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Books on the topic 'Skills enhancement'

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Published: 4 June 2021
Last updated: 2 February 2022

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1

Boutcher, Stephen H. A psychological skills educational program for closed-skill performance enhancement. Champaign, Ill: Human Kinetics, 1987.

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2

Ghee, Lim Teck. Industrial restructuring and skills enhancement in Malaysia. New Delhi, India: Asian Regional Team for Employment Promotion, International Labour Organisation, 1992.

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3

Atkinson, Rhonda Holt. Reading enhancement and development. 6th ed. Belmont, CA: Wadsworth Pub. Co., 1999.

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4

Atkinson, Rhonda Holt. Reading enhancement and development. 7th ed. Boston: Thomson Learning, 2003.

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5

Atkinson, Rhonda Holt. Reading enhancement and development. 2nd ed. St. Paul: West Pub. Co., 1988.

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6

Atkinson, Rhonda Holt. Reading enhancement and development. 4th ed. St. Paul: West Pub. Co., 1992.

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7

Atkinson, Rhonda Holt. Reading enhancement and development. 5th ed. Minneapolis/St. Paul: West Pub. Co., 1995.

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8

Atkinson, Rhonda Holt. Reading enhancement and development: READ. 3rd ed. St. Paul: West Pub. Co., 1990.

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9

Group techniques for aging adults: Putting geriatric skills enhancement into practice. 2nd ed. New York, NY: Brunner-Routledge, 2013.

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10

Woon, Toh Kin, Anuwar Ali, and ASEAN Secretariat, eds. Effective mechanism for the enhancement of technology and skills in Malaysia. Singapore: ASEAN Secretariat, 1986.

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11

Group techniques for aging adults: Putting geriatric skills enhancement into practice. Washington, DC: Taylor & Francis, 1996.

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12

Gardiner, Ronald. Learning contexts of university and work: An evaluation of cooperative education as skills enhancement process. Canberra: Australian Government Publishing Service, 1991.

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13

Manson, Iain Munro. The enhancement of social skills in young children through a programme based on developing social relationships: An evaluation. [Guildford]: [University of Surrey], 1999.

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14

Brooks, Lloyd D. Math: Skill enhancement. St. Paul, Minn: Paradigm, 1993.

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15

B, Oldham Neild, ed. Reading: Skill enhancement. St. Paul, MN: Paradigm, 1994.

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16

McLean, Gary N. Writing: Skill enhancement. St. Paul, Minn: Paradigm, 1994.

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17

Greene, John O. Essentials of Communication Skill and Skill Enhancement. New York : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003083450.

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18

Leith, Helen V. Skill development and enhancement: A study of Northern Ireland graduates. Belfast: Centre for Research on Higher Education, 2000.

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19

Business, United States Congress House Committee on Small. Shrinking workforce endangers America's small businesses: Examining the need for the Skilled Workforce Enhancement Act : hearing before the Committee on Small Business, House of Representatives, One Hundred Sixth Congress, second session, Washington, DC, February 9, 2000. Washington: U.S. G.P.O., 2000.

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20

Martin, Jeffrey J. Performance Enhancement. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0026.

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Athletes with disabilities can perform more consistently and come closer to their potential if they maximize their mental skills as well as their physical skills. The purpose of this chapter is to present of humanistic developmental model of psychological skills training and an examination of disability sport psychology research on psychological skills. A humanistic developmental model prioritizes both athlete performance and well-being as they are viewed as complementary goals that exert a bidirectional influence on each other. In this model foundational factors, psychological skills and qualities, psychological methods, and facilitative and debilitative factors are seen as relatively distinct categories. Researchers have supported the importance of foundational factors, as reported in other chapters. Researchers have also supported the value of imagery and self-talk as methods to enhance confidence, motivation, and psychological skills, which in turn are positively related to performance. A host of facilitative and debilitative factors in disability sport also influence training quality and performance.
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21

Boutcher, Stephen H. A psychological skills educational program for closed-skill performance enhancement. 1987.

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22

Skills enhancement for the legal services team. [Chicago]: American Bar Association, 1993.

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23

Akridge, Robert L., Roy C. Farley, and B. Douglas Rice. Relationship Skills for Career Enhancement/Participant's Manual. Arkansas Rehabilitation, 1987.

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24

Atkinson, Rhonda Holt, and Debbie G. Longman. READ: Reading Enhancement and Development. Heinle, 2002.

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25

Longman, Debbie G., and Rhonda H. Atkinson. Reading Enhancement and Develo Pment (Re. 3rd ed. West Publishing Company, 1999.

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26

Longman, Debbie G., and Rhonda H. Atkinson. Reading Enhancement and Develo Pment Sec. 2nd ed. West Publishing Company, 1999.

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27

Bull, Ray. Helping to identify skills gaps in specialist investigative interviewing: Enhancement of professional skills : literature review. Home Office, 1995.

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28

K, Chng M., and ASEAN Secretariat, eds. Effective mechanisms for the enhancement of technology and skills in Singapore. Singapore: ASEAN Secretariat, 1986.

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29

Khanthachai, Nathbhol, ASEAN Secretariat, Nihon Kokusai Mondai Kenkyūjo, and Institute of Southeast Asian Studies. ASEAN Economic Research Unit., eds. Effective mechanisms for the enhancement of technology and skills in Thailand. Singapore: Institute of Southeast Asian Studies, 1987.

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30

A, Reyes Alejandro, and ASEAN Secretariat, eds. Effective mechanisms for the enhancement of technology and skills in the Philippines. Singapore: ASEAN Secretariat, 1987.

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31

Y, Ng C., Hirono Ryōkichi, Siy Robert y, ASEAN Secretariat, and Nihon Kokusai Mondai Kenkyūjo, eds. Effective mechanisms for the enhancement of technology and skills in ASEAN: An overview. Singapore: The ASEAN Secretariat and Japan Institute of International Affairs in collaboration with ASEAN Economic Research Unit, Institute of Southeast Asian Studies, 1986.

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32

Kng, Chng Meng, Tay Boon Nga, Amina Tyabji, and Linda Low. Effective Mechanisms for the Enhancement of Technology and Skills in Singapore/Technology and Skills in Singapore (Asean Regional Studies Promotion P). ASEAN Secretariat, 1987.

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33

Ali, Anuwar, Toh Kin Woon, and H. Osman-Rani. Effective Mechanisms for the Enhancement of Technology and Skills in Malaysia/Technology and Skills in Malaysia (Asean Regional Studies Promotion Pro). Institute of Southeast Asian Studies,Singapore, 1987.

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34

Keefe, Richard S. E., Avi (Abraham) Reichenberg, and Jeffrey Cummings, eds. Cognitive Enhancement in CNS Disorders and Beyond. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190214401.001.0001.

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This book compiles a series of educational and thought-provoking chapters from the world's leading cognitive and clinical scientists to describe the latest research on cognitive impairments in a host of pathological conditions that affect CNS functioning, the available treatments for these impairments, and how new treatments are being tested. This volume advances the field toward the availability of cognitive enhancing drugs and devices that will benefit those who need them most and others who may believe that these techniques can help them to thrive. Psychological science and cognitive neuroscience have become the most popular endeavor of students worldwide, are the focus of attention of our greatest scientific accomplishments, and are the emphasis of many publications in the mainstream media. Because humans depend on cognitive abilities for survival, quality of life, and productivity, improving them has never been more important. Those with impairments in key aspects of cognition suffer dearly because they are unable to obtain and retain information, unable to make sound decisions based on the information at hand, and unable to plan future activities. The availability of pharmacological and behavioral interventions that can improve cognitive abilities and provide impaired individuals with the social, occupational, and functional quality of life that the rest of us enjoy has potential far-reaching implications. Such interventions can also benefit those who want to boost current cognitive abilities to higher levels, perhaps as a means to hone skills in providing products for others or to gain an edge on competition.
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35

Sciences, African Academy of, African-American Institute, and African Training for Leadership and Advanced Skills (Project), eds. Joint programme on ATLAS, African Training for Leadership and Advanced Skills: A capacity building and professional enhancement programme 1995. Nairobi, Kenya: The African Academy of Sciences, 1995.

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36

Brooks, Lloyd D. Math: Skill Enhancement. Paradigm Publishing (MN), 1993.

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37

McLean, Lynn, Gary N. McLean, and Art Lyons. Writing: Skill Enhancement. Paradigm Pub Intl, 1994.

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38

Reading skill enhancement: Documents. Paradigm, 1994.

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39

Davidson, Kate M. Cognitive Therapy for Personality Disorders. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199997510.003.0017.

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CBT for personality disorders (CBTpd) uses a developmental model that places emphasis on core beliefs concerned with self-identity and other people that have arisen in childhood and behavioral strategies to compensate, avoid, or cope with these core beliefs. The therapy is less intensive than other therapies for personality disorder. A narrative formulation engages individuals in therapy and increases psychological understanding of problems, such as how core beliefs developed through adverse events in childhood led to emotional and behavioral patterns that are negative and often self-destructive and interfere with the development of positive relationships and the enhancement of life skills. CBTpd helps the patient gain control over distress, promotes more adaptive beliefs about self, and increases interpersonal skill and resilience. CBTpd has been evaluated in randomized controlled trials and shown to be effective in treating BPD, including those with suicidal behavior and severe depression.
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40

Martin, Jeffrey J. Intellectual Impairment. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0043.

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Athletes with intellectual impairments (II) are starting to attract more research attention. With their reinstatement into the Paralympics, along with the Special Olympics in the United States, athletes with II are also garnering more public attention. This chapter reviews research on athletes with II, in three areas. First is the psychosocial dynamics of sport participation. For instance, it appears that many athletes with II have difficulty maintaining motivation, yet they possess task and ego-type goals like all athletes. Psychological skills for performance enhancement are then discussed. Goal setting, for example, is an excellent tool for helping athletes with their motivation. The last area covered is research on support personnel. A defining feature of athletes with II is their reduced cognitive and functional abilities, communication limitations, and slower ability to develop sport skills. Some athletes might take substantial time to learn psychological skills, whereas other athletes may pick up various skills quite readily. Similarly, coaches may need more patience for athletes whose attention wanders or are easily distracted.
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41

Plutino, Alessia, Kate Borthwick, and Erika Corradini, eds. Innovative language teaching and learning at university: treasuring languages. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.40.9782490057603.

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The present volume collects papers from InnoConf19, which took place at the University of Southampton on the 28th of June 2019. The theme of the conference was ‘Treasuring languages: innovative and creative approaches in HE’. The contributions collected in this peer-reviewed volume aim to reflect on best practice in higher education. They showcase innovative approaches to support the multiple skills needed in our society whilst fighting a decline in students wanting to learn languages. The short papers selected for this volume display examples of innovative curriculum design; enhancement of critical thinking, creative skills, and intercultural awareness; the use of digital tools and technology-enhanced learning, employability, innovative assessment, and collaborative and independent learning. We believe this volume will be of use to language teachers and practitioners in higher education and beyond.
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42

Finch, Emily, and Stefan Fafinski. Legal Skills. Oxford University Press, 2019. http://dx.doi.org/10.1093/he/9780198831273.001.0001.

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Legal Skills is structured in three parts, covering a full range of legal skills. The first part deals with sources of law and includes information on finding and using legislation, case law, books, journals, and official publications, making sure you understand where the law comes from, and how to use it. The second part covers academic legal skills and provides advice on study and writing skills, legal reasoning, referencing and avoiding plagiarism, essay writing, dissertations, problem solving, and revision and examinations. The final part of the book covers the practical legal skills of oral presentation, mooting, and negotiation. This sixth edition includes a new section on legal ethics and codes of professional conduct, and completely rewritten chapters on presentation skills, and negotiation skills, including a brand new scenario, together with a large number of other enhancements throughout.
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43

Finch, Emily, and Stefan Fafinski. Legal Skills. Oxford University Press, 2017. http://dx.doi.org/10.1093/he/9780198784715.001.0001.

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Legal Skills is structured in three parts, covering a full range of legal skills. The first part deals with sources of law and includes information on finding and using legislation, case law, books, journals, and official publications, making sure you understand where the law comes from, and how to use it. The second part covers academic legal skills and provides advice on study and writing skills, legal reasoning, referencing and avoiding plagiarism, essay writing, dissertations, problem solving, and revision and examinations. The final part of the book covers the practical legal skills of oral presentation, mooting, and negotiation. This sixth edition includes a new section on legal ethics and codes of professional conduct, and completely rewritten chapters on presentation skills, and negotiation skills, including a brand new scenario, together with a large number of other enhancements throughout.
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44

Cheatle, Martin D., and Perry G. Fine. Facilitating Treatment Adherence in Pain Medicine. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190600075.003.0001.

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Almost daily, we seem to be witnessing astonishing innovations in diagnostic technologies and the development of novel therapeutics. In spite of these advancements and other time-tested interventions to mange the major diseases including intractable pain, patient nonadherence continues to undermine efforts to optimize individual and population health. The World Health Organization defines adherence as “The extent to which a person’s behavior taking medication, following a diet, and/or executing lifestyle changes, corresponds with agreed recommendations from a healthcare provider.” This definition implies that the patient-clinician relationship is based on a model of collaboration and patient-centeredness requiring time and resources which are scarce commodities in current practice. With these constraints in mind, acquiring skills to facilitate adherence to prescribed therapies and healthy lifestyle behaviors is critical to improving clinical outcomes.In this chapter we will review the evolution of the concept of adherence, the incidence of nonadherence, factors influencing adherence behavior and provider and nonprovider enhancement of adherence.
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45

Kreitzer, Mary Jo, and Mary Koithan, eds. Integrative Nursing. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199860739.001.0001.

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Integrative medicine is defined as healing-oriented medicine that takes account of the whole person (body, mind, and spirit) as well as all aspects of lifestyle; it emphasizes the therapeutic relationship and makes use of appropriate therapies, both conventional and alternative. This resource is the first complete roadmap to integrative nursing, providing a step-by-step guide to assess and clinically treat conditions through a variety of combined methodologies including wellness, lifestyle enhancement, and nutrition. This resource puts forth both the skills and theoretical frameworks for multidisciplinary leaders to consider and implement integrative healthcare strategies within institutions, including several case studies involving practical nursing-led initiatives. Sections one and two cover the foundations, including principles and best practices, healing environments, whole systems healing, and measurement of outcomes. The third section outlines major areas of system management such as pain, nausea, insomnia, anxiety, depression, stress, and behavioral dysfunction. The fourth and fifth sections address applications to patient populations, models of care, and models of education. The final section collects global perspectives.
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46

Lancellotti, Patrizio, and Bernard Cosyns, eds. The EACVI Echo Handbook. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780198713623.001.0001.

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Echocardiography has become the most requested imaging modalities. It is the first line imaging in the diagnostic work-up and monitoring of most cardiac diseases. Echocardiography is harmless and combines low-cost high technology with easy accessibility. The advent of the new modalities such as harmonic imaging, tissue Doppler imaging, speckle tracking, real time 3-dimensional imaging, ad contrast cavity enhancement have also contributed to expand the role of echocardiography. It provides rapid quantitative information about cardiac structure and function, valvular motion, vascular system and haemodynamics at bedside. This imaging technique is considered an extension of the physical examination. Proper technical skills and knowledge are required for the optimal application of echocardiography. Disease-focused and succinct, the present handbook covers the information needed to perform and interpret echocardiogramsaccurately, including how to set up the echomachine to optimize an examination and how to perform echocardiographic disease assessment, and the clinical indicators, procedures, and contraindications. Sections include assessment of the left ventricular systolic dysfunction and diastolic function, discussion on ischaemic heart disease, heart valve disease, cardiomyopathies, pericardial disease, congenital heart disease, and many other aspects of echocardiology. Many talented people have contributed to the present handbook, which represents the pocket echocardiography book flagship of the European Association of Cardiovascular Imaging. This book is intended principally as a clinical guide to the broad field of echocardiography at a glance.
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47

Blonigen, Daniel M., John W. Finney, Paula L. Wilbourne, and Rudolf H. Moos. Psychosocial Treatments for Substance Use Disorders. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780199342211.003.0023.

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The most effective psychosocial modalities for treating substance use disorders are cognitive-behavioral interventions, motivational interviewing and motivational enhancement, contingency management, community reinforcement, behavioral couples and family therapies, and 12-step facilitation approaches. The foci of these interventions include substance use behavior, patients’ life contexts, and their social and personal resources. Limited evidence is available for these interventions’ differential effectiveness. Brief interventions are highly effective in the treatment of alcohol use disorders. However, as stand-alone treatments, they are best suited for individuals with mild to moderate alcohol use problems. Therapists who are interpersonally skilled, empathic, and nonconfrontational, and who develop a strong therapeutic alliance, are more effective at helping patients achieve better outcomes.
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48

US GOVERNMENT. Shrinking workforce endangers America's small businesses: Examining the need for the Skilled Workforce Enhancement Act : Hearing before the Committee on ... session, Washington, DC, February 9, 2000. [Congressional Sales Office, Supt. of Docs., U.S. G.P.O., distributor], 2000.

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49

Wang, Bin. Intraseasonal Modulation of the Indian Summer Monsoon. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190228620.013.616.

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The strongest Indian summer monsoon (ISM) on the planet features prolonged clustered spells of wet and dry conditions often lasting for two to three weeks, known as active and break monsoons. The active and break monsoons are attributed to a quasi-periodic intraseasonal oscillation (ISO), which is an extremely important form of the ISM variability bridging weather and climate variation. The ISO over India is part of the ISO in global tropics. The latter is one of the most important meteorological phenomena discovered during the 20th century (Madden & Julian, 1971, 1972). The extreme dry and wet events are regulated by the boreal summer ISO (BSISO). The BSISO over Indian monsoon region consists of northward propagating 30–60 day and westward propagating 10–20 day modes. The “clustering” of synoptic activity was separately modulated by both the 30–60 day and 10–20 day BSISO modes in approximately equal amounts. The clustering is particularly strong when the enhancement effect from both modes acts in concert. The northward propagation of BSISO is primarily originated from the easterly vertical shear (increasing easterly winds with height) of the monsoon flows, which by interacting with the BSISO convective system can generate boundary layer convergence to the north of the convective system that promotes its northward movement. The BSISO-ocean interaction through wind-evaporation feedback and cloud-radiation feedback can also contribute to the northward propagation of BSISO from the equator. The 10–20 day oscillation is primarily produced by convectively coupled Rossby waves modified by the monsoon mean flows. Using coupled general circulation models (GCMs) for ISO prediction is an important advance in subseasonal forecasts. The major modes of ISO over Indian monsoon region are potentially predictable up to 40–45 days as estimated by multiple GCM ensemble hindcast experiments. The current dynamical models’ prediction skills for the large initial amplitude cases are approximately 20–25 days, but the prediction of developing BSISO disturbance is much more difficult than the prediction of the mature BSISO disturbances. This article provides a synthesis of our current knowledge on the observed spatial and temporal structure of the ISO over India and the important physical processes through which the BSISO regulates the ISM active-break cycles and severe weather events. Our present capability and shortcomings in simulating and predicting the monsoon ISO and outstanding issues are also discussed.
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