Journal articles: 'Skills'

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Rost, Detlef H. "Reading comprehension: skill or skills?" Journal of Research in Reading 12, no. 2 (September 1989): 87–113. http://dx.doi.org/10.1111/j.1467-9817.1989.tb00160.x.

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Birchmore, Terry. "SKILLED TEACHING? TEACHING SKILLS." Clinical Psychology Forum 1, no. 12 (December 1987): 7–9. http://dx.doi.org/10.53841/bpscpf.1987.1.12.7.

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TS, Sumaiyah Jamaludin. "Numeracy Skills for Undergraduate Nursing Students’ Clinical Skill Assessment: An Expository Analysis." Nursing & Healthcare International Journal 6, no. 2 (2022): 1–5. http://dx.doi.org/10.23880/nhij-16000261.

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Introduction: Nursing and mathematics are synonymous, particularly in clinical settings. Numeracy skills have been identified as one of the competency elements for outcome-based education in nursing. Studies have shown that undergraduate nursing students continue to perform poorly on clinically-related numeracy tasks, making errors that betray fundamental misconceptions about the underlying mathematics. These conditions can be eliminated when an effort is made and the effects can be rewarding for nursing students, nursing academics and as well as improving patient care. Aim: This study aimed to address the importance of numeracy skills for undergraduate nursing students’ clinical skill assessment. Method: This study used an expository analysis approach to address the issues of the importance of numeracy skills competency in the clinical skill assessment of undergraduate nursing students. We have analysed the current undergraduate nursing curriculum and clinical skill assessment components. Moreover, we also review the available literature related to numeracy skills competency for nursing students and newly registered nurses. Finding: Numeracy skills are one of the important elements of competencies skills that have been introduced to the current Malaysian undergraduate nursing programme. However, the achievement part of it is still questionable. Evidence has shown that new graduate nurses often lack the numeracy skills needed to enable them to do their jobs safely and effectively in the clinical setting. Among the errors done by the new graduate nurses and nursing students are drug calculation errors and which accounted for 30-40% in the clinical. Conclusion: Numeracy skills competency assessment is vital for undergraduate nursing students who have to make complex calculations and analyse the patient’s situation in their clinical setting. Improving numeracy skills for undergraduate nursing students can reduce medical errors and ultimately improve efficiency in the nursing care towards their patients.

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Nowicka, Magdalena. "Migrating skills, skilled migrants and migration skills: The influence of contexts on the validation of migrants’ skills." Migration Letters 11, no. 2 (May 29, 2014): 171–86. http://dx.doi.org/10.33182/ml.v11i2.237.

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Notions of skill are geographically and historically specific; migration regimes, professional regulations and national policies influence possibilities of effective validation of migrant knowledge abroad. Migration scholars convincingly demonstrate how migrants actively circumvent national requirements to fit into the dominant culture of the society of residence while preserving their own identities. Yet, without exception, social inequalities research exclusively addresses the integration of migrants into the receiving context, taking skills as a fixed attribute migrants simply ‘bring with them’. I argue that the context of origin of migrants for skill acquisition and validation during the migration process needs to be considered as well. The way skills are defined, acquired and valorised in the country of origin has an influence on how migrants mobilise them in the receiving society and on how they perceive their chances for negotiating strong positions in the labour market of the host country. The article draws on a study of Polish migrants to the UK with secondary and tertiary educational certificates who work in routine or semi-routine occupations.

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Gowri Kusuma, P., and K. S. R. Sarma. "Skill …Skill… Which Skill do I Acquire? ---Skills Requirement for the BANI Environment---." Shanlax International Journal of Management 11, no. 2 (October 1, 2023): 53–58. http://dx.doi.org/10.34293/management.v11i2.6685.

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We are moving from the information era to innovation era. Knowledge, Skills and Abilities (KSA) are the core for every employee to accomplish the organizational goals during this era. This paper is an exploratory study aimed at identifying the ‘SKILLS’ requirement to meet new-age challenges, and to assess the role of Higher Educational Institutions in imparting those SKILLS. Secondary data is collected through various reports and research works to list out the skills required by the millennials. According to World Skill Council, problem solving, self-management, working with people, technology use and development are some of the Skills among the top Skills of 2025. The emphasis is on the emerging Skills requirement, as the very basic nature of work and meaning of workplace is in transition stage. The rules of the game have changed. The below three questions will provide an insight on the changing workplace scenario. (i) Who does the work? Work could be done by full time or part time employees, gig workers or crowd sourcing. (ii) How the work is done? – Work can be accomplished by using AI, robotics and automation. (iii) When and where work is done? – Work places are no longer traditional brick and mortar settings. They could be fluid work schedules, remote workers or collocated workspace. To embrace this change in the workplace, it is vital for the workforce to equip themselves with a new set of skills. Therefore, this study will explore the skills requirement for the future workplace to thrive in BANI environment. And also make an effort to direct the Higher Educational Institutions in imparting those Skills.

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Kraak, Andre. "High Skills: Globalisation, competitiveness and skill formation." Journal of Education and Work 15, no. 4 (December 2002): 485–88. http://dx.doi.org/10.1080/1363908022000023588.

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Wiedemer, Joseph P., Franklin Berkey, Jonathan Adams, and Peter Rainey. "‘Skill-of-the-week’ teaches informal skills." Medical Education 52, no. 11 (October 21, 2018): 1206–7. http://dx.doi.org/10.1111/medu.13721.

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Masterson, Abigail. "Nursing Skills Nursing Skills." Nursing Standard 17, no. 34 (May 7, 2003): 28. http://dx.doi.org/10.7748/ns2003.05.17.34.28.b33.

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Haris, Ikhan, Arfan Arsyad, and Muhammad Sarlin. "How good are the students practicing the Collaborative Problem-Solving Skillsin Mathematics-Based Task? (A Case of Indonesia)." Pedagogika. Studia i Rozprawy 31 (2022): 19–32. http://dx.doi.org/10.16926/p.2022.31.02.

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This study aims to assess the collaborative problem-solving skills of junior high school students on the subject of mathematics using the teaching approach of collaborative problem-solving. The student’s skill in collaborative-problem solving will be the main focus of this study due to this skillis one of the important required skill regarding the Indonesian 2013 curriculum demands. In addition, collaboration-problem solving skill is a mandatory skill that must be given to students in facing global competition. Collaborative problem-solving skills are one of the 21st century skills that not only prioritize knowledge of cognition but must also be together with social attitudes that will make success in a work group. This research was conducted at SMP Negeri 2 Telaga, State Junior High School in Gorontalo Province, Indonesia and was carried out in the academic year 2020/2021.The research method used was a survey with a quantitative approach. The instruments used in data collection were tests. The results showed that the student’s skills were still relatively moderate in using collaborative problem-solving skills, namely building and managing mutual understanding with the value of 11,682, taking action approaches or strategies to solve problems(10,219), and building and managing team organizations with 12,854.

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Dr. S. Gunasekaran, Dr L. Bapitha. "An Experimental Study Skills To Enhance Reading Skill." Psychology and Education Journal 57, no. 9 (January 5, 2021): 6087–89. http://dx.doi.org/10.17762/pae.v57i9.2673.

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Reading, Knowledge, Motivation Reading is not only one of the most important skills in language teaching, but also one of the main objectives of learning English in general. Many factors such as students’ background knowledge, motivation, interest, organization of the texts and study skills may affect reading skill. The purpose of this study was to investigate whether teaching study skills would increase students’ reading comprehension ability or not. To achieve this goal an experiment was carried out at Anna University College of Engineering, Ramanathapuram, Tamilnadu, India during the second semester of 2016-2017. The results of the study supported the argument that skills in reading depend on the precise coordination of a number of special reading skills and there is a significant relationship between the knowledge of study skills and reading comprehension.

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Emidar, Emidar, and Vivi Indriyani. "The effect of learning planning skills and teaching material development skill on teacher teaching skills." JPPI (Jurnal Penelitian Pendidikan Indonesia) 9, no. 3 (September 1, 2023): 1804. http://dx.doi.org/10.29210/020232814.

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Teacher's teaching skill is the most important indicator in creating successful learning. These teaching skills need to be supported by learning tools so that the learning carried out can be carried out in accordance with the expected goals. These learning tools include the Learning Implementation Plan and Teaching Materials. The teacher before carrying out learning needs to prepare both of these things. The aim of this study was to determine the effect of planning skills and skills on developing teaching materials on teachers' teaching skills. This research uses quantitative research methods using causal associative research, namely research that seeks the influence of one variable (independent) with other variables (dependent). The sample selection technique uses purposive sampling. The number of samples obtained were 32 students. The data analysis method uses SPSS with the Multiple Regression analysis method. The results of the study indicate that planning skills and the ability to create instructional materials have a significant impact on teaching abilities. In addition, planning skills have a significant impact on teaching abilities, whereas developing instructional materials does not. Based on these conclusions, a teacher needs to have skills in planning learning according to the learning model chosen before carrying out learning in class. In addition, to support the learning process, teachers need to prepare teaching materials in the form of teaching materials.

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Romy Faisal Mustofa, Romyx, Aloysius Duran Corebima, Endangx Endang Suarsini, and Murni Saptasari. "The Correlation between Generic Skills and Metacognitive Skills of Biology Education Students in Tasikmalaya Indonesia Through Problem-Based Learning Model." Journal of Social Sciences Research, no. 54 (April 6, 2019): 951–56. http://dx.doi.org/10.32861/jssr.54.951.956.

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This research was conducted to investigate the correlation between generic skill with metacognitive skills through Problem-Based Learning model. This is a correlational research studying the correlation of the five indicators of generic skills, namely thinking skill, problem-solving skill, leadership skill, management skill with cooperative skill, and metacognitive skills through problem-based learning model. The population of this research was the biology students taking animal structure course at the teacher training and education faculty of the Siliwangi University Tasikmalaya Indonesia; the sample consisted of 30 students. Multiple linear regressions were used to reveal the correlation regression equation between students’ generic skills and metacognitive skills. There is a strong correlation (R= 0.742; R2 = 0,551) between generic skills and metacognitive skills in learning to implement problem-based learning model; so the contribution of generic skills on metacognitive skill is 55.1%. Among the five indicators of generic skills having a significant simultaneous contribution on metacognitive skills, only the thinking skill and the management skill having bigger contribution, The effective contributions (EC) of management skill and thinking skill are 33,1% and 21,3% respectively. Generic skills and metacognitive skills should be explicitly included in every learning objective, so that various skills needed by the students in the future can be trained and developed as early as possible.

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Faisal Mustofa, Romy, Aloysius Duran Corebima, Endang Suarsini, and Murni Saptasari. "The Correlation between Generic Skills and Metacognitive Skills of Biology Education Students in Tasikmalaya Indonesia Through Problem-Based Learning Model." Journal of Social Sciences Research, Special Issue 5 (December 15, 2018): 662–67. http://dx.doi.org/10.32861/jssr.spi5.662.667.

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This research was conducted to investigate the correlation between generic skill with metacognitive skills through Problem-Based Learning model. This is a correlational research studying the correlation of the five indicators of generic skills, namely thinking skill, problem-solving skill, leadership skill, management skill with cooperative skill, and metacognitive skills through problem-based learning model. The population of this research was the biology students taking animal structure course at the teacher training and education faculty of the Siliwangi University Tasikmalaya Indonesia; the sample consisted of 30 students. Multiple linear regressions were used to reveal the correlation regression equation between students’ generic skills and metacognitive skills. There is a strong correlation (R= 0.742; R2 = 0,551) between generic skills and metacognitive skills in learning to implement problem-based learning model; so the contribution of generic skills on metacognitive skill is 55.1%. Among the five indicators of generic skills having a significant simultaneous contribution on metacognitive skills, only the thinking skill and the management skill having bigger contribution, The effective contributions (EC) of management skill and thinking skill are 33,1% and 21,3% respectively. Generic skills and metacognitive skills should be explicitly included in every learning objective, so that various skills needed by the students in the future can be trained and developed as early as possible.

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14

Jenkins, Richard. "Social Skills, Social Research Skills, Sociological Skills: Teaching Reflexivity?" Teaching Sociology 23, no. 1 (January 1995): 16. http://dx.doi.org/10.2307/1319369.

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Garcia, Daniel Hernandez, Concepcion Monje, and Carlos Balaguer. "A use case of an adaptive cognitive architecture for the operation of humanoid robots in real environments." International Journal of Advanced Robotic Systems 14, no. 1 (December 22, 2016): 172988141667813. http://dx.doi.org/10.1177/1729881416678133.

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Future trends in robotics call for robots that can work, interact and collaborate with humans. Developing these kind of robots requires the development of intelligent behaviours. As a minimum standard for behaviours to be considered as intelligent, it is required at least to present the ability to learn skills, represent skill’s knowledge and adapt and generate new skills. In this work, a cognitive framework is proposed for learning and adapting models of robot skills knowledge. The proposed framework is meant to allow for an operator to teach and demonstrate the robot the motion of a task skill it must reproduce; to build a knowledge base of the learned skills knowledge allowing for its storage, classification and retrieval; to adapt and generate new models of a skill for compliance with the current task constraints. This framework has been implemented in the humanoid robot HOAP-3 and experimental results show the applicability of the approach.

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Ehlers, Ulf-Daniel. "Future Skills and Higher Education “Future Skill Readiness”." EDEN Conference Proceedings, no. 1 (June 16, 2019): 85–96. http://dx.doi.org/10.38069/edenconf-2019-ac-0011.

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The discourse on the future of higher education is already an old one. Higher education Institutions are used to it and are slow in turning around which makes them stable and enduring organisations. In a way institutions and society are benefitting from their internal protection mechanisms which goes along with the status of autonomy and independence they are granted in democratic societies. However, in recent times it becomes clear that we are approaching a peak point in the “race between technology and education” as the Dutch Nobel Prize winner Jan Tinbergen called it about four decades ago (Tinbergen, 1975). One popular theory to explain the rising trend in inequality was first put forward by the Dutch Nobel Prize winner in Economics Jan Tinbergen over four decades ago. He characterised wage inequality as being the outcome of a “race between education and technology”. In this theory, technology increases the relative demands for more skilled labour while education increases the relative supplies of such labour. Thus, rising inequality implies that technology is winning this race. It is characterized by technology, global and globally networked societies, institutions and individuals and education systems as a whole will have to make the next move in this race – and evolve in the light of to these developments, change their mode of working and evaluate their objectives. This is especially true for higher education amongst educational institutions, as the last autonomous and self-governed institutions in the education sphere. One important piece in this puzzle is the question of direction – change in which direction? What are the new skills which are needed for our societies to be sustainable and our organisations to be fit for the changed environments?

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Makdoun, Ibtissam, Ibrahim Rahhal, Ghita Mezzour, Ismail Kassou, and Kathleen M. Carley. "Skill mismatch evidence for Cybersecurity skills in Morocco." Procedia Computer Science 184 (2021): 941–46. http://dx.doi.org/10.1016/j.procs.2021.03.117.

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Bruck, Maggie, and Gloria Waters. "Effects of reading skill on component spelling skills." Applied Psycholinguistics 11, no. 4 (December 1990): 425–37. http://dx.doi.org/10.1017/s0142716400009668.

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ABSTRACTThis study examined the influence of reading experience on the development of component spelling skills. Three groups of sixth-grade children were identified – good readers-good spellers (Good), good readers-poor spellers (Mixed), and poor readers-poor spellers (Poor). The children completed three different spelling tasks that assessed component spelling skills involving the use and knowledge of sound-spelling, orthographic, morphological, and visual information. Good subjects performed consistently better than Mixed and Poor subjects. Mixed and Poor subjects did not differ on measures requiring use and knowledge of sound-spelling, orthographic, and visual information. Mixed subjects performed better than Poor subjects on measures assessing use and knowledge of morphological information. It is suggested that, as a result of their greater experience with print, Mixed subjects have better knowledge of some of the linguistic, but not the visual, characteristics of words.

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Reinhart, René Felix. "Autonomous exploration of motor skills by skill babbling." Autonomous Robots 41, no. 7 (December 28, 2016): 1521–37. http://dx.doi.org/10.1007/s10514-016-9613-x.

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Gosset, Michael. "Teaching Sport Skills Using the Skill-Themes Approach." Strategies 31, no. 1 (January 2, 2018): 42–44. http://dx.doi.org/10.1080/08924562.2018.1395663.

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Khamalia, Novi Aghata Nur, Arbaiyah Yusuf, Nur Elvinatuz Zuhroh, and Riska Rikhatul Jannah. "Pengaruh Pendidikan Soft Skills terhadap Jenjang Karir Mahasiswa." EDUKATIF : JURNAL ILMU PENDIDIKAN 5, no. 6 (December 8, 2023): 2386–94. http://dx.doi.org/10.31004/edukatif.v5i6.5800.

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Keterampilan merupakan satu hal utama yang wajib dimiliki oleh seluruh individu saat sebelum terjun ke dunia karir. Dalam dunia karir tidak hanya mengandalkan kemampuan akademik atau hard skills saja, namun juga dibutuhkannya kemampuan soft skills. Pendidikan soft skills yang bisa didapatkan di instansi perguruan tinggi meliputi leadership, manajemen waktu, dan problem solving. Mahasiswa seyogyanya mengasah keterampilan soft skilsl di perkuliahan melalui pendidikan soft skills seperti berorganisasi. Penelitian ini disusun menggunakan metode Systematic Literature Review (SLR) dengan cara pengumpulan data melalui pemilihan artikel atau jurnal yang memiliki kesamaan tema dengan penelitian ini. Didalam artikel ini telah dijelaskan jenis soft skill apa saja yang mempengaruhi karir mahasiswa. Dan juga bagaimana cara mendapatkan atau mengembangkan soft skills tersebut saat di perkuliahan. Maka, peneliti mengkerucutkan bahwa pendidikan soft skills memiliki peran dalam perjalanan karir mahasiswa. Sikap leadership, manajemen waktu, dan problem solving dapat ditumbuhkan dan diasah melalui dua cara, yakni proses perkuliahan dan organisasi mahasiswa (ormawa).

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Krug, Jim. "People Skills: Promote People Skills." Journal of Management in Engineering 12, no. 5 (September 1996): 16. http://dx.doi.org/10.1061/(asce)0742-597x(1996)12:5(16).

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Guy, Mary E. "Emotive Skills Are Work Skills." Public Personnel Management 49, no. 3 (May 13, 2020): 327–30. http://dx.doi.org/10.1177/0091026020917711.

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Yendir Qizi, Davlatova Mukhsina. "THE IMPORTANCE OF PRODUCTIVE SKILLS IN LEARNING LISTENING SKILLS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 10 (October 11, 2022): 234–42. http://dx.doi.org/10.55640/eijmrms-02-10-43.

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The article returns to the pretended listening abilities in second language mastering by testing the impression of tuning in as responsive expertise. It contends that listening can be made useful by consolidating show-in study hall errands to bring out additional useful elements of learning. To launch the execution of the show, a listening movement is proposed with a system. The article opens another exchange in the academic characterization of language abilities through re-picturing what students can perform during listening undertakings also as how this presentation can extend our ordinary thinking about the idea of language practice.

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Lamri, Jeremy, and Todd Lubart. "Reconciling Hard Skills and Soft Skills in a Common Framework: The Generic Skills Component Approach." Journal of Intelligence 11, no. 6 (June 1, 2023): 107. http://dx.doi.org/10.3390/jintelligence11060107.

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The distinction between hard and soft skills has long been a topic of debate in the field of psychology, with hard skills referring to technical or practical abilities, and soft skills relating to interpersonal capabilities. This paper explores the generic composition of any skill, proposing a unified framework that consists of five distinct components: knowledge, active cognition, conation, affection, and sensory-motor abilities. Building upon previous research and theories, such as Hilgard’s “Trilogy of Mind”, the generic skill components approach aims to provide a comprehensive understanding of the structure and composition of any skill, whether hard or soft. By examining these components and their interactions, we can gain a more in-depth understanding of the nature of skills and their development. This approach has several potential applications and implications for various fields, including education, training, and workplace productivity. Further research is needed to refine and expand upon the generic skill components theory, exploring the interactions between the different components, as well as the impact of contextual factors on skill development and use.

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Weichselbraun, Albert, Norman Süsstrunk, Roger Waldvogel, André Glatzl, Adrian M. P. Braşoveanu, and Arno Scharl. "Anticipating Job Market Demands—A Deep Learning Approach to Determining the Future Readiness of Professional Skills." Future Internet 16, no. 5 (April 23, 2024): 144. http://dx.doi.org/10.3390/fi16050144.

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Anticipating the demand for professional job market skills needs to consider trends such as automation, offshoring, and the emerging Gig economy, as they significantly impact the future readiness of skills. This article draws on the scientific literature, expert assessments, and deep learning to estimate two indicators of high relevance for a skill’s future readiness: its automatability and offshorability. Based on gold standard data, we evaluate the performance of Support Vector Machines (SVMs), Transformers, Large Language Models (LLMs), and a deep learning ensemble classifier for propagating expert and literature assessments on these indicators of yet unseen skills. The presented approach uses short bipartite skill labels that contain a skill topic (e.g., “Java”) and a corresponding verb (e.g., “programming”) to describe the skill. Classifiers thus need to base their judgments solely on these two input terms. Comprehensive experiments on skewed and balanced datasets show that, in this low-token setting, classifiers benefit from pre-training and fine-tuning and that increased classifier complexity does not yield further improvements.

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Novitasari, Ika, Yuni Astuti, Luthpi Safahi, and Ismi Rakhmawati. "Science Process Skills: Exploring Students' Interpretation Skills Through Communication Skills." Biosfer: Jurnal Tadris Biologi 14, no. 1 (June 30, 2023): 123–30. http://dx.doi.org/10.24042/biosfer.v14i1.17860.

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Students must be taught science process skills as a prerequisite for studying the scientific process characteristic of biology. In conveying the practicum outcomes, students employ clear and detailed interpretation and communication skills. This research aims to determine the relationship between communication skills and the development of interpretation skills of the eleventh-grade students of senior high school. The descriptive correlation research method employs test instruments and interviews to collect data. The samples of 54 students were determined using the cluster random sampling technique. The linear regression test was used to analyze the data. According to the findings, communication skills contribute 36% to developing interpretation skills. This study demonstrates that there is a strong relationship between communication skills and interpretation skills. ABSTRAK: Keterampilan proses sains perlu dilatihkan kepada siswa sebagai bekal dalam mempelajari proses ilmiah yang menjadi karakteristik Biologi. Dalam menyampaikan hasil praktikum, siswa menggunakan kemampuan interpretasi dan komunikasi secara jelas dan detail. Penelitian ini bermaksud mempersepsikan hubungan antara keterampilan komunikasi dan pembentukan keterampilan interpretasi siswa SMA kelas XI IPA. Metode penelitian korelasi deskriptif memanfaatkan instrumen tes dan wawancara untuk pengambilan data. Teknik cluster random sampling digunakan untuk penentuan jumlah sampel sebanyak 54 siswa. Data dianalisis dengan uji regresi linier. Berdasarkan hasil yang ditemukan, ada kontribusi keterampilan komunikasi terhadap pembentukan keterampilan interpretasi sebesar 36%. Penelitian ini membuktikan bahwa hubungan antara keterampilan komunikasi dan keterampilan interpretasi berada dalam kategori yang kuat.

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Barr, Owen. "Essential Counselling and Therapy Skills: The Skilled Client Model Essential Counselling and Therapy Skills: The Skilled Client Model." Nursing Standard 16, no. 38 (June 5, 2002): 29. http://dx.doi.org/10.7748/ns2002.06.16.38.29.b262.

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He, Zhaorong, and Wen Sun. "Competence-Based Skill Functions and Minimal Sets of Skills." Symmetry 14, no. 5 (April 26, 2022): 884. http://dx.doi.org/10.3390/sym14050884.

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As we know, there is some relationship, such as precedence relation, among skills. Each precedence relation induces a competence structure. Thus, we study competence-based skill functions, which rely on competence structures and go from somethings observable to somethings invisible. Conversely, competence-based problem functions go from somethings invisible to somethings observable. In fact, these two dual types of functions based on competence structures are symmetry. Remarkably, there are two kinds of special competence-based skill functions: one is disjunctive, while the other is conjunctive. The former delineates knowledge spaces, which are symmetrical to simple closure spaces delineated by the latter. Based on these facts, we shows some theoretical results on competence-based skill functions, then design the corresponding algorithms for delineating knowledge structures. Sometimes for competence-based skill functions, some skills are maybe reducible. Thus, we discuss what kind of skills are reducible and obtain sufficient and some necessary conditions for skills being reducible for competence-based skill functions. Based on this, we design algorithms to reduce reducible skills and get minimal sets of skills. By comparison, for competence-based skill functions, we can find minimal sets of skills with the smallest cardinality whenever sets of skills are finite. For each algorithm, we take a corresponding example to illustrate the detailed procedure.

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He, Zhaorong, and Wen Sun. "Competence-Based Skill Functions and Minimal Sets of Skills." Symmetry 14, no. 5 (April 26, 2022): 884. http://dx.doi.org/10.3390/sym14050884.

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As we know, there is some relationship, such as precedence relation, among skills. Each precedence relation induces a competence structure. Thus, we study competence-based skill functions, which rely on competence structures and go from somethings observable to somethings invisible. Conversely, competence-based problem functions go from somethings invisible to somethings observable. In fact, these two dual types of functions based on competence structures are symmetry. Remarkably, there are two kinds of special competence-based skill functions: one is disjunctive, while the other is conjunctive. The former delineates knowledge spaces, which are symmetrical to simple closure spaces delineated by the latter. Based on these facts, we shows some theoretical results on competence-based skill functions, then design the corresponding algorithms for delineating knowledge structures. Sometimes for competence-based skill functions, some skills are maybe reducible. Thus, we discuss what kind of skills are reducible and obtain sufficient and some necessary conditions for skills being reducible for competence-based skill functions. Based on this, we design algorithms to reduce reducible skills and get minimal sets of skills. By comparison, for competence-based skill functions, we can find minimal sets of skills with the smallest cardinality whenever sets of skills are finite. For each algorithm, we take a corresponding example to illustrate the detailed procedure.

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Baliyan, Som Pal, Tshepo Oitsile, and Comfort Motlhabane. "Evaluation of Management Skills and Training among Horticultural Farmers in Botswana." Journal of Education and Training 5, no. 2 (July 20, 2018): 63. http://dx.doi.org/10.5296/jet.v5i2.13231.

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This quantitative study aimed to determine the level of management skills and training among small scale horticultural farmers in Botswana. The study adopted an exploratory and descriptive survey research design. A valid and reliable questionnaire was used to collect data through a survey of forty (n=40) purposively sampled small scale horticultural farmers in Botswana. A six-point Likerts’ scale ranging from 0=No skill to 5=very high skill was used to measure the level of eight areas of farm management skills and training namely; planning and goal setting skills, accounting and financial management skills, communication skills, productivity management skills, product procurement and marketing skills, decision making skills, risk management skills, and technical skills. Mean and standard deviations for each of the farm management skills were calculated and, tested for their significance using a Chi Square test. Findings revealed that farmers had an overall high level of farm management skills and training. Communication skill was the only skill which the farmers had at a very high level. Farmers had high skills levels in the technical skills, product procurement and marketing management skills, planning and goal setting skills and, decision-making skills. Farmers had a low skill levels in risk management skills followed by accounting and financial management skills and, production and productivity management skills. Therefore, the farmers need to be adequately trained in skill areas of risk management, production and productivity management skills and, accounting and financial management. Specific and important recommendations include formulation and implementation of effective agricultural insurance policies; inculcate the adoption of appropriate farm technologies, leadership and cooperation skills among farmers and, training of farmers in the areas of scientific production techniques, plant protection and record keeping. To prioritize the areas for effective and time bound improvement in the farm management skills among horticultural farmers, further study can be conducted to determine the influence of socio-economic characteristics of farmers on the level of their farm management skills.

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Oikonomidis, Ioannis, and Chryssa Sofianopoulou. "Critical thinking skills in the Greek lyceum: Their promotion within the first class’s informatics textbook." Pedagogical Research 8, no. 4 (October 1, 2023): em0167. http://dx.doi.org/10.29333/pr/13387.

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To solve problems, specific skills are needed. Critical thinking can help develop such skills. It can contribute to improving problem-solving skills, developing communication skills and cultivating decision making skills. Critical thinking is considered to be a key pedagogical goal in education. Education of informatics and critical thinking have a strong relationship since students cannot develop skills related to Informatics if they cannot think critically. Therefore, within the informatics textbooks the cultivation of critical thinking skills should be promoted. The present paper aims to determine to what extent the cultivation of critical thinking skills is promoted in the Informatics textbook of the first class of the Greek lyceum. This textbook contains thematic units referring to hardware-software and applications, programming environments-applications development and communication collaboration and security within Internet. The method that was used is the quantitative content analysis. The present research revealed that within the examined textbook cultivating critical thinking skills is promoted insufficiently, since in the whole text, the cultivation of critical thinking skills is promoted in a small percent of the text it covers. In the examined material, the critical thinking skills whose cultivation is promoted are the interpretation skill, the analysis skill, the evaluation skill, the inference skill and the explanation skill. The interpretation skill is represented by the categorization sub-skill and the clarifying meaning sub-skill. The analysis skill is represented by the examining ideas sub-skill. The evaluation skill is represented by the assessing claims sub-skill. The inference skill is represented by the querying evidence sub-skill, the conjecturing alternatives sub-skill and the drawing conclusions sub-skill. The explanation skill is represented by the stating results sub-skill and the presenting arguments sub-skill. Moreover, it was found that within the examined text, the cultivation of the self-regulation skill is not promoted. The only parts of the examined text in which the cultivation of critical thinking skills is promoted in the largest percentage of the text they cover are the teaching objectives and in the activities.

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Dr. V. Mohanasundaram, Dr V. Mohanasundaram, and C. Chandrasekar C.Chandrasekar. "Livelihood Skills To Life Skills: The Capabilities Approach and Education." Indian Journal of Applied Research 4, no. 8 (October 1, 2011): 118–19. http://dx.doi.org/10.15373/2249555x/august2014/32.

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Kenny, Gerard. "Skills or Skilled? Children's Nursing in the Context of the Current Debate Around Nursing Skills." Journal of Child Health Care 7, no. 2 (June 2003): 113–22. http://dx.doi.org/10.1177/1367493503007002005.

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Sloan, Graham. "Learning human skills Learning human skills." Nursing Standard 16, no. 42 (July 3, 2002): 29. http://dx.doi.org/10.7748/ns2002.07.16.42.29.b27.

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Pandey, Manish Kumar, Bushra Sumaiya, Aashima Arora, and Rashmi Mehrotra. "Communication Skills for Enhanced Teaching Skills." World Journal of English Language 12, no. 3 (April 7, 2022): 172. http://dx.doi.org/10.5430/wjel.v12n3p172.

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Communication is a skill that requires a continuous and methodical process of listening, speaking, and comprehending. Even though most people are born with the ability to talk, the authors must learn to do it clearly and effectively. By observing other people and modelling our conduct on what the author sees and sense, the author may improve our speaking, listening, and understanding of verbal and nonverbal clues. Through schooling, authors are also trained in a few communication skills. By putting those talents into practice and evaluating them. Because English communication is a skill that can only be developed via consistent practise and experience in the objective language, all available possessions should be fully utilised to create an encouraging environment for learning and practising the language. The purpose of this paper is to discuss the role of English in enhancing effective communication abilities. Modern English communication aids in the development of a good mindset. English communications that would enable us to address the day's future issues in a novel method.

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Jenson, Jeffrey M., and Matthew O. Howard. "Skills deficits, skills training, and delinquency." Children and Youth Services Review 12, no. 3 (January 1990): 213–28. http://dx.doi.org/10.1016/0190-7409(90)90013-n.

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Suneela, E. Rachel. "Soft Skills are Employability Skills; With Special Reference to Communication Skills." IOSR Journal of Humanities and Social Science 19, no. 8 (2014): 59–61. http://dx.doi.org/10.9790/0837-19845961.

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Javed, Faizan, Phuong Hoang, Thomas Mahoney, and Matt McNair. "Large-Scale Occupational Skills Normalization for Online Recruitment." Proceedings of the AAAI Conference on Artificial Intelligence 31, no. 2 (February 11, 2017): 4627–34. http://dx.doi.org/10.1609/aaai.v31i2.19086.

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Job openings often go unfulfilled despite a surfeit of unemployed or underemployed workers. One of the main reasons for this is a mismatch between the skills required by employers and the skills that workers possess. This mismatch, also known as the skills gap, can pose socio-economic challenges for an economy. A first step in alleviating the skills gap is to accurately detect skills in human capital data such as resumes and job ads. Comprehensive and accurate detection of skills facilitates analysis of labor market dynamics. It also helps bridge the divide between supply and demand of labor by facilitating reskilling and workforce training programs. In this paper, we describe SKILL, a Named Entity Normalization (NEN) system for occupational skills. SKILL is composed of 1) A skills tagger which uses properties of semantic word vectors to recognize and normalize relevant skills, and 2) A skill entity sense disambiguation component which infers the correct meaning of an identified skill by leveraging Markov Chain Monte Carlo (MCMC) algorithms. Datadriven evaluation using end-user surveys demonstrates that SKILL achieves 90% precision and 73% recall for skills tagging. SKILL is currently used by various internal teams at CareerBuilder for big data workforce analytics, semantic search, job matching, and recommendations.ch.

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Susilawati, S. Ardhyani, Masturi, Wijayanto, and N. Khoiri. "Project Based Learning Multi Life Skill for Collaborative Skills and Technological Skills of Senior High School Students." Journal of Physics: Conference Series 824 (April 18, 2017): 012010. http://dx.doi.org/10.1088/1742-6596/824/1/012010.

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Fox, Stephen. "Leapfrog skills: Combining vertical and horizontal multi-skills to overcome skill trade-offs that limit prosperity growth." Technology in Society 47 (November 2016): 129–39. http://dx.doi.org/10.1016/j.techsoc.2016.10.001.

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Partington, James W., Autumn Bailey, and Scott W. Partington. "A Pilot Study on Patterns of Skill Development of Neurotypical Children as Measured by the ABLLS-R: Implications for Educational Programming for Children With Autism." International Journal of Contemporary Education 1, no. 2 (October 30, 2018): 70. http://dx.doi.org/10.11114/ijce.v1i2.3619.

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Many assessments used to measure the skills of children with an autism spectrum disorder (ASD) diagnosis lack data that delineates patterns of skill development by neurotypical children. In the current pilot study, we administered the Assessment of Basic Language and Learning Skills-Revised (ABLLS-R) to neurotypical children (N = 53) between the ages of six and 72 months to examine typical skill development across the major skill sets and repertoires of the ABLLS-R. We found that skills from the Basic Learner skills section emerged and developed earlier (i.e., by age five) than those from the other skills sections. By age six, children mastered their motor skills and 90% of the self-help skills. Academic skills took the longest to emerge and develop with children mastering only 51% of the related skills by age six. Implications of these findings, as they relate to skill development and identifying developmentally appropriate teaching objectives for individuals with ASD, are discussed.

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Deevi, Divya, and Kavi Bala Brahma Chary. "Dimensions in Teaching Skills and Learning Skills." SMART MOVES JOURNAL IJELLH 8, no. 10 (October 29, 2020): 48–56. http://dx.doi.org/10.24113/ijellh.v8i10.10799.

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Teaching skills and learning skills existed even in the ancient times, though the terms were coined at a later stage. Dire necessity forced the ancient man to learn skills like hunting animals for food. As mankind was heading towards new civilisation, teaching skills found a place in society. Saints demonstrated skills in education as well as in warfare to princes. These teaching skills and learning skills have taken new dimensions to cater the needs of changing trends in all fields. Teachers exhibit skills like classroom management, use of black board and skill of explaining. Drastic changes have taken place in learning skills as well. Some people like craftsmen learn skills without formal education. But modern education demands organised classroom study. So, students have to acquire learning skills like concentration, punctuality and discipline. However the modern trends and necessities in education require constant developments in teaching skills and learning skills. The learning process has no end. It starts from childhood and lasts till death. This paper deals with various aspects of teaching skills and learning skills which are inevitable in education.

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

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

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Koponen, Tuire, Kenneth Eklund, and Paula Salmi. "Cognitive predictors of counting skills." Journal of Numerical Cognition 4, no. 2 (September 7, 2018): 410–28. http://dx.doi.org/10.5964/jnc.v4i2.116.

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Rote counting skills have found to be a strong predictor of later arithmetic and reading fluency. However, knowledge of the underlying cognitive factors influencing counting skill is very limited. Present study examined to what extent language skills (phonology, vocabulary, and morphology), nonverbal reasoning skills, and memory at the age of five could explain counting skill at the beginning of first grade. Gender, parents’ education level and child’s persistence were included as control variables. The question was examined in a longitudinal sample (N = 101) with a structural equation model. Results showed that language skills together with memory, nonverbal reasoning skills and parent’s education explained only 22% of the variance in counting at the beginning of the first grade. Vocabulary, morphology, and verbal short-term memory were found to be interchangeable predictors, each explaining approximately 7%–9%, of counting skill. These findings challenge the interpretation of counting as a strongly language-based number skill. However, additional analysis among children with dyslexia revealed that memory and language skills, together with a child’s persistence and gender, had a rather strong predictive value, explaining 34%–46% of counting skill. Together these results suggest that verbal short-term memory and language skills at the age of five have not the same predictive value on counting skill at the beginning of school among a population-based sample as found in subjects with language impairment or learning difficulties, and thus, other cognitive factors should be taken into account in further research related to typical development of counting skill.

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Sodik, Achmad Ja'far. "نظريّات أسلوب تعبير الصور في تعليم مهارة الكتابة أحمد جعفر صادق." Imtiyaz : Jurnal Pendidikan dan Bahasa Arab 2, no. 2 (November 14, 2018): 99. http://dx.doi.org/10.29300/im.v2i2.1761.

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Abstract In the language teaching has four language skills are listening skills, speech skills, reading skills, and writing skills. Writing is a fourth skill in terms of ranking in education.Skill writing is the most important material between subjects. This Article discuss what are the theories of the image description technique in the learning of writing skills and how to implement in the learning of writing skills. The description technique in the teaching of writing skill is the technique used to find the idea in the expression of images and to make organizational writing in the teaching of writing skill. There are also types of expression of images, and steps in teaching the skill of writing, the main result is that the implementation of the images description technique in the teaching of writing skill contains three stages is the stage before writing, writing stage, and post-writing. Keyword: Theories, Technique, Image Description, Writing Skill

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.H. Al. jalabe, Tark, and Ethar A. Ghazal. "Evaluating skill ability for some basic skills in tennis." Al-Rafidain Journal For Sport Sciences 16, no. 54 (August 28, 2010): 205–14. http://dx.doi.org/10.33899/rajsport.2010.6013.

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Huang, Qiang, Wei Su, Yuantao Sun, Tianyuan Huang, and Juntai Shi. "NTM-Based Skill-Aware Knowledge Tracing for Conjunctive Skills." Computational Intelligence and Neuroscience 2022 (July 27, 2022): 1–16. http://dx.doi.org/10.1155/2022/9153697.

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Knowledge tracing (KT) is the task of modelling students’ knowledge state based on their historical interactions on intelligent tutoring systems. Existing KT models ignore the relevance among the multiple knowledge concepts of a question and characteristics of online tutoring systems. This paper proposes a neural Turing machine-based skill-aware knowledge tracing (NSKT) for conjunctive skills, which can capture the relevance among the knowledge concepts of a question to model students’ knowledge state more accurately and to discover more latent relevance among knowledge concepts effectively. We analyze the characteristics of the three real-world KT datasets in depth. Experiments on real-world datasets show that NSKT outperforms the state-of-the-art deep KT models on the AUC of prediction. This paper explores details of the prediction process of NSKT in modelling students’ knowledge state, as well as the relevance of knowledge concepts and conditional influences between exercises.

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Comyn, Paul. "Skill intensity and skills development in Bangladesh manufacturing enterprises." Journal of Education and Work 26, no. 4 (September 2013): 402–30. http://dx.doi.org/10.1080/13639080.2012.660137.

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Maxwell, Nan L. "Wage Differentials, Skills, and Institutions in Low-Skill Jobs." ILR Review 61, no. 3 (April 2008): 394–409. http://dx.doi.org/10.1177/001979390806100307.

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Journal articles on the topic 'Skills'

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