Books on the topic 'Opportunity Confidence'

The monograph reflects the results of a comparative political science study of new increasing models of voter turnout and the abolition of qualifying characteristics of the participation of certain groups of the population in elections in Russia and abroad in the framework of solving the problem of low voter turnout. The use of qualification characteristics and the reduction of restrictive voter turnout models make it possible to increase the number of voters in elections and prevent a decrease in voter turnout. In 2020 they have become even more actively used in elections of all types. The most popular of them are postal voting, remote electronic voting, multi-day voting, and lowering the age of voters. However, in Russia, the abolition of the voting qualification for people with mental problems, foreigners, convicts is not considered as an opportunity to increase voter turnout in elections. The solution to the problem of low voter turnout is expressed in the confidence of the population in the current political and legal institution of elections, and on the part of the state - in the ordering of ways to strengthen it. For a wide range of readers interested in increasing voter turnout. It can be useful for students, postgraduates and teachers of political science universities and faculties.

In this open-access book, authors from a range of disciplines—from geosciences to drama—capture how failure manifests and can be productively supported in a range of undergraduate research experiences. Whether the learning environment is a STEM research lab, a course-based undergraduate research experience (CURE), a humanities summer undergraduate research experience, a library, or the stage, students can benefit from support when they experience a gap between an expected/desired result and their lived experience. These perspectives and disciplinary contexts address failure from different vantage points and lenses, with the common focal point of nurturing undergraduate success through leveraging failure as an opportunity to build confidence and resilience. Represented are different institutional types, classroom and non-classroom environments, and programmatic and individual efforts.

Dads and moms of adolescents are often warned about parenting teenagers by other well-meaning adults. But pediatrician Dr. Ginsburg is out to prove that these years are parents' best opportunity to effectively guide their children toward adulthood and should be celebrated! He shows how to help teens build confidence in their ability to handle the world on their own while laying the groundwork for a stronger relationship for life. Available for purchase at https://shop.aap.org/congrats-your-having-a-teen-paperback/

This chapter gives examples of collaborative choral methods that impact female singers positively and holistically as individuals and musicians. A brief overview of the inception and facets of feminist pedagogy reveal its potential influence on singers and lays the groundwork for a qualitative research study of a collegiate women’s choir led by a conductor who has adopted the values of feminist pedagogy. The case study illustrates ways in which feminist pedagogy can be implemented in the choral rehearsal through collaborative methods that give singers the opportunity to make their own decisions within the music-making process. Through these collaborative learning techniques, singers experience an increase in mental engagement, confidence in their abilities, ownership in the music-making process, and improved musicianship. The exploration of multiple meanings and meaning-making via collaborative methods is a catalyst for self-expression, improved performance experiences, and a greater capacity within choral pedagogy to understand and relate with others.

This book examines the factors that facilitate women’s representation on high courts worldwide. Diverse courts improve collective decision-making, strengthen public confidence in the judiciary and judicial decisions, and broaden access to the judicial process. Taken together, domestic and international factors explain women’s representation. These influences include judicial pipelines, domestic institutions including selection processes, and international expectations about gender equity. These explanations are evaluated using an original dataset, which includes both men and women appointed to high courts in all regions of the world. Pathways and processes are examined in-depth through five case studies: Canada, Colombia, Ireland, South Africa, and the United States. Taking a multi-method approach, the book combines insights from a cross-national, time-serial dataset with case studies drawing on fieldwork. Women are being appointed to high courts in greater numbers across every region of the world, and political and legal institutions provide context for where the gains are earliest and strongest. The findings suggest a chain of favorable promoters for women’s representation on high courts: new norms of gender equality encourage the reimagining of the judiciary; advocacy organizations challenge the status quo; and windows of opportunity enable change.

The Japan that the world admired during the 2019 Rugby World Cup is a model of social stability, resilience, and efficiency. But it carries important vulnerabilities, rooted in its ageing demography and a population shrinking by 500,000 a year, made much worse by a declining marriage rate and low fertility, both of which have their source in a combination of growing financial insecurity, severe gender inequality, and poor use of human capital. Over the three decades since its 1990 financial crisis it has seen a deep divide emerge in labour markets both for men and for women between the 60 per cent of ‘regular’ workers who benefit from training and security, and the 40 per cent of ‘non-regular’ workers who have a precarious, untrained, lowly paid existence. To overcome its vulnerabilities will require reforms to improve the use of the country’s superbly educated human capital, by reducing insecurity for both men and women, and by greatly narrowing the gender gap. An opportunity is presenting itself thanks to a big rise in female entry to university education during the 1990s and 2000s and to the emergence of a wide range of role models able to give inspiration and confidence to the next generation. Japan is already becoming a place with more female leaders in politics and even business, but that rise is from a very low base. If that process can be accelerated by both public policy and private action, Japan could achieve much greater social justice and sustainable prosperity in the decades to come.

The objectives and principles of neurological history and examination in children are the same as those in adults. This chapter therefore, will not provide an all-encompassing description of the neurological assessment of children, but highlights where the approach must differ substantially from that used in adults. Further it aims to provide a practical and useful approach to the examination of children, who may be preverbal and certainly will show less stamina for cooperation than adults. Of course as children get older, the examination can become more conventional and systematized. By adolescence the examination can be the same as the adult examination.The first and overriding factor for success is to be flexible and to make observations when the opportunity arises rather than to wait for abnormalities to arise during the course of a more systematic approach. Nonetheless a systematic approach to recording these results is essential, so as to bring together related observations made disparately in time. The history is of paramount importance in guiding the examination. Since it is unlikely that you will be able to complete a full examination, it is important to prioritize the observations needed in light of a differential diagnosis before you begin examining. Rather than rushing straight into the examination it is rewarding to gain a young child’s confidence by playing briefly with them. Also, instead of insisting on examining the child on a couch, it helps to become adept at examining young children on their parent’s or caretaker’s knee. Finally, no matter how cooperative a child is, potentially disturbing investigations should be left until last, including tendon reflexes or examination of the tongue, fundi, and ears. Otherwise all subsequent cooperation from the child may be lost after these examinations.The examination room environment is the key to a successful neurological examination and requires careful thought. There should be sufficient space to accommodate families and for the children to play. The room needs to be friendly and conducive to encouraging play. It needs to be equipped with carefully selected toys, pictures, pencils and paper, and books of interest to children over a wide age range. Observation of the child’s play whilst you are taking a history from the parents or caregivers will allow assessment of the child’s motor skills and developmental stage. Their use of play material can yield important clues to the nature of a deficit, by revealing ataxia, weakness, involuntary movements, tics, or spasticity. Play also provides an opportunity to assess the child’s behaviour, for instance their impulsivity, distractibility, and attention span. Interaction of the child with parents or caregivers can be observed also. If the child participates actively in the history taking, their understanding and contribution to the session allows you to make assessments of their language and intellectual skills.

In virtually every field, researchers find themselves navigating tremendous amounts of new data. Making sense of this flood of information requires much more than the rote application of traditional statistical methods. This book will train researchers to be creative and confident users of statistics by thinking hard about the application of simple methods to a small dataset. In particular, this book focuses on simple linear regression—a method with strong connections to the most important tools in applied statistics—using it as a detailed case study for teaching resampling-based, likelihood-based, and Bayesian approaches to statistical inference. This exercise imparts an idea of how statistical procedures are designed and implemented, a flavor for the philosophical positions one implicitly assumes when applying statistics, and an opportunity to probe the strengths and weaknesses of one’s statistical approach. Key to the book’s novel approach is its mathematical level, which is gentler than most texts for statisticians but more rigorous than most introductory texts for non-statisticians. Statistical Thinking from Scratch is suitable for senior undergraduate and beginning graduate students, professional researchers, and practitioners seeking to improve their understanding of statistical methods across the natural and social sciences, medicine, psychology, public health, business, and other fields.

These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.