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Dissertations / Theses on the topic 'Life skills'
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Paynter, Rodney Alan. "Introducing spirituality into NewStart Life Skills." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59516.pdf.
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Kendellen, Kelsey. "Examining the Process of Life Skills Transfer from Sport to Life." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39882.
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The purpose of this doctoral dissertation was to examine the life skills transfer process from sport to life. Data collection occurred over 10-months, from September 2016 to June 2017. The overall sample was comprised of 13 university intramural athletes and 29 social agents playing key roles in the athletes’ lives outside of sport (e.g., parents, partners, and work colleagues). Four methods of data collection were employed: (a) individual semi-structured interviews, (b) chronological charts, (c) timelines, and (d) solicited journals. The findings from this dissertation are organized into three articles.
In article one, a grounded theory methodology was used to examine how athletes apply in life the skills they believe they learned or refined in sport. Within the substantive grounded theory, life skills application is framed as an ongoing process that involves four steps (a) decision-making, (b) application, (c) appraisal, and (d) adaptation. Article one adds to the literature by outlining the key behavioural and cognitive mechanisms that help explain what occurs once athletes move beyond sport and apply in different life domains the skills they deem to have learned or refined in sport. Article two presents a longitudinal integrated qualitative approach for “getting at” the life skills transfer process from sport to life. The integrated approach is illustrated through an exemplar case of a 23-year-old athlete (Claire) and her process of learning/refining emotional regulation in sport and applying this skill outside of sport. Three individuals able to speak to Claire’s behaviour outside of sport (i.e., mother, classmate, and work colleague) were also part of the case. Article two adds to the literature by demonstrating how qualitative techniques can be integrated to produce new insights on the life skills transfer process to an extent not previously gleaned through one-shot interview designs. In article three, the substantive grounded theory of life skills application was used to document one athlete’s (Joseph) journey through the life skills application process. Specifically, narrative inquiry was employed to tell Joseph’s story of applying the life skill of leadership at work as he progressed through the four steps described in the substantive grounded theory. Data collection involved three individual semi-structured interviews and three months of solicited journaling. Article three adds to the literature by moving beyond documenting examples of life skills application and instead, illustrating how Joseph’s emotions, thoughts, and behaviours evolved over time to influence his experiences of life skills application. Overall, the findings from this dissertation make theoretical, methodological, and empirical contributions to the life skills transfer literature in sport psychology and further elucidate the notion that sport can have a lasting impact on youth’s development.
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Chalk, Annabel Mary. "Staging a life lesson : sanctum - a fluidic process to teaching life skills." Thesis, Bangor University, 2011. https://research.bangor.ac.uk/portal/en/theses/staging-a-life-lesson--sanctum-a-fluidic-process-to-teaching-life-skills(c38d22f1-9062-4038-9299-d47dee132845).html.
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This thesis investigates how drama and the creative arts can be used to augment current pastoral provision in secondary schools, helping to raise a student's awareness of personal, social and health issues through creating a safe, open, enactive space for creative play. The Labour government's aim was to make the life skills lessons part of the compulsory curriculum for 2011, but they were required to downsize the legislation to get it through Parliament before the general election. In response to a need identified during my teaching in schools, I have devised, through practice, a creative-performative pedagogy to teach aspects of a pastoral programme. The pedagogy is informed by theories of drama and creativity, making use of concepts, metaphors and symbols from religions, cultures and science. This thesis presents a critical overview of the theatre practitioners, scholars, religions, trans-and inter-cultural influences, which have contributed to the evolution of the pedagogy and its process. The pastoral care system in schools will be overviewed, including concerns regarding the status of pastoral education and its teaching in secondary schools. The shortcomings in the pastoral system will be outlined, along with suggestions for effective classroom practice and methods for assessment. The role of spirituality is investigated with the way which the pedagogy has been shaped by some of the pastoral elements found in communities of faith. The thought process linked to a certain element in a particular religion will be focused on, fostering a spiritual dimension to the practice. The thesis gives an account of how the pedagogy was used in schools but does not propose that this is necessarily best practice to explore issues. However, such a pedagogy can help to raise a student's awareness of the issue explored and improve a learner's self-confidence. Suggestions are presented as to how to develop pastoral education in the future with opportunities for international collaboration.
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Jones, Martin I. "Positive youth development through sport : teaching life skills." Thesis, Loughborough University, 2007. https://dspace.lboro.ac.uk/2134/8030.
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This thesis aimed to develop an intervention to improve the life skills of British adolescent competitive sport participants, who are in full time education. Study one investigated the life skills needs of adolescent competitive sport participants and provided a participant-centred definition of life skills. The problem exists that it is unclear which life skills are needed by adolescent competitive sport participants and which life skills should be included in life skills programmes. As such, existing programmes may not reflect the needs of adolescents. The aim of this study was to examine the life skills needs of competitive adolescent sports participants from the perspective of youth sport participants, coaches, and experts in sport psychology and youth sport. Eighteen adolescent sports participants, fourteen coaches, and four experts in sport psychology and youth sport participated in a series of focus group interviews. An inductive analysis revealed how participants defined life skills and which life skills adolescent sports participants need. Life skills were defined as ranges of transferable skills needed for everyday life by everybody, that help people thrive above and beyond the normal requirements of everyday existence. Participants described the need for interpersonal skills including social skills, respect, leadership, family interactions, and communication. Personal skills including organisation, discipline, self-reliance, goal setting, managing performance outcomes, motivation, and identity were also reported. Participants described communication skills and organisation as the most important life skills for British adolescent competitive sport participants to acquire. Study two presents an in-depth, idiographic study illustrating how life skills were learnt through the experience of sport. The aim of the current study was to investigate how life skills could be learnt and improved through experiences in sport. (Continues...).
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Bender, Cornelia Johanna Getruida. "A life skills programme for learners in the senior phase : a social work perspective." Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-11222002-110633.
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Horn, Michael T. "Investigating the construct validity of a life-skills assessment instrument /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/8128.
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Locke, Barbara Darlene. "Service-learning and leadership life skills: an experimental study." Texas A&M University, 2004. http://hdl.handle.net/1969.1/1060.
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This study examined the effect of service activities on the development of leadership life skills in youth and if having a reflection component as part of the activity makes a difference. Additionally, the study examined the impact of selected demographics including age, gender, type of service completed monthly and 4-H membership on the development of leadership life skills.
Participants in the study were from two samples. One group represented the El Paso National Youth Service Day, the other represented the District 11 4-H Leadership Lab in Brenham, Texas. Participants were randomly assigned to a control (no reflection) or treatment (with reflection) group. Youth participants self rated their leadership life skills using a 33-question post-test only questionnaire. Demographics were reported in nine additional questions.
The major findings of the study are as follows: 1) Overall, the participants reported their perceived leadership life skills to be high in four of the five subscales; 2) The inclusion of a reflection component did not significantly affect perceived leadership life skills; 3) Type of service, whether direct or indirect, had a significant impact on perceived leadership life skills; 4) 4-H membership had a significant impact on the Personal Leadership Development subscale.
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Morrissey, Joanna L. "A revision of the CHAMPS/Life Skills Program content." Virtual Press, 2007. http://www.oregonpdf.org.
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Sirin, Ahmet. "Application of counselling skills in professional and personal life." Thesis, University of Nottingham, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241898.
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Laing, Christianne. "Emotional skills and quality of life in multiple sclerosis." Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232434.
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Long, Ryan M. "Response interruption and redirection applied to life skills tasks." Thesis, University of Southern Maine, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3739809.
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Response Interruption and Redirection (RIRD) has been demonstrated to be an effective treatment for stereotypic behavior exhibited by persons with autism spectrum disorder. The present study investigates the applicability of this intervention in the context of the classroom setting. Specifically, it investigates whether or not the intervention is as effective when it is used with a subject in the process of completing complex tasks. This research also investigates collateral effects of reduced stereotypic behavior on productivity and efficiency of task completion. While stereotypy was reduced and productivity increased across three experimental conditions, there were mixed results as to the relationship between RIRD and overall efficiency of task completion.
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Adebanji, Opeyemi Temilola. "Malaria education in the Foundation Phase Life Skills curriculum." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65444.
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Malaria is a major health dilemma with over 90% deaths occurring in Africa, south of the Sahara (WHO, 2003). Malaria has become endemic in South Africa, especially in the northeastern areas of three provinces, namely KwazuluNatal (KZN), Limpopo and Mpumalanga. The vulnerability of the infection is high during the summer rainy season between the months of September and May (Morris et al., 2013). ). An important case for consideration is the impact of malaria on the health of learners within these endemic areas. The study explored the possibility of promoting awareness of malaria education through the Life Skills curriculum in the Foundation Phase. The study applied Social Cognitive Theory (SCT) (Bandura, 1977) and the theory of Situated Cognition (Brown, Collins & Duguid, 1989) in an attempt to explain the link between curriculum and malaria health education. The study uses two qualitative customs of inquiry, namely narrative inquiry and case study approaches. The research sites were two primary schools in the Hamakuya area of the Vhembe district that were purposefully selected. The participants were 21 learners in the Foundation Phase from the abovementioned two schools, ten parents and seven Foundation Phase teachers. Data were collected by means of semistructured interviews and documents analysis. The data were analysed through thematic analysis (Braun & Clarke, 2006). The study results revealed that teachers did not demonstrate holistic knowledge to embrace the entirety of the content they need to teach the children in the Foundation Phase about malaria. The study highlights that malaria incorporation into the Life Skills curriculum in the Foundation Phase may become may successfully bridge the malaria knowledge gap. The need for a health curriculum that integrates curriculum elements (such as planning, enacting and assessing learning outcomes) was revealed. This is necessary to entrench Foundation Phase learners with desired learning outcomes.Thesis (PhD)--University of Pretoria, 2017.
Early Childhood Education
PhD
Unrestricted
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Rossi, Marion O. "Life skills and actor training : pedagogical attitudes and approaches /." view abstract or download file of text, 1999. http://wwwlib.umi.com/cr/uoregon/fullcit?p9957573.
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Thesis (Ph. D.)--University of Oregon, 1999.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 192-197). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9957573.
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Brown, Ronald Hunter. "Validation of the modified Basic Life Skills Screening Inventory." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184345.
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Rehabilitation and education are faced with the growing need for adequate and appropriate assessment tools for over 9,000 congenitally deaf-blind persons in this country. These tools are needed to help form the basis for evaluation of these clients/students so that programs appropriate to their specific needs can be determined. In the past, assessment of the functional development of this population has been based on tests standardized on populations of non-handicapped individuals. These measuring primarily language abilities, and experiential factors. Observational procedures can examine the spontaneous behavior of subjects over a long period of time. This is an alternative to standardized instruments. One of these in current use is the Basic Life Skills Screening Inventory. This instrument was developed in 1982 for the purpose of assisting educators and counselors in establishing the readiness of deaf-blind, developmentally disabled clients/students for vocational and life skills training. Though useful in its original form, this instrument has two major limitations. One is the fact that the rater is given only limited choices, resulting in a ceiling effect and a pronounced skew of many of its scales. Another limitation is its lengthy 283 item format, requiring too much administration time to be practical on a daily basis. The present study focused on making needed modifications in this instrument that would help alleviate these limitations, and continue to maintain high psychometric properties within the instrument. In doing this, rater choices were expanded from three (3) to five (5) column headings, and the instrument was reduced from 283 items to 145 items. This study was designed to answer the following questions: (1) Can the Basic Life Skills Screening Inventory be modified in such a way as to give the rater a greater response choice, thus allowing for a more refined assessment? (2) Can the 283 item, Basic Life Skills Screening Inventory be shortened by approximately 50%, to allow for an easier and more practical administration, and continue to maintain high psychometric properties? Results indicate that, despite the modifications, a very high overall consistency among the items was maintained with a total average alpha of 9935.5.
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Paron, Eleonora <1994>. "il ruolo delle life skills nel contesto scolastico attuale." Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/17000.
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Le life skills si differenziano dalle soft skills e dalle hard skills per essere definite "abilità che portano a un comportamento flessibile e positivo e consentono agli individui di affrontare in modo efficace le richieste e le sfide della vita quotidiana. [...] Le life skills sono innumerevoli ed è probabile che la loro natura e la definizione di queste, possa variare a seconda del contesto culturale e ambientale. Tuttavia, è stato definito un nucleo fondamentale di abilità che sono il fulcro di ogni programma di prevenzione, mirato alla promozione del benessere dei bambini e degli adolescenti” . Sono state identificate 10 abilità, di cui: Consapevolezza di sé, Gestione delle emozioni, Gestione dello stress, Comunicazione efficace, Relazioni efficaci, Empatia, Pensiero Creativo, Pensiero critico, Prendere decisioni, Risolvere problemi.
Il luogo migliore dove poterle apprenderle è la scuola attraverso l'apprendimento e la pratica.
Sono state studiate e analizzate dall'Organizzazione Mondiale della Salute e citate in qualche documento della Commissione Europea, ma in Italia, nonostante siano riconosciute come competenze importanti per l'individuo, non vi è alcun tipo di decreto ministeriale a riguardo.
Proprio per questo motivo, tramite la somministrazione di un questionario ai docenti, verificheremo la conoscenza i tali competenze, se viene utilizzata la life skills education nel contesto scolastico, oppure risulta essere un concetto con cui non si ha ancora dimestichezza.
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Suter, Casey Ryan. "Economic evaluation of a community-based, family-skills prevention program." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Thesis/Spring2010/c_suter_042010.pdf.
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Thesis (M.A. in human development)--Washington State University, May 2010.Title from PDF title page (viewed on July 8, 2010). "Department of Human Development." Includes bibliographical references (p. 46-52).
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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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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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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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Warner, Victoria Jay. "Development and validation of a performance-based assessment in work and family life personal development." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1072036691.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains xiv, 200 p.; also includes graphics Includes bibliographical references (p. 117-123). Available online via OhioLINK's ETD Center
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Jones, Gretchen M. Petrie Trent. "The evaluation of Project SCORE a life skills program for an inner city high school /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5158.
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Soosay, Sundram. "Skills, habits and expertise in the life of the law." Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/29375.
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With this project, I have set out to fashion an alternative to the dominant model of action and decision-making currently applied within legal thinking. In the dominant model, human agents are thought to act always in a self-conscious, deliberative manner. Within legal thinking, this translates into a view of ordinary citizens and judges always approaching the law with the law itself very much in mind. In practice, however, our experience contradicts this. As we move through the world, more often than not we do so in an unthinking, habitual manner. This is true even of judges, who appear to rely on experience and intuition much more than they do self-conscious, deliberative thinking. With this in mind, I have sought a model which places more emphasis on the unconscious processes which precede our self-conscious experience. With research material drawn from a range of fields, including linguistics, cognitive science, psychology, neuroscience, philosophy and artificial intelligence, the resulting model builds around the way in which the process responsible for consciousness operates primarily by acquiring embodied skills and habits. With this background in place, I go on to present a portrait of the law which is embodied rather than disembodied, and experiential rather than abstract and logical.
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Kakaza, Sandile. "Grade twelve learners' experiences of an NGO's life skills programme." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/42899.
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MEdPsych--Stellenbosch University, 2005.ENGLISH ABSTRACT: After the apartheid regime of the white minority was dismantled, a new democratically elected government took power for the first time in the history of South Africa. This newly elected government brought new curriculum policies that have completely changed the education system in the country. Among was the Curriculum 2005,which used outcomes based education (OBE) for as the organising principle. The aim of this study is to gain insight in to the experiences of Grade 12 learners who attended a Life Skills programme run by Association for Educational transformation (ASSET). ASSET is a non-governmental organisation that provided supplementary tuition to Grade 11 and 12 learners in the Khayelitsha and Langa Centre. The research methodology was a qualitative case study of Xhosa-speaking boys and girls who were between seventeen and twenty-one years of age. The participants were selected from learners who lived in Khayelitsha and who are attending the Life Skills programme at the centre. The methods used during data collection were interviews, note taking and a literature review. The data analysis was done by using a procedure of content analysis where manageable units of data were coded into categories and themes. These themes and categories were interpreted and matched with the relevant literature. http://scholar.sun.ac.za/ IV The findings of the study suggest that the Life Skills programme run by ASSET helped learners in acquiring life skills that may help them to handle challenges they may face. The learners interviewed for the study indicated that the programme had helped them to deal effectively with challenges such as teenage pregnancy, HIV/AIDS, substance abuse and relationships. In addition, the learners suggested that the programme had expanded their knowledge about careers, tertiary institutions and the field of work. The findings of the study will be used by ASSET for further programme development.
AFRIKAANSE OPSOMMING: Nadat die apartheidsregime van die wit minderheid afgetakel is, het 'n nuutverkose demokratiese regering vir die eerste keer in die geskiedenis van Suid-Afrika die mag oorgeneem. Hierdie nuutverkose regering het nuwe kurrikulumbeleid bepaal wat die onderwysstelsel in die land heeltemal verander het, en onder andere Kurrikulum 2005 en uitkomsgebaseerde onderwys (UGO) vir skole ingesluit het. Hierdie navorsing ondersoek die lewensvaardigheidsprogram vir graad I2-leerders wat deur ASSET by die Khayelitsha Sentrum bedryf word. Die doel van hierdie ondersoek is om insig te kry in die ervaring van graad I2-leerders wat die lewensvaardigheidsprogram van ASSET bygewoon het. Nadat die apartheideidsbewind van die wit minderheidsgroep ontbind is, het 'n nuutverkose demokratiese regering vir die eerste keer in die geskiedenis van Suid-Afrika aan bewind gekom." Die ondersoek is belangrik omdat dit leerders sal help om lewensvaardighede te verwerf wat hulle kan help om vraagstukke wat met MIVNigs, persoonlike probleme, misdaad en geweld, armoede, tienerswangerskap, verhoudings en beroepskeuses verband hou, te hanteer. Die navorsingsmetode was 'n kwalitatiewe gevallestudie met Xhosasprekende seuns en dogters van tussen sewentien en een-en-twintig jaar oud. Die proefpersone is geselekteer uit leerders wat die lewensvaardigheidsprogram by die Sentrum bygewoon het, veral dié wat in Khayelitsha woon, omdat hulle die Sentrum maklik kon bereik. Die metodes wat tydens data-insameling gebruik is, was onderhoude, aantekeninge en literatuuroorsig. Die data-analise is gedoen volgens 'n prosedure van oop kodering waartydens hanteerbare data-eenhede volgens kategorieë en temas gekodeer is. Hierdie temas en kategorieë is geïnterpreteer en met die literatuur vergelyk. Die navorsingsresultate dui daarop dat die lewensvaardigheidsprogram wat deur ASSET bedryf word, leerders gehelp het om lewensvaardighede te verwerf wat hulle kan help om uitdagings te hanteer. Die leerders met wie daar vir die ondersoek onderhoude gevoer is, het aangetoon dat die program hulle gehelp het om uitdagings soos tienerswangerskap, MIV/Vigs, dwelmmisbruik en verhoudings doeltreffend te hanteer. Verder het die leerders aangedui dat die program hulle kennis aangaande beroepe, tersiêre instellings en die wêreld van werk uitgebrei het. Voorstelle met betrekking tot die ondersoek is gemaak.
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Kakaza, Sandile, and Association for Educational Transformation. "Grade twelve learners's experiences of an Ngo's life skills programme." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50360.
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Thesis (MEdPsyc)--Stellenbosch University, 2005.ENGLISH ABSTRACT: After the apartheid regime of the white minority was dismantled, a new democratically elected government took power for the first time in the history of South Africa. This newly elected government brought new curriculum policies that have completely changed the education system in the country. Among was the Curriculum 2005,which used outcomes based education (OBE) for as the organising principle. The aim of this study is to gain insight in to the experiences of Grade 12 learners who attended a Life Skills programme run by Association for Educational transformation (ASSET). ASSET is a non-governmental organisation that provided supplementary tuition to Grade 11 and 12 learners in the Khayelitsha and Langa Centre. The research methodology was a qualitative case study of Xhosa-speaking boys and girls who were between seventeen and twenty-one years of age. The participants were selected from learners who lived in Khayelitsha and who are attending the Life Skills programme at the centre. The methods used during data collection were interviews, note taking and a literature review. The data analysis was done by using a procedure of content analysis where manageable units of data were coded into categories and themes. These themes and categories were interpreted and matched with the relevant literature. The findings of the study suggest that the Life Skills programme run by ASSET helped learners in acquiring life skills that may help them to handle challenges they may face. The learners interviewed for the study indicated that the programme had helped them to deal effectively with challenges such as teenage pregnancy, HIV/AIDS, substance abuse and relationships. In addition, the learners suggested that the programme had expanded their knowledge about careers, tertiary institutions and the field of work. The findings of the study will be used by ASSET for further programme development.
AFRIKAANSE OPSOMMING: Nadat die apartheidsregime van die wit minderheid afgetakel is, het 'n nuutverkose demokratiese regering vir die eerste keer in die geskiedenis van Suid-Afrika die mag oorgeneem. Hierdie nuutverkose regering het nuwe kurrikulumbeleid bepaal wat die onderwysstelsel in die land heeltemal verander het, en onder andere Kurrikulum 2005 en uitkomsgebaseerde onderwys (UGO) vir skole ingesluit het. Hierdie navorsing ondersoek die lewensvaardigheidsprogram vir graad I2-leerders wat deur ASSET by die Khayelitsha Sentrum bedryf word. Die doel van hierdie ondersoek is om insig te kry in die ervaring van graad I2-leerders wat die lewensvaardigheidsprogram van ASSET bygewoon het. Nadat die apartheideidsbewind van die wit minderheidsgroep ontbind is, het 'n nuutverkose demokratiese regering vir die eerste keer in die geskiedenis van Suid-Afrika aan bewind gekom." Die ondersoek is belangrik omdat dit leerders sal help om lewensvaardighede te verwerf wat hulle kan help om vraagstukke wat met MIVNigs, persoonlike probleme, misdaad en geweld, armoede, tienerswangerskap, verhoudings en beroepskeuses verband hou, te hanteer. Die navorsingsmetode was 'n kwalitatiewe gevallestudie met Xhosasprekende seuns en dogters van tussen sewentien en een-en-twintig jaar oud. Die proefpersone is geselekteer uit leerders wat die lewensvaardigheidsprogram by die Sentrum bygewoon het, veral dié wat in Khayelitsha woon, omdat hulle die Sentrum maklik kon bereik. Die metodes wat tydens data-insameling gebruik is, was onderhoude, aantekeninge en literatuuroorsig. Die data-analise is gedoen volgens 'n prosedure van oop kodering waartydens hanteerbare data-eenhede volgens kategorieë en temas gekodeer is. Hierdie temas en kategorieë is geïnterpreteer en met die literatuur vergelyk. Die navorsingsresultate dui daarop dat die lewensvaardigheidsprogram wat deur ASSET bedryf word, leerders gehelp het om lewensvaardighede te verwerf wat hulle kan help om uitdagings te hanteer. Die leerders met wie daar vir die ondersoek onderhoude gevoer is, het aangetoon dat die program hulle gehelp het om uitdagings soos tienerswangerskap, MIV/Vigs, dwelmmisbruik en verhoudings doeltreffend te hanteer. Verder het die leerders aangedui dat die program hulle kennis aangaande beroepe, tersiêre instellings en die wêreld van werk uitgebrei het. Voorstelle met betrekking tot die ondersoek is gemaak.
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Sliedrecht, Susan Beverley. "Life skills for adolescence : evaluative research on the Quest programme." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/22495.
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The Quest Life Skills for Adolescence is a two-year programme, for Standard 6 and 7 pupils. The goal of the programme is to assist adolescents to effectively manage the life tasks associated with the adolescent years. The programme is school based consisting of eight modules, each module dealing with a different subject. The method of instruction, as with most life skills programmes, is participatory learning as opposed to didactic teaching. This pilot-study was based at the Sentinel High School in Hout Bay. The study evaluates whether module one and two of the Quest Life Skills programme achieved their objectives. The second purpose was to devise an evaluation tool that could be used by other schools to evaluate modules one and two of the Quest programme. A multifaceted study design was adopted in the evaluation process. The instruments used were questionnaires, group discussions, Rosenberg's Self-Esteem Scale (1965) and a game. The results reveal that module one of the programme did enable pupils to gain a better understanding of adolescence. Pupils were, however, not totally conversant with the four aspects of change that would take place in adolescence namely physical, emotional, social and intellectual change. They seemed more familiar with the changes that would take place in the physical and emotional realms than in the intellectual and social realms. The findings confirmed that a safe supportive environment, conducive to learning, had been established. Module two of the programme dealt with self-confidence/self-esteem. The self-esteem of participant's, in the Quest programme, increased marginally, but the results yielded showed that a statistically significant improvement did not take place when compared with the comparative group. Participants reported that the programme was of great benefit to them. It was the first time for the majority of the participants that they had been exposed to life skills training. Based on the above findings, an evaluation package was compiled, for schools to use, to evaluate the effectiveness of the first two modules of the Quest programme.
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Cronin, Lorcan. "Life skills development through youth sport : antecedents, consequences, and measurement." Thesis, University of Stirling, 2015. http://hdl.handle.net/1893/22533.
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Youth sport is acknowledged as an ideal setting for promoting positive youth development. In particular, youth sport participation has been linked to life skills development and psychological well-being. The coaching climate has been proposed to play a role in facilitating such positive outcomes. Nonetheless, few measures exist to examine life skills development through sport and it is unclear how positive youth development may be facilitated by the coach. Using existing and newly developed measures, this thesis examined how the coaching climate is related to life skills development and psychological well-being in youth sport participants. Phase 1 of this programme of research investigated Benson and Saito’s (2001) conceptual framework for youth development theory and research within sport. Study 1 examined a model whereby the coaching climate is related to life skills development (personal and social skills, cognitive skills, goal setting, and initiative); which, in turn, is related to participants’ psychological well-being (self-esteem, positive affect, and satisfaction with life). Data from 202 youth sport participants suggested that an autonomy supportive coaching climate was positively related to all four life skills. Further analysis revealed that the development of personal and social skills mediated the relationships between coach autonomy support and all three indices of psychological well-being. However, the validity of the scale used to measure life skills was brought into question during this study. Therefore, the studies which follow developed and validated a new scale which could accurately assess eight key life skills young people learn through sport. Phase 2 of this programme of research involved developing and validating a scale which measures life skills development through sport. Study 2 outlines the initial development of a scale which would assess whether young people learn the following life skills through sport: teamwork, goal setting, time management, emotional skills, interpersonal communication, social skills, leadership, and problem solving and decision making. This study involved defining each of the eight life skills, deciding what components made up each life skill and developing items which could assess each life skill. The initial item pool was reviewed by 39 academics, with between two and seven experts assessing the items for each of the eight life skills. Using the ratings and comments provided by experts, the first version of the Life Skills Scale for Sport (LSSS) was developed. Study 3 reduced the number of items contained within the LSSS from 144 to 47 items using both exploratory factor analysis (EFA) and descriptive statistics. For this task, 338 youth sport participants completed the LSSS. EFA results supported the unidimensional factor structure of each of the eight subscales. Each subscale also displayed adequate internal consistency reliability. Study 4 examined the factor structure of the LSSS using confirmatory factor analysis (CFA) with an independent sample of 223 youth sport participants. After the removal of four emotional skills items, seven of the eight subscales and the revised 43-item scale displayed adequate model fit. Results supported both the convergent and discriminant validity of the LSSS and each of the eight subscales displayed adequate internal consistency reliability. Study 5 assessed the test-retest reliability of the LSSS with an independent sample of 37 youth sport participants. Each participant completed the scale on two occasions which were two weeks apart. Results revealed that time 1 and time 2 scores were relatively unchanged over this two-week period, providing evidence of test-retest reliability. Phase 3 of this programme of research involved re-testing Benson and Saito’s (2001) framework. Study 6 retested the coaching climate – life skills development – psychological well-being model from Study 1 using the LSSS. Data from 326 youth sport participants suggested that an autonomy supportive coaching climate was positively related to young people learning teamwork, goal setting, time management, emotional skills, interpersonal communication, social skills, leadership, and problem solving and decision making. The total amount of life skills a young person developed through sport was positively related to their self-esteem, positive affect and satisfaction with life. Again, the factor structure and reliability of the scale was supported. The findings from this PhD research suggest that the coaching climate plays an important role in young peoples’ development through sport. Specifically, an autonomy supportive coaching climate was positively related to life skills development and psychological well-being in youth sport participants. This thesis also provides researchers with a valid and reliable measure of life skills development through sport. Future research using the LSSS should examine other factors (e.g., peer relationships) which may promote positive youth development through sport. Additionally, future studies can use the LSSS to examine the efficacy of existing programmes (e.g., the SUPER programme) which teach life skills through sport. Such research will help guide coaches and sports programmes efforts to promote positive youth development through sport.
26
Jones, Dorian A. "Administrative strategies in developing a real-life skills mathematics unit." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1047.
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Vecchio, Giovanni Maria. "Lo sviluppo delle Life Skills negli adolescenti: Autoefficacia e Competenza." Doctoral thesis, La Sapienza, 2005. http://hdl.handle.net/11573/917248.
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Martin, Nikolas. "Facilitating Student-Athletes' Life Skills Transfer from Sport to the Classroom: An Intervention Assisting High School Teacher-Coaches." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/40725.
Full textAbstract:
Sport is deemed by many researchers and practitioners as a favourable context to foster positive youth development (PYD), including the acquisition of life skills (Petitpas et al., 2005). However, researchers have cautioned for vigilance before assuming with assurance that sport leads to positive developmental outcomes (Coakley, 2011). Consequently, it is important to understand how sport leaders can facilitate the development and transfer of life skills. In the context of high school sport in Canada, teacher-coaches are considered essential adults in the delivery of school sport programs. Using Pierce et al.’s (2017) life skills transfer model, the present thesis explored the contextual and psychological factors influencing the development and transfer of life skills. An intervention was designed, using action research principles, with two high school teacher-coaches. Data were collected via teacher-coach pre- and post-intervention interviews, as well as student-athlete post-intervention interviews (i.e., five student-athletes per teacher-coach). Further, data were gathered through observation, and audio recording of each life skill implementation, as well as a researcher reflective journal. The results indicated that teacher-coaches played an important role in influencing contextual and psychological factors, in both the learning and the transfer context, which shaped student-athletes’ life skills development and transfer. The study has practical implications for coach education programs, suggesting the benefits of on the ground support to provide coaches and teacher-coaches with the necessary tools to promote PYD.
29
Krasnenko, R. І. "Leadership in our life." Thesis, Sumy State University, 2018. http://essuir.sumdu.edu.ua/handle/123456789/67028.
Full textAbstract:
In the modern world, the theme of leadership takes an honorable place
and is of great interest. Now most employers in each vacancy require you
to have leadership and organizational skills. Managers see this as a sort of
panacea and try to become leaders as much as possible. This again, in turn,
confirms the high demand for the leaders. John Quincy Adams, 6th US
President, said: “If your actions inspire others to dream more, learn more,
do more and become more, you are a leader” [1].
30
Schoeman, Werner. "Stoïsynse terapie en lewenskuns." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-06192007-092746/.
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Greene, Hillary Ayn. "Learn from Yesterday, Live for Today, Hope for Tomorrow: The Development of a Life Skills Scale." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1213282018.
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Fleener, Ann Whitney Robinson Carolyn Walton. "The effects of the Literature in the Garden curriculum on life skills of children." Auburn, Ala, 2008. http://hdl.handle.net/10415/1474.
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Gill, Kelly Patricia. "Retention of basic cardiac life support skills by nurses following retraining." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26477.
Full textAbstract:
The expectation that nurses be competent in Basic Cardiac Life Support (BCLS) is today a forgone conclusion. The question is no longer should nurses be trained in BCLS, but how to ensure competency once initial training is complete. This study aspired to answer two questions: (a) after retraining to American Heart Association (AHA) standards, how long does it take for nurses' BCLS performance (on adults) to again drop below AHA standards, and (b), is there a relationship between nurses' demographic characteristics and their BCLS performance, upon retesting.
Skinner's operant conditioning theory guided the development of the research proposal. Skinner argues that reinforcement is the key to maintaining behavior in strength. Thus, it is important to identify when reinforcement of BCLS skills becomes necessary and what factors in nurses' backgrounds, or environments, if any, are possible sources of reinforcement.
Initially, nurses were trained in BCLS to AHA, level one standards, and data regarding their demographic characteristics were collected. These nurses were then asked to return for retesting (and further training as necessary) at 3, 6, and 9 week intervals. Due to attrition, it became necessary to analyze the data based on the actual time elapsed between tests (3 to 18 weeks). For example, if a nurse missed the 3 and 6 week tests and was then tested at what would have been the 9 week test the actual elapsed time between training and testing was 18 weeks (3 + 6 + 9=18).
BCLS performance data was collected in two forms-score and pass or fail. Analyses of the data demonstrated there to be no significant difference in the number of nurses failing to meet AHA standards at each of the 3 week test intervals. Nurses failed BCLS tests as early as 3 weeks after inital retraining. No significant relationship was found between nurses' BCLS performance (retention) and age, education, position, specialty, prior BCLS training, number of exposures to, and participations in BCLS events, and recency of the last exposure to an obstructed airway. There did however appear to be a significant negative relationship between the number of years worked and BCLS performance and between number of years since graduation and BCLS performance. There also appeared to be a significant negative relationship between CPR performance and the recency of the last exposure to/participation in a cardiopulmonary arrest. Unfortunately, threats to internal validity, in particular attrition and small sample size limit confidence in the research findings. Findings supplemental to the research project are also outlined.
In view of the study findings, implications for BCLS education for nurses and implications for further research into BCLS retention are delineated.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
34
Flynn, Allison Maurine. "Factors influencing the leadership life skills of Montana 4-H youth." Thesis, Montana State University, 2008. http://etd.lib.montana.edu/etd/2008/flynn/FlynnA1208.pdf.
Full textAbstract:
Since its inception, the 4-H program has been through many transitions, and has been constantly challenged to show its benefits to youth. Additionally, funding from 4-H came from multiple supporters resulting in the need for 4-H to show reasons for support. The purpose of this study was to assess the perceptions of Montana 4-H youth related to their leadership life skills and to determine the significant factors that influenced the development of those life skills. The population consisted of 2008 Montana 4-H Congress participants and 2007-2008 Montana 4-H Ambassadors. The survey instrument consisted of three sections: selected demographic information and 4-H participation, involvement in 4-H activities and leadership roles, and the Youth Leadership Life Skills Development Scale (YLLSDS). YLLSDS was a valid and reliable instrument developed by Seevers, Dormody and Clason (1995). Data were collected during the Montana 4-H Congress and survey was mailed to Montana 4-H Ambassadors. The data were entered into Microsoft Excel and analyzed using SPSS. The responses to the YLLSDS with the highest means were \"have good manners,\" \"get along with others\", and \"show a responsible attitude.\" Analysis revealed that Montana 4-H Ambassadors had statistically significant higher YLLSDS scores than those who had never been an Ambassador. The factors with the greatest influence on leadership life skills development were gender, 4-H Districts, and participation in the Ambassador program. Involvement in 4-H activities predicted 6.9% of the variation in YLLSDS scores and involvement in leadership roles accounted for 7.3% of the variation in YLLSDS scores. Leadership life skills were gained through the Ambassador program, partaking in leadership roles and involvement in leadership activities. The research attested to the effectiveness of the Ambassador program. Further research was recommended to determine which activities, leadership roles and aspects of the Ambassador program were most successful at building life skills. Further research to determine the significant variation between 4-H Districts would be useful. The study supported 4-H as a successful youth organization that responsibly teaches youth leadership life skills.
35
Rasmussen, Kathryn L. "A revision of the CHAMPS/Life Skills Program content : academic commitment." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1372051.
Full textAbstract:
In 1991, the NCAA created Challenging Athletes Minds for Personal Success (CHAMPS)/Life Skills (NCAA, 2005). The CHAMPS/Life Skills program concentrates on five areas: Academic Commitment, Athletic Commitment, Personal Development Commitment, Career Development Commitment, and Service Commitment (NCAA, 2005). Very few amendments and modifications have been made to the CHAMPS/Life Skills educational material since the program was developed. In the present creative thesis project, revisions and updates were implemented to the current material to satisfy the needs of collegiate student-athletes. Hence, the purpose of this creative thesis project was to update the Academic Commitment module within the CHAMPS/Life Skills manual. Specifically, the Time Management and Study Skills components were revised. These revisions were evaluated by three university professors. In conclusion, the present creative thesis project will assist in presenting CHAMPS/Life Skills material to student-athletes.School of Physical Education, Sport, and Exercise Science
36
Holland, Mark Joseph Greer. "The role and development of life skills in young sports participants." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3449/.
Full textAbstract:
Under the umbrella of positive youth development, life skills represent an important area of research for young people. The personal competencies a young person possesses determine his or her capacity to effectively navigate the turbulence of adolescence and grow into adulthood. An increased understanding of the role, function, and enhancement of life skills therefore serves a great purpose in the design and evaluation of youth development programs. This thesis aimed to extend the current knowledge and practices through targeting the gaps in the life skills literature. First, using a qualitative design, the specific needs of young elite athletes were investigated while outlining a proposed methodology for future needs analyses. The importance of developing life skills in young athletes was emphasised as it was found that young athletes required a range of both sport specific and life skills. Second, an investigation into the function of life skills found that reported possession of key life skills partially mediates the relationship between youth experiences and well-being, illustrating this role for the first time. However, within youth samples there was a broad range in the degree to which these skills are applied and transferred, reinforcing the call for deliberate developmental programming. The lack of adequate measures in life skills research was addressed through the validation of BRSQ with young sports participants. Support for the utility of this measure allows for the greater investigation into the mechanisms through which life skills function. Finally, a life skills program was designed following the recommendations of the predominant youth development frameworks and comprehensively evaluated. This thesis progresses existing literature regarding the role and function of life skills as well as providing insight into how to best promote and evaluate the teaching of life skills in applied research programs.
37
de, la Osa Didiana. "Correlations among Coping Skills and Life Satisfaction in Ethnic Older Caregivers." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/899.
Full textAbstract:
The purpose of the present study is to extend our current understanding of the effects of caregiver burden on life satisfaction by examining whether or not there are ethnic differences in coping strategies used to manage caregiving. Several specific hypotheses were tested in order to determine the linkages among age, gender, ethnicity (i.e., familism, filial piety), caregiver burden, coping with caregiving, and life satisfaction. A total of 103 Hispanic and Non-Hispanic White participants ages 60 and older were included in this study (mean age was 67.42; 16.5% male; 83.5 % female; 52.4% Hispanic; 47.6% Non-Hispanic White). The results suggest that demographics and certain coping skills can influence levels of life satisfaction and burden experienced by caregivers. The findings from this study shed light on how to structure effective psychoeducational interventions, facilitate adaptive coping, reduce burden, and improve life satisfaction for older adult caregivers.
38
Lopez, Melinda Alysha. "Preschool Life Skills: A Systematic Replication with Children with Developmental Disabilities." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862783/.
Full textAbstract:
School readiness literature indicates that skills which lend themselves to readiness and success in primary school are not amongst the skills generally taught in center based care facilities. Furthermore, children enrolled in non- maternal care settings are at greater risk for developing problem behavior. To address this issue, the Preschool Life Skills (PLS) program was created as a preventative intervention to teach functional communication and social skills to typically developing children. Children diagnosed with developmental disabilities are not immune to these concerns and are also at risk for developing problem behaviors in non-maternal settings, due to insufficient instruction and contingency management. The current study aimed to evaluate and identify the dose of instruction necessary for the PLS curriculum to be a successful and efficient teaching tool for children with developmental disabilities. Twelve preschool life skills were taught to 9 participants across 4 instruction units. Instruction was provided by means of a three-tiered instructional approach, which incorporated class-wide instruction, followed by small group and individual instruction as necessary. Skills were sequentially introduced and unit probes were conducted following mastery of all 3 skills within a unit. Results indicated that the adaptations made to the original preschool life skills curriculum led to skill acquisition with all nine participants.
39
Cebula, Sharon. "Basic Life Skills: Essays and Profiles on Immigration in Akron, Ohio." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1393403565.
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Carter, Jennifer Lindsay. "The life course development of non-cognitive skills and health inequalities." Thesis, King's College London (University of London), 2015. https://kclpure.kcl.ac.uk/portal/en/theses/the-life-course-development-of-noncognitive-skills-and-health-inequalities(03f73cdc-8449-4a03-99d4-71d131f7dc38).html.
Full textAbstract:
Dystrophic epidermolysis bullosa results from mutations in COL7A1 that encodes collagen VII, the major component of anchoring fibrils. General paradigms have emerged attributing dominant DEB to heterozygous glycine substitutions and recessive DEB to nonsense, frameshift or splice site mutations on both COL7A1 alleles. Several aspects of the genotype-phenotype heterogeneity encountered in DEB remain unexplained, although genetic, epigenetic and environmental modulators have been implicated. In this thesis, various aspects of DEB were studied, in a bid to refine genotype-phenotype correlation. A detailed analysis of missense GS and non-GS mutations identified 57 novel mutations and was in-keeping with the general established paradigms. Unique clinical entities such as EB-pr and BDN were studied. The role of the matrix metalloproteinase-1 promoter polymorphism, -1607 1G/2G, on disease modification in EB-pr was explored, but was shown to be an unlikely modulator. A large study of BDN, highlighted that intracytoplasmic retention of collagen VII and stellate bodies were not exclusive to BDN and can be associated with various subtypes of DEB, non-EB cases and normal skin. The first case of revertant mosaicism in DEB was studied revealing intragenic cross-over as the underlying mechanism. Finally, intradermal injection of allogeneic fibroblasts was shown to result in increased and sustained expression of COL7A1 possibly through the upregulation of HB-EGF. Recognition of disease modifiers in DEB and refinement of genotype–phenotype correlation will not only further our understanding of DEB but will have implications on diagnosis, counselling and prognosis through patient specific and targeted therapy.
41
Nikolaou, Dimitrios. "Essays on Noncognitive Skills." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1365775863.
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Benson, Margo. "Intermediate Trainee Perspectives of Family Therapy Skills." DigitalCommons@USU, 2004. https://digitalcommons.usu.edu/etd/2739.
Full textAbstract:
Marriage and family therapy training involves the development of therapy skills that lead to effective treatment, and the family therapy literature recognizes the importance of skill development in training. The training literature dealing with specific skills most often refers to beginning-level skills and obtains data largely from supervisors and trainers. Intermediate-level skills appear to be overlooked and no apparent attention is given from the perspective of trainees.
This research examined the perspectives of trainees concerning family therapy skills at the intermediate level. Intermediate trainee perspectives were compared with the perspectives of their supervisors. Comparisons were also made with perspectives of beginning students. The findings indicate that intermediate trainees consider all the skills defined by their supervisors as important, with some differences among the groups in the types of skills preferred. Intermediate trainees continue to value the self attributes and joining skills preferred by beginning students as they make the transition to the professional level, where case management and professionalism skills become more important.
43
Sharp, Joy E. "Life skills development of collegiate 4-H youth as related to 4-H learning experiences utilizing critical thinking skills." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1100725622.
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Sharp, Joy E. Safrit R. Dale. "Life skills development of collegiate 4-H youth as related to 4-H learning experiences utilizing critical thinking skills /." Connect to this title online, 1996. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu110725622.
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Neill, James T. "Enhancing life effectiveness : the impacts of outdoor education programs." Thesis, View thesis, 2008. http://handle.uws.edu.au:8081/1959.7/40186.
Full textAbstract:
Outdoor education offers a promising method for developing life skills, however this field is undermined by ad hoc theory and limited research. This thesis offers a critical synthesis of theoretical and empirical outdoor education literature, develops instrumentation to measure life effectiveness, and reports on a large, longitudinal study of outdoor education program life effectiveness outcomes. Outdoor education was reviewed as consisting of seven theoretically interactive domains (participant, environment, program, activity, group, instructor, and culture) within a dynamic, experiential milieu. A theoretical systems framework is proposed, drawing on Dewey’s theory of experience, to illustrate how participants’ experiences of outdoor education might be understood as arising within a “complex system”. A critical review of traditional and meta-analytic reviews of empirical outdoor education research indicated small-moderate positive impacts on typically measured outcomes (e.g. self-concept, locus of control, and social skills; ES ~ 0.35). However, this research has been limited by a lack of appropriate dependent measures, low statistical power, over-reliance on inferential statistics, a lack of control and comparison groups, a lack of longitudinal data, and a lack of investigation of independent variables. To address such issues, Study 1 developed new measurement instrumentation and Study 2 conducted a large, longitudinal study. “Life effectiveness” was proposed to refer to generic life skills which facilitate surviving and thriving across a variety of situations. Life effectiveness skills were further proposed to be enhanceable through intervention. Study 1 investigated the psychometrics of the 11-factor, 64-item Life Effectiveness Questionnaire version G (LEQ-G) through congeneric and confirmatory factor analyses (N = 1,164). Three problematic factors and several weaker items were removed, leading to an 8-factor, 24-item model (LEQ-H) with an excellent fit (TLI = .984; N = 1,892). A global second-order model also provided an excellent fit (TLI = .980), with evidence for factorial invariance of the second-order factor across gender and age, and promising evidence for factorial invariance of the first-order model. Further development of the LEQ was recommended to consider construct validity, other life effectiveness factors, and ongoing item development (e.g. to reduce skewness).
46
Hetzel, Virginia. "A positive learning experience with a broad-based art curriculum for a middle school's life skills class." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1992. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 1992.Source: Masters Abstracts International, Volume: 45-06, page: 2748. Abstract precedes thesis as [1] preliminary leaf. Typescript. Includes bibliographical references (leaves 70-71).
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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.
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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.
48
Nolte, Gertrude Madeleine. "Lewensvaardighede 'n bemagtigingsprogram vir vroeë volwassenes /." Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-10192005-092037.
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Luca, Joseph. "Developing generic skills for tertiary students in an online learning environment." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/713.
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Increasingly, higher education institutions are being asked by industry, government and funding bodies to produce graduates with versatile generic skills as well as subject knowledge and expertise. This is causing a major reappraisal of higher education institutions purpose, learning outcomes and research activities. Many institutions are experiencing problems in implementing effective teaching and learning strategies to promote the development of these skills. The study sought to investigate ways of developing students' generic skills through the design and implementation of a learning environment that incorporated three key learning principles - authenticity, self-regulation and reflection. These were integrated into a course design methodology that focused on creating appropriate learning tasks for the given course objectives. The development of learning resources and supports was considered only after key learning tasks had been established for the given context. Using this instructional strategy, a learning environment was created using both face-to- face and online delivery, and tested with a class of final year higher education students. Eleven generic skills were identified as being important for these students. These included - time management, learning-to-learn, self-assessment, leadership, collaboration, communication, peer-assessment, research, analysis/ synthesis, problem solving and task management. A range of data was collected and analysed by triangulating various qualitative and quantitative research methodologies that provided a rich representation of how the students engaged with the learning activities. Results showed that the design of the learning environment was effective in promoting the development of these generic skills, and that the authentic activities were instrumental in motivating students. Once motivated, students then actively engaged with self-directed and reflective activities, which helped construct knowledge and promote generic skill development. The major implication of the study is that generic skill development and deep approaches to learning can be achieved without having to take extra time to specifically teach these skills. Developing generic skills becomes a natural consequence of students actively engaging with learning tasks that are authentic, student-centred and reflective. Using this approach to teaching and learning, course coordinators need to consider which generic skills should be targeted at different year levels to cover the necessary skills.
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Tazebay, Burcu. "The Role Of Television In Rural Women." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606892/index.pdf.
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This study aims to examine the role of television in rural women&rsquos everyday life experiences in terms of information, socialization, identification and entertainment. The focus is on rural women&rsquo
s experiences with a feminist perspective conducting an ethnographic study using the methods of in-depth-interviews, survey, participant observation and group discussions in Topakli village. The findings of the study is the role of television as an information source for rural women and it&rsquo
s role on rural women&rsquo
s socialization process.