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Oliveira, Sara Margarida Carvalho de. "Portugal as a country exporting talent: image of young high-skilled Portuguese people working outside Portugal." Master's thesis, NSBE - UNL, 2013. http://hdl.handle.net/10362/11611.
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A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and EconomicsPortugal is the third country of the seventeen European countries with the highest unemployment rate and one of the three with the highest increases in the current years (Eurostat, 2013). The purpose of this thesis is to understand the image of young high-skilled Portuguese people working outside their country-of-origin and how this image can be improved in order to increase the opportunities of having a successful career abroad, as Portugal cannot currently offer those opportunities. We conducted a marketing research study targeting high-skilled Portuguese people working abroad (HSPWA), organized in two phases: 1) a pilot study and 2) a questionnaire with open-ended questions on 65 HSPWA. The main conclusions are: a) the initial image of young high-skilled Portuguese workers is not very good, partially because of the country-of-origin (COO) effect; b) because expectations are low and performance is higher than expected, HSPWA are able to inverse the initial perception and “erase” the COO effect.
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Pölder, Robert. "Wage Dispersion and Employment for People With Low Skill : Sweden Compared to Six European Countries." Thesis, Linnéuniversitetet, Institutionen för nationalekonomi och statistik (NS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-55590.
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This paper investigates in what way employment for low-skilled workers is connected to the wage dispersion in a country by comparing Sweden to six European countries. Previous research on this topic used cross-section analysis, but this essay takes another approach by comparing the changes in the wage dispersion and employment and by breaking down the change in the wage dispersion into parts and studying the change in the wage for different percentiles. The paper finds that wages in Sweden have not converged, which likely contributed to the increase in the employment gap between people with high and low skills. Two countries with different development were Germany and Norway. In line with recent research, in Germany, wage inequality increased and the employment gap between people with high and low skills decreased. In comparison, the case of Norway has not received much attention among researchers. Wages converged more in Norway than in Germany, yet employment increased more in Germany. The paper suggests a potential explanation: wages for the bottom percentiles of the earnings distribution fell in Germany, which it did not in Norway.
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Nascimento, Rita. "Country-of-origin effect applied to talent: Portugal abroad." Master's thesis, NSBE - UNL, 2013. http://hdl.handle.net/10362/11665.
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A Work Project, presented as part of the requirements for the Award of a Masters Degree in Management from the NOVA – School of Business and EconomicsThe core of this study is the concept of country-of-origin (COO) effect and its relevance for talent, especially focusing on the image of Portuguese high-skilled people. Thus, this research examines the perception of recruiters towards the Portuguese high-skilled people that are currently working abroad. The contribution of this Work Project to the COO effect construct development relies on the fact that it complements the research with a new perspective regarding the applicability of the concept in a third dimension, other than products and services – talent. Nonetheless, the findings of this study reflect many obstacles faced by the COO effect research.
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Brayley, Mercia N. "Modelling the salient factors influencing retired business professionals' participation in episodic skilled volunteering in rural settings." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/65544/1/Mercia_Brayley_Thesis.pdf.
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Retired business professionals represent an unexplored source of skill support for struggling rural communities. This research examined the feasibility of drawing on this valuable pool of knowledge and experience by engaging retirees in short term, project based volunteering roles in rural, not for profit agencies. Using the theory of planned behaviour and the functional approach to volunteering, the program of study generated a model comprising the key psychological and contextual factors determining the volunteers' decision to provide skill assistance in rural settings. The model provides a useful resource for creating suitable volunteering opportunities and for informing volunteer recruitment strategies.
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Espinoza, Arturo. "Social work practice with a veterans home population: A description of a protocol for the treatment of dementia patients in a skilled nursing facility." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/146.
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Wright, Barbara Ann Hargis. "Employability skills acquisition for students with challenging behaviors /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115601.
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Thoutenhoofd, Ernst. "Ocularcentrism and deaf people : a social photography project." Thesis, Durham University, 1996. http://etheses.dur.ac.uk/1518/.
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Cattermole, Martin. "Social skills training for people with a mental handicap." Thesis, University of Stirling, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.657604.
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Simmons, Fiona Rachel. "Relationships between number skills and cognitive abilities in people with specific arithmetic difficulties and people with dyslexia." Thesis, University of Hull, 2002. http://hydra.hull.ac.uk/resources/hull:13140.
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Aims and rationale for the studies: The overall aim of this thesis was to analyse the relationships between cognitive abilities and number skills in children and adults. Examining the links between number skills and cognitive abilities is important both to improve our theoretical knowledge and to inform practitioners who are assessing and teaching children who have number skills difficulties. One important theoretical debate that can be informed by this work is whether normally developing individuals solve problems involving numbers using distinct cognitive modules that are specialised for such work or whether they utilise more generalpurpose cognitive systems. If weaknesses in particular number skills are associated with particular cognitive deficits, it will support the hypothesis that people utilise their general cognitive architecture. Although research into the interactions between children's cognitive profiles and their responses to different teaching programmes is in the early stages, some studies have suggested that tailoring teaching to a child's cognitive profile can be effective. Therefore identifying groups of children with number skills difficulties that have homogeneous cognitive profiles may help in the design of future intervention strategies. Scope Three main areas of investigation were conducted, all of which examined the links between cognitive abilities and number skills. • An examination of the relationships between three number skills (number fact recall, counting speed and place value understanding) and three cognitive abilities (non-verbal reasoning, auditory-verbal-sequential short-term memory and visual-spatial short-term memory) in normally developing children. • An examination of the cognitive and number skills profiles of children with specific arithmetic abilities (SAD). These children had poor arithmetic attainment, but much better reading attainment. The assessment of these children's cognitive and attainment profiles was comprehensive. The children's verbal, non-verbal and spatial abilities were assessed as well as their psychomotor, visual-spatial memory and auditory-verbal memory abilities. Particular attention was paid to the balance of verbal and spatial abilities in these children as previous research has indicated that children with specific arithmetic difficulties share a homogenous ability profile with poor spatial ability, but better verbal ability. • An examination of the number skills profiles of children and adults with dyslexia. A wealth of previous research has indicated that dyslexic individuals have working memory weaknesses (Hulme, 1981; Shankweiler, Liberman, Mark, Fowler & Fisher, 1979). Three number skills (number fact recall, counting speed and place value understanding) were assessed in dyslexic children, to determine whether a diagnosis of dyslexia was associated with a particular number skills profile. As children with dyslexia had a specific difficulty with number fact recall, the number fact recall of dyslexic adults was compared with non-dyslexic adults, to determine whether this difficulty persisted into adulthood. Structure of the thesis The thesis is divided into nine chapters. Chapter 1 describes the aims of the thesis and gives an outline of its content. Chapter 2 describes and evaluates the two major models of normal adult numerical processing. Chapter 3 describes current knowledge about how children develop number skills; particular emphasis is placed on the interplay between conceptual understanding and procedural skills. Chapter 4 describes and evaluates previous research into the attainment, cognitive and psychosocial strengths and weaknesses of children with arithmetic difficulties. The limitations of the various research methodologies utilised in previous studies are examined. Chapter 5 provides an overview of how dyslexia is defined; current knowledge about the cognitive profiles of dyslexic individuals is also discussed. Research into the number skills of dyslexic children is described and evaluated. Chapter 6 describes and evaluates Study 1, which had three main aims: to produce norms for some new computerised tests of number skills; to examine how place value understanding, counting speed and number fact recall develop injunior age children; to examine the relationships between cognitive and number skills junior aged children. Chapter 7 reports the results of Studies 2 and 3. The aim of Study 2 was to examine the ability profiles of children with specific arithmetic abilities. The results indicated that children with large verbal/spatial ability discrepancies were over-represented in the group with specific arithmetic difficulties. The cognitive profiles of the children with specific arithmetic abilities were examined in Study 3. The children were divided into four groups: low general conceptual ability; non-verbal learning difficulty; low verbal reasoning; and specific memory weakness. An illustrative case study of a child in each group is provided. Chapter 8 describes and evaluates Study 4, in which the counting speed, number fact recall and place value understanding of children with SAD and children with dyslexia was compared to a randomly selected sample of children attending mainstream schools. The children with dyslexia showed weaknesses on the test of number fact recall and one test of counting speed, but they had unimpaired place value understanding. In contrast the children with specific arithmetic difficulties were impaired both on the tests of place value understanding and number fact recall. Chapter 9 describes and evaluates Study 5, in which the number fact recall of a group of dyslexic students was compared to a group of non-dyslexic students who were matched on intellectual ability. The adults with dyslexia were slower and less accurate at recalling number facts. Chapter 10 draws together the results of the five studies. The findings are discussed in reference to models of adult numerical processing and Rourke's non-verbal learning difficulty classification (Rourke & Del Dotto, 1994). A multiple-route model of arithmetic difficulties is proposed and methods that could be used to evaluate the model are described. Recommendations for the diagnostic assessment of children with arithmetic difficulties and for cognitively tailored teaching are made.
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Nguyen, Jennifer. "Knowledge aggregation in people recommender systems : matching skills to tasks." Doctoral thesis, Universitat Politècnica de Catalunya, 2019. http://hdl.handle.net/10803/668017.
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People recommender systems (PRS) are a special type of RS. They are often adopted to identify people capable of performing a task. Recommending people poses several challenges not exhibited in traditional RS. Elements such as availability, overload, unresponsiveness, and bad recommendations can have adverse effects. This thesis explores how people’s preferences can be elicited for single-event matchmaking under uncertainty and how to align them with appropriate tasks. Different methodologies are introduced to profile people, each based on the nature of the information from which it was obtained. These methodologies are developed into three use cases to illustrate the challenges of PRS and the steps taken to address them. Each one emphasizes the priorities of the matching process and the constraints under which these recommendations are made. First, multi-criteria profiles are derived completely from heterogeneous sources in an implicit manner characterizing users from multiple perspectives and multi-dimensional points-of-view without influence from the user. The profiles are introduced to the conference reviewer assignment problem. Attention is given to distribute people across items in order reduce potential overloading of a person, and neglect or rejection of a task. Second, people’s areas of interest are inferred from their resumes and expressed in terms of their uncertainty avoiding explicit elicitation from an individual or outsider. The profile is applied to a personnel selection problem where emphasis is placed on the preferences of the candidate leading to an asymmetric matching process. Third, profiles are created by integrating implicit information and explicitly stated attributes. A model is developed to classify citizens according to their lifestyles which maintains the original information in the data set throughout the cluster formation. These use cases serve as pilot tests for generalization to real-life implementations. Areas for future application are discussed from new perspectives.Els sistemes de recomanació de persones (PRS) són un tipus especial de sistemes recomanadors (RS). Sovint s’utilitzen per identificar persones per a realitzar una tasca. La recomanació de persones comporta diversos reptes no exposats en la RS tradicional. Elements com la disponibilitat, la sobrecàrrega, la falta de resposta i les recomanacions incorrectes poden tenir efectes adversos. En aquesta tesi s'explora com es poden obtenir les preferències dels usuaris per a la definició d'assignacions sota incertesa i com aquestes assignacions es poden alinear amb tasques definides. S'introdueixen diferents metodologies per definir el perfil d’usuaris, cadascun en funció de la naturalesa de la informació necessària. Aquestes metodologies es desenvolupen i s’apliquen en tres casos d’ús per il·lustrar els reptes dels PRS i els passos realitzats per abordar-los. Cadascun destaca les prioritats del procés, l’encaix de les recomanacions i les seves limitacions. En el primer cas, els perfils es deriven de variables heterogènies de manera implícita per tal de caracteritzar als usuaris des de múltiples perspectives i punts de vista multidimensionals sense la influència explícita de l’usuari. Això s’aplica al problema d'assignació d’avaluadors per a articles de conferències. Es presta especial atenció al fet de distribuir els avaluadors entre articles per tal de reduir la sobrecàrrega potencial d'una persona i el neguit o el rebuig a la tasca. En el segon cas, les àrees d’interès per a caracteritzar les persones es dedueixen dels seus currículums i s’expressen en termes d’incertesa evitant que els interessos es demanin explícitament a les persones. El sistema s'aplica a un problema de selecció de personal on es posa èmfasi en les preferències del candidat que condueixen a un procés d’encaix asimètric. En el tercer cas, els perfils dels usuaris es defineixen integrant informació implícita i atributs indicats explícitament. Es desenvolupa un model per classificar els ciutadans segons els seus estils de vida que manté la informació original del conjunt de dades del clúster al que ell pertany. Finalment, s’analitzen aquests casos com a proves pilot per generalitzar implementacions en futurs casos reals. Es discuteixen les àrees d'aplicació futures i noves perspectives.
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Michal, Elva Tice. "Teaching piano skills to handicapped persons through use of systematic instruction : a proposal." Connect to resource, 1987. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1262631645.
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Poon, Lun-king. "Social skills training : effectiveness of the home-based training program for persons with mental handicap /." [Hong Kong : University of Hong Kong], 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13417575.
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DiGiammarino, Marie Morreau Lanny E. "Functional music skills of persons with mental retardation." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p9014745.
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Thesis (Ed. D.)--Illinois State University, 1989.Title from title page screen, viewed October 21, 2005. Dissertation Committee: Lanny Morreau (chair), Ming-Gon Lian, Mack Bowen, Ramesh Chaudhari, Alan Repp. Includes bibliographical references (leaves 107-112) and abstract. Also available in print.
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Maherali, Zuleikha Ahmed. "Understanding and perceptions of parenting skills of persons with mental handicaps." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28742.
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The purpose of this study was to investigate the understanding and the perceptions of parenting skills of persons with mental handicaps and their perceptions of the quality and the availability of support services. Parenting skills were considered in terms of nutritional and meal planning skills, discipline and behaviour management, home safety and emergency and interaction and social stimulation. Supports were considered of in terms of formal and family services.
An open-ended questionnaire was used to interview 25 mentally handicapped mothers. Findings indicated that mothers perceived the process of disciplining and providing a stimulating environment as the most difficult aspect of parenting. In terms of the support services, mothers were generally satisfied with the availability and sources of formal support. However, in terms of the quality of formal support, mothers indicated that such support should be modified to meet their needs. Mothers' perceptions of family support were differentially affected by their marital status. The presence of a spouse in the home and the opportunity to interact with extended family members were two factors which affected the quality of family support. In two-parent families, spousal support enabled the mothers to deal more effectively with their children. Findings also indicated that support from extended families was not available to most mothers.Education, Faculty of
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Van, Wijck Frederike Marlijn Jeanneke. "Skill acquisition in people with chronic upper limb spasticity after stroke." Thesis, Queen Margaret University, 2006. https://eresearch.qmu.ac.uk/handle/20.500.12289/7410.
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Background: After a stroke, a considerable proportion of people experience upper limb (UL) impairments, which may affect their activities of daily living. Focal spasticity is common, for which botulinum toxin-type A (BTX-A) is used increasingly. However, published randomised controlled trials have not used valid outcome measures to assess the effects of BTX-A on spasticity and have hardly explored its impact on UL function. The primary aim of this thesis was to investigate whether task-specific UL practice in the form of an evidence-based, functional skill acquisition programme, administered after BTX-A, would have any differential effects on upper limb spasticity or functional UL activity in people more than six months after stroke. The prerequisites were to: 1) clarify the definition of "spasticity", 2) pilot a novel biomechanical spasticity measurement device, 3) standardise the assessment of arm function, 4) systematically review the literature on the effects of BTX-A and 5) compile an evidence- and theory-based skill acquisition programme. Methods: Design: randomised controlled feasibility study with four repeated measures and a blinded assessor. Fourteen participants (time after stroke: range 1.4 -11.0 years) gave informed consent and were randomised into either the experimental group (EG: BTX-A plus skill acquisition) or the placebo control group (CG: BTX-A plus inflatable arm splint). Outcome measures were: Action Research Arm Test, Canadian Occupational Performance Measure, grip force of the affected hand, Stroke Impact Scale, EMG of the elbow flexors, biomechanically measured resistance to passive movement and Ashworth scale. Outcomes were assessed at baseline and weeks 4, 7 and 13 following BTX-A injection. Differences in change between the two groups were analysed using the Mann-Whitney U-test. Applying the Bonferroni correction for three repeated measures yielded a critical p-value of 0.017. Results: At baseline, there were no significant differences between the two groups in any of the dependent variables. Compared to the CG, the EG improved in self-reported hand function between baseline and week 4 (median change 25%, range 0 to 30% vs. CG: median change 0%, range -10 to 0%; p=0.04). The EG also improved in arm function between baseline and week 7 (median ARA T change 4 points, range 1 to 8 points vs. CG: median change -1 point, range -3 to 0 points; p=0.003) as well as in self-reported ADL between baseline and week 13 (median change 11.3%, range 5 to 20% vs. CG: median change 0%, range -2.5 to 5%; p=0.02). Only the differential improvement in ARAT by the EG reached statistical significance. There were no significant differences between the two groups in any of the other outcome measures. Although the programme was perceived as intensive, most participants in the experimental group had found the intervention to be enjoyable. Conclusion: The main finding of this study was that people with severe and chronic upper limb spasticity may still improve in functional activity involving their affected arm, using a combination of BTX-A and a functional skill acquisition programme - without exacerbating spasticity. BTX-A alone did not improve upper limb activity in this study. Implications for clinical practice and research were discussed.
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Cutshaw, Laura M. (Laura Marie). "Assessment of Functional Communication Skills in Institutionalized and Non-Institutionalized Elderly Subjects Using the Spontaneous Speech and Auditory Comprehension Subtests of the Western Aphasia Battery." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc500560/.
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The purpose of this study was to determine if there is a difference in functional communication skills between elderly persons in nursing homes and those living independently in the community. Thirty non-institutionalized elderly subjects were given the Western Aphasia Battery (WAB) screening tool. These scores were compared to WAB screening scores obtained from 20 institutionalized subjects. The difference between these scores was statistically significant. The institutionalized subjects' scores were also correlated with a Facilitators Evaluation of Communication Skills (FECS) inventory. Results showed a moderate correlation between the institutionalized subjects' WAB screening score and their FECS rating. The benefits of a screening tool for elderly populations are discussed.
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Lumley, Vicki Ann. "An assessment of assertion skills among adults with mild mental retardation." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2121.
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Thesis (Ed. D.)--West Virginia University, 2001.Title from document title page. Document formatted into pages; contains xiii, 175 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 76-84).
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Abrahamsson, Johan, and Johan Danmo. "The Stabilizing Spoon : Self-stabilizing utensil to help people with impaired motor skills." Thesis, KTH, Maskinkonstruktion (Inst.), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-226667.
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The technology for assisting people who are functionallychallenged has improved over the recent decades. With today’stechnology, people with Parkinson’s disease can, witha device on their wrist, be able to draw pictures. Humanlimbs lost due to accidents can be replaced with bionic limbsand with help from smartphones, blind people can by audiobe informed what kind of object that appear in frontof them. These are a few examples where technology haseased everyday life for people with impaired functionality.The purpose of this thesis is to analyze how an Arduino microcontrollercan be utilized to help people with impairedmotor skills during their eating process. A prototype of astabilizing spoon was constructed to work under real circumstancesand intended to be a complement for peoplewho are in need of assistance during their eating process.To make this possible, a sensor with gyroscopes combinedwith accelerometers was used to identify which directionthe device’s handle was being tilted, as well as how fastits position was changed. Two servo motors were placedorthogonally to each other to establish a system of two degreesof freedom. With this setup, the spoon was intendedto maintain its spoon bowl in a horizontal position. Experimentalresults of the spoon showed promising performancewith some limitations.Teknologiska hjälpmedel för människor som har en funtionsnedsättning har förbättrats under de senaste decennierna. Med dagens teknologi kan personer drabbade av Parkinson’s disease, med en apparat på deras handled, vara kapabla till att måla teckningar. Mänskliga lemmar som förlorats vid olyckor kan ersättas med bioniska lemmar, och med hjälp av smartphones kan blinda personer bli informerade om vilken typ av objekt som finns framför dem. Detta är bara några få exempel på när teknologi har underlättat vardagen för människor med funktionsnedsättning. Syftet med detta projekt är att undersöka hur en Arduino mikrokontroller kan implementeras vid måltider för att assistera människor som har en motorisk funktionsnedsättning. En prototyp av en stabiliserande sked konstruerades för att fungera under verkliga förhållanden och dess intention var att verka som ett komplement för människor som behöver assistans vid måltider. För att göra detta möjligt användes en sensor med gyroskop och accelerometer för att identifiera vilken riktning enhetens handtag var lutad åt samt hur snabbt handtaget förflyttades. Två servomotorer placerades ortogonalt mot varandra f¨or att skapa ett system med tv°a frihetsgrader. Med denna upps¨attning var det t¨ankt att skeden skulle h°alla dess skedsk°al i en horisontell position. Experimentella resultat av skeden visade lovande prestanda med n°agra begränsningar.
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Porter, Judi A. "The nutritional status and food skills of people with a chronic mental illness." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36742/1/36742_Digitised%20Thesis.pdf.
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The nutritional needs of people with a chronic mental illness have not been adequately defined. The present study attempted to evaluate the nutritional status and food skills of people with a chronic mental illness residing in congregate care and the community. Specific objectives included investigating whether standard anthropometric measurements could be used with people with a chronic mental illness, gathering nutrient intake and food skills data using appropriate assessment methods, estimating the prevalence of some nutrition related diseases, and conducting nutrition intervention programs to rectify nutrition and/or food skills deficits. Comparisons were also made between the anthropometric status and dietary intake of the study group and the general Australian population.
The study consisted of an assessment phase and an intervention phase. The assessment phase evaluated the nutritional status and food skills of a random sample of people with a chronic mental illness in congregate care. A sample of community living people with a chronic mental illness were matched by diagnosis and gender to the congregate care group. The intervention phase consisted of three nutrition programs which involved a sub-sample of the congregate care population.
Assessment of the nutritional status of people with a chronic mental illness was undertaken using standard anthropometric techniques. The weight and height of people with a chronic mental illness was not significantly different to the general Australian population. More than fifty percent of study participants were overweight or obese. Males with a chronic mental illness had lower levels of muscle mass than was expected. An exercise program incorporating principles of health promotion was developed in an attempt to improve the muscle mass of males and decrease the prevalence of overweight and obesity. This program was unable to be fully implemented due to barriers at the study site, including organisational communication problems, lack of consumer motivation, and the focus of mental health workers on mental health rather than physical health issues.
Dietary intake measurements were made using a multifaceted approach to increase reliability of the data obtained. Diet histories were used to estimate the nutrient intake of each participant. Weighed food intakes and the menu were also used to obtained dietary intake data for participants in congregate care. The average energy intake of males in the study group was 11 OOOkJ and of females was 9300kJ. Males with a chronic mental illness in congregate care consumed significantly more beta-carotene, sodium and percentage energy from fat, and less alcohol than males with a chronic mental illness residing in the community. Females residing in congregate care consumed significantly more energy, carbohydrate, fat, beta-carotene and sodium than females with a chronic mental illness residing in the community. Zinc and calcium were the limiting nutrients for males and females, although the probability of requirements not being fulfilled was small.
A menu intervention to decrease intake of energy, percentage energy from fat and saturated fat was implemented. Menu modification successfully demonstrated that an improved nutrient profile could be achieved, however simultaneous undesired changes in macronutrient and micronutrient profile also occurred. These unanticipated changes included a significant decrease in the consumption of dietary fibre, beta-carotene, riboflavin, niacin, iron and zinc.
The food skills of people with a chronic mental illness living in congregate care were significantly poorer than people residing in the community. Clear food skills deficits were identified by the Functional Needs Assessment - Nutritional Management Program (Dombrowski, 1990). There were no significant differences for food skills when gender comparisons were made. Comparisons by diagnosis revealed people with organic brain disorder had the lowest food skills. A food skills program was conducted using an individualised approach. This program demonstrated that food skills of people with a chronic mental illness could be improved providing they were motivated to participate.
The lack of food and nutrition policy for people with a mental illness was highlighted. It is recommended that such a policy be developed and implemented as a priority. A food and nutrition policy for this group could incorporate the Dietary Guidelines for Australians because direct evidence was obtained during this study to support their use in this group.
The lack of previous nutrition resources provided for people with a mental illness have manifested in the nutrition problems identified in this study. Multipronged and strategic approaches are required to resolve many of the nutrition problems of people with a chronic mental illness. To implement these approaches, it is recommended that nutrition services for people with a mental illness in the future should be provided both by nutrition specialists working in mainstream health services, and by nutrition specialists with knowledge and skills specific to mental health.
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Woo, Kit-yan. "Face validity of the Cantonese version of functional assessment of communication skills for adults (C-FACS)." Click to view the E-thesis via HKUTO, 2002. http://sunzi.lib.hku.hk/hkuto/record/B36208486.
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Thesis (B.Sc)--University of Hong Kong, 2002."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2002." Also available in print.
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Henry, Craig. "Equipping single adults with relational life skills at First Friends Church of Canton, Ohio." Theological Research Exchange Network (TREN), 2002. http://www.tren.com.
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Shek, Wai-keung. "Using technology to support development of daily arithmetic skills to students with mental retardation." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31972147.
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Patterson, Donald Jay. "Assisted cognition : compensatory activity assistance technology /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/6853.
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Alshammari, Adel H. N. A. "Improving community pharmacy consultations for people with depression." Thesis, University of Bradford, 2015. http://hdl.handle.net/10454/14480.
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Aims The aims of this study were to increase community pharmacists’ willingness and confidence to provide consultations for people with depression, and to enhance patients’ awareness of the pharmacists’ developing role. Research Design To observe pharmacist-patient consultations, the researcher developed a patient scenario. Pharmacist knowledge and attitude questionnaires were adapted, and a skills observation checklist was developed. Assessments of patient satisfaction levels took place before and after pharmacist training, which included a simulated consultation and action planning. The consultations were both video recorded and observed. Participants undertook a short interview with the researcher and each pharmacist developed his/her own plan for continuing professional development (CPD). An exploration of the interview transcripts was undertaken qualitatively. A University Ethics Panel approved the project. Results There were twenty-two pharmacists who took part in the study, comprising eighteen males and four females. MPharm students comprised one female and two males, and community pharmacists made up three females and sixteen males. The quantitative results: It was found that pharmacists possessed appropriate knowledge (the mean score was 75%, which showed that the pharmacists were aware of the safety and action of anti-depressants). The mean score for attitude was 54%, which tends towards the positive. When observing the simulated consultations, the mean score for initiating a consultation session was recorded at 28%. This indicates that the pharmacists were not very interested in initiating rapport with patients. However, the highest mean score calculated was 61%, which corresponded with closing a consultation. For data collection and action, the mean scores were 42% and 35%, respectively, and this indicates the need for improvement in these areas. The qualitative findings: The pharmacists demonstrated good knowledge about anti-depressants and held positive attitudes towards people with depression. However, the pharmacists were not very willing to exercise the responsibilities of their extended role or provide additional services for patients. The pharmacists lacked certain skills and opportunities to be able to enhance the patients’ satisfaction. The pharmacists in this study needed to improve their soft skills in some areas and engage in mutual discussion with patients in order to enhance patients’ expectations with the service provided. Conclusion/discussion The knowledge and attitude of pharmacists were good, but their consultation skills could be improved. Although simulated consultation allowed pharmacists to review their skills and practice the apparent impact on patient care was limited. This study has enable greater understanding of pharmacist strategies when consulting people with depression, and the findings could be used by those developing training programmes for enhancing pharmacists skills.
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Duncombe, Linda Werkley. "The effect of context on learning functional living skills for a population of people with schizophrenia." Thesis, Boston University, 2002. https://hdl.handle.net/2144/33463.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This quasi-experimental study was undertaken to determine the effect of context on learning a functional living skill for individuals with cognitive deficits associated with the negative symptoms of schizophrenia. Forty-six people (ages 27-62) with non-paranoid schizophrenia or schizoaffective disorder were matched on cognitive level (Allen Cognitive Level Screen- 90, Allen, Kerberg, & Bums, 1992), cooking experience, and living situation (group home or apartment). They were then randomly assigned to one of two treatment conditions, clinic or home. All participants were evaluated and taught basic cooking skills in either the clinic or their homes. Finally, all participants were evaluated in their homes. Both groups scored significantly higher after cooking lessons (t=5.57, df = 21, p<.0001 for those in the clinic; t = 7.81. df = 21, p<.0002 for those learning at home); there was no significant difference between the two groups in where the learning took place (B = -1.8, df = 42, p<0.23). Those who learned in the clinic scored lower than the home group when tested at home (t = -2.07, df = 42, p<.0489) although this result must be accepted with caution because of a significant difference between the two groups on the first assessment of cooking skill. Additional questions yielded the following: there was a positive correlation between cognitive level and cooking skill (df = 44, r =.55, p <.001); there was a positive correlation between cognitive level and transfer of learning (df = 21, F = 52.49, p < .0000); no significant correlation was found between amount of practice and increase in cooking skill ( df = 27, r = .256, r2 = .066). People with cognitive deficits associated with schizophrenia can learn a specific functional living skill in different contexts. Qualitative aspects of those contexts are discussed. Further research is recommended to describe/understand transfer of learning from one context to another. Cognitive level is highly correlated with both ability to learn and ability to transfer learning. Additional research is recommended to adequately describe the effect of practice on learning a functional living skill. Implications for treatment and suggestions for clinical research are presented.
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Malette, Paul Hector. "Applications of a lifestyle planning process for persons with severe disabilities." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31834.
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This study investigated the efficacy of a "lifestyle" planning process for persons with severe disabilities. The planning process involved five steps: (a) description of a desired integrated lifestyle (pre- test), (b) identification of attitudinal, knowledge, and opportunity barriers present in an individual's service delivery system, (c) development of weekly schedules and plans that are based on an individual's personal preferences (mid- test), (d) implementation of valid teaching technologies and assessments if needed to achieve greater community participation, and (e) application of evaluative measures to monitor success (post-test). The planning process was implemented by means of a consultant model. The process involved planning meetings, on-site visits, in-service training, problem solving, written program planning, and demonstration of instructional techniques. Planning and implementation spanned approximately 12-14 months. The consulting teams were composed of education and behaviour consultants.
Four persons with severe disabilities and challenging behaviour served as subjects. These individuals resided in four communities in the Province of British Columbia, and received consultative services from 1989-1991. Data were collected on three dependent measures at the beginning, midpoint, and end of intervention periods. The measures were type and frequency of integrated activities performed, program quality, and mastery of core steps of priority instructional goals in areas such as behaviour management and augmentative communication.
All four persons engaged in a greater number of preferred integrated activities at the mid- and post- test than at the pre- test. The social networks of all four individuals were higher at the mid- and post- test than at the pre- test. Program quality scores were collected at
the pre- and post- test only. All scores were higher at the post- test than at the pre- test. Behavioral problems reported at the referral stage were substantially reduced at the post-test for all individuals.
These results are discussed in relation to previous research done in this area. Limitations of the study are identified, such as sample size, sample bias, and programmatic change that occurred outside of the planning process. Problems in implementing the process by means of a consultant model are discussed and areas for future research are suggested.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Macrae, Vera. "Young people with low level literacy skills in the school and post-school environment." Thesis, University of Surrey, 1999. http://epubs.surrey.ac.uk/799993/.
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Howland, Katherine. "Narrative threads : supporting young people in developing writing skills through narrative-based game creation." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/42603/.
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This thesis examines how narrative-based game creation can be used as an activity to improve writing skills for young people aged 11-15, and how additional representational support in a game creation tool can increase the benefits of the activity. Creating narrative-based games can involve traditional writing skills as well as requiring the 21st century skills of multimodal and interactive writing. Toolsets make it possible for young people to create 3D role-playing games with a commercial look and feel, but they do not provide support for the complex task of interactive and multimodal narrative creation. To investigate the desirable features of a tool that would support this task and the associated learning, an extensive learner-centred design process was conducted. This involved teachers and young people, and also incorporated relevant theory synthesised into a design model. A suite of tools, Narrative Threads, was designed and developed through an iterative process to provide the support highlighted as important. Two evaluative studies were conducted in different learning contexts; a secondary school and a vacation workshop. A mixed-methods approach was used to examine the overall potential for the activity to support writing skills development and the impact made by additional representational support. Comparative studies between groups showed some evidence that writing skills were improved for those taking part in game creation, and there were further benefits for groups using Narrative Threads in the workshop setting, but not in the school setting. Additionally, a multimodal analysis of the games created showed that many participants demonstrated a developing proficiency in using 3D graphical elements, text and sound to convey an interactive narrative. The findings indicate promise for the approach, although additional curricular and pedagogical support would be crucial if the potential is to be actualised in a classroom context.
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Gieseke, JoAnn. "Stability in visualizing relational movement in greetings between people : spatial skills, and cognitive style /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487779914826396.
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Schutte, Henriëtte. "The development of early literacy skills among a group of urban Sepedi-speaking children." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-01312006-113635.
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Ng, Ka-man Carmen. "An exploration of experiential learning with carers participating in a multi-skills training course on care of the elderly." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22331463.
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Thiessen, Melanie Rae. "Teaching couple prayer using the prayer of examen to build upon Couple Communication I skills." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p090-0364.
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Pomeroy, Valerie Moyra. "The effect of physiotherapy treatment on functional mobility skills of elderly people with severe dementia." Thesis, University of Southampton, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295910.
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Phillips, Julie Ann 1963. "Remarried couples' affective response to a mutual problem-solving skills program." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276918.
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Changes in the affect of ten remarried couples during participation in a communication and problem solving skills training program was investigated. Subjects completed a questionnaire assessing 25 positive and 25 negative feelings toward the spouse every night for 56 days. No changes in specific feeling states or in overall negative affect was found. A significant linear trend indicating a progressive increase in overall positive affect was found for husbands, but not for wives. The findings provide weak support for the affective impact of the intervention program or the conflict processes model underlying it.
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Williams, Huw W. "Transfer of self-instructional and metacognitive training of communication skills for people who have learning difficulties." Thesis, Bangor University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303399.
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Stott, Joshua Charles Hugh. "Pre-therapy skills required to be ready for cognitive behavioural therapy in people living with dementia." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10061784/.
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Background: People living with dementia (PLWD) commonly experience depression and anxiety. For the general adult population, cognitive behavioural therapy (CBT) is a recommended treatment. Adapted forms of CBT have been used with PLWD. However, method of adaptation and outcomes are inconsistent across studies. Examining pre-therapy skills required to take part in a core aspect of CBT (cognitive restructuring) in PLWD could inform future adaptation. Given the limited previous work in PLWD, the intellectual disability literature was systematically reviewed and integrated with the dementia literature to inform aims. Main aims: 1) to develop measures of pre-therapy skills (behaviour-thought-feeling discrimination and cognitive mediation) validated for use with PLWD; 2) to compare performance of PLWD and older (OA) and younger (YA) adults without a recognised neurocognitive impairment on these validated pre-therapy skill measures; 3) to examine whether neurocognition mediates observed differences between PLWD and OA in pre-therapy skill performance; 4) to examine neurocognitive correlates of pre-therapy skill measures in PLWD with a focus on memory, language and executive function. Main methods: 102 PLWD, 77 OA and 56 YA were recruited. Measures of pre-therapy skills used in an intellectual disability context were adapted for PLWD using a published framework and subjected to factor analysis and validity checks. Performance on pre-therapy skills measures was compared across groups, mediation of between group differences was assessed (using structural equation modelling) and correlations between pre-therapy skills and neurocognitive functions were examined. Main findings: Tools were developed. PLWD scored lower than OA who scored lower than YA on pre-therapy skills measures. Differences between OA and PLWD but not between OA and YA were mediated by neurocognition. Pre-therapy skill performance was associated with scores on measures of language and, to a lesser extent, executive function. Use of tools within, and implications of findings for, CBT practice and research are discussed.
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Shapira, Faians Adi. "Social skills learning groups : a case study of young people identified with Attention Deficit Hyperactivity Disorder." Thesis, University of Sussex, 2015. http://sro.sussex.ac.uk/id/eprint/54452/.
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The aim of the current case study was to examine the integration of a social skills learning programme for young people aged 13-18 identified with ADHD and learning difficulties within the framework of a junior and high school in Israel designed for young people identified with ADHD. At the start of this inquiry, the stance of the Israeli Ministry of Education mainly leaned on the medicalised model. During the process of conducting this study, the researcher developed a gradual shift from the medicalised to the social constructivist model as an alternative which considers young people from a holistic view. The study explored three perspectives on the integration of the social skills learning groups within the school: those of the educational staff, the therapeutic staff who facilitated the social skills learning groups and those of the group participants. It also explored how each group perceived the intervention in terms of supporting social skills among young people identified with ADHD. Two groups of students took part. One group comprised seven students from the 7th grade who were in their first year of the intervention and another group comprised seven students from the 9th grade who were in their third year of the four-year programme. The study was conducted using a qualitative methodology from an insider perspective, the researcher being a therapist and facilitator of one of the social skills learning groups. Data were collected by semi-structured interviews with staff members, the researcher's reflective diary and a student questionnaire. The study found that the educational staff's perspective on the social skills learning groups involved a gradual process from difficulty accepting the groups to believing that they played an important role in school provision. A parallel process took place among the therapeutic staff who questioned the groups' definition as a class or as group therapy, which required the therapists to examine their professional identity. This process of self-examination of staff members' professional identity and examination of the other staff members' professional roles influenced the integration of the groups in the school. Overall, the study suggested that interventions focusing on assisting the development of social skills can play an important role in school provision for young people identified with ADHD when they are included as part of the school curriculum. However, in order to successfully embed a therapeutic intervention within a school framework, the study suggested that teachers and therapists should cooperate both professionally and personally to build a new common language toward a common goal.
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Musa, Juraidah. "Enhancing Digital Literacy Skills while playing casual games : young people in Brunei as a case study." Thesis, King's College London (University of London), 2017. https://kclpure.kcl.ac.uk/portal/en/theses/enhancing-digital-literacy-skills-while-playing-casual-games(50046954-ad88-4025-b101-ca20c91e81e3).html.
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Digital Literacy Skills refer to skills which help digital technology users to participate meaningfully and safely in the digital world. These skills have become essential since digital technologies nowadays are imbedded in almost all aspects of everyday life, including education, work, home and leisure activities. In particular, it has been argued that the younger generation has developed a certain degree of digital literacy skills due to regular exposure to digital technologies. Playing casual games is one of the popular activities amongst the younger generation, or young people as referred in the main thesis. With advantages such as portable technology, simplicity of play and easy access, these games can be played almost anywhere and anytime. The question therefore arises: To what extent would these casual game play activities enhance the digital literacy skills of the young people? This thesis presents a qualitative case-study analysis of casual game play activities of young people and the potential associated enhancement of digital literacy skills from these activities. The model proposed by Eshet-Alkalai referred as The Conceptual Framework for Survival Skills in the Digital Era, was used as the main framework for this study. This model comprises of six digital literacy skills namely Photo-visual, Reproduction, Branching, Information, Socio-emotional, and Real-time Literacy Skills. The model is chosen since the literacy skills within the model encompass all of the cognitive skills that are used when utilising digital technology. Data was gathered from a sample selection of young people in Brunei Darussalam aged between 10 and 12 using think-aloud techniques, observations, and semi-structured interviews. The Activity Theory System was used to structurally guide the study in organising the game play activities based on hierarchical levels of actions and operations. The results of this study suggest that casual game play activities may likely enhance the digital literacy skills of young people.
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Salivia, Guarionex Jordan. "Assistive strategies for people with fine motor skills impairments based on an analysis of sub-movements." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3378.
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Four studies describe the pointing performance of individuals with fine motor skills impairments. First, we describe the pointing performance of two individuals with Parkinsons disease via a sub-movement analysis and compare them with similar results found in the literature from young children and older able-bodied adults. The analysis suggests the need of an individual assessment of pointing difficulties and the personalization of the methods of assistance and motivates sub-sequent studies. Two experiments followed where we tested PointAssist, software that assists in pointing tasks by detecting difficulty through a sub-movement analysis and triggering help, with adjustments proposed to personalize the assistance provided. A within-subjects study with sixteen individuals with fine motor skills impairments resulted in statistically significant effects on accuracy using Friedman's test with (χχ/sup>(1) = 6.4, p = .011) in favor of personalized PointAssist. A five week longitudinal study with three participants with Cerebral Palsy and other fine motor skills impairments shows the long term effects of PointAssist. The longitudinal study logged real-world use of pointing devices validating the results for real-world interactions. PointAssist had statistically significant effect of reduced sub-movement length and speed with p < .00001 and p < .0002 respectively for one of the participants. These results suggest better motor control near a target and statistically significant results on the sub-movement duration confirmed this. Finally, we designed, developed and tested a new assistive technology for individuals with severe motor skills impairments that we call the Reverse Funnel. Three participants, two with Cerebral Palsy and one with an undisclosed disability, participated and positive early results are presented as well as future developments of the newly developed strategy.
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Ryles, Ruby. "The relationship of reading medium to the literacy skills of high school students who are visually impaired /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7560.
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Dixon, Roselyn. "Moving out the impact of deinstitutionalisation on salient affective variables, social competence and social skills of people with mild intellectual disabilities /." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050811.152254/index.html.
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Thesis (Ph.D.) -- University of Western Sydney, 2004.Thesis submitted to the University of Western Sydney in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliography.
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Chan, Wai-kwan. "The effectiveness of pre-job training on work related social skill of people with schizophrenia." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B43895220.
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Chan, Wai-kwan, and 陳慧君. "The effectiveness of pre-job training on work related social skill of people with schizophrenia." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B43895220.
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Kim, Na-Hyun. "Introducing Deache mouse : An alternative computer mouse design for people with fine motor skill impairments." Thesis, Umeå universitet, Institutionen för informatik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-160907.
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Johns, Stephen R. McCarty Toni. "Comparisons of teacher and employer perceptions of the importance of selected work-related behaviors for individuals with moderate cognitive disabilities." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835910.
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Thesis (Ed. D.)--Illinois State University, 1998.Title from title page screen, viewed July 3, 2006. Dissertation Committee: Toni McCarty (chair), Lanny Morreau, Patricia Klass, Jim Thompson. Includes bibliographical references (leaves 106-121) and abstract. Also available in print.
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Tsang, Hector W. H., and 曾永康. "The development of an indigenous treatment model of work-related social skills and work-related social skills training for people withschizophrenia in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31235360.
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Reed, Christian E. "The motives underlying senior athletes' participation in sports and physical actvitiy /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060135.
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Blank, Sarah T. "The robot club : robots as agents to improve the social skills of young people on the autistic spectrum." Thesis, University of Hertfordshire, 2010. http://hdl.handle.net/2299/4407.
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To better understand the difficulties and strengths associated with both high and low functioning individuals with an autistic spectrum disorder (ASD), the hyper-systemising theory has been proposed by Baron-Cohen and colleagues. It explains the social and communication difficulties in autism and Asperger syndrome (AS) by reference to delays and deficits in empathy, whilst explaining the areas of strength by reference to intact or even superior skill in systemising (Baron-Cohen, 2002). The evidence for hypersystemising alongside hypo-empathising in autism, suggests a corresponding desire to systemise the social world. Based on this theory, the use of technology in supporting the development of social and communication skills in children with an ASD is discussed. Technology and computers rely on strict, predictable systems made up of sets of rules that can be programmed, determined and understood. Use of such technology to assist in the development of social skills in an individual with an ASD utilises an existing area of strength and engages a person in an often existing area of interest and/or obsession. This thesis describes an exploratory study using non-humanoid robots with a group of young people with either high-functioning autism (HFA) or AS, which aimed to use robots as a focus of shared attention in a more naturally occurring and systemisable environment; thus promoting more implicit learning of social skills for this clinical group. Ten children attended the ‘robot club’ for eight sessions enabling a design using a series of single case studies pooled together for multiple and individual base line comparisons. The results indicate improvements as rated by parents and the young people themselves (although not by teachers), with some evidence of statistical and clinically significant changes, for example, in communication skills specifically and with general difficulties associated with autism. The results were found to be affected by total number of sessions attended, but not by age or academic functioning. Possible implications of the findings are presented in line with theory and for clinical practise. Limitations of the study are discussed and suggestions for future research made.
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Swarbrick, Caroline Margaret. "Exploring how healthcare professionals and family carers identity pain in people with dementia and limited verbal skills." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511259.
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Fisher, Eddie. "Development of a new competence and behaviour model for skills in working with people for project managers." Thesis, Open University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437776.
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