Academic literature on the topic 'Retirees – Life skills guides'
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Journal articles on the topic "Retirees – Life skills guides"
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Itagar, Oghenevwarhe and Emoefe Joy. "ENTREPRENEURIAL SKILLS FOR SUSTAINABLE LIFE AT RETIREMENT." Nigeria Journal of Home Economics (ISSN: 2782-8131) 10, no. 7 (June 30, 2022): 149–56. http://dx.doi.org/10.61868/njhe.v10i7.160.
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The study explored the Home Economics teacher’s opinion on the entrepreneurial skills that are regarded as necessary for a sustainable life at retirement in Warri South Local Government Area of Delta State, Nigeria. The objective of this study is to examine various entrepreneurship opportunities available to Home Economics retirees’ teachers after retirement from active service as a measure for sustainable retirement in contemporary Nigeria. The study adopted a descriptive survey research method to solicit information from a population of 70 Home Economics teachers on a 5-point scale. Data were analyzed using means and standard deviations. The results indicate that cooking /restaurants management, house-keeping and basic home management, finance management, laundry, and sewing machine skills are indispensable to a Home Economics teacher that is preparing for retirement. The study concludes that entrepreneurial skills put to use are vital for sustainable life at retirement. The study recommended among others that government should provide an enabling environment that would encourage retirees to effectively engage in petty businesses after disengagement from active service.
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Okonkwo, G. A and Eze, J. N. "ENTREPRENEURIAL SKILLS: A PANACEA FOR THE RETIREES’ SUSTAINABILITY." Nigeria Journal of Home Economics (ISSN: 2782-8131) 10, no. 7 (June 30, 2022): 59–67. http://dx.doi.org/10.61868/njhe.v10i7.133.
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This paper inspected entrepreneurship skills as a panacea for economic sustainability for retirees. Prospective retirees should be engaged with entrepreneurship at retirement, to offer them alternative income at retirement as this is very important owing to the difficult economic condition in our country today. In Nigeria today many retirees are at crossroads due to the absence of entrepreneurial skills, they need to re-engage themselves after retirement especially when they are still strong and have families to take care of. Acquiredentrepreneurship skills after retirement will help to make the retirees active, pursue their passion, and supplement their source of income. Studies have revealed that the average retiree will have some health challenges after a few years of retirement such as heart disease, stroke arthritis, and depression. Staying motivated, active, and connected is the best means to combat health challenges due to aging. Having a skill will go a long way in solving this issue. This study however focused on four entrepreneurship skills which include risk-taking/adaptation skills, creative thinking skills, record keeping skills, and administrative skills. The research recommended that Public servants and prospective retirees ought to see life beyond the daily routine of their jobs and endeavor to acquire entrepreneurial skills such as risk-taking/adaptation, creative thinking, record keeping, and administrative skill in getting ready for the rainy day, Pre-retirement entrepreneurship skill development plan should be highly encouraged in public service by the government, non-governmental organizations and others.
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Forte, Claudia Márcia de Jesus, and Fernanda Sanches Rocha. "Financial Education for Adults - Women beneficiaries of the Bolsa Família Program (BFP) and Retirees with income of up to two minimum salaries." International Journal for Innovation Education and Research 5, no. 12 (December 31, 2017): 18–38. http://dx.doi.org/10.31686/ijier.vol5.iss12.844.
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The article presents the Impact Evaluation results carried out in the Financial Education Program for Women Beneficiaries of the Bolsa Família Program (BFP) and Retirees with income of up to two minimum wages. This program aims to promote the increase of financial literacy and changes in habits and behaviors, in order to develop skills and abilities that help to manage the family budget efficiently. The methodology used was the one of experimental experience and made possible the coexistence with beneficiaries and retirees in their homes, seeking to understand the realities and the local needs. The change in behavior through the development of skills and abilities, as well as the acquired knowledge, demonstrated that decision making becomes more conscious, promoting autonomy and meaningful better in the quality of life of the family and the family environment.
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Ogbonyomi, Omolara Bosede. "ENTREPRENEURSHIP SKILLS IN FOOD AND NUTRITION EDUCATION: A PANACEA FOR SUSTAINABLE RETIREMENT." Nigeria Journal of Home Economics (ISSN: 2782-8131) 10, no. 7 (June 30, 2022): 73–81. http://dx.doi.org/10.61868/njhe.v10i7.135.
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Retirement can be explained as an event in an individual’s life which marks a withdrawal from active service, terminating an accustomed pattern of life and transiting to a new one. It is the stage in which employees have to leave the workforce on a permanent basis so as to prepare for their twilight years. Life after retirement for majority of retirees is not a rosy one owing to ineffective preparation and planning for post-retirement years. Venturing into a business venture at an old age is an interesting phenomenon. Public servants have a variety of economic activities to venture into after retirement and entrepreneurship in Food and Nutrition education is one of those ventures. This paper focuses on the conceptual clarification of Food and Nutrition, Retirees and Entrepreneurship; the Place of Food and Nutrition Entrepreneur-ship in economic sustainability during post retirement. It will discuss extensively on ways of Identifying and exploiting entrepreneurship opportunities in Food and Nutrition for sustainable economic during retirement. It will also identify some of the challenges of Entrepreneurship skill development in Food and Nutrition Education. Adequate preparations and planning by all employees for post-retirement will curb the effects of postretirement anxiety, financial insufficiency, prevailing cost of living, poor feeding, depression and ill-health. Adequate exposure of employees to skills, knowledge and attitude in food and Nutrition education is will help them to develop strong foundation that will enable them sustain the family’s future.
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Ebrahimpour Khortoomi, Fatemeh, and Hossein Khedmatgozar. "Effectiveness of Paradoxical Treatment Model on Emotional Regulation and Perception of Rejection in Retirees." Journal of Assessment and Research in Applied Counseling 6, no. 3 (2024): 19–27. http://dx.doi.org/10.61838/kman.jarac.6.3.3.
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Objective: Retirement is one of the most sensitive situations in the life of any working individual, requiring numerous skills for optimal adaptation. Among these skills is the ability to regulate emotional behavior. The present study aimed to determine the effectiveness of the paradoxical treatment model on emotional regulation and the perception of rejection among retirees of Mellat Bank in Tehran. Methods and Materials: The research method was quasi-experimental, utilizing a pre-test-post-test design with a control group. The population consisted of all male and female retirees of Mellat Bank in Tehran in the year 2023, and based on a convenience sampling method, 30 individuals were selected and randomly assigned to experimental (15 participants) and control (15 participants) groups. The instruments for data collection included the Kraaij and Garnefski (2019) Emotional Regulation Questionnaire and the Leary and MacDonald (2010) Rejection Sensitivity Questionnaire. The paradoxical therapy approach sessions consisted of six 60-minute sessions, with the experimental group members attending weekly sessions. For data analysis, multivariate and univariate covariance analyses were employed using SPSS version 22. Findings: The results indicated that the paradoxical treatment model was effective in improving emotional regulation and perception of rejection among the retirees. Conclusion: It can be concluded that the implementation of the paradoxical therapy approach has led to an improvement in emotional regulation and a decrease in rejection perception scores.
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KAPA, Matome G., Engela P. de CROM, and Uwe P. HERMANN. "AN EXPLORATION OF TOURIST GUIDES' COMPETENCIES TO CREATE MEMORABLE TOURIST EXPERIENCES." GeoJournal of Tourism and Geosites 44, no. 4 (December 30, 2022): 1350–58. http://dx.doi.org/10.30892/gtg.44421-953.
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Tourist guiding in South Africa is a sector of the tourism industry that is subject to regulation to acquire competence and skills to meet the guiding standards and to provide quality services to tourists. The research aims to explore the skill sets perceived by tourist guides as the most important in their professional practice to create a memorable tourist experience to ensure that skills perceived to be most important are considered during the guiding training course for present and future tourist guides to prepare them for both employment, long-life learning and enhance their performance to attain the highest level of customer satisfaction. This study made use of a descriptive quantitative research approach through an online survey research design to collect data. A non-random sample of 320 tourist guides was selected to participate in the study. Data from the online survey was coded into numerical representations and captured in Microsoft Excel. Descriptive statistics together with a confirmatory factor analysis were used to analyse and interpret the results. The results showed various skill sets perceived as the most important from the tourist guides' perspective, including honesty and reliability, ethical skills, time management, customer care skills, health and safety skills and communication skills.
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Murcahyanto, Hary, Rita Kartika Murni, and Salsabilla Retno Sedah Mirah Murcahyaningrum. "Pengembangan diri pensiunan perantau jawa melalui pelatihan Seni Gamelan di Lombok Timur." ABSYARA: Jurnal Pengabdian Pada Masyarakat 4, no. 2 (December 31, 2023): 187–97. http://dx.doi.org/10.29408/ab.v4i2.24130.
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This study examines the positive impact of Javanese Gamelan training activities on retired Javanese migrants in East Lombok. The main focus of the research is on strengthening cultural identity, the effectiveness of training activities, contributions to education and self-development, and designing holistic social activity programs. Active participation in traditional arts, especially Javanese Gamelan, positively impacts participants' psychological well-being, strengthens their sense of cultural identity, and improves life quality in retirement. The activity not only develops cultural and artistic skills but also creates strong social networks and a sense of togetherness, reducing the risk of social isolation. This holistic approach includes active cultural arts education and skill development through Gamelan training. The research highlights the importance of understanding different cultural backgrounds and the challenges of maintaining cultural heritage and designing inclusive and supportive programs. Additionally, social activity programs are directed toward meeting participants' psychological, social, and emotional needs, creating an experience that goes beyond mere physical activity. Overall results indicate that integrating cultural arts activities with a holistic approach can have a significant positive impact on cultural identity, psychological well-being, and retirees' quality of life. Besides, social activities, particularly Gamelan training, are deemed essential for enhancing retirees' physical and mental well-being and helping them adapt to new roles post-retirement. Social and cultural activities, especially those related to traditional arts, play a crucial role in supporting retirees, preserving culture, and creating mutually supportive communities.
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Gorokhova, Tat’ayna, Ludmila Pushkareva, Mikhail Sredin, and Mikhail Pushkarev. "Economic development and labor resources: age aspect." E3S Web of Conferences 135 (2019): 04069. http://dx.doi.org/10.1051/e3sconf/201913504069.
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Current demographic composition of labor resources in Russia, as well as increase of retirement age, legislatively set by government, encourage investigation of staff potential usage in regard of population age characteristics and identification of rational ways of employment for specialists in social production. Contemporary scientific editions devoted to sociology and economy are discussing actively problems of retirement age increasing and ways of involvement of elderly people into social life not only in metropolises, but also, in peripheral parts of the country. In the article, analysis of results of sociological survey, devoted to communicative skills of elderly, is made. Survey of “working» and “nonworking” retirees, concerned their live values, life guidance and communicative skill components. Taking into consideration two social groups, “working” and “non-working” old people, aims sociological elaborations on both directions.
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Sands, Deanna J., Lois Adams, and Donna M. Stout. "A Statewide Exploration of the Nature and Use of Curriculum in Special Education." Exceptional Children 62, no. 1 (September 1995): 68–83. http://dx.doi.org/10.1177/001440299506200106.
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This study reports the results of a statewide survey of the beliefs and practices, regarding curriculum, of 341 elementary and secondary special education teachers serving students with a variety of disabilities. Findings indicate that (a) teacher training in curriculum development occurs mostly on the job; (b) teachers want training in teaching compensatory skills and life skills; (c) teachers believe that the IEP constitutes the curriculum for students with disabilities; (d) teacher judgment primarily guides the content of classroom instruction; (e) teachers focus principally on academic remediation versus life-skill or other instruction; (f) curriculum focus varies little across service-delivery models, but does vary by grade level; and (g) minimal articulation of curriculum exists across grade levels.
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Hart, Doug, Alexa Lamm, Connie Cecil, Jim Wilson, and Brett Kaysen. "Expanding 4-H Horizons Livestock Leader Guides." Journal of Youth Development 4, no. 2 (June 1, 2009): 80–84. http://dx.doi.org/10.5195/jyd.2009.265.
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What does a 4-H volunteer do when a child asks to start a project they don’t know anything about? The Expanding 4-H Horizons Swine Leader Guide offers information and activities that can be used by anyone in a club or clinic setting. A team of western regional extension professionals have created and piloted a user friendly tool that can be utilized by 4-H leaders and state/county extension staff. The swine specific manual is the first of four being created that will eventually offer information and activities for the beef, sheep and goat projects. This series of leaders guides are being created to serve as a useful tool that can be utilized across a variety of counties and states by supplementing already existing member manuals. With this curriculum, adults will be able to conduct highly effective activities that emphasize project skills, life skill learning, the experiential learning model and 4-H SET.
Dissertations / Theses on the topic "Retirees – Life skills guides"
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Spiegel, Peter Edward. "Military retirement satisfaction and adjustment: The effects of planning, having transferable knowledge, skills, and abilities, and having identified with, and been committed to, the Navy on a sample of retired naval officers." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1706.
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We examined military retirement. We sought to determine if preretirement planning, having knowledge, skills, and abilities (KSAs) that are readily transferable, and being committed to, and/or identifying with, the Navy would affect the retirement satisfaction and adjustment of a retired naval officers sample. Results indicated that both planning and transferability influenced retirement satisfaction and adjustment, while organizational commitment and identification did not. Implications of our findings, as well as a brief overview of some general retirement issues are included.
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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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Real, Laura A., and Laura A. Real. "Development of youth leadership life skills of Texas youth as San Antonio Livestock Exposition school tour guides." Texas A&M University, 2004. http://hdl.handle.net/1969.1/1332.
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Many youth organizations, including 4-H, FFA, and Family, Career, and
Community Leaders of America (FCCLA), offer countless opportunities for their
members to learn and further develop leadership life skills that are important in
becoming contributing members of society as adults. The purpose of this study was to
determine if Texas 4-H, FFA, and FCCLA members were developing leadership life
skills as school tour guides at the San Antonio Livestock Exposition. Additionally,
demographic characteristics were evaluated to determine which of these characteristics
affected leadership life skills development. Demographic characteristics evaluated
included gender, age, ethnicity, youth organization membership, years of membership,
years of experience as a school tour guide, and previous leadership skills training.
The target population was Texas 4-H, FFA, and FCCLA members who served as
school tour guides at the San Antonio Livestock Exposition. School tour guides referred
to the 4-H, FFA, FCCLA members who imparted their personal knowledge of
agriculture to elementary-aged students from San Antonio and surrounding area schools
that requested an educational tour at the San Antonio Livestock Exposition.
There were 1,691 school tour guides on the days of February 9, 10, 11, 12, 13,
17, and 18, 2004. All school tour guides returning for the afternoon exit-meeting during
the 2004 San Antonio Livestock Exposition were asked to complete the questionnaire.
The questionnaire was a 28-item survey instrument that was based on the scales:
Working with Groups, Understanding Self, Communicating, Making Decisions, and
Leadership.
Conclusions showed school tour guides had developed leadership life skills. The
most influential demographic characteristics were gender, previous leadership
experiences, and ethnicity. Females and those participants who had had previous
leadership experiences had stronger perceptions of their leadership life skills. In
addition, African Americans, Asian Americans, Hispanics, and Anglos all had stronger
perceptions of their leadership life skills when compared to Native Americans.
As a result of this study, the researcher recommends that youth should be
encouraged to participate as school tour guides at the San Antonio Livestock Exposition.
School tour guides had developed leadership life skills. In addition, youth should also be
encouraged to participate in other leadership-development activities through other
programs to further develop and enhance their leadership life skills.
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Rasmussen, Kathryn L. "A revision of the CHAMPS/Life Skills Program content : academic commitment." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1372051.
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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
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Malherbe, Henriëtte. "n Ouerleidingsprogram vir enkelouers : 'n oplossingsgerigte benadering." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52964.
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Thesis (MA)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: This programme is aimed at providing parent guidance to single parents. It is based on a reciprocal and egalitarian work relationship, using the parent's own skills, knowledge, unique strengths and previous successes. Solution-focused therapy developed from postmodernism. Therefore the absence of an objective reality functions independently of a reality that is linguistically constructed. The assumptions that underpin Solution-focused therapy are discussed, since they form an essential element in the composition of this programme. Since the guidance programme is implemented in a group context, attention is paid to the therapeutic factors, dynamics and principles of solution-focused group work. Techniques unique to Solution-focused work, such as the miracle question, exceptions questions and grading questions are explained. These techniques are put into practice over six sessions: (1) identifying problematic issues in single parent families, (2) focusing on any slight change, (3) if it works, don't fix it, (4) if it doesn't work, do something else, (5) focus on what is right, (6) celebrate changes and exceptions. Goals are set and procedures work out for each session. The programme is aimed at enhancing the single parent's own capacity for generating solutions and constructing alternative meaning in a move away from a problem orientation towards a solution orientation.
AFRIKAANSE OPSOMMING: Hierdie program is op ouerleiding aan enkelouers gerig. Oit berus op 'n wederkerige en eqalitere werksverhouding, gebaseer op die ouer se vaardigheid, eie kennis, unieke vermoens en vorige suksesse. Oplossingsgerigte terapie het ontwikkel vanuit die postmodernisme. Hiervolgens is daar nie 'n objektiewe werklikheid wat onafhanklik funksioneer van die lingu"istiese gekonstrueerde weergawe van die realiteit nie. Die aannames waarop Oplossingsgerigte terapie berus word bespreek, aangesien dit 'n belangrike element in die samestelling van hierdie program vorm. Aangesien die ouerleiding in groepverband geskied, word daar aandag geskenk aan die terapeutiese faktore, dinamiek en beginsels van oplossingsgerigte groepwerk. Tegnieke eie aan oplossingsgerigte werk, soos die wonderwerkvraag, uitsonderingsvrae en graderingsvrae, word verduidelik. Die verpraktisering van bogenoemde geskied in ses sessies wat soos volg uiteengesit is: (1) die identifisering van problematiese kwessies by enkelouergesinne, (2) fokus op klein veranderinge, (3) as dit werk, moet dit nie 'regmaak' nie, (4) as dit nie werk nie, doen iets anders, (5) fokus op dit 'wat reg is', (6) die viering van verandering en uitsonderings. uiteengesette doelwitte en prosedurenotas. Hierdie program poog om die ouer se eie kapasiteit vir die generering van Elke sessie het oplossings te fasiliteer en alternatiewe betekenisse te konstrueer, deur die klem te verskuif van 'n probleemgerigtheid na 'n oplossingsgerigtheid.
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Somhlaba, Ncebazakhe Z. "Stress and coping strategies in recently widowed rural black women." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53067.
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Thesis (MA)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: The relationship between stress and coping strategies in bereavement was examined in 70 recently widowed rural black women (mean age 36.53 years). Correlations were sought between coping strategies (as measured by the Coping Strategy Indicator) and anxiety (as measured by the S-scale of the State-Trait Anxiety Inventory), depression (as measured by the Beck Depression Inventory), social support (as measured by the Social Support Scale) and biographical variables. Of the participants, 88.57% were at least mildly depressed, while 78.57% experienced anxiety of above average intensity. Depression scores were significantly higher for those who were unemployed than for those who had paid work. Those with an education of Standard 6 or below made significantly more use of social support-seeking strategies than those with high school and tertiary education. Those whose husbands had died suddenly made more use of problem-solving strategies, while those whose husbands had died of chronic illness made more use of social support-seeking coping strategies. Significant positive correlations were found between an avoidant coping strategy and both depression and anxiety. A significant positive correlation was found between a social support-seeking coping strategy and perceived social support. Significant negative correlations were found between both problem-solving and social support-seeking coping strategies and anxiety as well as depression scores. An avoidant coping strategy emerged as a significant positive predictor of both anxiety and depression, while problem-solving and social support-seeking coping strategies emerged as significant negative predictors of depression. A problem-solving coping strategy alone emerged as a significant negative predictor of anxiety. These findings point to the need for interventions aimed at more effective use of problemsolving and social support-seeking coping strategies, rather than avoidance, if the widowed are to effectively deal with their conjugal loss. Another implication of these findings is the importance of helping those who are undergoing bereavement to continuously re-define their social support structures for continued sustenance of social and emotional support.
AFRIKAANSE OPSOMMING: Die verband tussen stres en hanteringstrategieë is in 'n groep van 70 landelike swart vrouens (gemiddelde ouderdom 36.53 jaar) wat hul eggenote onlangs aan die dood afgestaan het, ondersoek. Korrelasies tussen hanteringstrategieë (gemeet deur die Coping Strategy Indicator) en angs (gemeet deur die S-skaal van die State- Trait Anxiety Inventory), depressie (gemeet deur die Beck Depression Inventory), sosiale ondersteuning (gemeet deur die Social Support Scale) en biografiese veranderlikes is ondersoek. Van die deelnemers was 88.57% minstens tot 'n ligte mate depressief, terwyl 78.57% bogemiddelde angsvlakke ervaar het. Depressietellings van werklose vroue was hoër as van diegene met 'n gesalarieerde werk. Diegene met Standerd 6 opleiding of laer het beduidend meer gebruik gemaak van sosiale ondersteuning-soekende strategieë as diegene met hoërskool en tersiêre opleiding. Diegene wie se eggenote skielik afgesterf het, het meer gebruik gemaak van probleemoplossende hanteringstrategieë terwyl diegene wie se eggenote afgesterf het as gevolg van 'n chroniese siekte, meer gebruik gemaak het van sosiale ondersteuning-soekende hanteringstrategieë. Beduidende positiewe korrelasies is aangetref tussen 'n vermydende hanteringstrategie en beide depressie en angs. 'n Beduidende positiewe korrelasie is aangetref tussen 'n sosiale ondersteuning-soekende hanteringstrategie en waargenome sosiale ondersteuning. Beduidende negatiewe korrelasies is aangetref tussen beide probleem-oplossende en sosiale ondersteuning-soekende hanteringstrategieë en angs sowel as depressie. 'n Vermydende hanteringstrategie was 'n beduidende positiewe voorspeller van beide angs en depressie, terwyl probleem-oplossende en sosiale ondersteuning-soekende hanteringstrategieë beduidende negatiewe voorspellers was van depressie. 'n Probleemoplossende hanteringstrategie was 'n beduidende negatiewe voorspellers van angs. Hierdie bevinding dui op die noodsaaklikheid van intervensies wat gemik is op die meer effektiewe gebruik van probleemoplossende en sosiale ondersteuning-soekende hanteringstrategieë, eerder as vermyding, vir die weduwee om die afsterwe van haar eggenoot effektief te kan hanteer. Nog 'n implikasie van die bevindinge is die belangrikheid daarvan om diegene wat rou te help om voortdurend hul sosiale ondersteuningstrukture te herdefinieer vir voortdurende onderhouding van sosiale en emosionele ondersteuning.
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Ryan, Heather. "Exploring the asset-based approach with a learner affected by disability and HIV and AIDS." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/901.
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Anthony-Mahler, Kristin Kay, and Robin Patrice McCall. "Independent living programs and foster youth perceptions." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2325.
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The purpose of this study was to conduct a descriptive and exploratory analysis of Riverside County's Independent Living Skills Program (ILSP) and its ability to prepare foster youth for successful adult transition. A vital component of this study was the exploration of perceived preparedness through the eyes of the participants enrolled in this program.
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Cartwright, Pamela LeeAnn. "The effects of emotional intelligence and self-esteem on undergraduate college student academic involvement and career orientation." Scholarly Commons, 2006. https://scholarlycommons.pacific.edu/uop_etds/636.
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This study investigated the relationship between emotional intelligence and selfesteem on undergraduate college students' academic involvement and career preparation. In addition, the effects of emotional intelligence and self-esteem on problem-solving skills and group skills were also examined. Correlation and regression analyses were conducted to explore the relationship between the different variables. The survey instrument employed had been previously tested and reliability tests were run to ensure alpha levels were appropriate
A sample of 292 undergraduate college students voluntarily completed surveys that measured emotional intelligence, self-esteem, academic involvement, group skills, problem-solving skills, and career goals. Data was collected from four different academic institutions in Northern California-two community colleges, and two universities.
Consistent with hypotheses, it was found that emotional intelligence and selfesteem were both positively correlated to academic involvement (defined as participation in academic activities) and career preparation (defined as career orientation) .. Both emotional intelligence and self-esteem were significant predictors of academic involvement and career preparation.
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Hart, Nicole Anita. "Social support among emancipated foster youth." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2122.
Full textBooks on the topic "Retirees – Life skills guides"
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Disston, Harry. Wear out-- don't rust out!: A guide to an active retirement. White Hall, Va: Betterway Publications, 1989.
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Waxman, Barbara Frey. How to love your retirement: The guide to the "best" of your life. 2nd ed. Atlanta, Ga: Hundreds of Heads Books, 2010.
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Đha, Ra masim. Rit Đa yaramen Đt Đa ke ba da sukhi ji vana. Nai Dilli: Vidya Viha ra, 2010.
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Deller, John J. Achieving agelessness: Retirement is a new, exciting career : here's how to make it all it can be. Rancho Mirage, Calif: Harbor House West, 1991.
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Mogano, M. Make the most of your retirement. Woodston: Need2Know, 1998.
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Michael, Brady E., and University of Southern Maine, eds. Retirement: The challenge of change. Portland, Me: University of Southern Maine, 1988.
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Classics, Boardroom. The complete book of retirement secrets: The insider's guide to a happier, healthier, wealthier retirement. Greenwich, CT: Boardroom Classics, 2000.
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Lloyd, Mary. Supercharged retirement: Ditch the rocking chair, trash the remote and do what you love. University Place, Wash: Hankfritz, 2009.
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Susan, Davies. Sixty something survival guide. Cape Town: D. Nelson, 1995.
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Lloyd, Mary. Supercharged retirement: Ditch the rocking chair, trash the remote and do what you love. University Place, Wash: Hankfritz, 2009.
Find full textBook chapters on the topic "Retirees – Life skills guides"
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Lawan, Sagir. "Entrepreneurship Innovations and Knowledge Economy." In Advances in Business Strategy and Competitive Advantage, 67–79. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6655-8.ch004.
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This chapter aims to provide fresh insights into entrepreneurship innovation to the retirees of the Nigerian military from the perspective of an ex-serviceman (a retired military person). The chapter's methodology focused on the articulation of experiences and meanings, which is guided by the events in the author's life, recounting life circumstances and events located in a specific time and space. Consequently, the chapter examines the entrepreneurial opportunities for retired Nigerian military personnel vis-a-vis the challenges faced by veterans when engaging in entrepreneurship. The chapter also discusses the entrepreneurship issues to be considered before becoming an entrepreneur. The chapter further postulates on information and communication technology (ICT) skills as key requirements for those who want to become an entrepreneur in post-service life. Finally, it is suggested that prior knowledge on innovative entrepreneurship before the start of a business results in successful sustained retirement income.
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Steffen, Ann M., Larry W. Thompson, and Dolores Gallagher-Thompson. "Module 1: Skills for Getting Started: Planning Your Treatment." In Treating Later-Life Depression, edited by Ann M. Steffen, Larry W. Thompson, and Dolores Gallagher-Thompson, 91–108. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780190068431.003.0006.
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This chapter covers Module 1: Skills for Getting Started: Planning Your Treatment. Strategies that build alliance and prevent premature dropout include explaining the therapy approach, setting expectations for treatment length, linking treatment approach to presenting problems, instilling hope, and soliciting feedback. This chapter guides practitioners to help group and individual clients develop positive expectations for treatment, understand depression, identify their values and strengths, explore their intersecting multicultural identities, personalize the CBT model, develop therapy goals, shape expectations for how change happens, and recognize the value of home practice. The importance of using written materials within and between sessions to enhance learning and retention is emphasized. Practitioners are encouraged to apply recommended strategies that are responsive to the needs of culturally diverse aging clients.
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Steffen, Ann M., Larry W. Thompson, and Dolores Gallagher-Thompson. "Module 8: Skills for Caregiving: Reducing Stress While Helping Others." In Treating Later-Life Depression, edited by Ann M. Steffen, Larry W. Thompson, and Dolores Gallagher-Thompson, 231–54. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780190068431.003.0014.
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Depression—at the clinical or subsyndromal level—is a commonly reported outcome of informal caregiving (e.g., for parents, partners, grandchildren, disabled children, other members of chosen family). This chapter guides providers as they help middle-aged and older adults who experience caregiver burden. The material supports psychoeducation and the clinical tasks of self-compassion, coping with caregiving stressors, problem solving, cognitive reappraisal, planning positive activities with the care recipient, and self-care. This chapter also describes the Practice forms provided in the workbook for aging clients’ use between psychotherapy and integrated primary care sessions to remember and use these skills. Clinicians are directed to apply recommended strategies that are responsive to the needs of culturally diverse aging clients, including within the context of telehealth.
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Nered, Tadej. "Communication Competences of a Tourist Guide as Presented in the Films My Life in Ruins and Jungle Cruise." In Active and Inclusive Teaching of Literacy and Communication Skills for Enhanced Employment and Sustainable Economic Growth, 105–24. University of Maribor Press, 2024. http://dx.doi.org/10.18690/um.ft.1.2024.7.
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Tourist guides play a vital role in tourism by forming one of the most important professions in the tourism industry. This chapter presents the tasks and competences of the guides as shown in the selected films My Life in Ruins and Jungle Cruise and highlights the communication competences that they must have to meet the demands and expectations of tourists. For this purpose, we analyzed the selected characters' communication competences through content analysis and presented our findings. However, since the assessment of the development of communication competences should not only rely on fictional characters, we also conducted semi-structured interviews with professional tourist guides, which gave us a broader and more realistic picture of the expected communication competences.
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Kakongoro, Dorothy Businge Kabugo. "Teacher-Centred Delivery Approach in Uganda's Secondary School Education and Empowering Learners With Higher Order Skills." In Handbook of Research on Promoting Higher-Order Skills and Global Competencies in Life and Work, 99–116. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6331-0.ch007.
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This chapter analyses the extent to which the teacher-centred delivery approach has influenced the quality of learning in private secondary school education in Uganda. Theories applied are: The Stimulus-Response (S-R) Learning theory, the Social Learning theory and the Transmission model. A Self-administered questionnaire, Focus Group discussion and interview guides were used to collect data. Discussion of the chapter centered on how the teacher's roles inside the classroom result into attainment of problem solving skills, interpersonal skills and preparing the learner for occupation. Findings showed that, to equip learners with higher order skills, teachers demonstrated all the five roles. However, effective use of this approach was encumbered by a number of limitations that recommendations are provided. Key among these is incorporating a number of activities to inter-marry the philosophies of the teacher-centred and the student-centred approaches in secondary school education.
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"Personalised Education Personified." In Advances in Educational Marketing, Administration, and Leadership, 212–32. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7005-3.ch011.
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In a decentralised educational policymaking system, the federal government guides and coordinates educational developments through the CMEC, where provinces and territories enjoy independence in policymaking, program design, implementation, and assessment of learning outcomes. Canada has a uniform 12-year education, except for Quebec's vocational education. In addition to teaching traditional subjects, the central focus is on developing 21st-century life skills through the 6C framework. Students take learning assessment tests at the provincial (LSA) and national levels (PCAP) and participate in international assessments, consistently ranking high on PISA. Canadian education values inclusivity, diversity, and student-centred learning, emphasising a well-rounded curriculum, student engagement, and the development of critical thinking skills. Quality education without stress increasingly attracts international students, making Canadian school education a shining example of a multicultural society.
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Daskolia, Maria, Giuliana Dettori, and Raul P. Lejano. "Urban Digital Storytelling." In Urban Environmental Education Review, edited by Alex Russ and Marianne E. Krasny. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9781501705823.003.0029.
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This chapter considers how the potential of digital storytelling can be harnessed as a tool for teaching and learning about the environment and sustainability in formal and nonformal urban education contexts. It first examines the learning opportunities provided by digital storytelling for urban environmental education before discussing these opportunities using three examples of storytelling-based learning activities that were implemented in different contexts, with different means, and for different audiences to address aspects of urban life. The first initiative involves children and youth as tourist guides in Helsinki; the second is digital storytelling by refugees and immigrants in Western Sydney; and the third is collaborative creativity in storytelling about urban sustainability among Greek university students. These cases show that digital storytelling can be employed with ease as a pedagogical approach, involving people with no particular technical skills, and without expensive equipment.
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Manifold, Marjorie Cohee. "Re-Envisioning a Heroine’s Journey." In Advances in Social Networking and Online Communities, 132–60. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5206-4.ch009.
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How are women rewriting myth as metaphors that fit the modern realities and circumstances of their lives? How and to what extent might sharing these stories in niche communities reinforce empowered ways of being in public life? This descriptive study follows the heroic journeys of self-discovery as experienced by three professionally successful women. Having found resonance with characters from popular stories that addressed inner questions of “who I might be in the world” and through participating as fans in niche online fandom communities, the women discovered self-empowerment, were able to act as models for and guides to others of the niche community, and were empowered to act with agency in their everyday lives and careers. Additionally, the women developed skills of writing and insights of storytelling; the stories they created re-ordered interpretations of how the world might be for future women.
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Machover, Wilma, and Marienne Uszler. "Choosing the Teacher." In Sound Choices, 205–44. Oxford University PressNew York, NY, 1996. http://dx.doi.org/10.1093/oso/9780195092073.003.0006.
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Abstract Having decided that it is time to select a music teacher foe you child, how will you go about it? Certainly with the same care and research that you would use to select a family physician or purchase a car. There are similarities in choosing a doctor or music teacher. In both cases, you have every reason to expect qualified, educated individuals, and you want technical and interpersonal skills to be equally balanced. In some ways, of course, choosing a music teacher is not like choosing a physician. Music study is not a matter of life and death. While no one ever died of musical malpractice, many have been turned off for life by making the wrong choice. When buying a car, most people research cost, reputation, comfort, and reliability. The car must meet your standards as confirmed by Consumer’s Report or other guides. You also want to be sure you won’t be “taken for a ride” by incompetent maintenance personnel. Some of the same factors are important when looking for a music teacher.
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Kearney, Julia A., and Megan Gilman. "Psychiatry in Multidisciplinary Pediatric Palliative Care." In Handbook of Psychiatry in Palliative Medicine 3rd edition, edited by Harvey Max Chochinov and William Breitbart, 668—C44.P66. 3rd ed. Oxford University Press, 2022. http://dx.doi.org/10.1093/med/9780197583838.003.0044.
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Abstract Pediatric palliative care (PPC) is multidisciplinary, child- and family-centered, developmentally informed, holistic care for children, adolescents, and their families facing life-threatening illness. Child and adolescent psychiatrists in PPC contribute valuable skills in the assessment and management of emotional and behavioral symptoms, family dynamics, communication, and interventions. Symptom management with psychotropic medications is appropriate to provide comfort and relief from physical or emotional distress. A developmental understanding of children’s conceptualization of death can assist in providing tailored support for children and their caregivers. Communication with children and adolescents about their own death and dying should be done in conjunction with parent psychoeducation and support in the context of a therapeutic relationship and should be careful, individualized, and child-led. Adolescents and young adults should be increasingly included in goals-of-care discussions, as appropriate. Evidence-based therapeutic interventions and communication tools such as advance care planning guides and therapeutic games are invaluable tools at the bedside in PPC. Expertise in palliative communication is shown to be closely correlated with child quality of life outcomes and parent bereavement outcomes after the death of a child. Family support and bereavement care is in the scope of pediatric palliative care.
Conference papers on the topic "Retirees – Life skills guides"
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Grass, Markus, Tharshan Maheswaran, and Gisela Detrell Domingo. "The space station design workshop goes digital - opportunities and challenges during pandemic-times." In Symposium on Space Educational Activities (SSAE). Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788419184405.064.
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The Stuttgart Space Station Design Workshop, aimed at university students and young professionals, focuses on the conceptual design of a space station in an interdisciplinary and international environment within a limited timeframe. It lasts about one week and has been carried out by the Institute of Space Systems – University of Stuttgart for over 20 years. The goal of the workshop, besides its educational purpose, is to obtain creative solutions from the future generation of space experts. For the participants, the SSDW offers a unique opportunity for learning by doing and to get involved in a space project. Participants do not only need to apply their knowledge obtained during their university courses but also to put in practice and improve soft skills. The workshop starts with some lectures in relevant fields such as Project Management, Systems Engineering, as well as the different subsystems, for example Life Support. The participants are then divided into two teams. To monitor the teams’ progress several milestones and reviews are planned during the week. Several tools, guides, recipes and experts are available during the workshop. Within the team, each member has a specific role, which is defined before the workshop starts, allowing preparation. The mission statement of the workshop changes every year, adapting to the current plans on human spaceflight exploration. The results of the last editions have been presented at international renowned conferences. In 2020, due to the current COVID-19 situation the workshop was cancelled. In 2021, with increasing vaccination rates in Europe, the situation had improved. However, carrying out such an international in-person workshop was still not an option. For that, the core team decided to carry out for the first time the SSDW in a digital form. Adapting the existing workshop to a digital form presented many challenges but at the same time offered many opportunities. This version has allowed to join participants and staff, that would not have been able to attend in-person, and has also opened new possibilities of communication, using currently existing tools. This paper first introduces the main characteristics of the workshop before it presents a comparison between the 2019 edition, which took place in-person, and the 2021 edition, the first digital SSDW. It summarizes the activities that took place during the one-week workshop, the tools used, and the feedback provided by the participants and staff