To see the other types of publications on this topic, follow the link: And skills.
Dissertations / Theses on the topic 'And skills'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'And skills.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Koehler, Shannon. "Social Skills Training for Adolescent Youth: Measurement of Skill Acquisition." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4103.
Full textAbstract:
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.
2
Vera, Camacho Jose Jr De. "Why skills matter? : essays on skill formation in the Philippines." Kyoto University, 2007. http://hdl.handle.net/2433/136085.
Full text
3
Шалімова, Т. І. "Presentation Skills." Thesis, Українська академія банківської справи Національного банку України, 2008. http://essuir.sumdu.edu.ua/handle/123456789/62001.
Full textAbstract:
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.
4
Less, Adam A. "Teamwork skills." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998lessa.pdf.
Full text
5
Shelton, Susan Allsop. "Sentence-Level Construction Methods: Skills Taught Are Skills Used." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6505.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
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.
8
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.
Full text
9
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.
Full text
10
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.
Full textAbstract:
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.
11
Maze, Randy. "Skills for scouters." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62029.pdf.
Full text
12
Merriman, Carolyn. "Vital Sign Skills." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8535.
Full text
13
Borshchov, V. "Basic management skills." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/66275.
Full textAbstract:
Speaking about basic management skills it is very important to mention that all they are applied all over the world. In general overview they might be divided in planning, organizing, directing, coordinating and reporting. All skills to be used in professional field need respect, understanding and involvement.
14
Borshchov, V. "Basic management skills." Thesis, Sumy State University, 2017. http://essuir.sumdu.edu.ua/handle/123456789/65311.
Full textAbstract:
Speaking about basic management skills it is very important to mention that all they are applied all over the world. In general overview they might be divided in planning, organizing, directing, coordinating and reporting. All skills to be used in professional field need respect, understanding and involvement.
15
Moser, Michele R., and Eys P. van. "Relaxation Skills Training." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4975.
Full text
16
Haynes, Marie Ellen. "Urban college graduates their investments in and returns for strong quantitative skills, social capital skills, and soft skills /." Cleveland, Ohio : Cleveland State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=csu1274706759.
Full textAbstract:
Thesis (Ph.D.)--Cleveland State University, 2010.Abstract. Title from PDF t.p. (viewed on June 3, 2010). Includes bibliographical references (p. 162-178). Available online via the OhioLINK ETD Center and also available in print.
17
Spencer, Peter. "Towards a reconceptualisation of skill : a study of skills in higher education." Thesis, Sheffield Hallam University, 2004. http://shura.shu.ac.uk/3467/.
Full textAbstract:
The concept of skill has become increasingly important in the discourse of education over recent years and now appears to have assumed a central position in the debate surrounding the purpose and function of higher education. Skill is a construct which is now required to function as a unifying principle and conflates into one notion, previously separate understandings of national economic competitiveness, skilled performance and higher education. It is a construct which is over-used and under-theorised and paradoxically (for such a 'unifying' concept) appears to be fractured by fundamental inconsistencies and structural ambiguities. The aim of this study is to reveal the nature of the problem which impacts on higher education and skill, and to place skill in an appropriate context within higher education. This is undertaken by analysing the literatures which hold skill as a central concept; by attempting to construct a logical framework to provide greater clarity and focus in the use of skill within the discourse of education; to establish an appropriate underpinning rationale for delimiting the use of skill in educational discourse; and to seek to influence educational debate on the appropriate and incommensurable uses of skill within the discourse of education. The research deploys discourse analysis - notably the social constructionist theories of Ernesto Laclau and Chantale Mouffe (1985) - and argues that skill has become a nodal point both within the discourse of education and a floating Signifier between the several discourses which hold skill as a central concept. The study argues that the current conception of skill is both antithetical to skill production within higher education and inimical to the purposes and function of higher education. And further, that skill now functions as a social myth, embodying a new ideology which continues to inflict serious bilateral damage on both higher education and skill.
18
Mangano, Ambra <1994>. "Soft skills ‘relevance and categorization: the alleged ‘skill mismatch’ of Chinese workforce." Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/13585.
Full textAbstract:
There is no denying that firms operating in the current economy of knowledge increasingly focus on developing resources capable to provide inimitable value to win the struggle of competition. As a consequence, human capital and its inner knowledge obtained greater importance; above all, employees’ soft skills package and development opportunities became the heart of the debate. Global institutes, recruitment agencies and expertise called together for a serious soft skills shortage within Chinese labour market that may lead to huge challenges in facing the global competition. The main purpose of the dissertation is to understand whether this alleged shortage may still be relevant or not taking into account seven of the most in-demand soft skills: proactivity, communication, teamwork, critical thinking, time management, problem solving and leadership. To this end, three fundamental arguments are settled as research’s basis related to soft skills importance and the mismatch phenomenon from foreign employers and local employees’ perspectives as well as on-the-job training in support of soft skills’ development. Inquiry’s questions are answered through a deeper analysis of the consistent literature sustained by a case study built on a mixed approach towards qualitative interview and quantitative questionnaires. This double approach has been carried out within the context of an Italian brand operating in China in order to highlight both foreign CEO and local labour force points of view. Even though results show how Chinese market is even closer to international perspectives with regard to soft skills relevance, several steps forward need to be implemented to enhance communication between employers and employees conveying performances, deficiencies and training opportunities.
19
Kennedy, Ivan Anthony. "Irish medium education : cognitive skills, linguistic skills, and attitudes towards Irish." Thesis, Bangor University, 2012. https://research.bangor.ac.uk/portal/en/theses/irish-medium-education--cognitive-skills-linguistic-skills-and-attitudes-towards-irish(14b335c5-7232-4435-8755-68e5138e66b7).html.
Full textAbstract:
The purpose of this research was to investigate the effects of Irish medium education (immersion) on children's first language (L1; English) skills in the educational setting and on their executive functioning (EF) skills. A battery of tests was used to compare 8 Year- Old and 12 Year-Old children's performance on a range of tasks testing their L1 vocabulary, reading, writing, creative, and descriptive (academic) skills and their attention, inhibition, and task switching (EF) skills. Data were collected in two school types (immersion and English medium) in two areas in the Republic of Ireland and one school type (English medium) in one area in Northern Ireland to represent a monolingual sample. As such, this provided a comparison of three school types and, in particular, the effects of learning a second language (L2) to varying degrees of ability-either total immersion (successive bilingualism) or L2 learning for approximately 3.5 hours per week-upon children's L1 and EF skills. Overall, results revealed that immersion education in Irish had no detrimental effects on children's L1 (English) or EF skills. Indeed, results suggest that whereas immersion may have helped to enhance children's attention to and control of their L1, successive bilingualism itself had limited influence on EF skills, although there were some evidence of heightened performance in tasks of attention, inhibition, and task switching. These findings, in addition to the majority of research into bilingualism in the worldwide setting, could be used to inform parents and policy makers that Irish medium education has no negative effects upon children's L1 skills in the educational setting or their EF skills of attention, control, and inhibition.
20
Williams, Ann-Marie Claudia. "Soft Skills Perceived by Students and Employers as Relevant Employability Skills." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1427.
Full textAbstract:
Local employers believe the lack of prerequisite soft skills is inhibiting the graduates from a local community college from securing employment. The rationale of this phenomenological study was to investigate the perceptions of students and employers related to the soft skills needed to be successful in future employment. The theoretical framework was based on Mezirow's transformational and Daloz's mentorship theories. Individual face-to-face, semistructured interviews were used to gather data from 12 business and computer students and 7 employers (N=19) who were selected using purposeful random sampling. The typewritten transcripts of participants' responses were imported in MAXQDA 11, then were open coded and analyzed for emergent themes. According to emergent findings among these 19 participants, for entry-level jobs, communication was the most important and the most lacking soft skill. The recommendations informed the creation of a mandatory 3-day professional development training program, which was developed to help students enhance their soft skills before entering their future careers. This study directly affects positive social change by enhancing the quality of soft skills for future employees who enter the local work force.
21
Aguiar, Italo Cavalcante. "Attitudes, skills, knowledge and awareness: the intercultural skills development during the exchange." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=16961.
Full textAbstract:
CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorO presente trabalho teve como objetivo identificar as competÃncias interculturais desenvolvidas por estudantes estrangeiros que realizaram intercÃmbio na Universidade Federal do Cearà no perÃodo entre 2008 e 2015. Johnson et al (2006) realizaram uma ampla revisÃo bibliogrÃfica sobre competÃncia intercultural, a partir da qual notaram que a literatura dedicada à gestÃo multicultural ainda tem dedicado pouca atenÃÃo à definiÃÃo do conceito de competÃncia intercultural. Para Fantini (2007), competÃncia intercultural à definida como um grupo de capacidades necessÃrias para realizar, de maneira eficaz e adequada, a interaÃÃo com outras pessoas que sÃo linguisticamente e culturalmente diferente entre si. O modelo de AvaliaÃÃo da CompetÃncia Intercultural (ACI) de Fantini (2007) foi utilizado para identificar e mensurar essas competÃncias interculturais. A pesquisa adotou o mÃtodo quantitativo de natureza descritiva. Foram aplicados, no total, 207 questionÃrios com estudantes alemÃes, portugueses, espanhÃis e franceses que realizaram intercÃmbio na Universidade Federal do Cearà entre os anos de 2008 e 2015. Para o tratamento dos dados, utilizou-se a estatÃstica descritiva, o mÃtodo de rotaÃÃo Varimax, a tÃcnica do alfa de Cronbach e o teste nÃo paramÃtrico de Kruskal-Wallis. Os resultados da pesquisa evidenciaram que houve aumento em cada um dos componentes do modelo de ACI (Conhecimento, Atitudes, Habilidades e ConscientizaÃÃo) de Fantini (2007), durante o intercÃmbio nos estudantes das quatro nacionalidades pesquisadas. Os estudantes portugueses apresentaram um maior Ãndice de competÃncia intercultural no inÃcio e no final do intercÃmbio, enquanto que os estudantes alemÃes obtiveram um menor Ãndice de competÃncia intercultural, no comeÃo do intercÃmbio, e os estudantes espanhÃis apresentaram um menor Ãndice de competÃncia intercultural ao tÃrmino do intercÃmbio. Entretanto, foram os estudantes alemÃes que apresentaram um maior crescimento nesse Ãndice de competÃncia intercultural, do inÃcio ao final do intercÃmbio, seguidos pelos estudantes franceses e espanhÃis, respectivamente. Por outro lado, os estudantes portugueses mostraram um menor crescimento no Ãndice de competÃncia intercultural.
This study aimed to identify intercultural competencies developed by foreign students who participated in an exchange program at the Federal University of Cearà in the period between 2008 and 2015. Johnson et al (2006) conducted an extensive literature review on intercultural competence, from which noted that the literature dedicated to multicultural management devoted little attention to defining the concept of intercultural competence. For Fantini (2007), intercultural competence is defined as a group of skills needed to perform effectively and properly, the interaction with other people who are linguistically and culturally different from each other .The evaluation model of Intercultural Competence (AIC) by Fantini (2007) was used to identify and measure these intercultural skills. The research adopted a quantitative method of descriptive nature. It was applied in total 207 questionnaires with german, portuguese, spanish and french students who participated in an exchange program at the Federal University of Cearà between 2008 and 2015. For the treatment of the data, it was used descriptive statistics, the rotation method Varimax, the Cronbach alpha technique and the nonparametric test Kruskal-Wallis. The survey results showed that there was an increase in each of the components of the AIC Model (Knowledge, Attitudes, Skills and Awareness) by Fantini (2007), during the exchange students in the four surveyed nationalities. Portuguese students had a greater intercultural competence index at the beginning and end of the exchange, while the German students had the lowest intercultural competence index at the beginning of the exchange, and the Spanish students had a lower intercultural competence index at the end of exchange. However, it was the German students who had a higher growth in this intercultural competence index, from beginning to end of the exchange, followed by the French and Spanish students, respectively. On the other hand, the Portuguese students showed lower growth in intercultural competence index.
22
Sauls, Gideon George. "The National Skills Fund and green skills: towards a generative mechanism approach." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/63740.
Full textAbstract:
The aim of the study was to investigate the role of the South African National Skills Fund (NSF) in responding to green skills training for the sake of better integration and optimal effectiveness in relation to the green economy in South Africa. The NSF is a multi-billion rand fund for skills development, with the responsibility to respond effectively to the country’s skills development needs. Part of the NSF’s mandate is to ensure the development of green skills in South Africa, with special reference to the allocation of grants, as a key mechanism in ensuring adherence to properly governed skills development funding requirements. This study considers the identification of green skills funding as a skills planning and implementation challenge within the post-school education and training context, the NSF, the green economy and related skills debates, both locally and globally. The study contributes to a growing body of research in South Africa that seeks a wider systemic perspective on green skills concerns. The NSF and its functioning is a critical dimension of the wider skills system and is a significant system element influencing further emergence of a coherent national system for green skills development. Providing further rationale for this study is the 2011 finding of the International Labour Organisation, that the green skills development system in South Africa is re-active and poorly systematised, a finding that was also noted in the first ever Environmental Sector Skills Plan for South Africa undertaken by the Department of Environmental Affairs in 2010. As the study is mainly focused on one aspect of the policy system, namely the NSF’s role in green skills funding, the bulk of the data used in this study is documentary. Research information was obtained from NSF documentary sources to describe the NSF organisationally. Information was also obtained from green skills documentary sources to obtain a better understanding of the nature and purpose of the development of green skills in South Africa. The study has also drawn on references related to grant management as a mechanism for seeding meaningful transformations and skills development research in South Africa to understand the skills development landscape, with special reference to the Department of Higher Education and Training’s (DHET) post-school education and training system. Documentary data was supplemented by selected key respondent interviews from the skills sector and from the green skills research community to provide further perspective on the research focus. Critical realism (CR) is utilised as a meta-theoretical framework that seeks to inform the overall academic reflection and interpretation process. The work of Danermark, Ekström, Jakobsen and Karlsson (2002), which describes the process of data analysis in critical realism, was adapted into a four-phased research approach for this particular policy study, which I framed as a Quadrilateral Policy Analysis Framework (QPAF). This provided a data analysis framework which allowed for taking account of the mechanisms shaping the NSF as an important systemic funding agency within South Africa’s emerging post-school education and training context, as this relates to green skills. However, to further analyse this research question and context, I needed to work with substantive policy theory. Given the nature of the policy object that I was investigating, I found Feiock’s (2013) Institutional Collective Action Framework to be a helpful substantive policy theory as it has adequate nuance with which I could describe the NSF’s core function, namely that of grant-making for the post-schooling policy context. Based on the critical realist meta-theoretical framework and the substantive policy theoretical frameworks, I developed four phases of analysis, namely a) descriptive analysis which is divided into Part A (describing the green skills landscape and its funding demands ) and Part B (describing the NSF as it relates to green skills); b) component analysis which further analyses key components of the above; c) abductive policy analysis which identifies critical mechanisms and how they operate; and d) generative mechanism analysis which identifies the underlying generative mechanisms shaping the NSF’s engagement with green skills (or lack thereof). The following main findings are identified: • It emerged that the responsiveness of the NSF to green skills is emergent, essential and yet multifaceted due to competing stakeholder interests, expectations and claims; • Key strategic relations with critical role players within South Africa’s skills levy funding matrix emerged as a fundamental requirement towards the achievement of the NSF’s organisational mandate to respond effectively to national green skills needs and expectations; • Contracting is the central mechanism driving the NSF grant-making process. Related to this is the finding that partnerships emerged as the most versatile and underutilised mechanism that cuts across all four of the NSF grant-making phases; • The NSF’s current method of making sense of funding policy indications as per national policy documents is too reductionist because the method betrays an alignment-mirroring form of sense-making awareness that uncritically endorses substratum philosophical assumptions like Human Capital Theory (HCT) and associated neoclassical economic theories embedded in the policy frameworks. These assumptions contradict and potentially limit engagement with wider theories and policy frameworks for guiding skills development that are oriented towards the wider common good as argued by non-anthropocentric orientations in critical realism and the green skills sector. In summary, an argument is put forward that the NSF is a key funding mechanism towards green skills delivery in South Africa, but that this funding mechanism is under-utilised and inadequately mobilised for transitioning towards sustainability in South Africa. The study recommends that, in pursuit of better integration and optimal effectiveness thereof and in line with the fund’s legislative, organisational and public mandate, a consensual negotiation skills planning mechanism be considered from an institutional collective action response platform. In terms of recommendations for further research, it is proposed that a comparative analysis study could be considered between the NSF and other leading global funding agencies or other national skills funding mechanisms that are also concerned with the inclusion of green skills development. Comparative studies of this nature could potentially enhance the fund’s policy-making process and assist in the development of more appropriate institutional arrangements towards optimal funding responsiveness. Lastly, in the light of the NSF’s current contribution to green skills in the country, an impact evaluation study on the return on green skills investment presents an additional intriguing research endeavour which would contribute further perspective on the arguments presented in this study.
23
Tucker, Marilyse. "Teaching Water Safety Skills to Children with Autism Using Behavioral Skills Training." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955103/.
Full textAbstract:
Behavioral skills training (BST) and in situ training (IST) have been evaluated as methods to teach different safety skills to individuals with developmental disabilities. Research on BST has examined topics such as gun safety, abduction prevention, poison avoidance, and sexual abuse prevention. A large safety issue that is missing from the literature is drowning prevention and water safety skills. Drowning is one of the most prevalent issues facing facing children with Autism Spectrum Disorder (ASD), particularly those who elope from their homes or caregivers. The current study aimed the effectiveness of using BST+IST to teach three water safety skills to three children with ASD. The intial form of intervention was BST with total task presentation of the skill, using verbal instruction, modeling, rehearsal, and feedback. If this intervention did not result in an increase in performance, the skill was broken down into individual component presentation, in which each component of the skill was taught using the same procedures. Results from the current study showed that BST+IST was effective in teaching all skills to all participants.
24
Mikula, Brendon David. "The Essential Skills Framework: Developing expert-like fluency with simple procedural skills." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429536663.
Full text
25
Oconnell, Alison Ann. "Using Instructions and Behavioral Skills Training to Teach Facebook Skills to Seniors." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6339.
Full textAbstract:
The senior population is growing faster than any other population group, and life expectancy is increasing. E-mail and social media enable people of all ages to stay in touch, and find information, resources, and entertainment. Positive effects are associated with computer and internet use for older adults, but not all seniors have embraced technology and some seniors feel negatively about it. Several different methods have been used to teach seniors computer skills, including mentoring, lecturing, and providing instructions, but not many procedures have been evaluated for effectiveness. In the current study, we recruited three to five seniors, taught them to use Facebook using instructions and behavioral skills training as needed, and then tested their skills. This study investigated the effectiveness of instructions alone with supplemental behavioral skills training as necessary to improve community-dwelling seniors’ social media skills on Facebook.
26
Krosnick, Burton W. "Perceptual augmentation to support skill acquisition and robust decision-making and control skills." Thesis, Georgia Institute of Technology, 1994. http://hdl.handle.net/1853/24349.
Full text
27
Finegold, David. "The low-skill equilibrium : an institutional analysis of Britain's education and training skills." Thesis, University of Oxford, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333058.
Full text
28
Perate, Sydney. "USING BEHAVIORAL SKILLS TRAINING TO TEACH A NOVEL SKILL TO NATURAL STONE CONSUMERS." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/929.
Full textAbstract:
The current study investigates if Behavioral Skills Training can be utilized as an effective method to teach first time granite stone consumers how to make a poultice used to remove stains. The components used in the current behavioral package include instructions, modeling, rehearsal and feedback. The research furthers empirical literature on Consumer Behavior Analysis and provides consumer training to improve cleaning and maintenance of natural stone. Keywords: Consumers, Behavioral Skills Training, Natural Stone
29
Duchini, Emma. "Essays on skills formation." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/396276.
Full textAbstract:
This thesis examines the role of public policies and institutions in fostering human capital formation
and utilization. In the first chapter, I analyze the impact of college remedial courses
on students’ performance and college completion, using administrative data from the department
of Economics of an Italian university. My results suggest that the complex design of
the policy studied hinders its effectiveness, as it fails both to boost students’ results and to
reduce college drop-out. In the second chapter, a joint work with Clémentine Van Effenterre,
we study mothers’ labor supply response to a reorganization of children’s school schedule, promoted
in France since 2013. We show that mothers react to this intervention by restructuring
their working time in accordance to children’s new schedule. Finally, in the last chapter, I
investigate whether loosening employment protection legislation decreases firms and workers’
investments in training. Exploiting a reform introduced in the United Kingdom in 2012, I find
that reducing job protection in a period of negative wage growth does not lead to an increase
of dismissals or a decline in training investments.Esta tesis examina el papel que las políticas y las instituciones públicas pueden jugar para favorecer la formación y el uso del capital humano. En el primer capítulo, estudio el impacto de los cursos de recuperación ofrecidos en la universidad sobre los resultados de los alumnos y su probabilidad de acabar los estudios universitarios, utilizando datos administrativos de un departamento de Economía de una universidad italiana. Mis resultados sugieren que la complejidad de esta política estorba su eficacia, dado que no consigue mejorar ni el desempeño de los estudiantes ni disminuir su probabilidad de abandonar la universidad. En el segundo capítulo, un trabajo conjunto con Clémentine Van Effenterre, analizamos el impacto de una reorganización del horario escolar de los niños, introducida en Francia a partir de 2013, sobre las decisiones de trabajo de las madres. Mostramos que las mujeres restructuran su semana de trabajo en función del nuevo horario de sus hijos. Finalmente, en el último capítulo, investigo el efecto de una disminución de la protección laboral sobre las decisiones de empresas y trabajadores de invertir en formación. Explotando una reforma introducida en Reino Unido en 2012, encuentro que reducir la protección laboral, en un periodo de crecimiento negativo de los salarios, no implica ni un aumento de despidos ni una disminución de inversiones en capital humano.
30
Holmberg, Annelie. "Craft skills and creativity." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2009. http://hdl.handle.net/2237/12376.
Full text
31
Lawrence, David Peter. "Skills analysis aboard ships." Thesis, University of Plymouth, 1988. http://hdl.handle.net/10026.1/1717.
Full text
32
Delgado, Lisa A. "Matching Market for Skills." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/41030.
Full textAbstract:
EconomicsPh.D.
This dissertation builds a model of information exchange, where the information is skills. A two-sided matching market for skills is employed that includes two distinct sides, skilled and unskilled agents, and the matches that connect these agents. The unskilled agents wish to purchase skills from the skilled agents, who each possess one valuable and unique skill. Skilled agents may match with many unskilled agents, while each unskilled agent may match with only one skilled agent. Direct interaction is necessary between the agents to teach and learn the skill. Thus, there must be mutual consent for a match to occur and the skill to be exchanged. In this market for skills, a discrete, simultaneous move game is employed where all agents announce their strategies at once, every skilled agent announcing a price and every unskilled agent announcing the skill she wishes to purchase. First, both Nash equilibria and a correlated equilibrium are determined for an example of this skills market game. Next, comparative statics are employed on this discrete, simultaneous move game through computer simulations. Finally, a continuous, simultaneous move game is studied where all agents announce their strategies at once, every skilled agent announcing a price and every unskilled agent announcing a skill and price pair. For this game, an algorithm is developed that if used by all agents to determine their strategies leads to a strong Nash equilibrium for the game.
Temple University--Theses
33
Nikolaou, Dimitrios. "Essays on Noncognitive Skills." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1365775863.
Full text
34
Watson, Michael Charles. "Certifying Computer Forensics Skills." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9131.
Full textAbstract:
Computer forensics is an ever-growing technological field of complexity and depth. Individuals must strive to keep learning and growing their skills as they help combat cybercrime throughout the world. This study attempts to establish a method of evaluating conceptual expertise in computer forensics to help indicate whether or not an individual understands the five basic phases of computer forensics: preparation, seizure of evidence, acquisition of data, analysis of data, and reporting the findings of the analysis. A survey was presented to a university class of 30 students taking a computer forensics course and as well as posted online asking computer forensics professionals to participate in the survey. Results show that novices that were enrolled in a computer forensics course were able to identify the phases of computer forensics more readily than professionals
35
Daggett, Bruce. "Developing skills for parents." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
Full text
36
Dwyer, Edward J. "Encouraging Word Identification Skills." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3401.
Full text
37
Smietana, Shannon L. "Intermediate Family Therapy Skills." DigitalCommons@USU, 2001. https://digitalcommons.usu.edu/etd/2624.
Full textAbstract:
The field of marriage and family therapy (MFT) has prospered since its beginnings nearly 50 years ago. In order to keep the field current and competitive with other related professions, empirical research is necessary. Although there has been an upsurge of research on the effectiveness and specialty areas of MFT, one area has been overlooked: skills. THe empirical research that has been performed has focused its attention on beginning therapists. The current research took the next step in determining family therapy skills and investigated the skills needed by intermediate-level therapists--not beginners, yet also not advanced therapists.
This research surveyed a panel of supervision experts in the MFT profession who work with intermediate-level therapists in order to determine the skills that intermediate-level therapists are the same skills thought to be important for beginning therapists, identified in previous research. Of the top 25 ranked items in the Basic Family Therapy Skills project that were rated in the current Intermediate Family Therapy Skills project, 22 of the items' means differed less than .25 in their ratings. Overall, most of the nominated items were rated between "very important" and "important". Implications for training and further research are discussed.
38
Hamilton, Suzanne. "Selling skills or selling out? : manufacturing educational need for semi-skilled and un-skilled work." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2002. http://hdl.handle.net/10092/2252.
Full textAbstract:
This thesis uses interviews, personal experience and documentary evidence to explore
the day to day reality of a call centre enviromnent, and uses this to examine:
surveillance issues with reference to five theories, and concluding that Braverman's
control theories are alive and thriving in the call centre environment; discuss skill; and
address the question of who benefits from the provision of basic qualifications. It
argues that although benefits have moved in favour of industry, in the call centre sector
which already provides inhouse training, it is the institutions offering call centre
qualifications that are the sole benefactors.
39
Schmidt, Murillo Karla. "Underemployment and Labor Market Incorporation of Highly Skilled Immigrants with Professional Skills." Thesis, University of Oregon, 2019. http://hdl.handle.net/1794/24180.
Full textAbstract:
This thesis project examined underemployment at the state and national levels. Underemployment is the inability of highly skilled migrants with degrees from their home countries to enter the workforce in the receiving country. Pending and enacted legislation was analyzed at the state level to determine in which ways the state of Oregon can implement similar policies to effectively incorporate underemployed immigrants into the state workforce. This project utilized primary data sources at the state and federal level, migrant interviews were used as illustrations of the barriers that exist for underemployed migrants, and secondary data sources from the fields of economics, social sciences, political sciences, and population studies were utilized to provide an understanding of how underemployment is addressed at the national level. Overall, my research found underemployed professional migrants are greatly underutilized, which translates into missed economic opportunities for individual migrants and for the United States as a whole.
40
Lumma-Sellenthin, Antje. "Learning professional skills and attitudes : Medical students' attitudes towards communication skills andgroup learning." Doctoral thesis, Linköpings universitet, Institutionen för medicin och hälsa, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-91722.
Full textAbstract:
Medical education aims at forming students’ professional identity. This includes skills and attitudes such as communication and teamwork skills. One of the thesis’ aims is to identify students’ typical difficulties with learning communication skills, and to understand how these affect their identity development. Group discussions of student-patient interviews were video-taped, and selected discussions were transcribed and analyzed. Students had difficulties in establishing trustful relationships with their patients, asking about sensitive topics, responding empathetically, and with applying formal structures to the consultation. Students’ professional identity was supported by peer students’ and teachers’ comments, which created a common language and fostered selfmonitoring abilities. Another aim was to study the relationship between students* attitude towards communication training, group learning, and their self-regulatory skills. In a survey study, established instruments were combined with a new questionnaire. Four medical schools participated – two with traditional and two with problem-based curricula – in Sweden and Germany. Statistical analyses revealed that female students were more positive towards learning communication skills than male students were. Good self-regulatory skills were related to a positive attitude towards group learning and clinical experience before academic studies. It was concluded that early clinical experience benefits students’ selfregulated learning, and promotes a positive attitude towards communication training. Awareness of typical difficulties can facilitate the acquisition of coping strategies.Medicinsk undervisning syftar till att forma studenternas professionella identitet. Den omfattar färdigheter och inställningar, t.ex. kommunikationsfärdigheter och förmågan att arbeta i grupp. Ett av avhandlingens syften är att identifiera studenternas typiska svårigheter med att lära sig färdighet i läkar-patient kommunikation samt att förstå hur den påverkar identitetsutvecklingen. Gruppdiskussioner av student-patient intervjuer videofilmades, utvalda diskussioner transkriberades och analyserades. Studenterna berättade om svårigheter med att etablera förtroliga relationer med patienterna, att prata om känsliga ämnen, att visa empati och att använda intervjumallen. Den professionella identiten stöttas av studenternas och lärarnas kommentarer, vilka bidrar till ett gemensamt språk och förmågan till själviakttagelse. Andra syftet är att undersöka sambandet mellan studenternas inställningar till kommunikationsfärdigheter och grupparbete, samt deras förmåga till självreglerat lärande. I en enkätundersökning kombinerades befintliga instrument med ett nytt frågeformulär. Fyra medicinska fakulteter deltog: två med traditionella och två med problembaserade undervisningsmetoder, en av varje i Sverige och i Tyskland. Statistiska analyser visade att kvinnliga studenter är, jämfört med manliga, mer positiva till att träna upp kommunikativa färdigheter. Förmågan till självreglerat lärande var relaterad till en positiv inställning till gruppinlärande och till klinisk erfarenhet innan studierna påbörjas. Slutsatsen är att tidig klinisk erfarenhet fostrar självstyrt lärande och en positiv inställning till kommunikationsträning. Medvetenhet om typiska svårigheter kan underlätta för studenter att anamma strategier att hantera dessa.
41
Andin, Christina. "Teacher educators' conceptions of thinking skills and practices for modelling thinking skills teaching." Thesis, University of Surrey, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599917.
Full textAbstract:
Instructional reform requires learning by those who implement it. Learning involves a process of reconstructing knowledge and beliefs entailed by complex behavioral change. A cognitive perspective of policy implementation underscores that behavioural changes have a fundamental cognitive component. By assuming that policy implementation as a relatively straightforward process of transmitting behavioural rules drawn up by policy-makers to those responsible for implementing the rules, a top-down policy implementation tends to undermine the learning needs of those who are implementing instructional change. This implies a connection between the organisational factor, learning and change. There is a rich base of literature on educational change theory and learning theory. What is lacking is research attempting to link these fields. This case study sheds light on the discussion about organisational factor, learning and change by investigating the implementation of a thinking skills policy in the context of teacher education in a fully centralised education system. This involves the examination of how eight teacher educators conceptualised the thinking skills policy and implemented the intended change in their teaching. Specifically, the research questions seek to examine the acquisition of knowledge and the alteration of belief which guide the change in practice with regard to thinking skills policy. Data were collected through interviews, observations and questionnaires. The study produces three key findings. The first finding concerns the gap and uncertainties of was the absence of the intended change in practice. The third finding relates the many barriers that impede the change in teaching practice to the lack of consideration of systemic factors in the change process. All the results are connected to the issue of the organisational factors as the framing that underlies the change process. The implications of the finding for the policy-making process are discussed
42
Cheung, Ngan-hin Elly, and 張顏顯. "The role of orthographic processing skills and writing skills in Chinese reading development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46934947.
Full text
43
Hartman, Elizabeth. "Nurses lack skills to teach| Increasing undergraduate nursing skills related to patient education." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3611783.
Full textAbstract:
Health literacy has been identified as a significant factor in health care disparity and access to health care, and must be addressed in health care reform. Although patient education has long been considered an independent role of nursing, nurses often lack the knowledge and skills needed to be effective educators. Nursing as a profession is poised to assume a leadership role in health care reform and in promoting the national goals of health promotion and disease prevention of Healthy People 2020. The purpose of this quasi-experimental quantitative study is to determine if a formal course of education and learning theory in undergraduate pre-licensure nursing programs increases knowledge of health literacy and self-efficacy related to patient teaching. A sample size of 322 senior level undergraduate nursing students from a multi-campus private undergraduate baccalaureate school of nursing were surveyed to assess their knowledge of health literacy and their self-efficacy related to patient education. A 38-item multiple choice questionnaire with a Likert-type scale was utilized to measure the health literacy knowledge and experiences of participants, and a multi-item Likert-type scale measures nursing process steps of self-efficacy related to patient education. In this study, the experimental group had completed a formal course of educational and learning theory, while the control group had not. The experimental group demonstrated more knowledge about health literacy, however, the difference was not statistically significant. They did, however, demonstrate statistically significantly more self-efficacy related to patient health education activities in some areas compared to the control group, but not in all areas of the teaching and learning process. Recommendations for further studies are to conduct the study earlier in the nursing program, before the students complete multiple clinical courses, which require patient education activities, and to expand the study to multiple nursing programs in the region teaching a formal course in education and learning theory for patient education to see if results are consistent regionally.
44
Tambara, Cosmas Toga. "Unpacking teachers' pedagogical content knowledge and skills to develop learners' problem solving skills." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96772.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2015.ENGLISH ABSTRACT: In this study, the pedagogical knowledge of Foundation Phase teachers is explored (and unpacked) in order to obtain insight into their understanding of the teaching and learning of mathematics. The teacher’s knowledge is explored, as it is one of the most important variables that impacts on what is done in the classroom. The exploration is undertaken against the background of the very poor overall achievement of learners in the national systemic evaluations and in international assessment studies, which is currently a cause for great concern. This has resulted in different nation-wide intervention programmes that are aimed at improving teacher performance and effectiveness. In this study, the teacher is the focal point of the intervention. Problem-based learning (PBL), which is well-regarded as being one of the best examples of a constructivist learning environment, is introduced to a group of 15 Foundation Phase teachers. The study is an unpacking of the Foundation Phase teachers’ pedagogical knowledge and beliefs regarding, and practices in, the teaching and learning of mathematics, as well as in the use of PBL as a vehicle for the teaching and learning of mathematics. The unpacked knowledge can be used to address the challenges that are related to the improvement of the teaching and learning of mathematics in the Foundation Phase. A combination of qualitative and quantitative research methods, including questionnaires, interviews, lesson observation, and workshops, were used to explore the teachers’ current pedagogical knowledge, beliefs and practices with regard to problem-solving. It was also used to expose the teachers to PBL as an alternative approach to teaching and learning mathematics in the Foundation Phase. The study provides a body of knowledge on the Foundation Phase teachers’ pedagogical knowledge, practices and beliefs regarding the teaching and learning of mathematics in general, and approaches to problem-solving in particular, thus providing insights into some of the factors that might lie behind learner outcomes. Study findings indicate that the majority of teachers’ daily mathematical teaching culture was deep-rooted in the traditional approach (direct transmission). This approach was characterised by the teachers concerned focusing on the following of rules and procedures, and on doing demonstrations on the chalkboard, whereafter the learners were encouraged to practise what they had learned by asking them to do pen-and-paper calculations. The lessons were generally not structured to develop critical thinking and reasoning skills. In instances where the teachers created learner-centred activities that were conducive to the development of such skills, deep-rooted traditional approaches manifested themselves in the way in which the teachers showed the learners how to solve their given problem at the earliest signs of any difficulty in doing so was exhibited by the learners. In so doing, the majority of the teachers, despite initially creating learning opportunities by posing problems to their learners, they soon snatched away the selfsame opportunities from them. This was because they did not allow sufficient time for the learners to grapple with a problem, and to engage in critical thinking. After exposure to PBL, the educators were able to implement PBL so effectively that they could address the problems related to low learner achievement in mathematics, as reflected in the international assessment studies, and in the national systemic evaluations within the current South African context.
AFRIKAANSE OPSOMMING: In hierdie studie is die pedagogiese kennis van Grondslagfase-onderwysers ondersoek ten einde insig te verkry in hulle begrip van die onderrig en leer van wiskunde. Die onderwysers se kennis is ondersoek aangesien dit een van die belangrikste veranderlikes is wat 'n invloed het op dit wat in die klaskamer uitgevoer word. Die ondersoek is onderneem teen die agtergrond dat die algehele prestasie van leerders in die nasionale sistemiese evaluerings en internasionale assesseringstudies uiters swak en 'n bron van groot kommer was. Dit het gelei tot verskillende intervensieprogramme wat gemik is op die verbetering van onderwyserprestasie en -doeltreffendheid. In hierdie studie is die onderwyser die fokuspunt van die intervensie. Probleem-gebaseerde leer (PBL), wat beskou word as een van die beste voorbeelde van 'n konstruktivistiese leeromgewing, is aan 'n groep van 15 onderwysers in die Grondslagfase gebring. Die studie was ‘n poging om nuwe kennis te identifiseer ten opsigte van Grondslagfase-onderwysers se pedagogiese geloof en praktyke in die onderrig en leer van wiskunde, en die gebruik van PBL as 'n middel vir die onderrig en leer van wiskunde – kennis wat gebruik kan word om die verwante uitdagings aan te spreek ter verbetering van die onderrig en leer van wiskunde in die Grondslagfase. 'n Kombinasie van kwalitatiewe en kwantitatiewe navorsingsmetodes, wat vraelyste, onderhoude, les-waarneming en werkswinkels ingesluit het, is aangewend om die onderwysers se huidige pedagogiese sienings en praktyke met betrekking tot probleemoplossing grondig te ondersoek en dan voort te gaan om die onderwysers bloot te stel aan PBL as alternatiewe benadering tot onderrig en leer van wiskunde in die Grondslagfase. Die studie het bevind dat die meerderheid van die onderwysers se huidige onderrigkultuur een was wat diep gewortel is in die tradisionele benadering van onderrig en leer van wiskunde (direkte oordrag): dit is gekenmerk deur die onderwysers se onderrig van wiskunde deur te fokus op reëls en prosedures, demonstrasies aan die klas op die swartbord en leerders dan te laat oefen deur pen- en papierberekeninge te doen. Dié het die meerderheid van die onderwysers daagliks gedoen. Lesse is oor die algemeen nie gestruktureer om kritiese denke en beredenering te ontwikkel nie. In gevalle waar die onderwysers leerder-gesentreerde aktiwiteite geskep het wat weens hulle ontwerp bevorderlik is vir die ontwikkeling van kritiese denke en redenasie, het die diepgewortelde, tradisionele benaderings hulself gemanifesteer in die feit dat die onderwysers, met die eerste aanduiding dat die leerders sukkel, hulle te hulp gesnel het en die leerders gewys het hoe om die probleem op te los. Met dié optrede het die meerderheid van die onderwysers aanvanklik leergeleenthede geskep (deur probleme aan hulle leerders voor te hou), maar dit spoedig dan weer weggeraap weens die feit dat hulle nie genoegsame tyd toegelaat het vir hulle leerders om met idees te worstel en deel te hê aan kritiese denke nie. Blootstelling van die opvoeders aan PBL het aan die lig gebring dat opvoeders in die Grondslagfase PBL doeltreffend kan implementeer om probleme rondom lae leerder prestasie in wiskunde aan te spreek wat in internasionale assesseringstudies en in die nasionale sistemiese evaluerings binne die huidige Suid -Afrikaanse konteks weerspieël word.
45
Cartagena, Pedro A. "Retention of mathematics and reading comprehension skills among Navy Functional Skills Program graduates." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39918.
Full text
46
Cooper, Evan S. "Got Skills? Improving U.S. Vocational Training amidst Growing Demand for Advanced Vocational Skills." Ohio University Honors Tutorial College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1524678708998462.
Full text
47
Tai, Sharayah. "Evaluating Behavioral Skills Training to Teach Safer Tackling Skills to Youth Football Players." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6410.
Full textAbstract:
Concussion rates and head injuries for football players have been on the rise and there is a need for further research in football to increase skills and decrease injuries. Behavioral skills training has been proven to be effective in teaching a wide variety of skills but has yet to be studied in the sports setting. We evaluated behavioral skills training to teach safer tackling techniques among six participants from a local Pop Warner football team. Results show safer tackling techniques increased substantially during practice and generalized to games among all six participants.
48
Perdomo, Andrea N. "Promoting Generalization of Skills Acquired Through Behavioral Skills Training with Embedded Visual Prompts." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5101.
Full textAbstract:
Studies on the "Tools" for Positive Behavior Change were originally conducted with people involved in the foster care system. Few studies have conducted the trainings in classroom environments to increase the positive interactions between teachers and their students. Numerous studies have demonstrated the usefulness of behavioral skills training in teaching a wide variety of behavioral skills; however, relatively few of them have shown generalization to their natural environment and maintenance of appropriate responding following the training. Methods of prompting following the initial trainings that have been utilized are often quite intrusive especially when it interrupts the flow of the participants' natural environment. For this study, a multiple-baseline ABC across participants design was utilized to assess the combination of behavioral skills training to teach "Tools" for responding to child behavior with a less intrusive method of prompting in the form of visual prompts that are embedded into the training to maintain the skills acquired following the training.
49
Eccles, David. "Cognition in orienteering." Thesis, Bangor University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341183.
Full text
50
Brachbill, Kayla Diane. "Teaching Safety Skills to Preschool Children: An Evaluation of Teacher-Implemented Behavioral Skills Training." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/theses/2422.
Full textAbstract:
The present study evaluated the effectiveness of a teacher-implemented behavioral skills training (BST) procedure for teaching preschool students to exhibit an appropriate safety response in the presence of chemical bottles. Students’ safety responses were evaluated during baseline and teacher lessons (before and after BST) for each classroom. Prior to training, teachers were prompted to give a lesson including three safety steps (don’t touch, walk away, tell a teacher). No additional instructions were provided. Next, teachers received training from a researcher on how to implement BST in a classroom setting. Results indicated that the training procedure utilized was effective for increasing the number of BST components used by teachers. Further, teacher-implemented BST resulted in increases in preschool children’s appropriate responses to chemical bottles for two classrooms; however, the increase for one of the two classrooms was only moderate, and no increase was observed for children in a third classroom. Therefore, in-situ feedback was required for these two classrooms. In addition, the procedures resulted in generalized responding to a novel set of chemical bottles, as well as, a novel category of dangerous item (medicine bottles).