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Relevant bibliographies by topics / Skill standards

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Academic literature on the topic 'Skill standards'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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Journal articles on the topic "Skill standards"

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Bailey, Thomas, and Donna Merritt. "Industry Skill Standards and Education Reform." American Journal of Education 105, no. 4 (August 1997): 401–36. http://dx.doi.org/10.1086/444163.

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Railton, Peter. "Normative Guidance, Evaluative Guidance, and Skill." Analyse & Kritik 43, no. 1 (June 1, 2021): 235–52. http://dx.doi.org/10.1515/auk-2021-0014.

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Abstract At least since Aristotle, practical skill has been thought to be a possible model for individual ethical development and action. Jonathan Birch’s ambitious proposal is that practical skill and tool-use might also have played a central role in the historical emergence and evolution of our very capacity for normative guidance. Birch argues that human acquisition of motor skill, for example in making and using tools, involves formation of an internal standard of correct performance, which serves as a basis for normative guidance in skilled thought and action, and in the social transfer of skills. I suggest that evaluativemodeling, guidance, and learning play a more basic role in motor skill than standards of correctness as such-indeed, such standards can provide effective normative guidance thanks to being embedded within evaluative modeling and guidance. This picture better fits the evidence Birch cites of the flexibility, adaptability, and creativity of skills, and can support a generalized version of Birch’s ‘skill hypothesis’.

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Ghazala, Ayat Fawzy, and Shimaa Ebrahim Elshall. "Application of National Education Technology Standards as Perceived by Nursing Students and Its Relation to Their Problem Solving Skill during COVID 19 Disaster." International Journal of Higher Education 10, no. 2 (December 3, 2020): 172. http://dx.doi.org/10.5430/ijhe.v10n2p172.

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With the emergence of COVID 19 disaster, dependence on technological and electronic learning is increasing. National Education technology standard has a great impact on improving students' skills. One of these skills is problem solving which is very crucial to nurse student to be prepared to be professional nurse. This study sought to assess application of national education technology standards as perceived by nursing students and its relation to their problem solving skill during COVID 19 disaster. The study adopted a descriptive correlational design using a convenience sample (N = 218) of all fourth nursing students who accept to participate in the study at Faculty of Nursing, Menoufia University. The instruments used to gather the data were developed questionnaire by researchers to assess application of national education technology standards, and problem solving skill questionnaire. The results show that the majority of nursing students have high level of perception regarding application of these standards. Moreover, the high percentage of nursing students had high level problem solving skill, and there was a positive moderate correlation between total score national education technology standards, and total score problem solving skill. Based on the findings, it is very important to ensure application of national education technology standards for teaching staff and administrative system. Moreover, Periodic updates and training on the new changes in education technology for both nursing students and teaching staff.

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WATANABE, Noboru. "Outline of Embedded Technology Skill Standards (ETSS)." Journal of JSEE 54, no. 5 (2006): 97–102. http://dx.doi.org/10.4307/jsee.54.5_97.

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Nazir, Nusrat. "Postnatal Care Based on ICM’s Global Standards among Nursing Students Studying in a Selected College in Delhi." International Journal of Nursing & Midwifery Research 07, no. 02 (December 7, 2020): 32–37. http://dx.doi.org/10.24321/2455.9318.202016.

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Background: Postnatal period is considered as the most critical phase which can lead to various complications and even maternal deaths. Midwives and nurses have an important role to play in the postnatal care of a mother hence they must have exceptional knowledge and skill to address the complications that arise in mothers during postnatal period. The competence level of midwives and nurses must be earned by set criteria of ICM Global standards of Midwifery. Objectives: To assess the knowledge and skills among nursing students in selected college of Delhi on Postnatal Care as per ICM Global Standards by using Checklist and Questionnaire and to find out an association of Knowledge and skill on postnatal care with selected demographic variables regarding ICM’ s Global standards. Materials and Methods: A quantitative research approach with descriptive exploratory design was used to achieve the objectives of the study. Total enumerating sampling technique was employed to select 56 students of DGNM interns posted in postnatal wards of hospital. A structured questionnaire and checklist were formulated to assess the knowledge and skills of Nursing Students. Result and Findings: The study showed that Maximum students i.e. 45 (80.35%) had inadequate knowledge related to postnatal care of mother whereas 11 (19.64%) nursing students had adequate knowledge. Maximum students i.e. 34 (61%) had inadequate knowledge related to postnatal care of newborn whereas 22 (39%) had adequate knowledge regarding the same. The calculated ‘r’ value was 0.32; value at degree of freedom (54) is 0.27 which is lower than 0.0 e ‘r’ 5 level of significance. Conclusion: The study shows that the students need more emphasis on skill improvement. There is a need to up skill the existing skills of nursing students in order to provide comprehensive and prompt Nursing Care.

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Rowan, Thomas E., Barbara J. Reys, and Robert E. Reys. "Implementing the Standards: Estimation—Direction from the Standards." Arithmetic Teacher 37, no. 7 (March 1990): 22–25. http://dx.doi.org/10.5951/at.37.7.0022.

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Do you estimate? Of course you do. Everyone estimates. Research shows that estimation is used in real-world problem solving far more than exact computation. Furthermore, estimation relates to every important mathematics concept and skill developed in elementary school. It is a process that allows the user to form an estimate or to judge the reasonableness of a result.

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WATANABE, Noboru, Tadashi SEKIGUCH, Kazuo SATO, Masaki SASAKI, Hiroshi MONDEN, Kiichirou TAMARU, and Shigeyuki OHARA. "Practice and Evaluation of Enterprise Skill Characters by the Embedded Technology Skill Standards." Journal of JSEE 54, no. 5 (2006): 43–48. http://dx.doi.org/10.4307/jsee.54.5_43.

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Frantz, Pascal. "AUDITOR'S SKILL, AUDITING STANDARDS, LITIGATION, AND AUDIT QUALITY." British Accounting Review 31, no. 2 (June 1999): 151–83. http://dx.doi.org/10.1006/bare.1999.0096.

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Scavo, Thomas R., and Nora K. Conroy. "On My Mind: Conceptual Understanding and Computational Skill in School Mathematics." Mathematics Teaching in the Middle School 1, no. 9 (March 1996): 684–86. http://dx.doi.org/10.5951/mtms.1.9.0684.

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Evaluation standard 9 of the NCTM's curriculum and Evaluation Standards for School Mathematics (1989) addresses the issue of mathematical procedures including, but not limited to, computational methods and algorithms. The standards document relates that.

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Pugalee, David K. "Spotlight on the Standards: Using Communication to Develop Students' Mathematical Literacy." Mathematics Teaching in the Middle School 6, no. 5 (January 2001): 296–99. http://dx.doi.org/10.5951/mtms.6.5.0296.

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When students are given the opportunity to communicate about mathematics, they engage thinking skills and processes that are crucial in developing mathematical literacy. The importance of communication is evidenced through NCTM's recognition of this skill as one of the five process standards in mathematics, in both the 1989 and 2000 Standards documents (NCTM 1989, 2000).

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Dissertations / Theses on the topic "Skill standards"

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Budawas, Bader A. A. "The effectiveness of the Bahrain vocational technical education system in meeting the labour market demands : the case of automobile technicians." Thesis, University of Sunderland, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288932.

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Bunn, Phyllis Carolyn. "National industry-based skill standards technical committees : perceptions of adoption of standards in vocational education programs /." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-151658/.

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Fermanich, Sheri Ann. "An evaluation of the cooperative education skill standards certificate program in marketing education." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998fermanichs.pdf.

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Sriboonma, Rochana. "Assessing the attitudes toward and need for national occupational skill standards in Thailand /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487945320759897.

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Samb, Loly. "Relations entre Etat de droit et organismes de normalisation. Le cas des normes et standards pour la modélisation des compétences dans les systèmes et réseaux numériques." Thesis, Paris 10, 2011. http://www.theses.fr/2011PA100017.

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La question des compétences professionnelles surgit au cœur des travaux de normalisation et de standardisation et pose quelques problèmes liés à sa nature. En effet, à la différence de la « machine », il est impossible de standardiser des éléments liés à la compétence professionnelle sans affronter des difficultés d’ordre idéologique, politique, culturel, et social. De plus, la question est saisie par d’autres entités issues de l’Etat de droit dont les dispositifs sont en inadéquation avec ceux élaborés par les organismes de normalisation. Témoignent de cela les controverses et divergences qui sous-tendent régulièrement les négociations. La normalisation a pour cadre opératoire des modes de gouvernance difficiles à appréhender car procédant d’une légitimité démocratique discutable. Notre thèse se situe à l’intersection des sciences de l’information et de la communication et des sciences politiques pour mener une réflexion qui aboutit à des propositions tenant du concept de procéduralisation : la prise en compte de l’espace public et des contextes mais aussi l’adoption de nombreuses pratiques visant à associer d’autres entités aux négociations
The question of professional competences appears in this work on standards as a central issue with problems of its own. Indeed, unlike the “machines” it is impossible to standardize elements related to professional competences without facing ideological, political, cultural and social difficulties. Besides, there are other legal bodies with inappropriate means dealing with this issue elaborated by standards organizations. The frequent controversies and divergences around gathering negotiations illustrate this.Standardization is operated in difficult to understand types of governance with disputable democratic legitimacy. Our thesis is at the intersection of political and information science to have a reflection leading to the proposal of concepts of procedures: considering public space and environments but also the adoption of many practices associating other bodies to the negotiations

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Kujinga, Benjamin Tanyaradzwa. "The auditor's duty of reasonable care and skill and the expectation to detect fraud." Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/104.

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Auditors perform a very important task within the context of the affairs of a company because financial reporting can only serve its purpose if stakeholders can rely on its accuracy and reliability. An auditor’s duty is to opine whether an entity’s financial reporting has been done according to the requirements of the law. The responsibility of reporting according to the law lies with an entity’s directors. Auditors cannot issue an absolute assurance as to the lawfulness and reliability of an entity’s financial reporting. However when it is subsequently discovered that the financial reporting was incorrect and that fraud has occurred auditors are often blamed and sued for enormous amounts of money for failing to detect material anomalies in the financial reports. These actions are based on the fact that auditors have a duty to exercise reasonable care and skill in the performance of their duties and through their failure to act as such, have caused financial harm to the clients or third parties. The fact that auditors are only required by law to exercise reasonable care and skill and perform an audit according to the standards of the reasonable auditor and not the most meticulous one, is often not regarded or is sometimes deliberately ignored. This clearly represents a problem in our law, namely that the presence of fraud in financial reports does not in itself suggest negligence on the part of the auditor but is apparently often perceived to do so. This research shows that the auditor’s duty of reasonable care and skill does not necessarily entail the duty to detect fraud. The elements of the duty of reasonable care and skill are identified from case law, legislation and international auditing standards. In order to limit the liability of auditors in general it is important to focus also on the elements of fault (negligence), wrongfulness and causation. This research shows that negligence cannot be established merely by the presence of fraud or material misstatements in financial statements. The responsibility for fair financial reporting lies with the directors. This research gives prominence to this fact which often seems to be ignored for convenience and in order to place the blame on the auditors. This research implicitly asks the question, why are auditors being held responsible for material misstatements in a company’s financial statements and not the directors? Guidelines for determining the extent of an auditor’s liability in this regard are formulated in this research.

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O'Donnell, Brian Charles, of Western Sydney Macarthur University, and Faculty of Education and Languages. "A model for registering teachers, accrediting teacher education and awarding advanced certification in Australia : a means for advancing the status of teaching as an autonomous profession." THESIS_FEL_XXX_O'Donnell_B.xml, 1999. http://handle.uws.edu.au:8081/1959.7/78.

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Teaching in Australia is acknowledged as a profession. The public, however, generally perceives teaching as a poorly paid occupation whose practitioners exert little control over their own standards of practice. Consequently, the professional status of teachers is low, and very few of the most capable school leavers and high ability university graduates are attracted to teaching as a career. Furthermore, teachers' perceptions that the public does not appreciate their work have led to low morale, high rates of resignations, and early retirements among experienced practitioners. These factors will contribute to serious shortages of teachers in the new millennium. In the past Australian employers in both government and non-government school sectors have attempted to circumvent teacher shortages by reducing qualifications required for teaching. This anti-professional practice has contributed to the belief that teaching is something that anyone can do. It is argued in this thesis that the status of the teaching profession in Australia must be enhanced if teaching is to attract capable new recruits and retain knowledgeable, experienced practitioners. This could be achieved by giving teachers greater responsibility for their profession's standards through a system of statutory regulatory boards, comprised largely of practising teachers. The boards would be responsible for establishing and enforcing standards for registration of teachers, accreditation of teacher education, and provision of advanced certification. Furthermore, such regulation of the profession should be on a national basis to ensure that all children in all schools in Australia have access to competent, professionally qualified teachers, and to overcome the problems of interstate mobility of teachers. The thesis concludes by calling on all stakeholders to acknowledge teaching as a full profession. This could be achieved by accepting that teachers should regulate their professional standards in the same way that other professions do. A model to achieve that end is presented.
Doctor of Philosophy (PhD)

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Naylor, Margaret, and n/a. "TAFE and award restructuring processes, a case study : development of skill standards and assessment criteria for the civil operating stream of the building and construction industry." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060824.094611.

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This thesis addresses the argument that TAFE as an organisation has not significantly changed its concept of its purpose and place in Australian society over the last hundred years. It concludes that Industry Award Restructuring may possibly achieve what two world wars, two depressions, one economic boom, international civil rights movements and technological change could not: TAFE may change substantially over the next decade and move from its self-concept as an education institution into an overt training role. Due to award restructuring in industry, new demands will be made on TAFE which cannot be resisted if TAFE is to maintain its position as the primary provider of vocational education/training. In the course of the research it was found that it is possible to carry out direct observation of an organisation or industry without significantly affecting the processes of the organisation. This may be achieved by finding a role which complements, supports or supplements the organisation's objectives, but in which there are no line responsibilities and thus little or no interference. Such a role appears to be that of writer of documents, which gives unlimited access to all parties and sources without influencing either policy or practice. The outputs from the writing tasks are of value to the target organisation, so that the researcher gives as well as takes, and could be described as being in a symbiotic relationship with the organisation. The skill standards and assessment criteria developed during the study are presented as outcomes of a symbiotic case study, and the success of the method is evaluated by comparing the outcomes with those of other Streams of the same industry, which have been working on similar document development tasks over the same time period using traditional methods.

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Mupangavanhu, Brighton Murisa. "Standards of care, skill, diligence, and the business judgment rule in view of South Africa's Companies Act 71 of 2008: future implications for corporate governance." Doctoral thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/25428.

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Decision-making is the most critical role that company directors have to play in the life of a company that they are appointed to manage. South African law (in s66 of the Companies Act 71 of 2008, the Act) has now followed the global trend of recognising that directors have original authority/mandate to manage or direct company affairs or business. A director is accorded (by law) powers to exercise to enable him or her to fulfil the functions of that office. Decision-making, which is not an easy task, is critical to enterprise efficiency and advancement of the national economy. Directors have to make business decisions, at times under imperfect circumstances and while confronting tensions inherent in the corporate form. Not least of these tensions is the pressure to balance the profit maximisation drive from shareholders and accountability for how the directors exercise the powers at their disposal. Despite pressures involved in decision-making, the law requires that directors should exercise their powers in the best interests of the corporation. Thus the Act has attempted to put mechanisms in place to ensure that directors' freedom to manage corporations has to be necessarily constrained and balanced by the need for them to be accountable. The thesis focuses on the duty of care, skill and diligence on one hand (standard of conduct), and the business judgment rule (BJR- standard of review) on the other. These are two mechanisms put in place by the Act to ensure a balance between directors' freedom to manage and accountability. The thesis seeks to answer the key question whether the Act has made standards of care, skill and diligence clearer, more accessible and enforceable than before in light of the Act's adoption of BJR. The thesis analyses the duty of care, skill under s76(3)(c) and BJR under s76(4) in light of the context of law reform (that is the purposes of law reform) and international experiences. In this thesis, an appraisal of the positives brought about by the codification of the duty of care and the adoption of BJR into statute for the first time in SA is given. It is argued that while some purposes of law reform have been achieved, the Act has not achieved the purpose of clarity of standards. For example, the analysis reveals unfortunate omissions and worrying ambiguities in the formulation of standards of care, skill and diligence in s76(3)(c). While giving in-depth analysis of the scope and policy rationale of BJR under the Act, the thesis further notes that the characterisation of BJR in s76(4)(a) as a standard of conduct as opposed to standard of review is problematic. It has also been argued that the BJR is not properly aligned to international standards. Clear amendments to the Act have been suggested to improve clarity of standards and the law in s76(3)(c) and s76(4)(a).

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Sadler-Moore, Della. "The role of the Registered [Surgical] Nurse in the 21st century NHS acute trust hospital : an ethnographic study." Thesis, University of Wolverhampton, 2009. http://hdl.handle.net/2436/88795.

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This study focused on Registered Nurses (RNs) working in Acute Trust surgical wards in the context of their role development, role expansion and role extension. The study originated from concerns raised by RNs undertaking the surgical pathway of the BSc Hons in clinical nursing practice, who alerted me to their dissatisfaction with their working conditions and their role. This revelation was made at a time when modernization was cascading into Acute Trusts as a result of the NHS plan (DOH 2000); simultaneously the European Working Time Directive (EWTD) was being implemented, sequentially reducing Junior Doctor’s hours of work. NHS modernization and the EWTD were the two initiatives which led the researcher to the assumption that RNs working in surgical wards were the labour force who would be absorbing the additional workload brought about by these changes, because RNs are the only health professionals in acute surgical wards with twenty-four hour contact with, and responsibility for, ward-based surgical patient care. The study was conducted in one clinical directorate of an Acute Trust hospital, comprising six in-patient surgical wards and five specialist nursing services. The methodology was ethnography, where the researcher worked as an RN for fifteen months, collecting data through Spradley’s (1980) descriptive, selective and focused phases of fieldwork. Data was analysed using what Miles and Huberman (1994) refer to as a set of ‘choreographed / custom built’ techniques. The descriptive phase of fieldwork revealed an apparent ‘staffing illusion’ on the surgical wards and RNs were found to be under tremendous pressure to manage ‘patient throughput’, and an ever increasingly dependent case mix of surgical patients, within the existing, or if possible diminishing Senior / experienced RN labour force due to the emergent evidence of a ‘cycle of staff change’ with non-clinical managers backfilling Senior RN posts with Junior RNs. For Senior RNs this backdrop meant additional support and supervision demands on their role. To get through the workload many RNs held ‘dual roles’ to enable maintenance of the surgical services within the directorate. The selective phase of fieldwork re-focused the ethnographic lens on the RNs in the context of their role development, role expansion and role extension, from which six perspectives were found: 1) role development from Junior to Senior RN, 2) role expansion dependent on shift of the day, day of the week – the co-ordinator role, 3) role extension confusion and boundary disputes, 4) hidden [role expansion and extension] talents of surgical nurses, 5) role contraction – a feeling Nursing is going backwards, and finally, 6) ‘if only I could’ – role expansion aspirations of surgical RNs. The third phase of fieldwork, described by Spradley (1980) as the focused phase, was spent validating the findings and conducting the ethnographic interviews. The findings are interpreted locally [from the perspective of RN’s working within Rodin] as ‘working to full capacity’ through ‘doing more for more with less’, as a result of the RN with the surgical directorate being sandwiched between two agendas, that of Junior Doctors EWTD and NHS modernisation. Braverman’s skill substitution / degradation of skilled work thesis is then used as an interpretative framework to conclude the thesis, the outcome of which reports a ‘triple substitution’ agenda.

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Books on the topic "Skill standards"

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Bailey, Thomas R. Integrating academic and industry skill standards. Berkeley, CA: National Center for Research in Vocational Education, University of California at Berkeley, 1997.

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Bailey, Thomas R. Making sense of industry-based skill standards. Berkeley, CA: National Center for Research in Vocational Education, Graduate School of Education, University of California at Berkeley, 1995.

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Askov, Eunice Nicholson. Framework for developing skill standards for workplace literacy. [Washington, D.C.?]: National Institute for Literacy, 1996.

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Frantz, Pascal. Auditor's skill, auditing standards, litigation, and audit quality. London: London School ofEconomics, Financial Markets Group, 1996.

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(Association), VICA. VICA U.S. Skill Olympics: Regulations and technical standards. Leesburg, Va. (P.O. Box 3000, Leesburg 22075): Vocational Industrial Clubs of America, 1992.

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National Institute for Literacy (U.S.), ed. Framework for developing skill standards for workplace literacy. [Washington, D.C.?]: National Institute for Literacy, 1996.

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Askov, Eunice Nicholson. Framework for developing skill standards for workplace literacy. [Washington, D.C.?]: National Institute for Literacy, 1996.

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Shroll, C. J. National skill standards for advanced high performance manufacturing. Washington, DC: National Skill Standards for Manufacturing, 1997.

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Askov, Eunice Nicholson. Framework for developing skill standards for workplace literacy. [Washington]: National Institute for Literacy, 1996.

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Askov, Eunice Nicholson. Framework for developing skill standards for workplace literacy. [Washington, D.C.?]: National Institute for Literacy, 1996.

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Book chapters on the topic "Skill standards"

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Griffin, Patrick, and Esther Care. "Pathways of Educational Leadership: Monitoring and Developing Skill Levels Among Educational Leaders in Australia." In School Leadership in the Context of Standards-Based Reform, 95–120. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4095-2_5.

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Graupp, Patrick, and Martha Purrier. "Need for Good Instruction Skill." In Getting to Standard Work in Health Care, 65–82. 2nd ed. New York: Productivity Press, 2021. http://dx.doi.org/10.4324/9781003035305-5.

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Kuijpers, Maikel H. G. "Perceptive categories and the standard of the time." In An Archaeology of Skill, 64–81. Oxon ; New York, NY : Routledge, 2017. | Series: Routledge studies in archaeology ; 29: Routledge, 2017. http://dx.doi.org/10.4324/9781315196022-4.

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Blioskas, Sarantis. "Septoplasty: Standard Approach." In Rhinology and Anterior Skull Base Surgery, 341–44. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66865-5_71.

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Uttley, D. "Transfacial Approaches to the Skull Base." In Advances and Technical Standards in Neurosurgery, 145–88. Vienna: Springer Vienna, 1997. http://dx.doi.org/10.1007/978-3-7091-6549-2_3.

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Lawton, M. T., C. P. Daspit, and R. F. Spetzler. "Presigmoid Approaches to Skull Base Lesions." In Advances and Technical Standards in Neurosurgery, 189–204. Vienna: Springer Vienna, 1997. http://dx.doi.org/10.1007/978-3-7091-6549-2_4.

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Pamir, M. N., and K. Özduman. "Tumor-biology and current treatment of skull-base chordomas." In Advances and Technical Standards in Neurosurgery, 35–129. Vienna: Springer Vienna, 2008. http://dx.doi.org/10.1007/978-3-211-72283-1_2.

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VanTassel-Baska, Joyce. "Alignment to 21st Century Skills." In Using the Common Core State Standards for English Language Arts, 5–6. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003239406-4.

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Dickey-Kurdziolek, Margaret, and Deborah Tatar. "“They Need to Be Solid in Standard Skills First”: How Standards Can Become the Upper Bound." In The SimCalc Vision and Contributions, 299–316. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-5696-0_17.

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Nottage, Cindy, and Virginia Morse. "College and Career Readiness Standards." In Independent Investigation Method Teaching Research Skills in Grades K-12 Revised for 2012, 215–18. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003264798-31.

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Conference papers on the topic "Skill standards"

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Palassis, J., P. Schulte, and M. Sweeney Haring. "22. National Skill Standards for Workers." In AIHce 2000. AIHA, 2000. http://dx.doi.org/10.3320/1.2763565.

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Subramaniam, Manimegalai M. "Emergence of information technology skill standards." In the 10th ACM conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1631728.1631797.

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Hull, Daniel M., Arthur Guenther, Fred Seeber, Chandra Roychoudhuri, and Darrell Hull. "Skill standards and curricula for photonics technicians." In Education and Training in Optics and Photonics. Washington, D.C.: OSA, 2003. http://dx.doi.org/10.1364/etop.2003.etud1.

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Hull, Dan. "Skill standards and curricula for photonics technicians." In Eighth International Topical Meeting on Education and Training in Optics and Photonics, edited by Barry L. Shoop and Grover Swartzlander. SPIE, 2003. http://dx.doi.org/10.1117/12.2207490.

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Hull, Darrell. "Photonics growth requires worker skill standards: Industry input sought!" In ICALEO® ‘93: Proceedings of the Applying Lasers in Education Symposium. Laser Institute of America, 1993. http://dx.doi.org/10.2351/1.5058669.

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Liu, Z. Zack, and S. Mark Ma. "PETROPHYSICS SKILL SET GUIDELINES FOR INDEPENDENT PETROPHYSICAL CONTRIBUTORS." In 2021 SPWLA 62nd Annual Logging Symposium Online. Society of Petrophysicists and Well Log Analysts, 2021. http://dx.doi.org/10.30632/spwla-2021-0110.

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During the 2014 SPWLA Topical Meeting on “Educating the Petrophysicist”, it recommended that “A minimum set of standards in terms of both knowledge and skills (competencies) for an entry level petrophysicist (SPWLA, 2014). Similar proposal has been raised before as well (Loermans, 2002). With the rapid advance in technology, continuous crew change, and a natural pandemic affecting the oil and gas industry, the learning pattern has been changing from traditional in-person structured courses to more online, on-demand, short course training. For those interested in entering petrophysics discipline or furthering their petrophysics knowledge and skills, the learning path is less clear than other discipline like reservoir engineering, or geology, due to the lack of university degree program in Petrophysics. SPWLA Education SIG has taken on this challenge and developed skill set guidelines for petrophysicists as independent contributors. The current version of the guidelines covers topics including: General Geoscience and Engineering Operations, Fundamental Petrophysical Data Acquisition, Integrated Formation Evaluation, LWD Petrophysics in Formation Evaluation and Geosteering, Reservoir Dynamic Surveillance, Integrated Petrophysical Modeling, and Data Driven Petrophysics. In each topic, it includes basic skills as well as specialized skills. The document was developed with oil and gas industry in mind and can be adapted for petrophysicists working in related fields such as geothermal, mining, carbon management, water resources evaluation, etc. The document will be useful for students interested in learning to be a petrophysicist, a company interested in developing a training program for petrophysicists, and an organization interested in developing skill assessment program for Petrophysicists.

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Mathayas, Sabeena, and Tanya Padda. "STANDARDS FOR SKILL DEVELOPMENT: A CASE STUDY OF INDIA'S POLICY AND QUALITY INSTRUMENTS FOR VET." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1655.

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Sugimoto, Kazuhide, Kentarou Noguchi, Chikatoshi Yamada, and Takahiro Yonamine. "Work in progress — Development and practice of national colleges of technology version embedded technology skill standards." In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6142831.

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Rodriguez, Carlos F., and Alvaro E. Pinilla. "Skill-Centered Syllabus for Undergraduate Mechanical Engineering Education." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13774.

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Recent changes in higher education policy in Colombia (South America) have forced educational institutions and universities to consider reducing undergraduate engineering programs from the traditional 5 or 6 years (170 credit hours) to four years (136 credit hours). This reduction is a worldwide trend, mainly due to a lack of financial resources supporting high standards of professional education. Additionally, institutions are restructuring their curricula to adjust to the broader spectrum of career development opportunities for the graduating engineer and the new challenges faced by practicing engineers. Also, engineering education in Colombia needs to adjust to Colombia's necessities as a developing country. In response to the above-mentioned circumstances, the mechanical engineering department of the Universidad de Los Andes (UdLA) has proposed a new mechanical engineering (ME) undergraduate syllabus. This paper summarizes the process undergone by the ME department of the Universidad de Los Andes to review our syllabus and propose alternative approaches. Our new ME syllabus applies a skill-centered approach structured by four priorities: 1) the primary professional role of an engineer is in project development, 2) the engineer needs an in-depth knowledge of the sciences (physics, chemistry and biology) and mathematics; 3) the engineer also needs a general education in the social sciences and arts and, 4) the engineer should master the core concepts of mechanical engineering. These four priorities agree with the US study of the Engineer of 2020. Our restructured syllabus evenly introduces these priorities early in the undergraduate ME program. Our ME Department implemented the new syllabus for first year students in January 2006. Positive results have already started to emerge. This article provides an overview of the higher education quality assurance system in Colombia and a description of the Universidad de Los Andes new ME syllabus.

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Kuncoro, Tri, Edi Santoso Santoso, Sudomo Sudomo, and Ahmad Dardiri. "The Competency Requirement of Education Profession Skill Engineers Refers to The Regional Model Competency Standards (RMCS) in The Construction Industry." In 1st International Conference on Vocational Education And Training (ICOVET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icovet-17.2017.34.

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Reports on the topic "Skill standards"

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Simpson, Henry K., Lynn F. Fischer, John D. Tippit, and Alissa Hayes. Development and Application of Skill Standards for Security Practitioners. Fort Belvoir, VA: Defense Technical Information Center, July 2006. http://dx.doi.org/10.21236/ada461440.

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Heneman III, Herbert, Anthony Milanowski, Steven Kimball, and Allan Odden. Standards-Based Teacher Evaluation as a Foundation for Knowledge- and Skill-Based Pay. Consortium for Policy Research in Education, May 2006. http://dx.doi.org/10.12698/cpre.2013.rb45.

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Hedge, Jerry W., Walter C. Borman, Ulf C. Kubisias, and Mark J. Bourne. The Development of Task-Level Performance Standards for Apprentice, Journeyman, and Master Skill Levels for Aerographer's Mate (AG) Jobs in the U.S. Navy. Fort Belvoir, VA: Defense Technical Information Center, January 2006. http://dx.doi.org/10.21236/ada521873.

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Dolmetsch, Carl R., Winn B. McDougal, and Deborah N. Vause. Feasibility Standards for Communicative Skills: Final Report for the U.S. Army Training and Doctrine Command. Fort Belvoir, VA: Defense Technical Information Center, January 1992. http://dx.doi.org/10.21236/ada247042.

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Morris, F. A., and J. L. Toquam. United States Program for Technical assistance to IAEA Standards. Concept Paper: Knowledge Acquisition, Skills training for enhanced IAEA safeguards inspections. Office of Scientific and Technical Information (OSTI), November 1993. http://dx.doi.org/10.2172/10124527.

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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.

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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.

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Estrada, Fernando, Magaly Lavadenz, Meghan Paynter, and Roberto Ruiz. Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level. CEEL, 2018. http://dx.doi.org/10.15365/ceel.article.2018.1.

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In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.

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Masters, Geoff. Time for a paradigm shift in school education? Australian Council for Educational Research, November 2020. http://dx.doi.org/10.37517/91645.2020.1.

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The thesis of this essay is that the current schooling paradigm is in need of review and that the answer may lie in a shift in how we think about teaching and learning. Under the prevailing paradigm, the role of teachers is to deliver the year-level curriculum to all students in a year level. This mismatch has unfortunate consequences for both teaching and learning. Currently, many students are not ready for their year-level curriculum because they lack prerequisite knowledge, skills and understandings. The basis for an alternative paradigm and a 'new normal' is presented. The essay addresses concerns raised about changes to curriculum, including that: changing the structure of the curriculum will mean abandoning year levels; teachers will be unable to manage classrooms in which students are not all working on the same content at the same time; some students will be disadvantaged if students are not all taught the same content at the same time; a restructured curriculum will result in ‘streaming’ and/or require the development of individual learning plans; a restructured curriculum will lower educational standards; and it will not be possible to do this in some subjects.

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Meadow, Alison, and Gigi Owen. Planning and Evaluating the Societal Impacts of Climate Change Research Projects: A guidebook for natural and physical scientists looking to make a difference. The University of Arizona, June 2021. http://dx.doi.org/10.2458/10150.658313.

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As scientists, we aim to generate new knowledge and insights about the world around us. We often measure the impacts of our research by how many times our colleagues reference our work, an indicator that our research has contributed something new and important to our field of study. But how does our research contribute to solving the complex societal and environmental challenges facing our communities and our planet? The goal of this guidebook is to illuminate the path toward greater societal impact, with a particular focus on this work within the natural and physical sciences. We were inspired to create this guidebook after spending a collective 20+ years working in programs dedicated to moving climate science into action. We have seen firsthand how challenging and rewarding the work is. We’ve also seen that this applied, engaged work often goes unrecognized and unrewarded in academia. Projects and programs struggle with the expectation of connecting science with decision making because the skills necessary for this work aren’t taught as part of standard academic training. While this guidebook cannot close all of the gaps between climate science and decision making, we hope it provides our community of impact-driven climate scientists with new perspectives and tools. The guidebook offers tested and proven approaches for planning projects that optimize engagement with societal partners, for identifying new ways of impacting the world beyond academia, and for developing the skills to assess and communicate these impacts to multiple audiences including the general public, colleagues, and elected leaders.

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