Journal articles: '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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Belcber, Greg, and N. L. McCaslin. "Ohio Agricultural Education Teachers' Attitudes Toward National Skill Standards." Journal of Agricultural Education 38, no. 2 (June 1997): 29–37. http://dx.doi.org/10.5032/jae.1997.01029.

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SCHULZ, WILLIAM G. "Alliance Of Industry, Academia, Labor Leads Skill Standards Movement." Chemical & Engineering News 74, no. 35 (August 26, 1996): 39–41. http://dx.doi.org/10.1021/cen-v074n035.p039.

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Yelon, Stephen, and Leora Druckman. "Interpersonal skill standards: Preventing the proliferation of competent jerks." Performance + Instruction 32, no. 10 (November 1993): 14–17. http://dx.doi.org/10.1002/pfi.4170321007.

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Macgowan, Mark J., and Stephen E. Wong. "Improving Student Confidence in Using Group Work Standards." Research on Social Work Practice 27, no. 4 (May 27, 2015): 434–40. http://dx.doi.org/10.1177/1049731515587557.

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Objective: This is a replication of a study that examined the effects of teaching foundation competencies in group work to social work students and assessed their self-confidence in applying these skills. This study improves on the first by utilizing a controlled design. Method: Twenty-six master of social work students were taught group work competencies derived from the International Association for the Advancement of Social Work with Groups’ (IASWG) Standards for Social Work Practice with Groups using didactic activities and micro-skill exercises. Students were assessed 4 times on their confidence in group work competencies using a validated 70-item inventory. Group work skills were divided into three blocks and taught successively in an abbreviated multiple-baseline design. Results: The t-tests indicated significant increases in confidence ratings after training on the respective skills but not before skills training. Conclusion: The results provide additional support for the effectiveness of the teaching approach in building student confidence in using IASWG Standards.

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Cascella, Paul W., and Donald A. Vogel. "Student Self-Directed Professional Development as a Formative Assessment Skill." Perspectives on Issues in Higher Education 11, no. 1 (June 2008): 4–8. http://dx.doi.org/10.1044/ihe11.1.4.

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Abstract While professional development is most typically thought of as continuing education beyond the master’s degree, we have formulated a process for master’s degree students in speech-language pathology to identify and self-evaluate their own professional development. Current standards for preparing graduate students in speech-language pathology focus primarily on introducing students to an extensive array of academic and clinical topics (e.g., disorders, conditions, service delivery models, evidence-based practice). However, indirect support for self-directed professional development can be found in two CAA standards, Standard 3.1B (i.e., “breadth and depth of the scope of practice”) and Standard 4.2 (i.e., reasonable accommodations). The authors describe a series of self-reflection activities that are integrated within speech-language pathology course work for the purpose of fostering professional development at the preservice level. Student comments and outcomes to date are described.

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Burgell, Bob. "A rejoinder: the real story of the H&CS Enterprise Competency Standards." Children Australia 18, no. 3 (1993): 31–34. http://dx.doi.org/10.1017/s1035077200003552.

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The article ‘A Word Salad - Enterprise Based Competencies in Child Protection’, Children Australia 18 (2) 1993 by Dr. Lesley Cooper, examines the Victorian Department of Health and Community Services (H&CS) Skills Enhancement Project (SEP). H&CS plainly rejects the negative criticisms of the skill analysis work which the article espouses.

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McCormick, Kevin, Kurata Yoshiki, and Tsuzaki Katsuhiko. "Boosting Japan's IT Labour Force — From Shortages to Skill Standards." Asian Business & Management 6, no. 4 (October 15, 2007): 409–30. http://dx.doi.org/10.1057/palgrave.abm.9200229.

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Zhang, Aijun, Wenjing Fan, and Fengying Ji. "The standards for skill assessment of operational marine forecast system." Chinese Journal of Oceanology and Limnology 25, no. 1 (January 2007): 27–35. http://dx.doi.org/10.1007/s00343-007-0027-7.

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Edwards, Rosaland. "The Effects of Performance Standards on Behavior Patterns and Motor Skill Achievement in Children." Journal of Teaching in Physical Education 7, no. 2 (January 1988): 90–102. http://dx.doi.org/10.1123/jtpe.7.2.90.

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The effect of individual performance standards on the relationship between selected process variables and achievement for students in elementary physical education classes is investigated. The subjects were 78 fourth-grade and 80 fifth-grade students from eight classes in two elementary schools. Two fourth grades and 2 fifth grades received standards, and 2 fourth grades and 2 fifth grades did not. A 1-week experimental teaching unit was used. A Solomon 4-group design was used to determine if there was a pretest effect. The data were analyzed in a Treatment (standard-no standard) × Pre (pretest-no pretest) × Sex × Grade MANOVA using posttest and motor-appropriate trials as the dependent measures; this analysis was followed up by two separate ANOVAs. Correlation was used to determine the relationship, if any, between behavior patterns and performance. The treatment group performed better than the control group, boys performed better than girls, and fifth graders performed better than fourth graders. Individuals with standards performed significantly better than those with no standards. The Pre × Treatment interaction suggested that having a pretest tends to standardize the amount of practice an individual takes. There was a positive relationship between motor-appropriate practice and performance regardless of treatment group. These data suggest that performance can be improved by individual performance standards and that care should be taken in using pre- and posttest methods for testing motor skills.

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Mansi, Taiysir, Abedesalam Jaber, and Rami Halaweh. "Fitness Ability, Skills and Body Measurements for Selecting Elite Handball Players in Jordan." Journal of Educational and Psychological Studies [JEPS] 7, no. 1 (January 1, 2013): 1. http://dx.doi.org/10.24200/jeps.vol7iss1pp1-14.

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The purpose of the study is to construct standards for some fitness ability, skills and body measurements for selecting talented boys on handball centers in Jordan. The study samples were randomly selected and consisted of 152 male students (mean age = 15,82). Four physical tests were used: Speed (Sprint dash: 30-m), legs explosive strength (standing long jump), arms explosive strength (ball throw), flexibility, skills of passing and receiving coordination, and zig zag dribbling. Body measurements: height, weight and breadth of the palm and arms width were taken. Data were analyzed using arithmetic mean, standard deviation, percentage, percentile rank and coefficient of warping degree (means). The results revealed that physical abilities, skill abilities, and body and anthropometry measurements were not high. The research recommended that there is a need to adopt and use the standards produced by this study. Such standards would help in selecting handball players in Jordan.

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Zabrodin, Yu M., P. A. Sergomanov, L. A. Gayazova, and O. I. Leonova. "Development of the Differentiation System of Skill Levels in Teaching Professional Standards." Психологическая наука и образование 20, no. 5 (2015): 65–76. http://dx.doi.org/10.17759/pse.2015200506.

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Questioning the definition of the principles of building a career in teaching and the relationship between qualification required for this from the perspective of teacher professional standards. Provides a detailed analysis of the issues of separation of levels of pedagogical activity. The results of expert work on the establishment of conformity of the content of the professional standard for qualifications. Recommendations for the development branch Qualifications Framework, focused on differentiating levels of qualification requirements in accordance with the content of the teacher professional standard.

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Schuster, Catherine, Brian Stahl, Connie Murray, Nowai L. Keleekai, and Kevin Glover. "Development and Testing of a Short Peripheral Intravenous Catheter Insertion Skills Checklist." Journal of the Association for Vascular Access 21, no. 4 (December 1, 2016): 196–204. http://dx.doi.org/10.1016/j.java.2016.08.003.

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Abstract To date, there is no published, psychometrically validated, short peripheral intravenous catheter (PIVC) insertion skills checklist. Creating a valid, reliable, and generalizable checklist to measure PIVC skill is a key step in assessing baseline competence and skill mastery. Based on recognized standards and best practices, the PIVC Insertion Skills Checklist was developed to measure all the steps necessary for a best practice PIVC insertion. This includes the entire process from reading the prescriber's orders to documentation and, if the first attempt is unsuccessful, a second attempt option. Content validity was established using 3 infusion therapy experts. Evidence in support of response process validity is described. The PIVC Insertion Skills Checklist was used by 8 trained raters to assess the PIVC insertion skills, in a simulated environment, of 63 practicing clinicians working on medical and surgical units in a US teaching hospital. Internal consistency of the PIVC Insertion Skills Checklist was α = 0.84. Individual item intraclass correlation coefficients (ICCs) between rater and gold standard observations ranged from − 0.01 to 1.00 and total score ICC was 0.99 (95% confidence interval, 0.99–0.99). The current study offers validity and reliability evidence to support the use of the PIVC Insertion Skills Checklist to measure PIVC insertion skill of clinicians in a simulated environment.

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Ogata, Hisashi, and Tetsuji Katayama. "Skill Standards for Model Based Development Engineers in the Automotive Industry." IFAC Proceedings Volumes 42, no. 24 (2010): 240–44. http://dx.doi.org/10.3182/20091021-3-jp-2009.00044.

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Stanbrough, Mark. "Are Coaches Prepared and Successful in Meeting the National Coaching Standards?" Journal of Coaching Education 3, no. 2 (August 2010): 101. http://dx.doi.org/10.1123/jce.3.2.101.

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Coaches play an extremely valuable role in a profession that offers the opportunity to help develop young people. The purpose of this study, which assessed the state of coaching education, was two-fold: 1) to determine coaching education knowledge and skills in meeting the National Coaching Standards, and 2) to determine the application of effective coaching principles in meeting the National Coaching Standards. An email containing a website link for an online survey was sent to all athletic directors in Kansas middle and high schools asking them to forward the website link to all coaches they worked with. A total of 1,414 surveys were returned. The current state of coaching education assessment listed the national coaching standards developed by NASPE and used a Likert scale to ask how prepared and successful the coaches are in meeting the standard. Results of the survey indicated that coaches feel highly prepared and successful in the following coaching standard topics: teaching positive behavior (Standard 2), demonstrating ethical conduct (Standard 4), environmental conditions (Standard 7), positive learning environments (Standard 19), and skills of the sport (standard 27). Coaches indicated that they felt least prepared and least successful in the following standards: coordinated health care program (Standard 10), psychological implications (Standard 11), conditioning based on exercise physiology (Standard 12), teaching proper nutrition (Standard 13), conditioning to return to play after injury (Standard 15), mental skill training (Standard 24), managing human resources (Standard 32), managing fiscal resources (Standard 33) and emergency action plans (Standard 34). Findings from the study can be used to direct coaching education in the areas coaches feel they are less prepared and less successful.

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Nyamadzawo, Evidence. "VP65 HTA Beyond 2020: Need For “Professionalization”?" International Journal of Technology Assessment in Health Care 35, S1 (2019): 91. http://dx.doi.org/10.1017/s0266462319003258.

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IntroductionHealth Technology Assessment (HTA) should continue evolving in order to effectively meet stakeholder expectations in the next decade. There is need for strengthening current expertise while developing new capabilities to keep up with rapid innovations in health care. Institutionalizing knowledge and skill through professionalization of HTA is a critical factor for successful “smart capability building” and the practice of HTA beyond 2020.MethodsProfessionalism is understood to mean different things by different people. This paper does not primarily focus on whether HTA is or should be a “profession” but on the development of institutions, structures, and attitudes that are characteristic of a profession and the impact they could have on the practice of knowledge and skill in HTA. “Professionalization” is used in this case to refer to the status of institutions, structures and attitudes and the process of establishing them. Professional standards include both ethical standards and standards of (technical) competence. Ethics applies to standards of competence, because stakeholders expect professionals to adhere to standards of competence and ethical standards. I will argue for the institutionalization of the practice of HTA knowledge and skill for mutual benefit and the prevention of exploitative and unjust use of HTA capabilities and processes. Is expertise necessary in HTA? Yes, conducting HTA requires specialized skills and knowledge. Effective decision-support requires multidisciplinary and efficient HTA teams. Core competencies and smart capabilities must be clearly defined and institutionalized for the production of effective HTA in the coming decade. Credentialism also becomes necessary for protecting the public from the consequences of bad evidence and bad choices. It will also protect the integrity of HTA practitioners and bolster professional autonomy.ResultsProfessionalization is instrumental in the development of ethical standards and standards of technical competence necessary for successful HTA practice.ConclusionsHTAi should professionalize HTA to facilitate and guide “smart capability building”.

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Eberman, Lindsey E., and Megan E. Finn. "Enhancing Clinical Evaluation Skills: Palpation as the Principal Skill." Athletic Training Education Journal 5, no. 4 (October 1, 2010): 170–75. http://dx.doi.org/10.4085/1947-380x-5.4.170.

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Context: Recognition and evaluation of injuries/illnesses accounts for the greatest percentage (24%) of an athletic trainer's responsibilities as a clinician. When teaching orthopedic evaluation, we often emphasize history taking and special/ligamentous tests to achieve a diagnosis. Because of its complexity and variability, palpation becomes an underutilized skill in the evaluation process. Objective: The intent of this article is to provide educators with some nontraditional instructional techniques to assist students' development of palpation skills. Background: Palpation is used to identify somatic problems, treat those problems, and assess the result of the treatment. Within the examination, palpation identifies the specific tissues associated with an individual's complaint. By correctly identifying the affected tissues, the remainder of the evaluation can be shaped to appropriately address the injured structures. If students are able to comprehend the significance of palpation, they can enhance their evaluation skills. Description: We describe four lessons (Anatomy of a Penny, Controlling Pressure, Discriminating Changes in Soft Tissues, Integrating Skills with Blindfold Palpation) to help instructors provide a foundation for, as well as to advance and integrate, palpation skills in the evaluation process. Clinical Advantages: Education programs aim to enhance students' clinical abilities to recognize and evaluate injuries. The methods used to achieve improvement are not driven by accreditation standards, but by instructional technique. Nontraditional instructional methods may assist instructors with enhancing the palpation skills of their students. Conclusions: Palpation is an integral skill in the evaluation process. With creative instruction, educators can help students advance their skills.

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Holmes, Gary E., and Ronald H. Karst. "Case Record Management: A Professional Skill." Journal of Applied Rehabilitation Counseling 20, no. 1 (March 1, 1989): 36–40. http://dx.doi.org/10.1891/0047-2220.20.1.36.

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This article explores case record management as a professional skill of the rehabilitation counselor by examining the many roles which case record management plays in the rehabilitation process and in client welfare. Additionally, the article suggests that it is the responsibility of the individual rehabilitation counselor to learn and practice this skill in order to fulfill the ethical standards of the rehabilitation counseling profession.

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Dewanti, Sintha Sih. "Keterlaksanaan Penilaian Kompetensi Keterampilan Pada Pembelajaran Matematika Berdasarkan Kurikulum 2013." Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika 5, no. 1 (March 28, 2019): 59–68. http://dx.doi.org/10.31316/j.derivat.v5i1.148.

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This study aims to describe: 1) teachers' understandings of skill competency assessment; 2) the application of skills competency assessment in mathematics learning; and 3) teachers' problematics in applying skills competency assessments. This research used the qualitative approach with descriptive research type. The study was conducted in the academic year 2017/2018 and implemented in 9 junior high schools / Islamic junior high schools in the DIY region. Research subjects were 11 mathematics teachers who are selected using purposive sampling technique. The data collected through structured interviewing methods, observation, and documentation. The data were analyzed by using inductive logic, from the particular to the general. The results show that: 1) teachers' understandings of skills competency assessment are quite good. Teachers understood the various instruments and assessment techniques but have not understood the assessment rubric used in each instrument yet; 2) the application of skills competency assessment has already done well but some were still constrained and have not accorded to the assessment standards; 3) teachers' problematics in applying skill competency assessment are: problems of understanding skill competency assessment, time, administrative complexity, student condition, assessment planning including the development of instrument and assessment rubric, and the implementation of skill competency assessment.Keywords: assessment execution, skill competency assessment, Curriculum 2013

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Koc, Sevket Alper, and Hakki Cenk Erkin. "Standards, Inequality in Education and Efficiency." World Journal of Applied Economics 1, no. 1 (May 1, 2015): 21. http://dx.doi.org/10.22440/econworld.j.2015.1.1.sk.0004.

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We develop a model of educational standards that includes inequality in educational opportunities. Our model shows that policymakers setting an output maximizing standard need to consider structural factors such as inequality of income and opportunity, skill mismatch in the economy, profit and wage shares and labor market imperfections. High standards are not optimal under severe educational inequality; they lead to lower output when many cannot access quality education. Optimal standard rises along with increasing opportunities for poor students. Targeted subsidies enhance both distributional and efficiency-related objectives. Other effective policies to extend skilled labor and to improve poor workers income are remedying information problems between employers and workers and distributing more of output gains toward labor.

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Teranishi, Juro. "Investor Rights in Historical Perspective: Globalization and the Future of the Japanese Firm and Financial System." Asian Economic Papers 5, no. 1 (January 2006): 36–63. http://dx.doi.org/10.1162/asep.2006.5.1.36.

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The evolution of investor rights in Japan is examined in relation to the evolution in firm-specific skill formation. Asset holders (shareholders and landlords) delegated part of the control of their assets to actual producers (managers, workers, and tenant farmers) to maximize the benefits of firm-specific skill formation by the producers. A cautious approach is therefore needed in adjusting investor rights in Japan to global standards: stronger investor rights could enhance allocative efficiency of financial resources, but they could also be harmful to organizational efficiency based on investment by employees in firm-specific skills.

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Moles, Janet, and Llewellyn Wishart. "Reading the Map: Locating and Navigating the Academic Skills Development of Pre-Service Teachers." Journal of University Teaching and Learning Practice 13, no. 3 (July 1, 2016): 45–60. http://dx.doi.org/10.53761/1.13.3.4.

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This article reports on an action research project that was implemented to strengthen preservice teachers’ academic skills and competencies in a Bachelor of Early Childhood Education course. Strategies identified as effective included mapping assessment tasks to State and National Early Childhood Education Curriculum and Standards Frameworks and Graduate Teacher Standards and against the skills needed to complete assessment tasks. Tools and resources were developed by lecturers to identify students’ existing skill levels and then scaffold the required competencies into course teaching. The critical reflections of lecturers on their professional learning through this process were found to be integral to successful outcomes for students.

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Palassis, John, Paul A. Schulte, Marie Haring Sweeney, and Andrea H. Okun. "Enhancing Occupational Safety and Health through Use of the National Skill Standards." International Journal of Occupational and Environmental Health 10, no. 1 (January 2004): 90–98. http://dx.doi.org/10.1179/oeh.2004.10.1.90.

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Frantz, Pascal. "Does an Auditor's Skill Matter? Responses To and Preferences Amongst Auditing Standards." International Journal of Auditing 3, no. 1 (March 1999): 59–80. http://dx.doi.org/10.1111/1099-1123.00049.

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HARASHIMA, Shuji. "Development of Skill Standards and a Tailor-made Education System in TOSHIBA." Journal of JSEE 54, no. 5 (2006): 55–58. http://dx.doi.org/10.4307/jsee.54.5_55.

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Frantz, Pascal. "Does an auditor's skill matter? Responses to and preferences amongst auditing standards." International Journal of Auditing 3, no. 1 (March 1999): 59–80. http://dx.doi.org/10.1002/(sici)1099-1123(199903)3:1<59::aid-ija42>3.0.co;2-z.

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Kerwin, Thomas, Gregory Wiet, Brad Hittle, Don Stredney, Paul De Boeck, Aaron Moberly, and Steven Arild Wuyts Andersen. "Standard Setting of Competency in Mastoidectomy for the Cross-Institutional Mastoidectomy Assessment Tool." Annals of Otology, Rhinology & Laryngology 129, no. 4 (November 15, 2019): 340–46. http://dx.doi.org/10.1177/0003489419889376.

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Objective: Competency-based surgical training involves progressive autonomy given to the trainee. This requires systematic and evidence-based assessment with well-defined standards of proficiency. The objective of this study is to develop standards for the cross-institutional mastoidectomy assessment tool to inform decisions regarding whether a resident demonstrates sufficient skill to perform a mastoidectomy with or without supervision. Methods: A panel of fellowship-trained content experts in mastoidectomy was surveyed in relation to the 16 items of the assessment tool to determine the skills needed for supervised and unsupervised surgery. We examined the consensus score to investigate the degree of agreement among respondents for each survey item as well as additional analyses to determine whether the reported skill level required for each survey item was significantly different for the supervised versus unsupervised level. Results: Ten panelists representing different US training programs responded. There was considerable consensus on cut-off scores for each item and trainee level between panelists, with moderate (0.62) to very high (0.95) consensus scores depending on assessment item. Further analyses demonstrated that the difference between supervised and unsupervised skill levels was significantly meaningful for all items. Finally, minimum-passing scores for each item was established. Conclusion: We defined performance standards for the cross-institutional mastoidectomy assessment tool using the Angoff method. These cut-off scores that can be used to determine when trainees can progress from performance under supervision to performance without supervision. This can be used to guide training in a competency-based training curriculum.

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Brunner, William C., James R. Korndorffer, Rafael Sierra, J. Bruce Dunne, C. Lillian Yau, Ralph L. Corsetti, Douglas P. Slakey, Michael C. Townsend, and Daniel J. Scott. "Determining Standards for Laparoscopic Proficiency Using Virtual Reality." American Surgeon 71, no. 1 (January 2005): 29–35. http://dx.doi.org/10.1177/000313480507100105.

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Laparoscopic training using virtual reality has proven effective, but rates of skill acquisition vary widely. We hypothesize that training to predetermined expert levels may more efficiently establish proficiency. Our purpose was to determine expert levels for performance-based training. Four surgeons established as laparoscopic experts performed 11 repetitions of 12 tasks. One surgeon (EXP-1) had extensive Minimally Invasive Surgical Trainer–Virtual Reality (MIST VR) exposure and formal laparoscopic fellowship training. Trimmed mean scores for each were determined as expert levels. A composite score (EXP-C) was defined as the average of all four expert levels. Thirty-seven surgery residents without prior MIST VR exposure and two research residents with extensive MIST VR exposure completed three repetitions of each task to determine baseline performance. Scores for EXP-1 and EXP-C were plotted against the best score of each participant. On average, the EXP-C level was reached or exceeded by 7 of the 37 (19%) residents. In contrast, the EXP-1 level was reached or exceeded by 1 of 37 (3%) residents and both research residents on all tasks. These data suggest the EXP-C level may be too lenient, whereas the EXP-1 level is more challenging and should result in adequate skill acquisition. Such standards should be further developed and integrated into surgical education.

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Tomasello, Michael. "Norms Require Not Just Technical Skill and Social Learning, but Real Cooperation." Analyse & Kritik 43, no. 1 (June 1, 2021): 219–24. http://dx.doi.org/10.1515/auk-2021-0012.

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Abstract Birch’s account of the evolutionary origins of social norms is essentially individualistic. It begins with individuals regulating their own actions toward internally represented goals, as evaluative standards, and adds in a social dimension only secondarily. I argue that a better account begins at the outset with uniquely human collaborative activity in which individuals share evaluative standards about how anyone who would play a given role must behave both toward their joint goal and toward one another. This then scaled up to the shared normative standards for anyone who would be a member of ‘our’ social group.

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Friehat, Rania H., and Anoud Al-Khresha. "The Role of RAMP Initiative (Reading and Mathematics Project) in Raising the Level of Students in the Basic stage in Reading and Numeracy Skills." International Education Studies 14, no. 5 (April 26, 2021): 109. http://dx.doi.org/10.5539/ies.v14n5p109.

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This study aimed to identify the RAMP initiative’s role (read comprehensively, answer with understanding) in raising the level of literacy skills and numeracy from the point of view of teachers. It also aimed to identify its effectiveness in improving the reading and writing level of the basic minimum stage, as an initiative that reduces the delay in reading and helps in the development of skills to help students solve mathematical problems with understanding and accommodating. Closed questionnaires were distributed to the Central Badia region; the questionnaire consisted of (35) paragraphs divided into three areas of reading, writing, and arithmetic, where 88 teachers answered the questionnaire. Statistical analysis was adopted (Statistical Package of Social Sciences (SPSS) was adopted to show the study results. The results showed a role for the RAMP initiative in raising the level of reading and numeracy skill to a reasonable degree, where the skill of reading got a good degree, was the highest skill of voice awareness to an extraordinary degree and other standards are good. Writing skill got a good degree; it was the highest, the skill of writing words and the least skill of creative writing, and also obtained the skill of calculating a good degree above (counting units) and the lowest domain (participation and composition of groups). The results showed no statistically significant differences due to variable years of experience, while the results showed statistically significant differences in favor of a bachelor’s degree.

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Woods, Ruth, and Marius Støylen Korsnes. "Between craft and regulations: experiences with the construction of two “super insulated” buildings in Norway." Nordic Journal of Science and Technology Studies 5, no. 2 (December 22, 2017): 59–70. http://dx.doi.org/10.5324/njsts.v5i2.2322.

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Building regulations set standards that aim to reduce energy use and CO2 emissions, and thereby to support the development of a more sustainable building stock. The Norwegian government uses building regulations to influence the construction industry, and they directly affect how craftspeople from the industry apply their skills. Regulations are converging with understandings about sustainability, energy use, building materials, and comfort requirements that are circulating in society. In this paper, we investigate the negotiations between the meaning and value associated with the requirements for the material structure and the craftsperson’s role. Two houses in Central Norway are the starting point, where qualitative methods, primarily semi-structured interviews and observation, are used to gain insight into the craftsperson’s view of the Norwegian building regulations. The two houses represent two different building standards. A Passive House in Åfjord Municipality, completed in 2014, and ZEB Living Lab in Trondheim, a zero emission building (ZEB), completed in 2015. In Norway, the building regulations are reviewed every five years. In 2011, craftspeople were constructing buildings to the low-energy standard. This led to an increased focus on “super insulating” building techniques during period 2013-16 when the case studies took place. Starting with a craftsperson’s (in this case most often a carpenter’s) view of current and future building standards, this paper asks what implications the increasing demands for energy efficient and environmentally friendly buildings have on the role of the craftsperson and their application of skill. The paper shows that the construction industry bases much of its activity on Norwegian construction traditions and skill; and that this guides the development of new generations of buildings. The use of established skills and knowledge is both a strength and a challenge when dealing with a new set of building regulations. Skill is a resource to build upon, but it is also influenced by a conservativism that has difficulties getting beyond the extra time and costs associated with new regulations. It can therefore function as a barrier to the use of construction crafts to establish more sustainable building forms within the Norwegian market.

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Kartowagiran, Badrun. "Optimalisasi Uji Tingkat Kompetensi di SMK untuk Meningkatkan Soft Skill Lulusan." Jurnal Dinamika Vokasional Teknik Mesin 3, no. 2 (October 1, 2018): 101–9. http://dx.doi.org/10.21831/dinamika.v3i2.21406.

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Competency level test (UTK) is a specific level competency test conducted by an education unit using a Government standard table of specifications. This is an extra task for the education unit, adding load to an already fully-load unit. Without special attention, it is possible that UTK is merely just a label, and just for routine. For vocational high schools, UTK is carried out through the National Examination which is also the final level of competency test. UTK optimization is an all-out effort to make the UTK instruments and its implementation have high quality standards. This will ensure that the graduates’ qualifications meet the standards and the students also have required soft skills. Efforts in producing high quality UTK test questions are done by tightening of content validity, predictive validity, and the reliability of UTK test questions. The method is called the ICC interrater and Cohen Kappa. The optimization of UTK is able to improve soft skills because the students are encouraged to meet the competency standards of hard work, tenacity, earnest, hard work, responsibility and punctuality.Uji tingkat kompetensi merupakan uji kompetensi pada tingkat tertentu yang dilakukan oleh satuan pendidikan dengan menggunakan kisi-kisi yang disusun oleh Pemerintah. Kegiatan ini menambah tugas bagi satuan pendidikan, sehingga beban sekolah terlalu besar. Apabila tidak ada perhatian khusus, tidak menutup kemungkinan UTK hanya sekedar label, bahkan asal jalan. Untuk SMK, UTK dilakukan melalui UN yang berarti juga merupakan uji kompetensi akhir jenjang. Optimalisasi UTK adalah usaha keras agar instrumen dan pelaksanaan UTK berkualitas tinggi sehingga kualifikasi lulusannya kompetensi pengetahuan dan keterampilan sesuai standar yang telah ditentukan dan memiliki soft skill. Upaya untuk menghasilkan soal UTK yang berkualitas tinggi dilakukan dengan cara memperketat validitas isi, validitas prediktif, dan memperketat reliabilitas soal UTK. Metode yang digunakan yaitu interrater ICC dan Cohen Kappa. Optimalisasi TUK mampu meningkatkan softskill karena siswa didorong lulus sesuai standar kompetensi sehingga siswa didorong lebih ulet, sungguh-sungguh, kerja keras, tanggung jawab dan menghargai waktu.

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Dowa, Abulkasem, Abdulmonem M. Elgammi, Abdesalam Elhatab, and Hassan A. Mutat. "Main Worldwide Cultural Obstacles on Adopting International Financial Reporting Standards (IFRS)." International Journal of Economics and Finance 9, no. 2 (January 11, 2017): 172. http://dx.doi.org/10.5539/ijef.v9n2p172.

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In recent times, the history of a country’s culture has become increasingly recognised as a crucial factor in its accounting methods. The globalization of the practice of economics has lead to homogenous international standards which are at the core of its development for practitioners, researchers and academics. This research considered some factors that might influence the adoption of International Financial Reporting Standards (IFRS) as cultural obstacles. This study investigates the religion, the language, technical skill and expertise as main cultural obstacles for the adoption of IFRS worldwide.Findings revealed the incompatibility of many IFRS with principles of Islamic religion, and also many non- English countries apply wrong implementation of IFRS because of translation issues of IFRS from English to their local languages. This study concluded that it is difficult to adopt IFRS in some countries and for some institutions because of the insufficient technical skill and experience of accountants and auditors to deal with those standards.

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Kulikova, Viktoria V., and Elena A. Kovaleva. "Practice of implementing WorldSkills standards in professional module." Science and School, no. 3, 2020 (2020): 74–82. http://dx.doi.org/10.31862/1819-463x-2020-3-74-82.

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The relevance of this work resolves into the fact that it is in modern conditions of production and economy that the main tasks of the system of vocational education is the requirement in the labor market of a specialist with developed competences expected by the employer. This article provides information on the incorporation of the Far-Eastern Federal University branch in Nakhodka into the WordSkills movement. The team made a proper selection of the disciplines and modules under study. The competence of Laboratory chemical analysis on specialty 18.02.01 Analytical quality control of chemical compounds was tested. Implementation of WorldSkills standards is shown on the example of the professional module „PM. 01 Determination of optimal means and methods of analysis”. It is significant that the authors are both experts in this movement and more than once took part in the university qualifying championships of Far-Eastern Federal University and intra-university competitions of professional skill of the Technical and Vocational Education and Training students. Guided in modern times by training concepts, it is necessary to continue conducting qualification exams in professional modules, following the system of WorldSkills standards. The questions of cooperation between partner companies that took part as experts in the demonstration exam on World-Skills standards are revealed. This cooperation with social partners has been achieved and demonstrated the effectiveness of such partnership.

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Murphy, Allan H. "Climatology, Persistence, and Their Linear Combination as Standards of Reference in Skill Scores." Weather and Forecasting 7, no. 4 (December 1992): 692–98. http://dx.doi.org/10.1175/1520-0434(1992)007<0692:cpatlc>2.0.co;2.

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Siddiqha, Ayesha, and Harisa Firdose. "Impact of Tactile Internet over Skill Set." International Journal of Emerging Research in Management and Technology 6, no. 7 (June 29, 2018): 308. http://dx.doi.org/10.23956/ijermt.v6i7.231.

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Using 5G advances, ultra-low delay networking, AI and robotics, this paper brings out the emergences of innovative internet to deliver the skills digitally. We are discovering the technical challenges which are to be suppressed in order to achieve that vision that is to implement all the inventive ideas that are vision to be accomplishes in future days. This idea would unwrap all the techniques to develop a 5G tactile internet, AI and systematized haptic codecs. This paper concludes the general idea on the current potential and the uniform initiatives in 5G tactile internet standards.

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Milanowski, Anthony. "Varieties of Knowledge and Skill-Based Pay Design." education policy analysis archives 11 (January 29, 2003): 4. http://dx.doi.org/10.14507/epaa.v11n4.2003.

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This article describes the design of knowledge and skill-based pay systems for K-12 teachers in six U.S. school districts and one charter school. Based on a theory of action that relates knowledge and skill- based pay systems to improvements in instruction, and the expectancy theory of motivation, seven dimensions for comparison are identified and the systems are compared based on these dimensions. While there were a variety of reasons for designing new pay systems, similarities included that teachers were involved in the design processes, and that the knowledge and skills rewarded are more closely related to instruction than in the traditional salary schedule (though none of the systems placed heavy emphasis on content-specific pedagogy). Most systems made use of existing standards or definitions of good teaching, such as the Framework for Teaching (Danielson, 1996). While most of the systems involved performance-based assessments of teacher skills, in no case were seniority and graduate degrees eliminated as a basis for pay progression. Few of the programs had developed a coordinated professional development program specifically linked to the knowledge and skills rewarded by the new pay system. Implications for policy makers and system designers are drawn.

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Maharajh, Lokesh Ramnath, and Lucia Tsitsi Musikewa. "“Skill, drill, and kill”." International Journal for Innovation Education and Research 9, no. 2 (February 1, 2021): 371–86. http://dx.doi.org/10.31686/ijier.vol9.iss2.2899.

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This paper reports on teachers’ summative assessment experiences at grade seven level in selected primary schools in Chegutu District, Mashonaland West Province in Zimbabwe. The study's purpose was to determine the effect and impact the final, standardised, and high-stakes assessment have on teaching and learning at grade seven level in these primary schools. Using a qualitative research design, we generated data from eight teachers who were purposefully selected from four of the different primary schools found in Zimbabwe (rural, farm, urban, and boarding). Semi-structured interviews, documents, and records analysis were employed as data generation to allow for rich and detailed information from all available sources for this research. This paper presents and discusses the data about teachers’ summative evaluation experiences at grade seven in the Zimbabwean education system. The findings reveal a severe effect and impact of end-of-year grade seven examinations on teachers, instructional practices, the curriculum, the learners, and the education system. It also shows that teachers depend excessively on drilling and repetitious revision practices to meet the standards required and expected by stakeholders. The findings further reveal contradicting responses from teachers on enhancing learners’ performance from drilling and coaching. There emerged from the findings a consensus among teachers on merging formative, continuous, and summative assessment forms. This paper suggests a more balanced and holistic assessment structure at grade seven level that caters to learners' diverse populations and environments in Zimbabwe.

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Rios, Joseph A., Guangming Ling, Robert Pugh, Dovid Becker, and Adam Bacall. "Identifying Critical 21st-Century Skills for Workplace Success: A Content Analysis of Job Advertisements." Educational Researcher 49, no. 2 (January 21, 2020): 80–89. http://dx.doi.org/10.3102/0013189x19890600.

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This article extends the literature on 21st-century learning skills needed for workplace success by providing an empirical examination of employers’ direct communication to potential employees via job advertisements. Our descriptive analysis of 142,000 job advertisements provides two contributions. First, this is one of the first studies to empirically rank-order skill demand. In doing so, it is clear that oral and written communication, collaboration, and problem-solving skills are in high demand by employers, with particular emphasis on the pairing of oral and written communication. Furthermore, it is apparent that many of the skills suggested in the literature as being critical for workplace success are in very low demand by employers, and some were not found to be mentioned at all (e.g., social responsibility). Second, this study explicitly examined whether 21st-century skill demand varied by job characteristics, which was found to be the case, with differences being noted for both education level and degree field requirements. Results were replicated with a sample of roughly 120,000 job advertisements collected 1 year from the initial data collection. Implications for developing educational standards around 21st-century skill development are discussed.

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Al Mallak, Mohammed Ali, Lin Mei Tan, and Fawzi Laswad. "Generic skills in accounting education in Saudi Arabia: students’ perceptions." Asian Review of Accounting 28, no. 3 (May 18, 2020): 395–421. http://dx.doi.org/10.1108/ara-02-2019-0044.

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PurposeThe purpose of this exploratory study is to examine the perceptions of Saudi university accounting students of the importance of developing generic skills in their accounting education, the levels of competence they should acquire and expect to achieve during the academic study, and the constraints that may hinder the development of generic skills in accounting education.Design/methodology/approachThe study uses the skills outlined in the IFAC’s International Education Standards (IES) 3 (intellectual, personal, organizational and business management, and interpersonal and communication) and IES 4 (ethics in accounting/business). A survey questionnaire was used to collect the data.FindingsThe findings show that students perceived all five generic skill categories to be important, with ethical skills rated as the most important. However, the students expected that they would achieve a somewhat lower level of generic skill by the end of their studies in all areas, and they perceived a number of constraints that impede their skill development. The results indicate the importance of developing generic skills in accounting education and suggest that the Saudi accounting education system could do more to provide students with opportunities to develop generic skills to enable them to succeed in their future careers.Originality/valueAs little of the current literature has focused on generic skills in accounting education in a non-Western country, this research contributes to the literature on generic skills in a developing nation.

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Zabrodin, Yu M., L. A. Gayazova, and P. A. Sergomanov. "Differentiated Levels of Teacher Qualifications and the Structure of the Professional Teacher Standards." Психологическая наука и образование 21, no. 2 (2016): 59–65. http://dx.doi.org/10.17759/pse.2016210207.

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This article discusses and analyzes the questions effect of professional standards for the preparation and development of professional resources, world experience in the development and implementation of professional standards, typical problems and necessary conditions for increasing the efficiency of the development and implementation of professional standards. The formation of labor functions of teaching staff requirements, taking into account the differentiated c skill levels are formulated in the study. Formulated requirements extend requirements for the qualification of workers which are determined with the Russian Ministry of Labor-specific professional activity types. The study proposed options for the construction of the structure of job functions of the professional teacher standard that correspond differentiated levels of staff qualifications.

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Journal articles on the topic 'Skill standards'

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