Relevant bibliographies by topics / And skills

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'And skills'

Author: Grafiati
Published: 17 November 2023

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Journal articles on the topic "And skills"

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Rost, Detlef H. "Reading comprehension: skill or skills?" Journal of Research in Reading 12, no. 2 (September 1989): 87–113. http://dx.doi.org/10.1111/j.1467-9817.1989.tb00160.x.

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Birchmore, Terry. "SKILLED TEACHING? TEACHING SKILLS." Clinical Psychology Forum 1, no. 12 (December 1987): 7–9. http://dx.doi.org/10.53841/bpscpf.1987.1.12.7.

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TS, Sumaiyah Jamaludin. "Numeracy Skills for Undergraduate Nursing Students’ Clinical Skill Assessment: An Expository Analysis." Nursing & Healthcare International Journal 6, no. 2 (2022): 1–5. http://dx.doi.org/10.23880/nhij-16000261.

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Introduction: Nursing and mathematics are synonymous, particularly in clinical settings. Numeracy skills have been identified as one of the competency elements for outcome-based education in nursing. Studies have shown that undergraduate nursing students continue to perform poorly on clinically-related numeracy tasks, making errors that betray fundamental misconceptions about the underlying mathematics. These conditions can be eliminated when an effort is made and the effects can be rewarding for nursing students, nursing academics and as well as improving patient care. Aim: This study aimed to address the importance of numeracy skills for undergraduate nursing students’ clinical skill assessment. Method: This study used an expository analysis approach to address the issues of the importance of numeracy skills competency in the clinical skill assessment of undergraduate nursing students. We have analysed the current undergraduate nursing curriculum and clinical skill assessment components. Moreover, we also review the available literature related to numeracy skills competency for nursing students and newly registered nurses. Finding: Numeracy skills are one of the important elements of competencies skills that have been introduced to the current Malaysian undergraduate nursing programme. However, the achievement part of it is still questionable. Evidence has shown that new graduate nurses often lack the numeracy skills needed to enable them to do their jobs safely and effectively in the clinical setting. Among the errors done by the new graduate nurses and nursing students are drug calculation errors and which accounted for 30-40% in the clinical. Conclusion: Numeracy skills competency assessment is vital for undergraduate nursing students who have to make complex calculations and analyse the patient’s situation in their clinical setting. Improving numeracy skills for undergraduate nursing students can reduce medical errors and ultimately improve efficiency in the nursing care towards their patients.
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Nowicka, Magdalena. "Migrating skills, skilled migrants and migration skills: The influence of contexts on the validation of migrants’ skills." Migration Letters 11, no. 2 (May 29, 2014): 171–86. http://dx.doi.org/10.33182/ml.v11i2.237.

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Notions of skill are geographically and historically specific; migration regimes, professional regulations and national policies influence possibilities of effective validation of migrant knowledge abroad. Migration scholars convincingly demonstrate how migrants actively circumvent national requirements to fit into the dominant culture of the society of residence while preserving their own identities. Yet, without exception, social inequalities research exclusively addresses the integration of migrants into the receiving context, taking skills as a fixed attribute migrants simply ‘bring with them’. I argue that the context of origin of migrants for skill acquisition and validation during the migration process needs to be considered as well. The way skills are defined, acquired and valorised in the country of origin has an influence on how migrants mobilise them in the receiving society and on how they perceive their chances for negotiating strong positions in the labour market of the host country. The article draws on a study of Polish migrants to the UK with secondary and tertiary educational certificates who work in routine or semi-routine occupations.
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Gowri Kusuma, P., and K. S. R. Sarma. "Skill …Skill… Which Skill do I Acquire? ---Skills Requirement for the BANI Environment---." Shanlax International Journal of Management 11, no. 2 (October 1, 2023): 53–58. http://dx.doi.org/10.34293/management.v11i2.6685.

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We are moving from the information era to innovation era. Knowledge, Skills and Abilities (KSA) are the core for every employee to accomplish the organizational goals during this era. This paper is an exploratory study aimed at identifying the ‘SKILLS’ requirement to meet new-age challenges, and to assess the role of Higher Educational Institutions in imparting those SKILLS. Secondary data is collected through various reports and research works to list out the skills required by the millennials. According to World Skill Council, problem solving, self-management, working with people, technology use and development are some of the Skills among the top Skills of 2025. The emphasis is on the emerging Skills requirement, as the very basic nature of work and meaning of workplace is in transition stage. The rules of the game have changed. The below three questions will provide an insight on the changing workplace scenario. (i) Who does the work? Work could be done by full time or part time employees, gig workers or crowd sourcing. (ii) How the work is done? – Work can be accomplished by using AI, robotics and automation. (iii) When and where work is done? – Work places are no longer traditional brick and mortar settings. They could be fluid work schedules, remote workers or collocated workspace. To embrace this change in the workplace, it is vital for the workforce to equip themselves with a new set of skills. Therefore, this study will explore the skills requirement for the future workplace to thrive in BANI environment. And also make an effort to direct the Higher Educational Institutions in imparting those Skills.
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Kraak, Andre. "High Skills: Globalisation, competitiveness and skill formation." Journal of Education and Work 15, no. 4 (December 2002): 485–88. http://dx.doi.org/10.1080/1363908022000023588.

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Wiedemer, Joseph P., Franklin Berkey, Jonathan Adams, and Peter Rainey. "‘Skill-of-the-week’ teaches informal skills." Medical Education 52, no. 11 (October 21, 2018): 1206–7. http://dx.doi.org/10.1111/medu.13721.

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Masterson, Abigail. "Nursing Skills Nursing Skills." Nursing Standard 17, no. 34 (May 7, 2003): 28. http://dx.doi.org/10.7748/ns2003.05.17.34.28.b33.

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Haris, Ikhan, Arfan Arsyad, and Muhammad Sarlin. "How good are the students practicing the Collaborative Problem-Solving Skillsin Mathematics-Based Task? (A Case of Indonesia)." Pedagogika. Studia i Rozprawy 31 (2022): 19–32. http://dx.doi.org/10.16926/p.2022.31.02.

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This study aims to assess the collaborative problem-solving skills of junior high school students on the subject of mathematics using the teaching approach of collaborative problem-solving. The student’s skill in collaborative-problem solving will be the main focus of this study due to this skillis one of the important required skill regarding the Indonesian 2013 curriculum demands. In addition, collaboration-problem solving skill is a mandatory skill that must be given to students in facing global competition. Collaborative problem-solving skills are one of the 21st century skills that not only prioritize knowledge of cognition but must also be together with social attitudes that will make success in a work group. This research was conducted at SMP Negeri 2 Telaga, State Junior High School in Gorontalo Province, Indonesia and was carried out in the academic year 2020/2021.The research method used was a survey with a quantitative approach. The instruments used in data collection were tests. The results showed that the student’s skills were still relatively moderate in using collaborative problem-solving skills, namely building and managing mutual understanding with the value of 11,682, taking action approaches or strategies to solve problems(10,219), and building and managing team organizations with 12,854.
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Romy Faisal Mustofa, Romyx, Aloysius Duran Corebima, Endangx Endang Suarsini, and Murni Saptasari. "The Correlation between Generic Skills and Metacognitive Skills of Biology Education Students in Tasikmalaya Indonesia Through Problem-Based Learning Model." Journal of Social Sciences Research, no. 54 (April 6, 2019): 951–56. http://dx.doi.org/10.32861/jssr.54.951.956.

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This research was conducted to investigate the correlation between generic skill with metacognitive skills through Problem-Based Learning model. This is a correlational research studying the correlation of the five indicators of generic skills, namely thinking skill, problem-solving skill, leadership skill, management skill with cooperative skill, and metacognitive skills through problem-based learning model. The population of this research was the biology students taking animal structure course at the teacher training and education faculty of the Siliwangi University Tasikmalaya Indonesia; the sample consisted of 30 students. Multiple linear regressions were used to reveal the correlation regression equation between students’ generic skills and metacognitive skills. There is a strong correlation (R= 0.742; R2 = 0,551) between generic skills and metacognitive skills in learning to implement problem-based learning model; so the contribution of generic skills on metacognitive skill is 55.1%. Among the five indicators of generic skills having a significant simultaneous contribution on metacognitive skills, only the thinking skill and the management skill having bigger contribution, The effective contributions (EC) of management skill and thinking skill are 33,1% and 21,3% respectively. Generic skills and metacognitive skills should be explicitly included in every learning objective, so that various skills needed by the students in the future can be trained and developed as early as possible.
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Dissertations / Theses on the topic "And skills"

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Koehler, Shannon. "Social Skills Training for Adolescent Youth: Measurement of Skill Acquisition." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4103.

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Abstract This study evaluated the effectiveness of a classroom based training in teaching social skills to four adolescent females between the ages of 13–17 years old and residing in foster care. The training took place over a three week period, one night a week, for three hours at a time and utilized a Behavioral Skills Training format. The assessments were conducted via role play scenarios; pre- and posttraining. The results show each participant demonstrated an overall increase in skills from pretraining to posttraining indicating that youth in foster care were capable of learning the skills taught.
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Vera, Camacho Jose Jr De. "Why skills matter? : essays on skill formation in the Philippines." Kyoto University, 2007. http://hdl.handle.net/2433/136085.

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Шалімова, Т. І. "Presentation Skills." Thesis, Українська академія банківської справи Національного банку України, 2008. http://essuir.sumdu.edu.ua/handle/123456789/62001.

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Методичні рекомендації розроблені відповідно до навчальної програми викладання іноземної мови з курсу «Англійська мова за професійним спрямуванням» і призначені для індивідуальної та самостійної роботи студентів спеціальності «Фінанси». Видання спрямоване на поглиблення знань студентів економічної лексики англійською мовою, розвиток навичок презентацій та вміння застосовувати отримані знання на практиці. Призначені для студентів 2 курсу спеціальності “Фінанси” денної форми навчання.
This work is for improving presentation skills through individual and self-studing by finance students.
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Less, Adam A. "Teamwork skills." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998lessa.pdf.

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Shelton, Susan Allsop. "Sentence-Level Construction Methods: Skills Taught Are Skills Used." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6505.

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The findings of this study predict that students who utilize five specific sentence constructions on timed single-draft writing compositions will have higher holistic scores than students who do not utilize the specific constructions. Students in the treatment group who were taught to use the five constructions through thorough and consistent instruction in a semester length first year writing course showed statistically significant gains, 4.698 points on a 0-18 scale, based on comparison of pre-test and post-test writing samples. The findings suggest that specific style instruction at the sentence level should be part of the first year writing course curriculum, and possibly in the writing curriculum of secondary education as well.
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Riffell, Zachary D. "Time on Task across Skill Sets in Construction Trades Classrooms: Preparation of Skilled Craft Workers." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7909.

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The construction industry is an essential component of the U.S. economy, yet even amid good wages, construction companies are having trouble finding enough individuals who are ready for work in the industry, and they fear they will not be able to do so in the future because training options for potential workers are inadequate. Better training options are needed. Much research has pointed to soft and academic skills as necessary skills for successful workers that are missing from worker preparation programs, but little has been done to establish an actual correlation between these skills and workforce readiness. In this study, the underlying premise was that students who spend more time on learning tasks are more engaged and will be more likely to be successful in school. As such, time on task (TOT) was defined as the time construction students spent in school preparing for competition at SkillsUSA National Leadership and Skills Conference (NLSC). TOT was measured for three skill sets: academic, soft, and hard skills. The results were correlated with student success at NLSC to determine if related preparation led to increased success in the competition (the proxy for workforce readiness in this study). The results across skills sets showed that competitors at this high level of competition spent a high percentage of their TOT integrating the skill sets. In addition, multiple hierarchical regression analyses were performed with the TOT in the three subscales and competition placement. Overall, related results suggested some limited correlation between skill set integration and final placement at NLSC. In this regard, it is possible that the homogeneity of the population likely limits the generalizability of results.
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Forsberg-Ödmark, Helena. "Hur kan musicerande bedömas på högstadiet? : En studie om bedömningar inom musikämnet." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-92606.

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I studien har undersökts vilka kunskaper och färdigheter som elever i årskurs 9 värdesätter och anser som mest väsentliga att bedöma inom sång och ensemblespel och relatera dessa bedömningar till de nationella mål och kriterier som har fastställts för ämnet musik. Jag har använt mig av kvalitativ samtalsintervju som undersökningsmetod och begränsat mig till att undersöka sexton elever, 8 pojkar och 8 flickor, som jag undervisar i musik på en högstadieskola i Mellansverige. Undersökningen utgår från ett fragmatiskt- och sociokulturellt perspektiv på lärande. Resultatet belyses också utifrån formativ bedömning i undervisning och betydelsen av att använda bedömningsmatriser för att tydliggöra för eleverna vad som de förväntas lära sig. Resultatet visar att en gemensam syn på bedömning är viktig för att eleverna ska veta på vilken kunskapsnivå de befinner sig på men även för att de ska veta vad de behöver förbättra. Bedömning är en förutsättning för betygsättning och det finns en stor enighet om vad eleverna anser som väsentligt att bedöma inom musikämnet. Vissa olikheter existerar mellan vad respondenterna anser om att bli bedömda i sång. Andra anser att det är alltför personligt och svårt för en del elever att lära sig sjunga.
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Thompson, Jessica Anne. "Social Skills Training with Typically Developing Adolescents: Measurement of Skill Acquisition." [Tampa, Fla.] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002325.

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Aufenanger, Sharyn J. "RELATIONSHIPS BETWEEN MENTAL SKILLS AND COMPETITIVE ANXIETY INTERPRETATION IN OPEN SKILL AND CLOSE SKILL ATHLETES." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1117130981.

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Muller-Townsend, Katrina Louise. "Transfer of automatic skills: the role of automaticity in skill acquisition and transfer." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/1954.

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Skill acquisition theories suggest that automaticity of lower-level processes is required before the acquisition of higher-level skills can be attempted. However, there is a disparity between the theoretical expectations of skill acquisition and the empirical findings in the transfer of training research. Research has found that when a change is made to the contextual conditions in which a skill is acquired, the learned response becomes less skilled. When skill transfer occurs performance is disrupted so that reaction times are slower than observed prior to the context change. This observation has been made with several different tasks, however no research has established whether a transfer disruption is observed with automatic skills. The discrepancy between the theoretical assumptions and empirical findings suggests that aiming for automaticity in education may not be best practice. The experiments in the current thesis were designed to examine whether automaticity disrupts or enhances transfer performance. The studies were based on Lassaline and Logan’s (1993) visual numerosity task and Speelman and Parkinson’s (2012) two-step task design. The study has a particular emphasis on individual differences, and thus individual participant data are explored to determine the pervasiveness of trends observed in the group data. In experiment one it was found that experimental design might play a role in the acquisition and probability of transfer, with the experimental conditions revealing differences in disruption and acquisition of automaticity. Group results in experiment two suggest that automaticity is unaffected by context changes, however individual results revealed that some participants failed to approach automatic performance. In experiment three participants were approaching automaticity, however a large percentage of participants did not demonstrate a shift from controlled to automatic processing. Furthermore, group results suggest that performance is unaffected by context changes in transfer, yet, this observation was not reliably presented amongst individuals with many individuals demonstrating transferable skills while not attaining automaticity. Overall, the results appear to be congruent with Lassaline and Logan’s (1993) findings. According to the group data, automaticity appears to facilitate transfer, and performance continues in accordance with the power law of learning; automaticity was transferred despite novel context changes. However, individual data indicates that not all participants are behaving this way. The current results question whether automaticity should be the desired outcome in education settings as many people failed to achieve automaticity. Further research is required at an individual level that includes factors such as working memory ability and task approach to determine why some participants deviate way from group data trends, and why they may be affected differently by context changes.
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Books on the topic "And skills"

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Skills for caring: Communication skills. Edinburgh: Churchill Livingstone, 1992.

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Fraction Skills (Rainbow Skill Builders). Price Stern Sloan, 1992.

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Interviews: Skill & Strategy (Developing Skills). Hyperion Books, 1988.

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Kbeech, Linda, and Marion C. Boultinghouse. Building Visual Skills: Charts and Graphs (Skill Masters: Building Visual Skills). Sniffen Court Books, 1989.

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Learning Rewards: Skills: Handwriting Skills / Reading Skills / Spelling Skills / Mathematics Skills / Adding and Subtracting Skills / Times Tables Skills (Learning Rewards). Egmont Childrens Books, 1996.

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Doris, Humphrey. Quick Skills: Skills For Entrepreneurs (Quick Skills). South-Western Educational Pub, 2001.

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Deboard, Robert. Counselling Skills (Management Skills Library) (Management Skills Library) (Management Skills Library). Wildwood House, 1987.

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Basic Skills (Magical Skills). Letts Educational, 2002.

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Circus Skills (Super Skills). W.B. Saunders Company, 2013.

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Basic Skills (Magical Skills). Letts Educational, 2002.

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Book chapters on the topic "And skills"

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Kooijmans, L., and P. Gao. "Skills." In The Challenges of Nursing Stroke Management in Rehabilitation Centres, 47–63. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76391-0_6.

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Riggio, Ronald E. "Skills." In Encyclopedia of Personality and Individual Differences, 4973–75. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_1911.

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Beckner, Mark. "Skills." In The Coder's Path to Wealth and Independence, 17–31. Berkeley, CA: Apress, 2014. http://dx.doi.org/10.1007/978-1-4842-0421-4_2.

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Lloyd, Jeremy. "Skills." In Infrastructure Leader’s Guide to Google Cloud, 143–54. Berkeley, CA: Apress, 2022. http://dx.doi.org/10.1007/978-1-4842-8820-7_13.

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Wallwork, Adrian. "SKILLS." In CVs, Resumes, and LinkedIn, 99–107. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1867-6_9.

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Doel, Mark, and Timothy B. Kelly. "Skills." In a–z of Groups & Groupwork, 155–58. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-31527-4_62.

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Riggio, Ronald E. "Skills." In Encyclopedia of Personality and Individual Differences, 1–3. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_1911-1.

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Rérat, Patrick. "Skills." In Cycling to Work, 65–73. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-62256-5_7.

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Visser, Mirella. "Skills." In The Female Leadership Paradox, 116–27. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230304970_9.

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Willins, Maren, and Hillary Vervalin. "Skills." In Criminal Defense-Based Forensic Social Work, 58–77. 1 Edition. | New York: Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315410173-4.

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Conference papers on the topic "And skills"

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Bao, Meikai, Qi Liu, Kai Zhang, Ye Liu, Linan Yue, Longfei Li, and Jun Zhou. "Keep Skills in Mind: Understanding and Implementing Skills in Commonsense Question Answering." In Thirty-Second International Joint Conference on Artificial Intelligence {IJCAI-23}. California: International Joint Conferences on Artificial Intelligence Organization, 2023. http://dx.doi.org/10.24963/ijcai.2023/557.

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Commonsense Question Answering (CQA) aims to answer questions that require human commonsense. Closed-book CQA, as one of the subtasks, requires the model to answer questions without retrieving external knowledge, which emphasizes the importance of the model's problem-solving ability. Most previous methods relied on large-scale pre-trained models to generate question-related knowledge while ignoring the crucial role of skills in the process of answering commonsense questions. Generally, skills refer to the learned ability in performing a specific task or activity, which are derived from knowledge and experience. In this paper, we introduce a new approach named Dynamic Skill-aware Commonsense Question Answering (DSCQA), which transcends the limitations of traditional methods by informing the model about the need for each skill in questions and utilizes skills as a critical driver in CQA process. To be specific, DSCQA first employs commonsense skill extraction module to generate various skill representations. Then, DSCQA utilizes dynamic skill module to generate dynamic skill representations. Finally, in perception and emphasis module, various skills and dynamic skill representations are used to help question-answering process. Experimental results on two publicly available CQA datasets show the effectiveness of our proposed model and the considerable impact of introducing skills.
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"eSports Skills are People Skills." In 12th European Conference on Game Based Learning. ACPI, 2019. http://dx.doi.org/10.34190/gbl.19.041.

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Sandborn, Peter, Varun J. Prabhakar, and Abisola Kusimo. "Modeling the Obsolescence of Critical Human Skills Necessary for Supporting Legacy Systems." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-71554.

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Obsolescence of human skills impacts the support of long field life systems. Human skills obsolescence is a growing problem for organizations as they try to estimate and mitigate the effects of an aging workforce with specialized (and possibly irreplaceable) skill sets. Difficulties with skills obsolescence have been reported in a number of industries including industrial controls, aerospace, and military systems, all product sectors that must support critical systems for 20–30 years or longer. Common workforce planning models do not generally address the obsolescence of skills. Rather, they implicitly assume lost human resources are always replenishable. Nearly all of the existing research associated with the obsolescence of skills focuses on the opposite of the problem addressed in this paper, i.e., workers have skills that are obsolete and therefore need to be retrained in order to be employable. Alternatively, this paper addresses the lack of workers with the necessary skill set and the inability to replace them. This paper describes a model for the obsolescence of skills and skilled worker retention. This research provides a way to quantitatively address the problem of skills obsolescence and provides a basis upon which to estimate the cost of future system support.
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Tandi, Laura. "Skills demand, digital skills and skill formation in the European Union in the digital era." In The European Union’s Contention in the Reshaping Global Economy. Szeged: Szegedi Tudományegyetem Gazdaságtudományi Kar, 2022. http://dx.doi.org/10.14232/eucrge.2022.3.

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Developed economies have recently become more complex than ever before. As the European Union is transforming into a knowledge-based economy, more and more attention is paid to skill formation, in view of the fact that skills have become the most valuable resource in the twenty-first century, often available only scarcely for economic actors. All this implies that, in order to maintain and/or develop competitiveness of the European Union - as well as of the member states -, the knowledge capital base of an economy has to be developed and continuously maintained. Digital skills started to play an important role in the process and the COVID-19 pandemic has accelerated digital skills demand in many occupations, especially non-ICT ones. The aim of this paper is to examine the needs and the importance of digital skills in occupations across the EU through a literature review and descriptive statistics, and to outline possible solutions to develop digital skills use in this forming new ecosystem of economies, digital technologies and the humans operating and applying them.
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Yamamoto, Mitsuo, Takayuki Sekiya, Kazumasa Mori, and Kazunori Yamaguchi. "Skill hierarchy revised by SEM and additional skills." In 2012 11th International Conference on Information Technology Based Higher Education and Training (ITHET). IEEE, 2012. http://dx.doi.org/10.1109/ithet.2012.6246009.

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Heikkilä, Tapio, Janne Saukkoriipi, Jari M. Ahola, and Tuomas Seppälä. "On-Line Programming of Robot Skills." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-97958.

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Abstract Robot skills provide a way to model and reuse sensor and robot technologies in effective ways. Skills can integrate and synchronize robot actions and sensor data in a consistent way and provide a framework for configurable robot systems, enabling quick setups of applications. Skills and skill modeling can be used not only for representing the composition of sensor based robot tasks, but also for programming on-line such tasks. In this paper we will introduce a skill based approach for representing on-line programming of skill based tasks. We will also give a practical example for modelling and implementing on-line programming of a handling skill relying on use of object localization sensors.
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Myers, Marie J. "DEVELOPING SOFT SKILLS AND PROFESSIONAL SKILLS." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0760.

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Ginigaddara, B., S. Perera, Y. Feng, and P. Rahnamayiezekavat. "Offsite construction skills prediction: A conceptual model." In 10th World Construction Symposium. Building Economics and Management Research Unit (BEMRU), University of Moratuwa, 2022. http://dx.doi.org/10.31705/wcs.2022.52.

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Industry 4.0 driven technological advancements have accelerated the uptake of Offsite Construction (OSC), causing the need for re-skilling, up-skilling, and multi-skilling traditional onsite construction skills and competencies. The purpose of this paper is to develop a conceptual model that predicts OSC skills as a response to the OSC demand. The paper is a theoretical presentation of a skill profile prediction model which introduces the key concepts, OSC typology, OSC skill classification and their relationships. Components, panels, pods, modules, and complete buildings represent the OSC typology. Managers, professionals, technicians, and trade workers, clerical and administration workers, machine operators and drivers, and labourers constitute the OSC skill classification. The conceptual model takes the OSC project parameters: gross floor area, OSC value percentage and skill quantities as input and provides predicted skill variations as the output. The skills are quantified in “manhours/m2” under six skill categories, for five distinct OSC types. As such, the research presents a comprehensive conceptual model for the development of an OSC skills predictor to capture the skill variations and demand in a construction market moving towards rapid industrialisation. The research contributes to the existing body of knowledge by identifying the key concepts, parameters, and mutual relationships of those parameters that are needed to develop a realistic prediction of future trends of OSC skills.
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John, Divya. "A Life-skills Course for Engineers to Acquire Communication Skills and Team Skills." In 2022 IEEE International Professional Communication Conference (ProComm). IEEE, 2022. http://dx.doi.org/10.1109/procomm53155.2022.00010.

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Suleman, Abdul, Fátima Suleman, and Filipa Cunha. "Employability skills of graduates:Insights from job advertisements." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11029.

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This paper examines online job advertisements to identify the type of skills and other attributes required for higher education graduates in European countries. The data were collected from European job websites in 2019 (n=1,752) for any country and occupation having a job offer requiring higher education. The empirical analysis starts with a fuzzy clustering to identify typical skill patterns required by employers. Six clusters emerge from the data; five can be labelled as adaptability skills, foreign languages, specific skills, work attributes, and managing skills. The remaining one is referred to as null cluster with no distinctive required skill. Subsequently, we examine the occupation and employment conditions associated with each fuzzy cluster. Despite the demand for graduates, the service and sales related occupations prevail in the null cluster. In other five well-defined clusters we find a mix of skills of some high-qualified occupations, and search for specific skills acquired through work experience.The findings raise the question about the assignment of graduates in less qualified occupations.
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Reports on the topic "And skills"

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Carretero Gómez, Stephanie. Skills for Life: Digital Skills. Inter-American Development Bank, March 2021. http://dx.doi.org/10.18235/0003126.

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Digital skills are becoming more relevant than ever, because of the digital revolution that we are experiencing in the labor market, but also due to the accelerated needs for them that COVID-19 lockdown measures brought about. There have been efforts to help develop and assess digital skills. Yet, despite these efforts, many people still face difficulties in developing an appropriate level of digital skills. In this brief, I will discuss why digital skills are relevant in the 21st century and what it means. Then, I will explain how we can develop, train, and measure digital skills. Lastly, I will discuss the implications of training and measurement of digital skills.
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Vona, Francesco, Giovanni Marin, Davide Consoli, and David Popp. Green Skills. Cambridge, MA: National Bureau of Economic Research, April 2015. http://dx.doi.org/10.3386/w21116.

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Alan, Sule. Skills for Life: Social Skills for Inter-Ethnic Cohesion. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003207.

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Social skills are essential to building empowered and cohesive communities in ethnic diversity. In a world with massive population movements and growing anti-immigrant sentiments, schools stand out as important platforms to instill key social skills into our children to build inter-ethnic cohesion. Achieving this requires the implementation of rigorously tested educational actions. This brief provides the evaluation results of a particular educational program that was implemented in a high-stakes context where the ethnic composition of schools changed abruptly due to a massive refugee influx. The program significantly lowered peer violence and ethnic segregation in schools, and improved prosociality in children.
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Heckman, James, and Chase Corbin. Capabilities and Skills. Cambridge, MA: National Bureau of Economic Research, June 2016. http://dx.doi.org/10.3386/w22339.

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Glaeser, Edward, and David Mare. Cities and Skills. Cambridge, MA: National Bureau of Economic Research, May 1994. http://dx.doi.org/10.3386/w4728.

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Crisp, Richard, and Elizabeth Sanderson. Bolsover Skills Audit. Sheffield Hallam University, February 2022. http://dx.doi.org/10.7190/cresr.2022.3958799715.

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McGrath, Robert E., and Alejandro Adler. Skills for life: A review of life skills and their measurability, malleability, and meaningfulness. Inter-American Development Bank, August 2022. http://dx.doi.org/10.18235/0004414.

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It is widely accepted that schools and other settings catering to youth can play an essential role in offering education in life skills and character. However, there exists a broad array of potential targets for such programs, suggesting the need for guidance on which targets are most likely to result in demonstrable and valuable results. This report attempts to integrate a broad literature addressing the universe of targets for skills development programs for youth. After identifying a set of 30 candidate skills to investigate further, research literature was reviewed to evaluate each skill on three dimensions. Measurability had to do with the extent to which adequate measurement tools were available for evaluating skill level, with emphasis on those tools specifically used for younger populations and available in multiple languages, particularly in Spanish. Malleability had to do with the extent to which there is evidence that interventions have the potential to modify skill level, with emphasis on those that have been extensively evaluated through randomized controlled trials. Finally, meaningfulness had to do with the extent to which evidence exists demonstrating that the higher levels of skill can result in consequential outcomes. Based on these criteria, 10 skills were selected for further review as having the most compelling evidence to date that they are life skills that matter: Mindfulness, Empathy and compassion, Self-efficacy/ Self-determination, Problem solving, Critical thinking, Goal orientation and goal completion, Resilience/Stress resistance, Self-awareness, Purposefulness, and Self-regulation/Self-control/Emotion regulation. The evidence for each is summarized. We finish with a review of key issues to consider in the design, implementation, and evaluation of life skills that matter.
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Wheeler, Christopher H. Cities, Skills, and Inequality. Federal Reserve Bank of St. Louis, 2004. http://dx.doi.org/10.20955/wp.2004.020.

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Kyllonen, Patrick C., and Valerie J. Shute. Taxonomy of Learning Skills. Fort Belvoir, VA: Defense Technical Information Center, April 1988. http://dx.doi.org/10.21236/ada190669.

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Heckman, James. Schools, Skills, and Synapses. Cambridge, MA: National Bureau of Economic Research, June 2008. http://dx.doi.org/10.3386/w14064.

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