrated global approach to upscaling nurse and midwifery capacity using examples of partnerships between nursing and midwifery programmes across multiple continents. Global nurse and midwifery capacity is effectively being developed using a myriad of approaches. A new model is presented to illustrate supports, strategies and activities to achieve intermediate and long-term goals for capacity building through strong and sustainable global partnerships. Development of global skills can focus the nurse and midwife to influence policy-level decisions. Human resource planning that can impact countrywide provision of health care begins in the preservice setting for both nurses and midwives. A global experience can be a value-added component to the well-rounded education of future nurses. Education during preparation for entry into practice is a strategic way to develop a worldview. Incorporating reflective practice can build skills and shape attitudes to prepare the new nurse to be comfortable as a global healthcare provider. An expanded world view is the springboard to more robust and informed involvement and inclusion in policy-level discussions. © 2017 International Council of Nurses.

Using Rubrics as a Scientific Writing Instructional Method in Early Stage Undergraduate Neuroscience Study

PubMed Central

Clabough, Erin B.D.; Clabough, Seth W.

2016-01-01

Scientific writing is an important communication and learning tool in neuroscience, yet it is a skill not adequately cultivated in introductory undergraduate science courses. Proficient, confident scientific writers are produced by providing specific knowledge about the writing process, combined with a clear student understanding about how to think about writing (also known as metacognition). We developed a rubric for evaluating scientific papers and assessed different methods of using the rubric in inquiry-based introductory biology classrooms. Students were either 1) given the rubric alone, 2) given the rubric, but also required to visit a biology subject tutor for paper assistance, or 3) asked to self-grade paper components using the rubric. Students who were required to use a peer tutor had more negative attitudes towards scientific writing, while students who used the rubric alone reported more confidence in their science writing skills by the conclusion of the semester. Overall, students rated the use of an example paper or grading rubric as the most effective ways of teaching scientific writing, while rating peer review as ineffective. Our paper describes a concrete, simple method of infusing scientific writing into inquiry-based science classes, and provides clear avenues to enhance communication and scientific writing skills in entry-level classes through the use of a rubric or example paper, with the goal of producing students capable of performing at a higher level in upper level neuroscience classes and independent research. PMID:27980476

UTILIZATION OF MOBILE FACILITIES FOR DEVELOPMENT OF ENTRY WORK SKILLS FOR ARKANSAS' RURAL UNEMPLOYED AND LOW INCOME EARNERS, A FEASIBILITY STUDY.

ERIC Educational Resources Information Center

Nevada Univ., Reno. School Planning Lab.

THE FEASIBILITY AND METHODS OF USING MOBILE FACILITIES IN UPGRADING THE WORK SKILLS OF RURAL LOW INCOME WAGE EARNERS ARE EXPLORED. SUCH MOBILE FACILITIES WOULD BE DIRECTED TOWARD 3 SPECIFIC GROUPS OF PEOPLE--SMALL ACREAGE FARMERS WHO PRODUCED ONLY A MINIMAL INCOME, THE RURAL LOW-INCOME NEGRO POPULATION, AND YOUNG RURAL SCHOOL DROPOUTS WITH LITTLE…

Facilitating Successful Re-Entries in the United States: Training and Development for Women Returners

ERIC Educational Resources Information Center

Greer, Tomika W.

2013-01-01

Women returners are women who leave the paid workforce for a period of time following the birth of their child(ren) and subsequently seek to return to paid employment. As women returners attempt to re-enter the workforce, many of them are in need of updating their skills or re-training in a new set of skills. In this study, the training and…

Adult Competency Education Kit. Basic Skills in Speaking, Math, and Reading for Employment. Part M. ACE Competency Based Job Descriptions: #60--Food Assembler; #61--Injection Molder--Machine Operator; #62--Data Entry Typist; #63--Institutional Cook; Office Core Job Description; #64--Clerk Typist.

ERIC Educational Resources Information Center

San Mateo County Office of Education, Redwood City, CA. Career Preparation Centers.

This tenth of fifteen sets of Adult Competency Education (ACE) Competency Based Job Descriptions in the ACE kit contains job descriptions for Food Assembler, Injection Molder-Machine Operator, Data Entry Typist, Institutional Cook, and Clerk Typist. Each begins with a fact sheet that includes this information: occupational title, D.O.T. code, ACE…

When does speech sound disorder matter for literacy? The role of disordered speech errors, co-occurring language impairment and family risk of dyslexia.

PubMed

Hayiou-Thomas, Marianna E; Carroll, Julia M; Leavett, Ruth; Hulme, Charles; Snowling, Margaret J

2017-02-01

This study considers the role of early speech difficulties in literacy development, in the context of additional risk factors. Children were identified with speech sound disorder (SSD) at the age of 3½ years, on the basis of performance on the Diagnostic Evaluation of Articulation and Phonology. Their literacy skills were assessed at the start of formal reading instruction (age 5½), using measures of phoneme awareness, word-level reading and spelling; and 3 years later (age 8), using measures of word-level reading, spelling and reading comprehension. The presence of early SSD conferred a small but significant risk of poor phonemic skills and spelling at the age of 5½ and of poor word reading at the age of 8. Furthermore, within the group with SSD, the persistence of speech difficulties to the point of school entry was associated with poorer emergent literacy skills, and children with 'disordered' speech errors had poorer word reading skills than children whose speech errors indicated 'delay'. In contrast, the initial severity of SSD was not a significant predictor of reading development. Beyond the domain of speech, the presence of a co-occurring language impairment was strongly predictive of literacy skills and having a family risk of dyslexia predicted additional variance in literacy at both time-points. Early SSD alone has only modest effects on literacy development but when additional risk factors are present, these can have serious negative consequences, consistent with the view that multiple risks accumulate to predict reading disorders. © 2016 The Authors. Journal of Child Psychology and Psychiatry published by John Wiley & Sons Ltd on behalf of Association for Child and Adolescent Mental Health.

Fine-motor skills testing and prediction of endovascular performance.

PubMed

Bech, Bo; Lönn, Lars; Schroeder, Torben V; Ringsted, Charlotte

2013-12-01

Performing endovascular procedures requires good control of fine-motor digital movements and hand-eye coordination. Objective assessment of such skills is difficult. Trainees acquire control of catheter/wire movements at various paces. However, little is known to what extent talent plays for novice candidates at entry to practice. To study the association between performance in a novel aptitude test of fine-motor skills and performance in simulated procedures. The test was based on manual course-tracking using a proprietary hand-operated roller-bar device coupled to a personal computer with monitor view rotation. A total of 40 test repetitions were conducted separately with each hand. Test scores were correlated with simulator performance. Group A (n = 14), clinicians with various levels of endovascular experience, performed a simulated procedure of contralateral iliac artery stenting. Group B (n = 19), medical students, performed 10 repetitions of crossing a challenging aortic bifurcation in a simulator. The test score differed markedly between the individuals in both groups, in particular with the non-dominant hand. Group A: the test score with the non-dominant hand correlated significantly with simulator performance assessed with the global rating scale SAVE (R = -0.69, P = 0.007). There was no association observed from performances with the dominant hand. Group B: there was no significant association between the test score and endovascular skills acquisition neither with the dominant nor with the non-dominant hand. Clinicians with increasing levels of endovascular technical experience had developed good fine-motor control of the non-dominant hand, in particular, that was associated with good procedural performance in the simulator. The aptitude test did not predict endovascular skills acquisition among medical students, thus, cannot be suggested for selection of novice candidates. Procedural experience and practice probably supplant the influence of innate abilities (talent) over time.

Accuracy and reliability of peer assessment of athletic training psychomotor laboratory skills.

PubMed

Marty, Melissa C; Henning, Jolene M; Willse, John T

2010-01-01

Peer assessment is defined as students judging the level or quality of a fellow student's understanding. No researchers have yet demonstrated the accuracy or reliability of peer assessment in athletic training education. To determine the accuracy and reliability of peer assessment of athletic training students' psychomotor skills. Cross-sectional study. Entry-level master's athletic training education program. First-year (n  =  5) and second-year (n  =  8) students. Participants evaluated 10 videos of a peer performing 3 psychomotor skills (middle deltoid manual muscle test, Faber test, and Slocum drawer test) on 2 separate occasions using a valid assessment tool. Accuracy of each peer-assessment score was examined through percentage correct scores. We used a generalizability study to determine how reliable athletic training students were in assessing a peer performing the aforementioned skills. Decision studies using generalizability theory demonstrated how the peer-assessment scores were affected by the number of participants and number of occasions. Participants had a high percentage of correct scores: 96.84% for the middle deltoid manual muscle test, 94.83% for the Faber test, and 97.13% for the Slocum drawer test. They were not able to reliably assess a peer performing any of the psychomotor skills on only 1 occasion. However, the φ increased (exceeding the 0.70 minimal standard) when 2 participants assessed the skill on 3 occasions (φ  =  0.79) for the Faber test, with 1 participant on 2 occasions (φ  =  0.76) for the Slocum drawer test, and with 3 participants on 2 occasions for the middle deltoid manual muscle test (φ  =  0.72). Although students did not detect all errors, they assessed their peers with an average of 96% accuracy. Having only 1 student assess a peer performing certain psychomotor skills was less reliable than having more than 1 student assess those skills on more than 1 occasion. Peer assessment of psychomotor skills could be an important part of the learning process and a tool to supplement instructor assessment.

Student-Directed Video Validation of Psychomotor Skills Performance: A Strategy to Facilitate Deliberate Practice, Peer Review, and Team Skill Sets.

PubMed

DeBourgh, Gregory A; Prion, Susan K

2017-03-22

Background Essential nursing skills for safe practice are not limited to technical skills, but include abilities for determining salience among clinical data within dynamic practice environments, demonstrating clinical judgment and reasoning, problem-solving abilities, and teamwork competence. Effective instructional methods are needed to prepare new nurses for entry-to-practice in contemporary healthcare settings. Method This mixed-methods descriptive study explored self-reported perceptions of a process to self-record videos for psychomotor skill performance evaluation in a convenience sample of 102 pre-licensure students. Results Students reported gains in confidence and skill acquisition using team skills to record individual videos of skill performance, and described the importance of teamwork, peer support, and deliberate practice. Conclusion Although time consuming, the production of student-directed video validations of psychomotor skill performance is an authentic task with meaningful accountabilities that is well-received by students as an effective, satisfying learner experience to increase confidence and competence in performing psychomotor skills.

CLT and CLS job responsibilities: current distinctions and updates.

PubMed

Doig, K; Beck, S J; Kolenc, K

2001-01-01

This study was undertaken to address the following questions: 1. What tasks distinguish the job of a clinical laboratory scientist (CLS) from that of a clinical laboratory technician (CLT)? 2. What changes in role distinctions, have occurred for entry-level CLS and CLT practitioners over the five-year period 1993-98? 3. What tasks have been deleted from the CLT and CLS content outlines because they were not frequently performed or not considered entry-level? 4. What changes in practice are reflected in the current job analyses? A national job analysis of tasks constituting the job of clinical laboratory scientists (CLSs) and clinical laboratory technicians (CLTs) was conducted in 1998-99 as part of a standard setting process for the certifying examinations of the National Credentialing Agency for Laboratory Personnel (NCA). The job analyses relied upon mail surveys to 1200 individuals for each job level asking respondents to identify tasks significant to effective practice at job entry. The task lists resulting from statistical analysis of those surveys were examined to answer the study questions. The sample for each survey included 1200 practitioners, educators and laboratory managers selected at random from membership in professional organizations or from NCA certificant lists. Sampling was stratified to insure adequate practitioner representation. The mean rating on a four point scale for each item on the surveys was evaluated for overall significance as well as significance across geographic regions. The tasks meeting specified criteria were retained in the final task lists. Tasks were counted and their content evaluated to compare CLS and CLT job tasks. The response rates to the surveys were 33% for CLT and 21% for CLS. Reliability was judged based on average intraclass correlation coefficients of .86 and .82 for the CLT and CLS surveys, respectively. There were 952 tasks retained on the CLS content outline and 725 retained on the CLT content outline of the 1151 tasks on the original survey. Seven hundred and twenty two tasks were found on content outlines of both job levels, representing a 76% overlap. Tasks found only on the CLS outline included advanced technical tasks, a few management tasks, and more communication tasks. The jobs of CLS and CLT practitioners are distinct at job entry level with CLSs performing a broader array of technical and communication tasks as well as some management tasks. Though CLS staff uses few management skills at job entry, those tasks are performed by CLS staff in the laboratory and curricula must help prepare graduates for these tasks expected of experienced staff. CLTs perform tasks requiring problem solving and high level reasoning. CLT curricula must address the need for CLTs to perform these tasks.

Improving the retention rate for residential treatment of substance abuse by sequential intervention for social anxiety

PubMed Central

2014-01-01

Background Residential drug rehabilitation is often seen as a treatment of last resort for people with severe substance abuse issues. These clients present with more severe symptoms, and frequent psychiatric comorbidities relative to outpatients. Given the complex nature of this client group, a high proportion of clients seeking treatment often do not enter treatment, and of those who do, many exit prematurely. Given the highly social nature of residential drug rehabilitation services, it has been argued that social anxieties might decrease the likelihood of an individual entering treatment, or increase the likelihood of them prematurely exiting treatment. The current paper reports on the protocol of a Randomised Control Trial which examined whether treatment of social anxiety prior to entry to treatment improves entry rates and retention in residential drug rehabilitation. Method/design A Randomised Control Trial comparing a social skills treatment with a treatment as usual control group was employed. The social skills training program was based on the principles of Cognitive Behaviour Therapy, and was adapted from Ron Rapee’s social skills training program. A permutated block randomisation procedure was utilised. Participants are followed up at the completion of the program (or baseline plus six weeks for controls) and at three months following entry into residential rehabilitation (or six months post-baseline for participants who do not enter treatment). Discussion The current study could potentially have implications for addressing social anxiety within residential drug treatment services in order to improve entry and retention in treatment. The results might suggest that the use of additional screening tools in intake assessments, a focus on coping with social anxieties in support groups for clients waiting to enter treatment, and greater awareness of social anxiety issues is warranted. Australian New Zealand clinical trials registry Australian New Zealand Clinical Trials Registry (ACTRN) registration number: ACTRN12611000579998 PMID:24533512

Adding a vocational focus to mental health rehabilitation.

PubMed

Blankertz, L; Robinson, S

1996-11-01

The study examined the effect of adding two employment specialists to the staff of a community mental health center; their sole responsibility was to develop the skills and positive work attitudes that clients with severe mental illness need to enter the state vocational rehabilitation system or to seek employment. A total of 122 clients were randomly assigned to a program with an employment specialist or to a control group with no specialized vocational services. Clients in the program were taught work skills and attitudes in group and individual sessions and through a trial work experience. A schedule of rewards reinforced positive changes. Outcomes measured were skill gains, changes in work attitudes, attainment of employment, and entry into the state vocational rehabilitation system. At nine months, 34 of the 61 clients in the program achieved positive changes in vocational status that included competitive employment, participation in training and evaluation programs operated by the state vocational system, and formal referral to the system. Only one client in the control group was linked to the state system. Skill gains and positive changes in work attitudes were found for all program clients. Logistical regression suggested that program participation, rather than client characteristics, was an important predictor of a positive outcome. Over a relatively short time period, targeted vocational programs can help clients with severe mental illness develop the skills and attitudes necessary to attain employment or entry into the vocational rehabilitation system. Vocational rehabilitation can be an integral part of the rehabilitation process for all mental health clients.

Using a Learning Coach to Develop Family Medicine Residents' Goal-Setting and Reflection Skills

PubMed Central

George, Paul; Reis, Shmuel; Dobson, Margaret; Nothnagle, Melissa

2013-01-01

Background Self-directed learning (SDL) skills, such as self-reflection and goal setting, facilitate learning throughout a physician's career. Yet, residents do not often formally engage in these activities during residency. Intervention To develop resident SDL skills, we created a learning coach role for a junior faculty member to meet with second-year residents monthly to set learning goals and promote reflection. Methods The study was conducted from 2008–2010 at the Brown Family Medicine Residency in Pawtucket, Rhode Island. During individual monthly meetings with the learning coach, residents entered their learning goals and reflections into an electronic portfolio. A mixed-methods evaluation, including coach's ratings of goal setting and reflection, coach's meeting notes, portfolio entries, and resident interviews, was used to assess progress in residents' SDL abilities. Results Coach ratings of 25 residents' goal-setting ability increased from a mean of 1.9 to 4.6 (P < .001); ratings of reflective capacity increased from a mean of 2.0 to 4.7 (P < .001) during each year. Resident portfolio entries showed a range of domains for goal setting and reflection. Resident interviews demonstrated progressive independence in setting goals and appreciation of the value of reflection for personal development. Conclusions Introducing a learning coach, use of a portfolio, and providing protected time for self-reflected learning allowed residents to develop SDL skills at their own pace. The learning coach model may be applicable to other residency programs in developing resident lifelong learning skills. PMID:24404275

Report on an Investigation into an Entry Level Clinical Doctorate for the Genetic Counseling Profession and a Survey of the Association of Genetic Counseling Program Directors.

PubMed

Reiser, Catherine; LeRoy, Bonnie; Grubs, Robin; Walton, Carol

2015-10-01

The master's degree is the required entry-level degree for the genetic counseling profession in the US and Canada. In 2012 the Association of Genetic Counseling Program Directors (AGCPD) passed resolutions supporting retention of the master's as the entry-level and terminal degree and opposing introduction of an entry-level clinical doctorate (CD) degree. An AGCPD workgroup surveyed directors of all 34 accredited training programs with the objective of providing the Genetic Counseling Advanced Degrees Task Force (GCADTF) with information regarding potential challenges if master's programs were required to transition to an entry-level CD. Program demographics, projected ability to transition to an entry-level CD, factors influencing ability to transition, and potential effects of transition on programs, students and the genetic counseling workforce were characterized. Two programs would definitely be able to transition, four programs would close, thirteen programs would be at risk to close and fourteen programs would probably be able to transition with varying degrees of difficulty. The most frequently cited limiting factors were economic, stress on clinical sites, and administrative approval of a new degree/program. Student enrollment under an entry-level CD model was projected to decrease by 26.2 %, negatively impacting the workforce pipeline. The results further illuminate and justify AGCPD's position to maintain the master's as the entry-level degree.

Advancing women and closing the leadership gap: the Executive Leadership in Academic Medicine (ELAM) program experience.

PubMed

Richman, R C; Morahan, P S; Cohen, D W; McDade, S A

2001-04-01

Women are persistently underrepresented in the higher levels of academic administration despite the fact that they have been entering the medical profession in increasing numbers for at least 20 years and now make up a large proportion of the medical student body and fill a similar proportion of entry level positions in medical schools. Although there are no easy remedies for gender inequities in medical schools, strategies have been proposed and implemented both within academic institutions and more broadly to achieve and sustain the advancement of women faculty to senior level positions. Substantial, sustained efforts to increase programs and activities addressing the major obstacles to advancement of women must be put in place so that the contributions of women can be fully realized and their skills fittingly applied in meeting the medical education and healthcare needs of all people in the 21st century.

Clinical skills assessment of procedural and advanced communication skills: performance expectations of residency program directors.

PubMed

Langenau, Erik E; Zhang, Xiuyuan; Roberts, William L; DeChamplain, Andre F; Boulet, John R

2012-01-01

High stakes medical licensing programs are planning to augment and adapt current examinations to be relevant for a two-decision point model for licensure: entry into supervised practice and entry into unsupervised practice. Therefore, identifying which skills should be assessed at each decision point is critical for informing examination development, and gathering input from residency program directors is important. Using data from previously developed surveys and expert panels, a web-delivered survey was distributed to 3,443 residency program directors. For each of the 28 procedural and 18 advanced communication skills, program directors were asked which clinical skills should be assessed, by whom, when, and how. Descriptive statistics were collected, and Intraclass Correlations (ICC) were conducted to determine consistency across different specialties. Among 347 respondents, program directors reported that all advanced communication and some procedural tasks are important to assess. The following procedures were considered 'important' or 'extremely important' to assess: sterile technique (93.8%), advanced cardiovascular life support (ACLS) (91.1%), basic life support (BLS) (90.0%), interpretation of electrocardiogram (89.4%) and blood gas (88.7%). Program directors reported that most clinical skills should be assessed at the end of the first year of residency (or later) and not before graduation from medical school. A minority were considered important to assess prior to the start of residency training: demonstration of respectfulness (64%), sterile technique (67.2%), BLS (68.9%), ACLS (65.9%) and phlebotomy (63.5%). Results from this study support that assessing procedural skills such as cardiac resuscitation, sterile technique, and phlebotomy would be amenable to assessment at the end of medical school, but most procedural and advanced communications skills would be amenable to assessment at the end of the first year of residency training or later. Gathering data from residency program directors provides support for developing new assessment tools in high-stakes licensing examinations.

Clinical skills assessment of procedural and advanced communication skills: performance expectations of residency program directors

PubMed Central

Langenau, Erik E.; Zhang, Xiuyuan; Roberts, William L.; DeChamplain, Andre F.; Boulet, John R.

2012-01-01

Background High stakes medical licensing programs are planning to augment and adapt current examinations to be relevant for a two-decision point model for licensure: entry into supervised practice and entry into unsupervised practice. Therefore, identifying which skills should be assessed at each decision point is critical for informing examination development, and gathering input from residency program directors is important. Methods Using data from previously developed surveys and expert panels, a web-delivered survey was distributed to 3,443 residency program directors. For each of the 28 procedural and 18 advanced communication skills, program directors were asked which clinical skills should be assessed, by whom, when, and how. Descriptive statistics were collected, and Intraclass Correlations (ICC) were conducted to determine consistency across different specialties. Results Among 347 respondents, program directors reported that all advanced communication and some procedural tasks are important to assess. The following procedures were considered ‘important’ or ‘extremely important’ to assess: sterile technique (93.8%), advanced cardiovascular life support (ACLS) (91.1%), basic life support (BLS) (90.0%), interpretation of electrocardiogram (89.4%) and blood gas (88.7%). Program directors reported that most clinical skills should be assessed at the end of the first year of residency (or later) and not before graduation from medical school. A minority were considered important to assess prior to the start of residency training: demonstration of respectfulness (64%), sterile technique (67.2%), BLS (68.9%), ACLS (65.9%) and phlebotomy (63.5%). Discussion Results from this study support that assessing procedural skills such as cardiac resuscitation, sterile technique, and phlebotomy would be amenable to assessment at the end of medical school, but most procedural and advanced communications skills would be amenable to assessment at the end of the first year of residency training or later. Conclusions Gathering data from residency program directors provides support for developing new assessment tools in high-stakes licensing examinations. PMID:22833698

The LHCb Starterkit

NASA Astrophysics Data System (ADS)

Puig, Albert; LHCb Starterkit Team

2017-10-01

The vast majority of high-energy physicists use and produce software every day. Software skills are usually acquired “on the go” and dedicated training courses are rare. The LHCb Starterkit is a new training format for getting LHCb collaborators started in effectively using software to perform their research. The course focuses on teaching basic skills for research computing. Unlike traditional tutorials we focus on starting with basics, performing all the material live, with a high degree of interactivity, giving priority to understanding the tools as opposed to handing out recipes that work “as if by magic”. The LHCb Starterkit was started by two young members of the collaboration inspired by the principles of Software Carpentry, and the material is created in a collaborative fashion using the tools we teach. Three successful entry-level workshops, as well as an advance one, have taken place since the start of the initiative in 2015, and were taught largely by PhD students to other PhD students.

Handling of Adolescent Rats Improves Learning and Memory and Decreases Anxiety

PubMed Central

Costa, Rafaela; Tamascia, Mariana L; Nogueira, Marie D; Casarini, Dulce E; Marcondes, Fernanda K

2012-01-01

Some environmental interventions can result in physiologic and behavioral changes in laboratory animals. In this context, the handling of adolescent or adult rodents has been reported to influence exploratory behavior and emotionality. Here we examined the effects of handling on memory and anxiety levels of adolescent rats. Male Sprague–Dawley rats (age, 60 d) were divided into a control group and a handled group, which were handled for 5 min daily, 5 d per week, for 6 wk. During handling bouts, the rat was removed from its cage, placed in the experimenter's lap or on the top of a table, and had its neck and back gently stroked by the experimenter's fingers. During week 6, each rat's anxiety level was evaluated in the elevated plus-maze (EPM) test. Learning and memory were evaluated 48 h later, by measuring escape latency in the elevated plus-maze test. Plasma corticosterone and catecholamine levels were measured also. Norepinephrine levels were lower in the handled rats compared with control animals, with no differences in epinephrine and corticosterone. As compared with the control rats, the handled rats showed increases in the percentage of time spent in the open arms of the test apparatus, percentage of entries into open arms, and number of visits to the end of the open arms and decreases in the latency of the first open arm entry. Escape latency was lower in the handled rats compared with control rats in both the first and second trials. The data obtained suggest that handling decreases anxiety levels and improves learning skills and memory in rats. PMID:23312082

Summer Opportunities.

ERIC Educational Resources Information Center

Winds of Change, 2002

2002-01-01

This directory describes 24 summer internships and cooperative education programs for college students, especially in the science, engineering, and technology fields. A few programs are specifically for American Indians, minority groups, or college-bound high school students. Program entries include a brief description, skills and background…

Use of Simulation Learning Experiences in Physical Therapy Entry-to-Practice Curricula: A Systematic Review

PubMed Central

Carnahan, Heather; Herold, Jodi

2015-01-01

ABSTRACT Purpose: To review the literature on simulation-based learning experiences and to examine their potential to have a positive impact on physiotherapy (PT) learners' knowledge, skills, and attitudes in entry-to-practice curricula. Method: A systematic literature search was conducted in the MEDLINE, CINAHL, Embase Classic+Embase, Scopus, and Web of Science databases, using keywords such as physical therapy, simulation, education, and students. Results: A total of 820 abstracts were screened, and 23 articles were included in the systematic review. While there were few randomized controlled trials with validated outcome measures, some discoveries about simulation can positively affect the design of the PT entry-to-practice curricula. Using simulators to provide specific output feedback can help students learn specific skills. Computer simulations can also augment students' learning experience. Human simulation experiences in managing the acute patient in the ICU are well received by students, positively influence their confidence, and decrease their anxiety. There is evidence that simulated learning environments can replace a portion of a full-time 4-week clinical rotation without impairing learning. Conclusions: Simulation-based learning activities are being effectively incorporated into PT curricula. More rigorously designed experimental studies that include a cost–benefit analysis are necessary to help curriculum developers make informed choices in curriculum design. PMID:25931672

Comparing the cognitive, personality and moral characteristics of high school and graduate medical entrants to the Tehran University of Medical Sciences in Iran.

PubMed

Nedjat, Saharnaz; Bore, Miles; Majdzadeh, Reza; Rashidian, Arash; Munro, Don; Powis, David; Karbakhsh, Mojgan; Keshavarz, Hossein

2013-12-01

Tehran University of Medical Sciences has two streams of medical student admission: an established high school entry (HSE) route and an experimental graduate entry (GE) route. To compare the cognitive skills, personality traits and moral characteristics of HSE and GE students admitted to this university. The personal qualities assessment tool (PQA; www.pqa.net.au ) was translated from English to Persian and then back-translated. Afterwards 35 individuals from the GE and 109 individuals from the 2007 to 2008 HSE completed the test. The results were compared by t-test and Chi-square. The HSE students showed significantly higher ability in the cognitive skills tests (p < 0.001). They were also more libertarian (p = 0.022), but had lower ability to confront stress and unpleasant events (p < 0.001), and had lower self-awareness and self-control (p < 0.001). On the basis of their personal qualities, the GE students had more self-control and strength when coping with stress than the HSE students, but the latter had superior cognitive abilities. Hence it may be useful to include cognitive tests in GE students' entry exam and include tests of personal qualities to exclude those with unsuitable characteristics.

The Economic Contribution of Canada's Colleges and Institutes. An Analysis of Investment Effectiveness and Economic Growth. Volume 2: Detailed Results by Gender and Entry Level of Education

ERIC Educational Resources Information Center

Robison, M. Henry; Christophersen, Kjell A.

2008-01-01

The purpose of this volume is to present the results of the economic impact analysis in detail by gender and entry level of education. On the data entry side, gender and entry level of education are important variables that help characterize the student body profile. This profile data links to national statistical databases which are already…

77 FR 69916 - Agency Information Collection Activities; Extension of an Approved Information Collection Request...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-11-21

...; Training Certification for Entry-Level Commercial Motor Vehicle Operators AGENCY: Federal Motor Carrier... Holidays. SUPPLEMENTARY INFORMATION: Title: Training Certification for Entry-Level Commercial Motor Vehicle.... Respondents: Entry-level CDL drivers. Estimated Number of Respondents: 397,500. Estimated Time per Response...

HSV-1 infection of human corneal epithelial cells: receptor-mediated entry and trends of re-infection.

PubMed

Shah, Arpeet; Farooq, Asim V; Tiwari, Vaibhav; Kim, Min-Jung; Shukla, Deepak

2010-11-20

The human cornea is a primary target for herpes simplex virus-1 (HSV-1) infection. The goals of the study were to determine the cellular modalities of HSV-1 entry into human corneal epithelial (HCE) cells. Specific features of the study included identifying major entry receptors, assessing pH dependency, and determining trends of re-infection. A recombinant HSV-1 virus expressing beta-galactosidase was used to ascertain HSV-1 entry into HCE cells. Viral replication within cells was confirmed using a time point plaque assay. Lysosomotropic agents were used to test for pH dependency of entry. Flow cytometry and immunocytochemistry were used to determine expression of three cellular receptors--nectin-1, herpesvirus entry mediator (HVEM), and paired immunoglobulin-like 2 receptor alpha (PILR-a). The necessity of these receptors for viral entry was tested using antibody-blocking. Finally, trends of re-infection were investigated using viral entry assay and flow cytometry post-primary infection. Cultured HCE cells showed high susceptibility to HSV-1 entry and replication. Entry was demonstrated to be pH dependent as blocking vesicular acidification decreased entry. Entry receptors expressed on the cell membrane include nectin-1, HVEM, and PILR-α. Receptor-specific antibodies blocked entry receptors, reduced viral entry and indicated nectin-1 as the primary receptor used for entry. Cells re-infected with HSV-1 showed a decrease in entry, which was correlated to decreased levels of nectin-1 as demonstrated by flow cytometry. HSV-1 is capable of developing an infection in HCE cells using a pH dependent entry process that involves primarily nectin-1 but also the HVEM and PILR-α receptors. Re-infected cells show decreased levels of entry, correlated with a decreased level of nectin-1 receptor expression.

Meeting the Needs of Nonpublic and Public Accountants in a 4-Year Program.

ERIC Educational Resources Information Center

Palmer, Kristine N.; And Others

1997-01-01

Nonpublic (n=820) and public (n=200) accountants rated 112 knowledge and skill areas required of entry workers. Some differences in the importance of these requirements for nonpublic and public accountants have implications for accounting curriculum design. (SK)

Cassette Referencing System: An Evaluation

ERIC Educational Resources Information Center

Morris, June E.; And Others

1977-01-01

An indexing cassette reference system was developed and subjected to a field trial in which 24 legally blind students from grades 7-12 were taught to use it and then tested on their skill at locating entries in a recorded sample from an encyclopedia. (Author)

Predictors of writing competence in 4- to 7-year-old children.

PubMed

Dunsmuir, Sandra; Blatchford, Peter

2004-09-01

This longitudinal study sought to improve understanding of the factors at home and school that influence children's attainment and progress in writing between the ages of 4 and 7 years. (i) To investigate the relationship between home variables and writing development in preschool children; (ii) to determine associations between child characteristics and writing development (iii) to conduct an analysis of the areas of continuity and discontinuity between variables at home and at school, and influences on subsequent writing development. Sixty children attending four urban primary schools participated in this study. Semi-structured interviews, questionnaires, observation schedules and standardized assessments were used. Writing samples were collected each term. Associations between measures and continuity over time were assessed using multiple regression analysis. Preschool variables that were found to be significantly associated with writing proficiency at school entry included mother's educational level, family size, parental assessment of writing and a measure of home writing. Child characteristics, skills and competencies were measured at school entry and those found to be significantly associated with writing at 7 years included season of birth, vocabulary score, pre-reading skills, handwriting and proficiency in writing name. The only preschool variable that maintained its significant relationship to writing at 7 years was home writing. Teacher assessments of pupil attitudes to writing were consistently found to be significantly associated with writing competence. This comprehensive study explored the complex interaction of cognitive, affective and contextual processes involved in learning to write, and identified specific features of successful writers. Results are discussed in relation to educational policy and practice issues.

Emotional intelligence assessment in a graduate entry medical school curriculum.

PubMed

Doherty, Eva M; Cronin, Patricia A; Offiah, Gozie

2013-03-07

The management of emotions in the workplace is a skill related to the ability to demonstrate empathic behaviour towards patients; to manage emotional reactions in oneself and to lead others as part of a team. This ability has been defined as emotional intelligence (EI) and doctor's EI may be related to communication skills and to patient satisfaction levels. This study reports on the use of two assessments of EI as part of a course on Personal and Professional Development (PPD) in a graduate medical school curriculum. Fifty one graduate entry medical students completed an eight session course on PPD between December 2005 and January 2006. Students completed two measures of EI: self-report (EQ-i) and ability (MSCEIT V2.0) over a two year study period. The data gathered were used to explore the relationship between self-report and ability EI and between EI and student demographics, academic performance and change over time. Analysis of the EI data demonstrated that self-report EI did not change over time and was not related to ability EI. Females scored higher than males on a number of self-report and ability EI scores. Self-reported self-awareness was found to deteriorate in males and females over time. High self-reported EI was found to be associated with poor performance on clinical competency assessments but with good performance on a number of bio-medical knowledge based assessments. This report concludes that assessments of EI can be incorporated into a medical school curriculum as part of a PPD programme and that the concept of EI may be associated with performance in medical school.

Should applicants to Nottingham University Medical School study a non-science A-level? A cohort study.

PubMed

Yates, Janet; Smith, Jennifer; James, David; Ferguson, Eamonn

2009-01-21

It has been suggested that studying non-science subjects at A-level should be compulsory for medical students. Our admissions criteria specify only Biology, Chemistry and one or more additional subjects. This study aimed to determine whether studying a non-science subject for A-level is an independent predictor of achievement on the undergraduate medical course. The subjects of this retrospective cohort study were 164 students from one entry-year group (October 2000), who progressed normally on the 5-year undergraduate medical course at Nottingham. Pre-admission academic and socio-demographic data and undergraduate course marks were obtained. T-test and hierarchical multiple linear regression analyses were undertaken to identify independent predictors of five course outcomes at different stages throughout the course. There was no evidence that the choice of science or non-science as the third or fourth A-level subject had any influence on course performance. Demographic variables (age group, sex, and fee status) had some predictive value but ethnicity did not. Pre-clinical course performance was the strongest predictor in the clinical phases (pre-clinical Themes A&B (knowledge) predicted Clinical Knowledge, p < 0.001, and pre-clinical Themes C&D (skills) predicted Clinical Skills, p = or< 0.01). This study of one year group at Nottingham Medical School provided no evidence that the admissions policy on A-level requirements should specify the choice of third or fourth subject.

Should applicants to Nottingham University Medical School study a non-science A-level? A cohort study

PubMed Central

Yates, Janet; Smith, Jennifer; James, David; Ferguson, Eamonn

2009-01-01

Background It has been suggested that studying non-science subjects at A-level should be compulsory for medical students. Our admissions criteria specify only Biology, Chemistry and one or more additional subjects. This study aimed to determine whether studying a non-science subject for A-level is an independent predictor of achievement on the undergraduate medical course. Methods The subjects of this retrospective cohort study were 164 students from one entry-year group (October 2000), who progressed normally on the 5-year undergraduate medical course at Nottingham. Pre-admission academic and socio-demographic data and undergraduate course marks were obtained. T-test and hierarchical multiple linear regression analyses were undertaken to identify independent predictors of five course outcomes at different stages throughout the course. Results There was no evidence that the choice of science or non-science as the third or fourth A-level subject had any influence on course performance. Demographic variables (age group, sex, and fee status) had some predictive value but ethnicity did not. Pre-clinical course performance was the strongest predictor in the clinical phases (pre-clinical Themes A&B (knowledge) predicted Clinical Knowledge, p < 0.001, and pre-clinical Themes C&D (skills) predicted Clinical Skills, p = < 0.01). Conclusion This study of one year group at Nottingham Medical School provided no evidence that the admissions policy on A-level requirements should specify the choice of third or fourth subject. PMID:19159444

Identification of the Characteristics and Attributes Needed for Career Success in Entry-Level Management Positions in Selected Retailing Industry.

ERIC Educational Resources Information Center

Ahearn, Anne C. Erikson

A study examined the characteristics and attributes needed by individuals for career success in entry-level management positions in the retailing industry. Included among the specific objectives of the study were the following: identification of the educational level and retailing experience needed by successful entry-level retail managers,…

Novice nurse educator entry-level competency to teach: a national study.

PubMed

Poindexter, Kathleen

2013-10-01

Expert nurse clinicians who are transitioning into academic positions after successful clinical careers often find they are unprepared to assume their new educator roles. Although nursing clinical expertise may be a necessary expectation, this knowledge is not sufficient to assume a nurse educator position. The purpose of this study was to identify essential entry-level nurse educator competencies, as reported by nurse administrators of accredited prelicensure nursing programs in the United States. Responses were categorized according to the type of academic institution housing the prelicensure nursing program and type of entry-level nurse educator position. A total of 374 program administrators representing 48 states participated, for a 44% response rate. The results indicate that administrators expect entry-level nurse educators to acquire teaching competencies prior to obtaining an entry-level position. Expected proficiency levels of competencies differed based on the position type and the academic setting. Copyright 2013, SLACK Incorporated.

The entry-level occupational therapy clinical doctorate: advantages, challenges, and international issues to consider.

PubMed

Brown, Ted; Crabtree, Jeffrey L; Mu, Keli; Wells, Joe

2015-04-01

Internationally, occupational therapy education has gone through several paradigm shifts during the last few decades, moving from certificate to diploma to bachelors to masters and now in some instances to clinical doctorate as the entry-level professional credential to practice. In the United States there is a recommendation under consideration by the American Occupational Therapy Association (AOTA) that by 2025, all occupational therapy university programs will move to the clinical doctorate level. It should be noted, however, that the AOTA Board can only make recommendations and it is the Accreditation Council for Occupational Therapy Education (ACOTE) who has regulatory authority to approve such a change. What are the potential implications for the profession, our clients, and funders of occupational therapy services? What are the primary drivers for the move towards the clinical doctorate being the educational entry point? Is the next step in the evolution of occupational therapy education globally a shift to the entry-level clinical doctorate? This article reviews current literature and discusses issues about the occupational therapy entry-level clinical doctorate. The published evidence available about the occupational therapy entry-level clinical doctorate is summarized and the perceived or frequently cited pros and cons of moving to the clinical doctorate as the singular entry point to occupational therapy practice are considered. The potential impacts of the introduction of the clinical doctorate as the entry-to-practice qualification across the United States on the occupational therapy community internationally will be briefly discussed. If the United States moves toward the entry-level clinical doctorate as the only educational starting point for the profession, will other jurisdictions follow suit? Further discourse and investigation of this issue both inside and outside of the United States is needed so that informed decisions can be made.

Entry-Level Worker Study: Phase 1 Report. Program Report.

ERIC Educational Resources Information Center

Owens, Thomas; And Others

A study examined innovative workplace practices in companies that employ significant numbers of entry-level workers. Findings were based on a series of personal interviews with human resource directors in 58 companies in the Northwest and the Pacific. Asked about the quality of current entry-level workers, employers reported that a disturbing…

Clinical Reasoning: Survey of Teaching Methods, Integration, and Assessment in Entry-Level Physical Therapist Academic Education.

PubMed

Christensen, Nicole; Black, Lisa; Furze, Jennifer; Huhn, Karen; Vendrely, Ann; Wainwright, Susan

2017-02-01

Although clinical reasoning abilities are important learning outcomes of physical therapist entry-level education, best practice standards have not been established to guide clinical reasoning curricular design and learning assessment. This research explored how clinical reasoning is currently defined, taught, and assessed in physical therapist entry-level education programs. A descriptive, cross-sectional survey was administered to physical therapist program representatives. An electronic 24-question survey was distributed to the directors of 207 programs accredited by the Commission on Accreditation in Physical Therapy Education. Descriptive statistical analysis and qualitative content analysis were performed. Post hoc demographic and wave analyses revealed no evidence of nonresponse bias. A response rate of 46.4% (n=96) was achieved. All respondents reported that their programs incorporated clinical reasoning into their curricula. Only 25% of respondents reported a common definition of clinical reasoning in their programs. Most respondents (90.6%) reported that clinical reasoning was explicit in their curricula, and 94.8% indicated that multiple methods of curricular integration were used. Instructor-designed materials were most commonly used to teach clinical reasoning (83.3%). Assessment of clinical reasoning included practical examinations (99%), clinical coursework (94.8%), written examinations (87.5%), and written assignments (83.3%). Curricular integration of clinical reasoning-related self-reflection skills was reported by 91%. A large number of incomplete surveys affected the response rate, and the program directors to whom the survey was sent may not have consulted the faculty members who were most knowledgeable about clinical reasoning in their curricula. The survey construction limited some responses and application of the results. Although clinical reasoning was explicitly integrated into program curricula, it was not consistently defined, taught, or assessed within or between the programs surveyed-resulting in significant variability in clinical reasoning education. These findings support the need for the development of best educational practices for clinical reasoning curricula and learning assessment. © 2017 American Physical Therapy Association

Communications Skills. The Best of ERIC, Number 39.

ERIC Educational Resources Information Center

ERIC Clearinghouse on Educational Management, Eugene, OR.

The twelve items in this annotated bibliography are entries in the ERIC system concerning communication between principals and teachers, principals and students, and managers and subordinates. Research studies cited center on organizational communications and decision-making processes and structures, the importance of proper leave-taking…

Advisory List of Computer Courseware.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh. Div. of Educational Media.

Computer courseware appropriate for instruction in grades K-12 is listed in two advisory lists. Entries, selected from materials submitted by producers which received favorable reviews by educators, are arranged in the following categories: arts education, communication skills, mathematics, science, utility (a quiz generator), word processing, and…

America's Success Syndrome

ERIC Educational Resources Information Center

Duplisea, Eric A.

1974-01-01

America's earliest schools taught career awareness and job skills, but for 200 years it was a speciality curriculum--cultivating a classical heritage predominated. Recently the hard sell message is that schooling and credentialism ensure entry into the "successful life". Vocational educators must become leaders, explode this myth, and redefine…

Georgia Mediagraphy. Second Supplement.

ERIC Educational Resources Information Center

Georgia State Dept. of Education, Atlanta. Office of Instructional Services.

This document is a guide to print and nonprint materials about Georgia and Georgians. Entries are arranged under the subject headings used in "Essential Skills for Georgia Schools." Criteria for inclusion were appropriateness for K-12 students and commercial availability of the item. Six books containing pictorial and photographic…

From transitions to transformation - A study of pharmacists developing patient-centered communication skills.

PubMed

Luetsch, Karen; Burrows, Judith

2017-08-12

Pharmacists' communication with patients often focuses on technical aspects of advice giving, while limiting socio-emotional content. To develop pharmacists' patient-centered communication a learning and practice module integrating motivational interviewing (MI) was designed for an online postgraduate program, and its impact on their self-described practice evaluated. To investigate whether training in patient-centered communication changes pharmacists' perceptions of communicating with patients, and how any changes in their communication style influenced interactions and relationships with patients. A descriptive, qualitative study analyzing reflective journal entries detailing pharmacists' experiences of implementing patient-centered communication in practice was designed, evaluating reflections on initial patient interactions after training and 9-12 weeks later. Using the framework method of content and thematic analysis, an evaluation framework was devised that integrated communication, change and learning theories. Reflections were categorized within the framework as transitional (e.g. using good communication skills), transactional (e.g. using MI techniques, achieving reciprocity) or transformational (e.g. describing transformative learning, changing frames of reference in understanding of patient-centeredness). Differences between the first and last journal entries were evaluated and analyzed using descriptive statistics. Eighty-nine pharmacists provided two reflective journal entries for evaluation. Over 9-12 weeks, pharmacists described a change in their perspective of patient-centeredness, how they expanded the socio-emotional aspects of communication and succeeded in difficult conversations. When applying the thematic evaluation framework to initial journal entries, 38 (42%) of reflections fell within the transitional category, 51 (58%) were deemed transactional and none transformational. This changed to 10 (11%) transitional, 45 (51%) transactional and 34 (38%) transformational. Differences were observed between journal entries from pharmacists who studied completely online and those who also attended a workshop. Learning and practicing techniques of MI and person-focused communication changed many pharmacists' frames of reference in regards to patient-centeredness and their self-reported communication style with patients. Copyright © 2017 Elsevier Inc. All rights reserved.

Using Competencies to Assess Entry-Level Knowledge of Students Graduating from Parks and Recreation Academic Programs

ERIC Educational Resources Information Center

Hurd, Amy R.; Elkins, Daniel J.; Beggs, Brent A.

2014-01-01

To address the Council on Accreditation of Parks, Recreation, Tourism, and Related Professions accreditation standard 7.01.01, the Entry Level Competency Assessment was developed to measure 46 competencies in four categories needed by entry level professionals. Students rated their competence prior to beginning their senior internship. The results…

Forget the Desk Job: Current Roles and Responsibilities in Entry-Level Reference Job Advertisements

ERIC Educational Resources Information Center

Detmering, Robert; Sproles, Claudene

2012-01-01

This study examines the evolving roles and responsibilities of entry-level academic reference positions, as stated in recent job advertisements posted on the American Library Association's JobLIST Web site and other sources. Findings from a content analysis of these advertisements indicate that current entry-level reference positions in academic…

Training Requirements of Entry Level Accountants: CA (India) vs. CPA (US)

ERIC Educational Resources Information Center

Arora, Alka

2012-01-01

In the accounting arena, tax returns are increasingly being outsourced to India. Tax returns that are outsourced to India are usually prepared by entry level accountants. Questions are often raised about the quality of education and training of entry level accountants in India. This article compares the training requirements and costs to become an…

Dental Hygiene Entry-Level Program Administrators' Strategies for Overcoming Challenges of Distance Education

ERIC Educational Resources Information Center

Buchanan, Bette A.

2009-01-01

The use of distance education by entry-level dental hygiene programs is increasing. The focus of this study was to determine the number of entry-level dental hygiene program administrators with experience developing and/or maintaining dental hygiene education by distance, the challenges encountered, and the strategies used to overcome the…

Factors associated with inadequate fine motor skills in Brazilian students of different socioeconomic status.

PubMed

Bobbio, Tatiana Godoy; Morcillo, André Moreno; Barros Filho, Antonio de Azevedo; Concalves, Vanda Maria Gimenes

2007-12-01

The objective of this study was to evaluate and compare the motor coordination of Brazilian schoolchildren of different socioeconomic status in their first year of primary education. Factors associated with inadequate fine motor skills were identified. A total of 238 schoolchildren, 118 from a public school and 120 from a private school, were evaluated on fine motor skills using the Evolutional Neurological Examination. Statistical analysis was performed using univariate logistic regression followed by multivariate analysis. Children attending public school had a 5.5-fold greater risk of having inadequate fine motor skills for their age compared to children attending private school, while children who started school after four years of age had a 2.8-fold greater risk of having inadequate motor coordination compared to children who began school earlier. Data for this sample suggest socioeconomic factors and later entry of children to school may be associated with their fine motor skills.

An Analysis of United States Marine Corps Enlisted Entry-Level Training Using Supply Chain and Operations Management

DTIC Science & Technology

2010-12-01

An Analysis of United States Marine Corps Enlisted Entry-Level Training Using Supply Chain and Operations Management ______________________________________ By...Report 4. TITLE AND SUBTITLE: An Analysis of United States Marine Corps Enlisted Entry-Level Training Using Supply Chain and Operations Management 6...Level Training; United States Marine Corps; Operations Management ; Supply Chain Management; Process Analysis 16. PRICE CODE 17. SECURITY

Open access tools for quality-assured and efficient data entry in a large, state-wide tobacco survey in India.

PubMed

Shewade, Hemant Deepak; Vidhubala, E; Subramani, Divyaraj Prabhakar; Lal, Pranay; Bhatt, Neelam; Sundaramoorthi, C; Singh, Rana J; Kumar, Ajay M V

2017-01-01

A large state-wide tobacco survey was conducted using modified version of pretested, globally validated Global Adult Tobacco Survey (GATS) questionnaire in 2015-22016 in Tamil Nadu, India. Due to resource constrains, data collection was carrid out using paper-based questionnaires (unlike the GATS-India, 2009-2010, which used hand-held computer devices) while data entry was done using open access tools. The objective of this paper is to describe the process of data entry and assess its quality assurance and efficiency. In EpiData language, a variable is referred to as 'field' and a questionnaire (set of fields) as 'record'. EpiData software was used for double data entry with adequate checks followed by validation. Teamviewer was used for remote training and trouble shooting. The EpiData databases (one each for each district and each zone in Chennai city) were housed in shared Dropbox folders, which enabled secure sharing of files and automatic back-up. Each database for a district/zone had separate file for data entry of household level and individual level questionnaire. Of 32,945 households, there were 111,363 individuals aged ≥15 years. The average proportion of records with data entry errors for a district/zone in household level and individual level file was 4% and 24%, respectively. These are the errors that would have gone unnoticed if single entry was used. The median (inter-quartile range) time taken for double data entry for a single household level and individual level questionnaire was 30 (24, 40) s and 86 (64, 126) s, respectively. Efficient and quality-assured near-real-time data entry in a large sub-national tobacco survey was performed using innovative, resource-efficient use of open access tools.

Teaching Information Skills: Recording Information.

ERIC Educational Resources Information Center

Pappas, Marjorie L.

2002-01-01

Discusses how to teach students in primary and intermediate grades to record and organize information. Highlights include developing a research question; collaborative planning between teachers and library media specialists; consistency of data entry; and an example of a unit on animal migration based on an appropriate Web site. (LRW)

Welding.

ERIC Educational Resources Information Center

Lehigh County Area Vocational-Technical School, Schnecksville, PA.

This curriculum guide provides materials for a 12-unit secondary course in welding. Purpose stated for the flexible entry and exit course is to help students master manipulative skills to develop successful welding techniques and to gain an understanding of the specialized tools and equipment used in the welding field. Units cover oxyacetylene…

A Study of the Plastics Industry in Missouri. Final Research Report.

ERIC Educational Resources Information Center

Landers, Jack M.

Missouri's plastics industry was surveyed to identify tasks, skills, and knowledges necessary for entry into plastics-related occupations. Respondents returned 129 questionnaires. Additional information was received by telephone interviews with cooperating industries and associations. Of responding firms, St. Louis and Kansas City metropolitan…

Guiding Children's Invented Spellings: A Gateway into Literacy Learning

ERIC Educational Resources Information Center

Ouellette, Gene; Senechal, Monique; Haley, Allyson

2013-01-01

This teaching study tested whether guiding invented spelling through a Vygotskian approach to feedback would facilitate kindergarten children's entry into literacy more so than phonological awareness instruction. Participants included 40 kindergarteners whose early literacy skills were typical of literacy-rich classrooms, and who were receiving a…

EDUCATION FOR HEALTH TECHNICIANS--AN OVERVIEW.

ERIC Educational Resources Information Center

KINSINGER, ROBERT E.

AS DEFINED, HEALTH SERVICE TECHNICIANS ARE NORMALLY PREPARED FOR ENTRY INTO THEIR OCCUPATIONS BY PURSUING A POST-SECONDARY EDUCATIONAL PROGRAM THAT DOES NOT DEMAND A BACCALAUREATE DEGREE BUT USUALLY INCLUDES A COMBINATION OF THEORY, PRACTICAL KNOWLEDGE, MANUAL SKILL, AND WHEN APPROPRIATE, ACTUAL CLINICAL PRACTICE. EXAMPLES OF SUCH TECHNICIANS…

20 CFR 638.400 - Eligibility for participation.

Code of Federal Regulations, 2010 CFR

2010-04-01

... 20 Employees' Benefits 3 2010-04-01 2010-04-01 false Eligibility for participation. 638.400 Section 638.400 Employees' Benefits EMPLOYMENT AND TRAINING ADMINISTRATION, DEPARTMENT OF LABOR JOB CORPS..., satisfy Armed Forces entry requirements, or qualify for a job where prior skill or training is a...

Case formulation in clinical practice: Associations with psychological mindedness, attachment and burnout in staff working with people experiencing psychosis.

PubMed

Hartley, Samantha; Jovanoska, Jelena; Roberts, Susan; Burden, Nicolas; Berry, Katherine

2016-06-01

Case formulation can impact on therapeutic relationships, staff understanding and outcomes, which might be particularly important when working with complex mental health problems such as psychosis. However, the evidence base is equivocal and there is insufficient understanding around the staff-related factors that influence effective psychological case formulation. This study investigated the influence of staff characteristics (both professional and personal) on case formulation skill. This was a cross-sectional study, with all of the measures collected at the same time point. Fifty staff members working on inpatient wards with individuals experiencing psychosis were recruited. Measures included independently rated case formulation skill and psychological mindedness (the ability to draw together aspects of thoughts, feelings and actions), both in relation to hypothetical cases. Self-report questionnaires assessed psychological mindedness, attachment styles, symptoms of burnout and professional qualifications. The preliminary analyses indicated that case formulation skill was associated with higher psychological mindedness (both self-reported and independently-rated) and lower levels of avoidant attachment styles. Simultaneous entry multiple regression demonstrated that the only independent predictor of case formulation skill was independently rated psychological mindedness. These findings highlight the factors that contribute to staff's ability to case formulate and the possibility for services to develop psychological mindedness and case formulation skills through formal training, alongside fostering a psychological minded working environment. Case formulation skill is positively associated with the personal ability (or inclination) to draw together aspects of experience in a psychological manner (i.e., psychological mindedness) It might also be important to consider avoidant attachment tendencies in relation to formulation skills The sample was relatively small and drawn from a limited number of services, which might reduce the generalizability of the findings Psychological mindedness might not be captured adequately by self-report tools and services may wish to employ more novel ways of assessing this important skill in staff groups (such as the speech sample used in the current study). © 2015 The British Psychological Society.

The role of home literacy practices in preschool children's language and emergent literacy skills.

PubMed

Roberts, Joanne; Jurgens, Julia; Burchinal, Margaret

2005-04-01

This study examined how 4 specific measures of home literacy practices (i.e., shared book reading frequency, maternal book reading strategies, child's enjoyment of reading, and maternal sensitivity) and a global measure of the quality and responsiveness of the home environment during the preschool years predicted children's language and emergent literacy skills between the ages of 3 and 5 years. Study participants were 72 African American children and their mothers or primary guardians primarily from low-income families whose home literacy environment and development have been followed since infancy. Annually, between 18 months and 5 years of age, the children's mothers were interviewed about the frequency they read to their child and how much their child enjoyed being read to, and the overall quality and responsiveness of the home environment were observed. Mothers also were observed reading to their child once a year at 2, 3, and 4 years of age, and maternal sensitivity and types of maternal book reading strategies were coded. Children's receptive and expressive language and vocabulary were assessed annually between 3 years of age and kindergarten entry, and emergent literacy skills were assessed at 4 years and kindergarten entry. The specific home literacy practices showed moderate to large correlations with each other, and only a few significant associations with the language and literacy outcomes, after controlling for maternal education, maternal reading skills, and the child's gender. The global measure of overall responsiveness and support of the home environment was the strongest predictor of children's language and early literacy skills and contributed over and above the specific literacy practice measures in predicting children's early language and literacy development.

77 FR 38013 - Fisheries of the Exclusive Economic Zone Off Alaska; Groundfish of the Gulf of Alaska; Amendment...

Federal Register 2010, 2011, 2012, 2013, 2014

2012-06-26

... participants in the entry level trawl fishery may qualify for quota share (QS) under the Central Gulf of Alaska... landings to an entry level processor in 2007, 2008, or 2009. This clarification is administrative in nature and does not change the distribution of rockfish QS to entry level trawl participants. DATES...

A Qualitative Descriptive Case Study of the Requirements of the IT Industry for Entry-Level IT Positions

ERIC Educational Resources Information Center

Feuerherm, Todd Michael

2009-01-01

This qualitative descriptive case study explored the requirements of the IT industry for education, IT certification, and work experience for entry-level IT professionals. Research has shown a growing problem where IT graduates were not able to meet the requirements for entry-level IT jobs. IT enrollment has decreased considerably over the past…

The Resume Characteristics Determining Job Interviews for Middle-Aged Women Seeking Entry-Level Employment

ERIC Educational Resources Information Center

Johnson, Emily; Lahey, Joanna

2011-01-01

Obtaining an entry-level job can be critically important for women with little education, particularly those who have taken time out of the labor force. This article uses archival data from a field experiment, called a resume audit study, to examine the characteristics of entry-level resumes that are important to potential employers. In accordance…

Association between learning style preferences and anatomy assessment outcomes in graduate-entry and undergraduate medical students.

PubMed

O'Mahony, Siobhain M; Sbayeh, Amgad; Horgan, Mary; O'Flynn, Siun; O'Tuathaigh, Colm M P

2016-07-08

An improved understanding of the relationship between anatomy learning performance and approaches to learning can lead to the development of a more tailored approach to delivering anatomy teaching to medical students. This study investigated the relationship between learning style preferences, as measured by Visual, Aural, Read/write, and Kinesthetic (VARK) inventory style questionnaire and Honey and Mumford's learning style questionnaire (LSQ), and anatomy and clinical skills assessment performance at an Irish medical school. Additionally, mode of entry to medical school [undergraduate/direct-entry (DEM) vs. graduate-entry (GEM)], was examined in relation to individual learning style, and assessment results. The VARK and LSQ were distributed to first and second year DEM, and first year GEM students. DEM students achieved higher clinical skills marks than GEM students, but anatomy marks did not differ between each group. Several LSQ style preferences were shown to be weakly correlated with anatomy assessment performance in a program- and year-specific manner. Specifically, the "Activist" style was negatively correlated with anatomy scores in DEM Year 2 students (rs = -0.45, P = 0.002). The "Theorist" style demonstrated a weak correlation with anatomy performance in DEM Year 2 (rs = 0.18, P = 0.003). Regression analysis revealed that, among the LSQ styles, the "Activist" was associated with poorer anatomy assessment performance (P < 0.05), while improved scores were associated with students who scored highly on the VARK "Aural" modality (P < 0.05). These data support the contention that individual student learning styles contribute little to variation in academic performance in medical students. Anat Sci Educ 9: 391-399. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

An evaluation of the Leading an Empowered Organisation programme.

PubMed

Cooper, Simon J

To evaluate outcomes from the NHS leadership development programme Leading an Empowered Organisation (LEO). A prospective case study based on a pre- and post-course quantitative analysis with interpretative methodological support. Role conflict, whether nurse or manager, was apparent in nurses' perceptions of their roles. Respondents claimed many positive leadership attributes but lacked assertiveness and the skills for handling conflict. The LEO programme had a statistically significant effect on workplace leadership performance and positive benefits related to communication competence, articulation of goals, networking, assertiveness, zones of responsibility and problem solving. LEO is having an effect on workplace performance. However it could be improved by considering the package holistically, including not only the course content, but the entry level, pre-course preparation and post-course mentorship.

Management and Marketing. Guide to Standards and Implementation. Career & Technology Studies.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Standards Branch.

This Alberta curriculum guide defines competencies that help students build daily living skills, investigate career options in management and marketing occupations, use technology in these fields effectively and efficiently, and prepare for entry into the workplace or related postsecondary programs. The first section provides a program rationale…

Problem-Based Learning and Learning Approach: Is There a Relationship?

ERIC Educational Resources Information Center

Groves, Michele

2005-01-01

Aim: To assess the influence of a graduate-entry PBL (problem-based learning) curriculum on individual learning style; and to investigate the relationship between learning style, academic achievement and clinical reasoning skill. Method: Subjects were first-year medical students completed the Study Process Questionnaire at the commencement, and…

Television, Dialogue Journals, and Feedback in the EFL Classroom.

ERIC Educational Resources Information Center

Ennis, Mark

1997-01-01

An approach used to teach English as a foreign language (EFL) and American culture that addresses the four language skills (listening, speaking, reading writing) in a complementary, non-contrived way is described. Classroom activities combine television viewing, discussion, writing, and reading journal entries. Students watch small segments of…

Tourism Studies. Guide to Standards and Implementation. Career & Technology Studies.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Standards Branch.

This Alberta curriculum guide, focusing on tourism studies, defines competencies that: help students build daily living skills, investigate career options in the design and repair of motor vehicles, use technology in these fields effectively and efficiently, and prepare for entry into the workplace or related postsecondary programs. Section A…

Measuring Preservice Teachers' Knowledge of Instructional Tasks for Teaching Elementary Content

ERIC Educational Resources Information Center

Kim, Insook; Ko, Bomna

2017-01-01

Purpose: The purpose of this study was to measure preservice teachers' knowledge of instructional tasks for teaching three manipulative skills in elementary physical education. Method: Data were collected to measure preservice teachers' entry and exit knowledge of instructional tasks that require selecting developmentally and sequentially…

K-8 Teachers' Self-Efficacy Beliefs for Teaching Mathematics

ERIC Educational Resources Information Center

Amankonah, Frank O.

2013-01-01

Mathematics knowledge and skills serve as the "gatekeeper" to students' choice of college majors, success obtaining college degrees, and entry into the workforce. However, on the mathematics portion of standardized tests, U.S. fourth and eighth graders performed below their peers in countries such as Singapore, Hong Kong, China, and…

Revolution, Reaction, Reform in History. National History Day 2002.

ERIC Educational Resources Information Center

Hardy, Beatriz, Ed.; Gorn, Cathy, Ed.

National History Day, a year-long educational program, fosters academic achievement and intellectual growth. In addition to acquiring historical knowledge and perspective while developing entries and competing in a series of district, state, and national contests, students develop critical thinking and problem-solving skills that help them manage…

Logistics. Guide to Standards and Implementation. Career & Technology Studies.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Standards Branch.

This Alberta curriculum guide defines competencies that help students build daily living skills, investigate career options in logistics occupations, use technology in the logistics field effectively and efficiently, and prepare for entry into the workplace or related postsecondary programs. The first section provides a program rationale and…

Examining the Association between the "Imagination Library" Early Childhood Literacy Program and Kindergarten Readiness

ERIC Educational Resources Information Center

Samiei, Shahin; Bush, Andrew J.; Sell, Marie; Imig, Doug

2016-01-01

This study evaluated participation in the "Imagination Library" early childhood literacy enrichment program and children's pre-literacy and pre-numeracy skills at kindergarten entry in an urban school district. Previous studies have demonstrated that program participation is associated with greater early childhood reading practices.…

Direct and Collateral Effects of the First Step to Success Program

ERIC Educational Resources Information Center

Sprague, Jeffrey; Perkins, Kindle

2009-01-01

First Step to Success is a multicomponent behavioral program for at-risk children who show signs of antisocial behavior at the point of school entry. The program incorporates behavioral intervention techniques, including praise and feedback, positive reinforcement, social skills training, teacher and parent collaboration, and time-out/response…

Caution: Don't Toss out the Baby with the Bath Water.

ERIC Educational Resources Information Center

Maxson-Ladage, Wanda

1986-01-01

Responds to the American Nurses Association proposed requirement of a baccalaureate degree (BSN) for entry into registered nursing practice, defending associate degree nursing (ADN) programs and the preparation and clinical skills of ADN graduates, reviewing ADN employment patterns, and highlighting the competencies shared by ADN and BSN…

Pre-Kindergarten Teachers' Use of Transition Practices and Children's Adjustment to Kindergarten

ERIC Educational Resources Information Center

LoCasale-Crouch, Jennifer; Mashburn, Andrew J.; Downer, Jason T.; Pianta, Robert C.

2008-01-01

This study describes pre-kindergarten teachers' use of kindergarten transition practices and examined the extent to which these practices were associated with kindergarten teachers' judgments of children's social, self-regulatory, and academic skills upon their entry into kindergarten. Participants were 722 children from 214 pre-kindergarten…

Self-Paced Calculus: A Case Study.

ERIC Educational Resources Information Center

Johnson, Guy, Jr.; Pascarella, Ernest T.

Increasingly higher education is confronted with the task of educating a population of students whose entry aptitudes and skills have grown more heterogeneous. Perhaps nowhere is this diversity of abilities more apparent, and at the same time more difficult to deal with, than in courses in introductory calculus. This paper outlines an experimental…

A Flexible, Extensible Online Testing System for Mathematics

ERIC Educational Resources Information Center

Passmore, Tim; Brookshaw, Leigh; Butler, Harry

2011-01-01

An online testing system developed for entry-skills testing of first-year university students in algebra and calculus is described. The system combines the open-source computer algebra system "Maxima" with computer scripts to parse student answers, which are entered using standard mathematical notation and conventions. The answers can…

Innovation with Impact: Industry-Education Partnerships in Massachusetts. Publication #15311.

ERIC Educational Resources Information Center

Freedman, Susan; Aschheim, Barbara

This document describes six industry-education partnerships in Massachusetts selected as exemplary and 14 selected as outstanding. They represent innovative and collaborative ways to address dropout prevention, at-risk and special needs students, adult literacy, basic skill development, and enrichment needs of students. Each entry provides this…

Financial Management. Guide to Standards and Implementation. Career & Technology Studies.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Standards Branch.

This Alberta curriculum guide defines competencies that help students build daily living skills, investigate career options in financial management, use technology in the financial management field effectively and efficiently, and prepare for entry into the workplace or related postsecondary programs. The first section provides a program rationale…

Semantic and Phonological Ability to Adjust Recoding: A Unique Correlate of Word Reading Skill?

ERIC Educational Resources Information Center

Kearns, Devin M.; Rogers, H. Jane; Koriakin, Taylor; Al Ghanem, Reem

2016-01-01

This study addresses whether reading involves a process termed semantic and phonological ability to adjust recoding (SPAAR). It was hypothesized that SPAAR helps readers link inaccurate pronunciations to lexical entries (e.g., "spynitch" to "spinach"). Psychometric properties of the Mispronunciation Correction Task (MCT), a…

Making Work-Based Learning Work

ERIC Educational Resources Information Center

Cahill, Charlotte

2016-01-01

Americans seeking employment often face a conundrum: relevant work experience is a prerequisite for many jobs, but it is difficult to gain the required experience without being in the workplace. Work-based learning--activities that occur in workplaces through which youth and adults gain the knowledge, skills, and experience needed for entry or…

Cosmetology Studies. Guide to Standards and Implementation. Career & Technology Studies.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Standards Branch.

This Alberta curriculum guide defines competencies that help students build daily living skills, investigate career options in cosmetology, use technology in the cosmetology field effectively and efficiently, and prepare for entry into the workplace or related postsecondary programs in the field. The first section provides a program rationale and…

Structural change and higher educated labour in Indonesia.

PubMed

Pasay, N H

1990-12-01

This paper describes an impending shortage of higher-educated labor in Indonesia. Dynamic change is occurring in both Indonesia's population and economy. Its rapidly growing population demands annual national economic growth of 2.2% to avoid declining per capita output. Accordingly, investments have surged in banking and manufacturing industries as Indonesia undergoes structural change from an agricultural to service-based economy. Plagued by a majority of low productivity, elementary-level educated workers, increased productivity is called for to ensure continued development. As the age structural shift progresses, many of these workers will be absorbed in the services sector. Jobs exist requiring workers of all skill levels. This paper is mainly concerned, however, with higher-educated labor's failure to be oriented to the research and development required for sustained economic growth and development, and their entry into clerical positions potentially filled by less educated and less skilled labor. The services sector, particularly public services, is responsible for absorbing much of this labor. As professional, technical, and managerial capabilities and qualifications become increasingly needed in the near future as sector investments take effect, a shortage of higher-educated labor will become apparent. Policy makers are advised to anticipate these shortages and contemplate investments in human capital to facilitate a more smooth adjustment to structural change.

Information technologies in education of medical students at the university of sarajevo.

PubMed

Masic, Izet; Karcic, Emina; Hodzic, Ajla; Mulic, Smaila

2014-08-01

Information and communication technology have brought about many changes in medical education and practice, especially in the field of diagnostics. During the academic year 2013/2014, at Faculty of Medicine, University of Sarajevo, students in the final year of the study were subjected to examination which aim was to determine how medical students in Bosnia and Herzegovina subjectively assessing their skills for using computers, have gained insight into the nature of Information Technology's (IT) education and possessive knowledge. The survey was conducted voluntary by anonymous questionnaire consisting of 27 questions, divided into five categories, which are collecting facts about student's: sex, age, year of entry, computer skills, possessing the same, the use of the Internet, the method of obtaining currently knowledge and recommendations of students in order to improve their IT training. According to the given parameters, indicate an obvious difference in the level of knowledge, use and practical application of Information Technology's knowledge among students of the Bologna process to the students educated under the old system in favor of the first ones. Based on a comparison of similar studies conducted in Croatia, Sri Lanka, Pakistan and Denmark, it was observed that the level of knowledge of students of the Medical Faculty in Sarajevo was of equal height or greater than in these countries.

Shuttle program. MCC Level C formulation requirements: Entry guidance and entry autopilot

NASA Technical Reports Server (NTRS)

Harpold, J. C.; Hill, O.

1980-01-01

A set of preliminary entry guidance and autopilot software formulations is presented for use in the Mission Control Center (MCC) entry processor. These software formulations meet all level B requirements. Revision 2 incorporates the modifications required to functionally simulate optimal TAEM targeting capability (OTT). Implementation of this logic in the MCC must be coordinated with flight software OTT implementation and MCC TAEM guidance OTT. The entry guidance logic is based on the Orbiter avionics entry guidance software. This MCC requirements document contains a definition of coordinate systems, a list of parameter definitions for the software formulations, a description of the entry guidance detailed formulation requirements, a description of the detailed autopilot formulation requirements, a description of the targeting routine, and a set of formulation flow charts.

Perioperative self-reflection among surgical residents.

PubMed

Peshkepija, Andi N; Basson, Marc D; Davis, Alan T; Ali, Muhammad; Haan, Pam S; Gupta, Rama N; Hardaway, John C; Nebeker, Cody A; McLeod, Michael K; Osmer, Robert L; Anderson, Cheryl I

2017-09-01

We studied prevalence and predictors of meaningful self-reflection among surgical residents and with prompting/structured interventions, sought to improve/sustain resident skills. Residents from six programs recorded 1032 narrative self-reflective comments (120 residents), using a web-based platform. If residents identified something learned or to be improved, self-reflection was deemed meaningful. Independent variables PGY level, resident/surgeon gender, study site/Phase1: July2014-August2015 vs. Phase2: September2015-September2016) were analyzed. Meaningful self-reflection was documented in 40.6% (419/1032) of entries. PGY5's meaningfully self-reflected less than PGY1-4's, 26.1% vs. 49.6% (p = 0.002). In multivariate analysis, resident narratives during Phase 2 were 4.7 times more likely to engage in meaningful self-reflection compared to Phase1 entries (p < 0.001). Iterative changes during Phase2 showed a 236% increase in meaningful self-reflection, compared to Phase1. Surgical residents uncommonly practice meaningful self-reflection, even when prompted, and PGY5/chief residents reflect less than more junior residents. Substantial/sustained improvements in resident self-reflection can occur with both training and interventions. Copyright © 2017 Elsevier Inc. All rights reserved.

Exploring the Impact of Identity on the Experiences of Entry-Level Men in Student Affairs

ERIC Educational Resources Information Center

Calhoun, Daniel W.

2010-01-01

The purpose of this study was to understand the experiences of men at the entry-level of the student affairs profession. Using the concepts found in the existing literature related to gender identity as a framework, the research was focused upon the meanings constructed by entry-level men within the field of student affairs and how those meanings…

Persistence and Fadeout in the Impacts of Child and Adolescent Interventions

PubMed Central

Bailey, Drew; Duncan, Greg J.; Odgers, Candice L.; Yu, Winnie

2017-01-01

Many interventions targeting cognitive skills or socioemotional skills and behaviors demonstrate initially promising but then quickly disappearing impacts. Our paper seeks to identify the key features of interventions, as well as the characteristics and environments of the children and adolescents who participate in them, that can be expected to sustain persistently beneficial program impacts. We describe three such processes: skill-building, foot-in-the-door and sustaining environments. We argue that skill-building interventions should target “trifecta” skills – ones that are malleable, fundamental, and would not have developed eventually in the absence of the intervention. Successful foot-in-the-door interventions equip a child with the right skills or capacities at the right time to avoid imminent risks (e.g., grade failure or teen drinking) or seize emerging opportunities (e.g., entry into honors classes). The sustaining environments perspective views high quality of environments subsequent to the completion of the intervention as crucial for sustaining early skill gains. These three perspectives generate both complementary and competing hypotheses regarding the nature, timing and targeting of interventions that generate enduring impacts. PMID:29371909

Emotional intelligence assessment in a graduate entry medical school curriculum

PubMed Central

2013-01-01

Background The management of emotions in the workplace is a skill related to the ability to demonstrate empathic behaviour towards patients; to manage emotional reactions in oneself and to lead others as part of a team. This ability has been defined as emotional intelligence (EI) and doctor’s EI may be related to communication skills and to patient satisfaction levels. This study reports on the use of two assessments of EI as part of a course on Personal and Professional Development (PPD) in a graduate medical school curriculum. Methods Fifty one graduate entry medical students completed an eight session course on PPD between December 2005 and January 2006. Students completed two measures of EI: self-report (EQ-i) and ability (MSCEIT V2.0) over a two year study period. The data gathered were used to explore the relationship between self-report and ability EI and between EI and student demographics, academic performance and change over time. Results Analysis of the EI data demonstrated that self-report EI did not change over time and was not related to ability EI. Females scored higher than males on a number of self-report and ability EI scores. Self-reported self-awareness was found to deteriorate in males and females over time. High self-reported EI was found to be associated with poor performance on clinical competency assessments but with good performance on a number of bio-medical knowledge based assessments. Conclusions This report concludes that assessments of EI can be incorporated into a medical school curriculum as part of a PPD programme and that the concept of EI may be associated with performance in medical school. PMID:23497237

1994 Entry-Level Athletic Training Salaries

PubMed Central

Moss, Crayton L.

1996-01-01

In this study, I examined salaries for entry-level positions in athletic training during the year 1994. An entry-level position was defined as a position to be filled with an athletic trainer certified by the NATA, with no full-time paid employment experience. According to the “Placement Vacancy Notice” (NATA, Dallas, TX) and “BYLINE” (Athletic Trainer Services, Inc, Mt Pleasant, MI), there were 432 entry-level vacancies in hospital/clinics, college/universities, and high school settings. A total of 271 surveys (63%) were returned. Overall, beginning salaries for entry-level athletic training positions were $23,228 (±$3,177) for a bachelor's degree and $25,362 (±$3,883) for a master's degree. A stipend ($4,216 ± $2,039) was included in 86% of the high school positions. The term of contract for high school was usually a 10-month position (10.0 ± .9 months), hospital/clinic, 12-months (11.7 ± .7 months), while the college/university varied from 9 to 12 months (10.5 ± 1.2 months). Also included in the study was fringe benefit information: pension (other than Social Security), life, medical, dental, and vision insurance. Continued studies are recommended to establish salary norms and trends for entry-level positions so that athletic trainers will understand what monetary compensation to expect for their services. PMID:16558367

Health information technology workforce needs of rural primary care practices.

PubMed

Skillman, Susan M; Andrilla, C Holly A; Patterson, Davis G; Fenton, Susan H; Ostergard, Stefanie J

2015-01-01

This study assessed electronic health record (EHR) and health information technology (HIT) workforce resources needed by rural primary care practices, and their workforce-related barriers to implementing and using EHRs and HIT. Rural primary care practices (1,772) in 13 states (34.2% response) were surveyed in 2012 using mailed and Web-based questionnaires. EHRs or HIT were used by 70% of respondents. Among practices using or intending to use the technology, most did not plan to hire new employees to obtain EHR/HIT skills and even fewer planned to hire consultants or vendors to fill gaps. Many practices had staff with some basic/entry, intermediate and/or advanced-level skills, but nearly two-thirds (61.4%) needed more staff training. Affordable access to vendors/consultants who understand their needs and availability of community college and baccalaureate-level training were the workforce-related barriers cited by the highest percentages of respondents. Accessing the Web/Internet challenged nearly a quarter of practices in isolated rural areas, and nearly a fifth in small rural areas. Finding relevant vendors/consultants and qualified staff were greater barriers in small and isolated rural areas than in large rural areas. Rural primary care practices mainly will rely on existing staff for continued implementation and use of EHR/HIT systems. Infrastructure and workforce-related barriers remain and must be overcome before practices can fully manage patient populations and exchange patient information among care system partners. Efforts to monitor adoption of these skills and ongoing support for continuing education will likely benefit rural populations. © 2014 National Rural Health Association.

Skill acquisition while operating in-vehicle information systems: interface design determines the level of safety-relevant distractions.

PubMed

Jahn, Georg; Krems, Josef F; Gelau, Christhard

2009-04-01

This study tested whether the ease of learning to use human-machine interfaces of in-vehicle information systems (IVIS) can be assessed at standstill. Assessing the attentional demand of IVIS should include an evaluation of ease of learning, because the use of IVIS at low skill levels may create safety-relevant distractions. Skill acquisition in operating IVIS was quantified by fitting the power law of practice to training data sets collected in a driving study and at standstill. Participants practiced manual destination entry with two route guidance systems differing in cognitive demand. In Experiment 1, a sample of middle-aged participants was trained while steering routes of varying driving demands. In Experiment 2, another sample of middle-aged participants was trained at standstill. In Experiment 1, display glance times were less affected by driving demands than by total task times and decreased at slightly higher speed-up rates (0.02 higher on average) than task times collected at standstill in Experiment 2. The system interface that minimized cognitive demand was operated more quickly and was easier to learn. Its system delays increased static task times, which still predicted 58% of variance in display glance times compared with even 76% for the second system. The ease of learning to use an IVIS interface and the decrease in attentional demand with training can be assessed at standstill. Fitting the power law of practice to static task times yields parameters that predict display glance times while driving, which makes it possible to compare interfaces with regard to ease of learning.

Australian physiotherapy workforce at a glance: a narrative review.

PubMed

Pretorius, Adri; Karunaratne, Nuresha; Fehring, Susan

2016-09-01

Background The ability of the physiotherapy workforce to meet the growing demand in the Australian community is uncertain, despite increasing tertiary students and numbers of registered physiotherapists annually. Objectives The present narrative literature review investigates what is known about the Australian physiotherapy workforce, what factors contribute to attrition from the profession and what strategies could be implemented to improve retention of skilled physiotherapists. Methods A literature search of five databases identified 24 articles that informed the content of the present review. The articles were reviewed and content summarised according to focus areas and results discussed in the current Australian healthcare context. Results Although many factors of attrition are inevitable, the present review identified some potentially modifiable factors of attrition. Strategies to improve retention of skilled physiotherapists were broadly grouped into improving professional support in the workforce and assisting the re-entry process for physiotherapists seeking to return to the workforce. Conclusion Increasing retention of qualified and skilled physiotherapists nationally will help build workforce capacity, meeting the needs of the growing, changing and aging community. What is known about the topic? The demand for physiotherapists is growing significantly in Australia and the ability of the workforce to meet growing demands is uncertain. What does this paper add? Many physiotherapists in Australia leave the workforce and the profession early in their careers. Addressing modifiable factors of attrition could help improve the retention of practitioners and skills in the profession, building workforce capacity. What are the implications for practitioners? Professional support for current physiotherapists is crucial. Re-entry physiotherapists should be supported with flexible return-to-work programs, refresher training and mentorship.

Is the quality of brief motivational interventions for drug use in primary care associated with subsequent drug use?

PubMed

Palfai, Tibor P; Cheng, Debbie M; Bernstein, Judith A; Palmisano, Joseph; Lloyd-Travaglini, Christine A; Goodness, Tracie; Saitz, Richard

2016-05-01

Although a number of brief intervention approaches for drug use are based on motivational interviewing (MI), relatively little is known about whether the quality of motivational interviewing skills is associated with intervention outcomes. The current study examined whether indices of motivational interviewing skill were associated with subsequent drug use outcomes following two different MI-based brief interventions delivered in primary care; a 15 min Brief Negotiated Interview (BNI) and a 45 min adaptation of motivational interviewing (MOTIV). Audio recordings from 351 participants in a randomized controlled trial for drug use in primary care were coded using the Motivational Interviewing Treatment Integrity Scale, (MITI Version 3.1.1). Separate negative binomial regression analyses, stratified by intervention condition, were used to examine the associations between six MITI skill variables and the number of days that the participant used his/her main drug 6 weeks after study entry. Only one of the MITI variables (% reflections to questions) was significantly associated with the frequency of drug use in the MOTIV condition and this was opposite to the hypothesized direction (global p=0.01, adjusted IRR 1.50, 95%CI: 1.03-2.20 for middle vs. lowest tertile [higher skill, more drug use]. None were significantly associated with drug use in the BNI condition. Secondary analyses similarly failed to find consistent predictors of better drug outcomes. Overall, this study provides little evidence to suggest that the level of MI intervention skills are linked with better drug use outcomes among people who use drugs and receive brief interventions in primary care. Findings should be considered in light of the fact that data from the study are from negative trial of SBI and was limited to primary care patients. Future work should consider alternative ways of examining these process variables (i.e., comparing thresholds of proficient versus non-proficient skills) or considering alternative methods of coding intervention skills. Copyright © 2016 Elsevier Ltd. All rights reserved.

The impact of an Emergency Medical Technician basic course prior to medical school on medical students.

PubMed

Wyatt, Tasha R; Wood, Elena A; McManus, John; Ma, Kevin; Wallach, Paul M

2018-12-01

Previous research on Emergency Medical Technician (EMT) programs as an early clinical experience indicates that medical students' confidence in patient care and team-building skills increases with participation. However, very little is known about the unplanned, long-term effects of EMT courses on medical students once they enter medical school. This study examined the immediate outcomes produced by the month-long summer EMT course and the unplanned outcomes that students reported 1 year later. Pre/postsurveys were collected on all 25 students who graduated from the EMT course offered before their first year. These survey data were analyzed using a paired-samples t test. A subset of students (N = 14) consented to taking a survey and be interviewed on the lasting impact of their EMT experience. Interviews were conducted 10 months after the 2016 cohort completed the EMT course and at 22 months for the 2015 cohort. They were audio-recorded, transcribed, and analyzed using inductive content analysis. Survey results indicated that students' confidence in patient care and team-building skills increased significantly for all identified skills at the P < 0.05 level. Overall confidence in patient care increased 1.5 points (P = 0.001) on 1-4 Likert-type scale. Overall confidence in team-building skills increased at 0.7 points (P = 0.01). Qualitative analysis of interviews discovered four themes, including the retention and transferability of practical skills, a developed understanding of team communication, comfort with patient interactions, and the development of a framework for assessing patients' needs. Students applied the EMT skills in various extracurricular volunteering experiences and in clinical skills courses. This study concludes that EMT programs have both immediate and lasting effects that seem to assist students with making sense of and navigating other learning opportunities. Specifically, EMT courses offered to students prior to their entry into medical school may help orient them to team-based health care and triaging patient care.

Open access tools for quality-assured and efficient data entry in a large, state-wide tobacco survey in India

PubMed Central

Shewade, Hemant Deepak; Vidhubala, E; Subramani, Divyaraj Prabhakar; Lal, Pranay; Bhatt, Neelam; Sundaramoorthi, C.; Singh, Rana J.; Kumar, Ajay M. V.

2017-01-01

ABSTRACT Background: A large state-wide tobacco survey was conducted using modified version of pretested, globally validated Global Adult Tobacco Survey (GATS) questionnaire in 2015–22016 in Tamil Nadu, India. Due to resource constrains, data collection was carrid out using paper-based questionnaires (unlike the GATS-India, 2009–2010, which used hand-held computer devices) while data entry was done using open access tools. The objective of this paper is to describe the process of data entry and assess its quality assurance and efficiency. Methods: In EpiData language, a variable is referred to as ‘field’ and a questionnaire (set of fields) as ‘record’. EpiData software was used for double data entry with adequate checks followed by validation. Teamviewer was used for remote training and trouble shooting. The EpiData databases (one each for each district and each zone in Chennai city) were housed in shared Dropbox folders, which enabled secure sharing of files and automatic back-up. Each database for a district/zone had separate file for data entry of household level and individual level questionnaire. Results: Of 32,945 households, there were 111,363 individuals aged ≥15 years. The average proportion of records with data entry errors for a district/zone in household level and individual level file was 4% and 24%, respectively. These are the errors that would have gone unnoticed if single entry was used. The median (inter-quartile range) time taken for double data entry for a single household level and individual level questionnaire was 30 (24, 40) s and 86 (64, 126) s, respectively. Conclusion: Efficient and quality-assured near-real-time data entry in a large sub-national tobacco survey was performed using innovative, resource-efficient use of open access tools. PMID:29092673

Energy and Mines. Guide to Standards and Implementation. Career & Technology Studies.

ERIC Educational Resources Information Center

Alberta Dept. of Education, Edmonton. Curriculum Standards Branch.

This Alberta curriculum guide defines competencies that help students build daily living skills, investigate career options in energy and mines, use technology in the fields of energy and mining effectively and efficiently, and prepare for entry into the workplace or related postsecondary programs in the field. The first section provides a program…

Use of Reflective Journals in Development of Teachers' Leadership and Teaching Skills

ERIC Educational Resources Information Center

Göker, Suleyman Davut

2016-01-01

Focusing on the contribution of reflective practice to teaching practice amongst student teachers, this study examines the impact of reflective journal entries of 16 student teachers from Faculty of Education at the Artvin Coruh University in Turkey. Quantitative and qualitative research approaches were employed for this study including open-ended…

The Behavior Analysis Classroom.

ERIC Educational Resources Information Center

Bushell, Don, Jr.

In a Behavior Analysis classroom the first step is to define instructional objectives for academic or social skills. The second step is to determine how much the child already knows about what is to be taught. An Entry Behavior Inventory and diagnostic tests help teachers decide where each child needs to begin working in the sequence leading to…

Advanced Marketing/Coop Course Outline.

ERIC Educational Resources Information Center

Dixon, Bobby

This document contains the information required to present a 1-year school course that is the capstone class of a 2-year marketing major and is designed for high school students wishing to develop the skills required for entry into the marketing industry. The document begins with a rationale, brief course description, list of course objectives,…

The Zone of Proximal Development in the Learning of Mathematics

ERIC Educational Resources Information Center

Siyepu, Sibawu

2013-01-01

South Africa has a huge shortage of skilled workers in various fields such as engineering, applied sciences, accountancy, architecture, medicine and law. Mathematics is a requirement for entry in these careers to enable learners to grasp the content of various subjects in these disciplines. Despite that, in South Africa, learners' performance in…

Teaching Physics to Premedical Students

NASA Astrophysics Data System (ADS)

Schantz, Hans

1997-04-01

The MCAT exam (taken by students seeking entry to medical school) is drastically different from the standard university course test. The MCAT emphasizes reading and analytic skills far more than quantitative analysis, even on the sections that test physics. I describe these differences, and outline an introductory physics curriculum focused to the special needs of pre-medical students.

The Shortage of Skilled and Technical Workers; An Inquiry Into Selected Occupations in Short Supply.

ERIC Educational Resources Information Center

Franke, Walter; Sobel, Irvin

The institutional arrangements through which workers are prepared and employed in selected occupations are examined to determine whether barriers to entry and employment are susceptible to elimination or reduction, and how labor shortages effect employers. It covers six occupations in the St. Louis and Chicago metropolitan areas: licensed…

Advanced Entry Adult Apprenticeship Training Scheme: A Case Study

ERIC Educational Resources Information Center

Sparks, Alan; Ingram, Hadyn; Phillips, Sunny

2009-01-01

Purpose: The purpose of this paper is to evaluate an innovative way to train adult apprentices for the construction industry. Design/methodology/approach: The paper emphasizes that, in order to address skills shortages for international construction, training methods must be improved. It looks at the example of an adult apprenticeship scheme in…

Library Skills for Teachers: A Self-Paced Workbook.

ERIC Educational Resources Information Center

Mech, Terrence

Designed to introduce education students to the basic library resources in the field, this self-paced workbook assumes a basic knowledge of the library and its resources. Each section in the eight-chapter workbook discusses a particular type of reference material and sample entries are provided when appropriate. Eleven assignments (two multiple…

7 Principles for Effective Work-Based Learning

ERIC Educational Resources Information Center

Cahill, Charlotte

2016-01-01

Americans seeking employment often face a conundrum: relevant work experience is a prerequisite for many jobs, but it is difficult to gain the required experience without being in the workplace. Work-based learning--activities that occur in workplaces through which youth and adults gain the knowledge, skills, and experience needed for entry or…

The Role of Coaching within the Context of Instructional Design

ERIC Educational Resources Information Center

Stefaniak, Jill E.

2017-01-01

Upon entry into the instructional design workforce, there is a need for instructional designers to continue to hone their craft and skill development. Often times novice instructional designers are paired with experts during the onboarding process. Coaching is utilized to provide novices and those less experienced with the necessary support they…

An Investigation of the Association between Teacher-Student Relations and School Adjustment Competencies in Turkey

ERIC Educational Resources Information Center

Koca, Fatih

2017-01-01

In this study, the researcher examined the direct and indirect effects of student-teacher relationship, students' social skills, and behavioral orientation on students' academic competency in Turkish first-grade educational settings. For most Turkish children, the entry into first grade is their first formal schooling experience. Understanding how…

Kindergarten Child Care Experiences and Child Achievement and Socioemotional Skills

ERIC Educational Resources Information Center

Claessens, Amy

2012-01-01

Young children's experiences outside of both home and school are important for their development. As women have entered the labor force, child care has become an increasingly important context for child development. Child care experiences prior to school entry have been well-documented as important influences on children's academic and…

The Early Assessment Conundrum: Lessons from the Past, Implications for the Future

ERIC Educational Resources Information Center

Bordignon, Catherine M.; Lam, Tony C. M.

2004-01-01

The early childhood educational field has garnered attention with initiatives to foster skill acquisition in young children prior to kindergarten entry. These initiatives, in conjunction with the rigorous demands of curricular reform and a burgeoning accountability movement, invoke questions regarding the adequacy of the instruments used to assess…

Too Important to Quit: A Call for Teacher Support of Art

ERIC Educational Resources Information Center

Patterson, Jodi A.

2017-01-01

The author argues that general education teacher candidates must learn to "­re-start" art to empower them with the skills needed to realize art's promise within their future classrooms. Entry/exit surveys completed by candidates ­revealed that an art methods course corrected misconceptions about the nature of creativity and improved…

Education and Labor Force Skills in Postwar Japan. Final Report.

ERIC Educational Resources Information Center

Taira, Koji; Levine, Solomon B.

As early as elementary school, a Japanese child faces a sequence of narrowing choices for an occupational future. Through decisions on further schooling, curriculum, and job entry, earlier choices severely restrict later ones. Usually, men go to four-year universities to study engineering or social sciences. Women generally attend two-year…

Measuring the Effectiveness of a Mathematics Support Service: An Email Survey

ERIC Educational Resources Information Center

Gillard, Jonathan; Robathan, Kirsty; Wilson, Robert

2011-01-01

Over the last decade the "mathematics problem" (students lacking basic mathematical skills on entry into higher education), and proposed solutions of this problem have been widely debated. One method to help combat this issue has been the introduction of mathematics support centres across higher education institutions. This article describes the…