Auswahl der wissenschaftlichen Literatur zum Thema „Retirees – Life skills guides“
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Zeitschriftenartikel zum Thema "Retirees – Life skills guides"
Itagar, Oghenevwarhe und Emoefe Joy. „ENTREPRENEURIAL SKILLS FOR SUSTAINABLE LIFE AT RETIREMENT“. Nigeria Journal of Home Economics (ISSN: 2782-8131) 10, Nr. 7 (30.06.2022): 149–56. http://dx.doi.org/10.61868/njhe.v10i7.160.
Der volle Inhalt der QuelleOkonkwo, G. A und Eze, J. N. „ENTREPRENEURIAL SKILLS: A PANACEA FOR THE RETIREES’ SUSTAINABILITY“. Nigeria Journal of Home Economics (ISSN: 2782-8131) 10, Nr. 7 (30.06.2022): 59–67. http://dx.doi.org/10.61868/njhe.v10i7.133.
Der volle Inhalt der QuelleForte, Claudia Márcia de Jesus, und Fernanda Sanches Rocha. „Financial Education for Adults - Women beneficiaries of the Bolsa Família Program (BFP) and Retirees with income of up to two minimum salaries“. International Journal for Innovation Education and Research 5, Nr. 12 (31.12.2017): 18–38. http://dx.doi.org/10.31686/ijier.vol5.iss12.844.
Der volle Inhalt der QuelleOgbonyomi, Omolara Bosede. „ENTREPRENEURSHIP SKILLS IN FOOD AND NUTRITION EDUCATION: A PANACEA FOR SUSTAINABLE RETIREMENT“. Nigeria Journal of Home Economics (ISSN: 2782-8131) 10, Nr. 7 (30.06.2022): 73–81. http://dx.doi.org/10.61868/njhe.v10i7.135.
Der volle Inhalt der QuelleEbrahimpour Khortoomi, Fatemeh, und Hossein Khedmatgozar. „Effectiveness of Paradoxical Treatment Model on Emotional Regulation and Perception of Rejection in Retirees“. Journal of Assessment and Research in Applied Counseling 6, Nr. 3 (2024): 19–27. http://dx.doi.org/10.61838/kman.jarac.6.3.3.
Der volle Inhalt der QuelleKAPA, Matome G., Engela P. de CROM und Uwe P. HERMANN. „AN EXPLORATION OF TOURIST GUIDES' COMPETENCIES TO CREATE MEMORABLE TOURIST EXPERIENCES“. GeoJournal of Tourism and Geosites 44, Nr. 4 (30.12.2022): 1350–58. http://dx.doi.org/10.30892/gtg.44421-953.
Der volle Inhalt der QuelleMurcahyanto, Hary, Rita Kartika Murni und Salsabilla Retno Sedah Mirah Murcahyaningrum. „Pengembangan diri pensiunan perantau jawa melalui pelatihan Seni Gamelan di Lombok Timur“. ABSYARA: Jurnal Pengabdian Pada Masyarakat 4, Nr. 2 (31.12.2023): 187–97. http://dx.doi.org/10.29408/ab.v4i2.24130.
Der volle Inhalt der QuelleGorokhova, Tat’ayna, Ludmila Pushkareva, Mikhail Sredin und Mikhail Pushkarev. „Economic development and labor resources: age aspect“. E3S Web of Conferences 135 (2019): 04069. http://dx.doi.org/10.1051/e3sconf/201913504069.
Der volle Inhalt der QuelleSands, Deanna J., Lois Adams und Donna M. Stout. „A Statewide Exploration of the Nature and Use of Curriculum in Special Education“. Exceptional Children 62, Nr. 1 (September 1995): 68–83. http://dx.doi.org/10.1177/001440299506200106.
Der volle Inhalt der QuelleHart, Doug, Alexa Lamm, Connie Cecil, Jim Wilson und Brett Kaysen. „Expanding 4-H Horizons Livestock Leader Guides“. Journal of Youth Development 4, Nr. 2 (01.06.2009): 80–84. http://dx.doi.org/10.5195/jyd.2009.265.
Der volle Inhalt der QuelleDissertationen zum Thema "Retirees – Life skills guides"
Spiegel, Peter Edward. „Military retirement satisfaction and adjustment: The effects of planning, having transferable knowledge, skills, and abilities, and having identified with, and been committed to, the Navy on a sample of retired naval officers“. CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1706.
Der volle Inhalt der QuelleMorrissey, Joanna L. „A revision of the CHAMPS/Life Skills Program content“. Virtual Press, 2007. http://www.oregonpdf.org.
Der volle Inhalt der QuelleReal, Laura A., und Laura A. Real. „Development of youth leadership life skills of Texas youth as San Antonio Livestock Exposition school tour guides“. Texas A&M University, 2004. http://hdl.handle.net/1969.1/1332.
Der volle Inhalt der QuelleRasmussen, Kathryn L. „A revision of the CHAMPS/Life Skills Program content : academic commitment“. Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1372051.
Der volle Inhalt der QuelleSchool of Physical Education, Sport, and Exercise Science
Malherbe, Henriëtte. „n Ouerleidingsprogram vir enkelouers : 'n oplossingsgerigte benadering“. Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52964.
Der volle Inhalt der QuelleENGLISH ABSTRACT: This programme is aimed at providing parent guidance to single parents. It is based on a reciprocal and egalitarian work relationship, using the parent's own skills, knowledge, unique strengths and previous successes. Solution-focused therapy developed from postmodernism. Therefore the absence of an objective reality functions independently of a reality that is linguistically constructed. The assumptions that underpin Solution-focused therapy are discussed, since they form an essential element in the composition of this programme. Since the guidance programme is implemented in a group context, attention is paid to the therapeutic factors, dynamics and principles of solution-focused group work. Techniques unique to Solution-focused work, such as the miracle question, exceptions questions and grading questions are explained. These techniques are put into practice over six sessions: (1) identifying problematic issues in single parent families, (2) focusing on any slight change, (3) if it works, don't fix it, (4) if it doesn't work, do something else, (5) focus on what is right, (6) celebrate changes and exceptions. Goals are set and procedures work out for each session. The programme is aimed at enhancing the single parent's own capacity for generating solutions and constructing alternative meaning in a move away from a problem orientation towards a solution orientation.
AFRIKAANSE OPSOMMING: Hierdie program is op ouerleiding aan enkelouers gerig. Oit berus op 'n wederkerige en eqalitere werksverhouding, gebaseer op die ouer se vaardigheid, eie kennis, unieke vermoens en vorige suksesse. Oplossingsgerigte terapie het ontwikkel vanuit die postmodernisme. Hiervolgens is daar nie 'n objektiewe werklikheid wat onafhanklik funksioneer van die lingu"istiese gekonstrueerde weergawe van die realiteit nie. Die aannames waarop Oplossingsgerigte terapie berus word bespreek, aangesien dit 'n belangrike element in die samestelling van hierdie program vorm. Aangesien die ouerleiding in groepverband geskied, word daar aandag geskenk aan die terapeutiese faktore, dinamiek en beginsels van oplossingsgerigte groepwerk. Tegnieke eie aan oplossingsgerigte werk, soos die wonderwerkvraag, uitsonderingsvrae en graderingsvrae, word verduidelik. Die verpraktisering van bogenoemde geskied in ses sessies wat soos volg uiteengesit is: (1) die identifisering van problematiese kwessies by enkelouergesinne, (2) fokus op klein veranderinge, (3) as dit werk, moet dit nie 'regmaak' nie, (4) as dit nie werk nie, doen iets anders, (5) fokus op dit 'wat reg is', (6) die viering van verandering en uitsonderings. uiteengesette doelwitte en prosedurenotas. Hierdie program poog om die ouer se eie kapasiteit vir die generering van Elke sessie het oplossings te fasiliteer en alternatiewe betekenisse te konstrueer, deur die klem te verskuif van 'n probleemgerigtheid na 'n oplossingsgerigtheid.
Somhlaba, Ncebazakhe Z. „Stress and coping strategies in recently widowed rural black women“. Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53067.
Der volle Inhalt der QuelleENGLISH ABSTRACT: The relationship between stress and coping strategies in bereavement was examined in 70 recently widowed rural black women (mean age 36.53 years). Correlations were sought between coping strategies (as measured by the Coping Strategy Indicator) and anxiety (as measured by the S-scale of the State-Trait Anxiety Inventory), depression (as measured by the Beck Depression Inventory), social support (as measured by the Social Support Scale) and biographical variables. Of the participants, 88.57% were at least mildly depressed, while 78.57% experienced anxiety of above average intensity. Depression scores were significantly higher for those who were unemployed than for those who had paid work. Those with an education of Standard 6 or below made significantly more use of social support-seeking strategies than those with high school and tertiary education. Those whose husbands had died suddenly made more use of problem-solving strategies, while those whose husbands had died of chronic illness made more use of social support-seeking coping strategies. Significant positive correlations were found between an avoidant coping strategy and both depression and anxiety. A significant positive correlation was found between a social support-seeking coping strategy and perceived social support. Significant negative correlations were found between both problem-solving and social support-seeking coping strategies and anxiety as well as depression scores. An avoidant coping strategy emerged as a significant positive predictor of both anxiety and depression, while problem-solving and social support-seeking coping strategies emerged as significant negative predictors of depression. A problem-solving coping strategy alone emerged as a significant negative predictor of anxiety. These findings point to the need for interventions aimed at more effective use of problemsolving and social support-seeking coping strategies, rather than avoidance, if the widowed are to effectively deal with their conjugal loss. Another implication of these findings is the importance of helping those who are undergoing bereavement to continuously re-define their social support structures for continued sustenance of social and emotional support.
AFRIKAANSE OPSOMMING: Die verband tussen stres en hanteringstrategieë is in 'n groep van 70 landelike swart vrouens (gemiddelde ouderdom 36.53 jaar) wat hul eggenote onlangs aan die dood afgestaan het, ondersoek. Korrelasies tussen hanteringstrategieë (gemeet deur die Coping Strategy Indicator) en angs (gemeet deur die S-skaal van die State- Trait Anxiety Inventory), depressie (gemeet deur die Beck Depression Inventory), sosiale ondersteuning (gemeet deur die Social Support Scale) en biografiese veranderlikes is ondersoek. Van die deelnemers was 88.57% minstens tot 'n ligte mate depressief, terwyl 78.57% bogemiddelde angsvlakke ervaar het. Depressietellings van werklose vroue was hoër as van diegene met 'n gesalarieerde werk. Diegene met Standerd 6 opleiding of laer het beduidend meer gebruik gemaak van sosiale ondersteuning-soekende strategieë as diegene met hoërskool en tersiêre opleiding. Diegene wie se eggenote skielik afgesterf het, het meer gebruik gemaak van probleemoplossende hanteringstrategieë terwyl diegene wie se eggenote afgesterf het as gevolg van 'n chroniese siekte, meer gebruik gemaak het van sosiale ondersteuning-soekende hanteringstrategieë. Beduidende positiewe korrelasies is aangetref tussen 'n vermydende hanteringstrategie en beide depressie en angs. 'n Beduidende positiewe korrelasie is aangetref tussen 'n sosiale ondersteuning-soekende hanteringstrategie en waargenome sosiale ondersteuning. Beduidende negatiewe korrelasies is aangetref tussen beide probleem-oplossende en sosiale ondersteuning-soekende hanteringstrategieë en angs sowel as depressie. 'n Vermydende hanteringstrategie was 'n beduidende positiewe voorspeller van beide angs en depressie, terwyl probleem-oplossende en sosiale ondersteuning-soekende hanteringstrategieë beduidende negatiewe voorspellers was van depressie. 'n Probleemoplossende hanteringstrategie was 'n beduidende negatiewe voorspellers van angs. Hierdie bevinding dui op die noodsaaklikheid van intervensies wat gemik is op die meer effektiewe gebruik van probleemoplossende en sosiale ondersteuning-soekende hanteringstrategieë, eerder as vermyding, vir die weduwee om die afsterwe van haar eggenoot effektief te kan hanteer. Nog 'n implikasie van die bevindinge is die belangrikheid daarvan om diegene wat rou te help om voortdurend hul sosiale ondersteuningstrukture te herdefinieer vir voortdurende onderhouding van sosiale en emosionele ondersteuning.
Ryan, Heather. „Exploring the asset-based approach with a learner affected by disability and HIV and AIDS“. Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/901.
Der volle Inhalt der QuelleAnthony-Mahler, Kristin Kay, und Robin Patrice McCall. „Independent living programs and foster youth perceptions“. CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2325.
Der volle Inhalt der QuelleCartwright, Pamela LeeAnn. „The effects of emotional intelligence and self-esteem on undergraduate college student academic involvement and career orientation“. Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/636.
Der volle Inhalt der QuelleHart, Nicole Anita. „Social support among emancipated foster youth“. CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2122.
Der volle Inhalt der QuelleBücher zum Thema "Retirees – Life skills guides"
Disston, Harry. Wear out-- don't rust out!: A guide to an active retirement. White Hall, Va: Betterway Publications, 1989.
Den vollen Inhalt der Quelle findenWaxman, Barbara Frey. How to love your retirement: The guide to the "best" of your life. 2. Aufl. Atlanta, Ga: Hundreds of Heads Books, 2010.
Den vollen Inhalt der Quelle findenĐha, Ra masim. Rit Đa yaramen Đt Đa ke ba da sukhi ji vana. Nai Dilli: Vidya Viha ra, 2010.
Den vollen Inhalt der Quelle findenDeller, John J. Achieving agelessness: Retirement is a new, exciting career : here's how to make it all it can be. Rancho Mirage, Calif: Harbor House West, 1991.
Den vollen Inhalt der Quelle findenMogano, M. Make the most of your retirement. Woodston: Need2Know, 1998.
Den vollen Inhalt der Quelle findenMichael, Brady E., und University of Southern Maine, Hrsg. Retirement: The challenge of change. Portland, Me: University of Southern Maine, 1988.
Den vollen Inhalt der Quelle findenClassics, Boardroom. The complete book of retirement secrets: The insider's guide to a happier, healthier, wealthier retirement. Greenwich, CT: Boardroom Classics, 2000.
Den vollen Inhalt der Quelle findenLloyd, Mary. Supercharged retirement: Ditch the rocking chair, trash the remote and do what you love. University Place, Wash: Hankfritz, 2009.
Den vollen Inhalt der Quelle findenSusan, Davies. Sixty something survival guide. Cape Town: D. Nelson, 1995.
Den vollen Inhalt der Quelle findenLloyd, Mary. Supercharged retirement: Ditch the rocking chair, trash the remote and do what you love. University Place, Wash: Hankfritz, 2009.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Retirees – Life skills guides"
Lawan, Sagir. „Entrepreneurship Innovations and Knowledge Economy“. In Advances in Business Strategy and Competitive Advantage, 67–79. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6655-8.ch004.
Der volle Inhalt der QuelleSteffen, Ann M., Larry W. Thompson und Dolores Gallagher-Thompson. „Module 1: Skills for Getting Started: Planning Your Treatment“. In Treating Later-Life Depression, herausgegeben von Ann M. Steffen, Larry W. Thompson und Dolores Gallagher-Thompson, 91–108. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780190068431.003.0006.
Der volle Inhalt der QuelleSteffen, Ann M., Larry W. Thompson und Dolores Gallagher-Thompson. „Module 8: Skills for Caregiving: Reducing Stress While Helping Others“. In Treating Later-Life Depression, herausgegeben von Ann M. Steffen, Larry W. Thompson und Dolores Gallagher-Thompson, 231–54. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780190068431.003.0014.
Der volle Inhalt der QuelleNered, Tadej. „Communication Competences of a Tourist Guide as Presented in the Films My Life in Ruins and Jungle Cruise“. In Active and Inclusive Teaching of Literacy and Communication Skills for Enhanced Employment and Sustainable Economic Growth, 105–24. University of Maribor Press, 2024. http://dx.doi.org/10.18690/um.ft.1.2024.7.
Der volle Inhalt der QuelleKakongoro, Dorothy Businge Kabugo. „Teacher-Centred Delivery Approach in Uganda's Secondary School Education and Empowering Learners With Higher Order Skills“. In Handbook of Research on Promoting Higher-Order Skills and Global Competencies in Life and Work, 99–116. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6331-0.ch007.
Der volle Inhalt der Quelle„Personalised Education Personified“. In Advances in Educational Marketing, Administration, and Leadership, 212–32. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7005-3.ch011.
Der volle Inhalt der QuelleDaskolia, Maria, Giuliana Dettori und Raul P. Lejano. „Urban Digital Storytelling“. In Urban Environmental Education Review, herausgegeben von Alex Russ und Marianne E. Krasny. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9781501705823.003.0029.
Der volle Inhalt der QuelleManifold, Marjorie Cohee. „Re-Envisioning a Heroine’s Journey“. In Advances in Social Networking and Online Communities, 132–60. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5206-4.ch009.
Der volle Inhalt der QuelleMachover, Wilma, und Marienne Uszler. „Choosing the Teacher“. In Sound Choices, 205–44. Oxford University PressNew York, NY, 1996. http://dx.doi.org/10.1093/oso/9780195092073.003.0006.
Der volle Inhalt der QuelleKearney, Julia A., und Megan Gilman. „Psychiatry in Multidisciplinary Pediatric Palliative Care“. In Handbook of Psychiatry in Palliative Medicine 3rd edition, herausgegeben von Harvey Max Chochinov und William Breitbart, 668—C44.P66. 3. Aufl. Oxford University Press, 2022. http://dx.doi.org/10.1093/med/9780197583838.003.0044.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Retirees – Life skills guides"
Grass, Markus, Tharshan Maheswaran und Gisela Detrell Domingo. „The space station design workshop goes digital - opportunities and challenges during pandemic-times“. In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.064.
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