Literatura académica sobre el tema "Skills framework"
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Artículos de revistas sobre el tema "Skills framework"
Ali, Bothina Mohammed Hussien. "A Framework for Developing Soft Skills among Kindergarten". International Journal of Early Childhood Special Education 14, n.º 1 (17 de marzo de 2022): 697–711. http://dx.doi.org/10.9756/int-jecse/v14i1.221082.
Texto completoMcLaren, R. y J. Hayes. "Climbing skills [skills framework for the information age]". Information Professional 3, n.º 4 (1 de agosto de 2006): 32–34. http://dx.doi.org/10.1049/inp:20060403.
Texto completoGarcia, Daniel Hernandez, Concepcion Monje y 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, n.º 1 (22 de diciembre de 2016): 172988141667813. http://dx.doi.org/10.1177/1729881416678133.
Texto completoSquiers, Linda, Susana Peinado, Nancy Berkman, Vanessa Boudewyns y Lauren McCormack. "The Health Literacy Skills Framework". Journal of Health Communication 17, sup3 (octubre de 2012): 30–54. http://dx.doi.org/10.1080/10810730.2012.713442.
Texto completoDarra, Susanne, Billie Hunter, Marian McIvor, Fran Webber y Nan Morse. "Developing a midwifery skills framework". British Journal of Midwifery 11, n.º 1 (enero de 2003): 43–47. http://dx.doi.org/10.12968/bjom.2003.11.1.11013.
Texto completoWalker, Karen. "Skills for Health diabetes framework". Practical Diabetes International 24, n.º 2 (2007): 61. http://dx.doi.org/10.1002/pdi.1052.
Texto completoSeema, P. V. y C. H. Padmanabha. "Conceptual framework on metacognitive skills". i-manager's Journal on Educational Psychology 17, n.º 4 (2024): 54. http://dx.doi.org/10.26634/jpsy.17.4.20649.
Texto completoPhillips-Mahon, Amy. "Creating a Digital Skills Framework". ITNOW 66, n.º 3 (2024): 12–13. http://dx.doi.org/10.1093/itnow/bwae077.
Texto completoLamri, Jeremy y Todd Lubart. "Reconciling Hard Skills and Soft Skills in a Common Framework: The Generic Skills Component Approach". Journal of Intelligence 11, n.º 6 (1 de junio de 2023): 107. http://dx.doi.org/10.3390/jintelligence11060107.
Texto completoGarcia-Esteban, Soraya y Stefan Jahnke. "Skills in European higher education mobility programmes: outlining a conceptual framework". Higher Education, Skills and Work-Based Learning 10, n.º 3 (6 de marzo de 2020): 519–39. http://dx.doi.org/10.1108/heswbl-09-2019-0111.
Texto completoTesis sobre el tema "Skills framework"
Mikula, Brendon David. "The Essential Skills Framework: Developing expert-like fluency with simple procedural skills". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429536663.
Texto completoSharif, Mymoena. "A framework for e-skills policy-making in South Africa". Thesis, UWC, 2013. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1029_1395915694.
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The development of the Internet and other information and communication technologies (ICT) in recent decades represents a material foundation for a networked society and the emergence of new economies (Knowledge Society) and is now directly affecting individuals and whole societies. ICT is now an indisputable component of addressing the major issues of equity, sustainability and global competitiveness. Being still in its early developmental phase in many developing countries (such as South Africa), Knowledge Society requires profoundly new ways of thinking, working and living, which includes building of new capacities for the entire nation. These capacities are inter alia inevitably associated with the use of ICT and are often referred to as e-skills. These skills broadly described as the ability to develop and use ICT to adequately participate in an environment increasingly dominated by access to electronically enabled information and a well-developed ability to synthesise this into effective and relevant knowledge.  ï· To understand the theoretical and contextual background of policy-making
ï· To explore existing policy-making frameworks that might be relevant to e-skills policy-making ï· To identify and classify e-skills related elements obtained from pertinent literature ï· To verify these policy-making elements by interviewing experienced policy-makers in the fields of ICT and e-skills ï· To suggest a framework for e-skills policy-making in the South African developmental context ï· To explain the use of the elements within the proposed e-skills policy-making framework. These objectives were achieved by reviewing the pertinent literature, which led to the construction of the conceptual model for e-skills policy-making in South Africa. This model consists of eight elements: (i) Context-related awareness, (ii) Collaborative e-skills ecology, (iii) Excellence education for all, (iv) Futures of ICT capabilities and knowledge infrastructure, (v) Research and development, (vi) Cost and affordability, (vii) E-inclusion and (viii) Monitoring and evaluation. This model was subsequently empirically tested using the Interpretive hermeneutic research approach by interviewing a number of policy-makers in the fields of e-skills or broader field of ICT policy-making. The empirical findings confirmed validity of the above e-skills policy-making elements but also elicited two new elements: (ix) Integration and systemic approach and (x) Aggregation. Consequently, these elements were assembled together into a framework for e-skills policy-making in South Africa. In order to make the proposed e-skills policy-making framework operational, the next step of this study was to relate this framework to the policy-making processes. This was done by positioning elements of e-skills policy-making framework within the EU "
In order to address a considerable deficiency in e-skills (estimated shortage of 70000 e-skilled people), the South African government through the Department of Communication has established the e-Skills Institute (e-SI) with the mandate to concentrate on the development of adequate skills to allow its citizens to improve their capacities to use all forms of ICT at work, in their education, in their personal lives and in their governance. In this regard, the e-SI is also responsible for creating appropriate policies which should be linked to other relevant national (e.g. Medium Term Strategic Framework (MTSF), 2009 &ndash
2014) and international (e.g. UN Millennium Development Goals - MDGs) developmental strategies. However, while participating in the development of the current national e-skills policy (the National e-Skills Plan of Action &ndash
NeSPA1), the author realised that there were not readily available guidelines or frameworks that could advise policy development in this area. It seems that much space in the policy development is left to the policy-makers own values, experience, expertise, judgement, the influence of lobbyists and pressure groups, pragmatism, or based on the resources available, than on evidence. Thus, this study set the following objectives:
and
Policy making 3.0"
process model. The main contribution of this study is seen in the fact that it brings a novel e-skills policy-making framework particularly design for the South African context but keeping in mind that it can possibly be used in other similar developing countries. Theoretically, this study has added to the academic understanding of significance of certain concepts for e-skills policy-making derived from the pertinent literature but 
also those identified empirically by this research. Now this study can be used for a practical implementation and also as a base for further academic research. This study also has some limitations mainly seen through a fairly small research sample caused by absence or unavailability of experienced policy-makers. However, it is believed that this limitation did not limit validity of results and the practical and academic contribution of this study.
Toor, Saba K. "A pedagogical framework for enhancing skills of references and citations". Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/71180/.
Texto completoItomitsu, Masayuki. "Developing Japanese skills test : theoretical framework for a standardized proficiency test". Connect to resource, 1996. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261056520.
Texto completoBlomberg, Madeleine. "Biggest Skills Needs & Gaps : Case Study of Sandvik Coromant & Microsoft". Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-300053.
Texto completoI vår alltmer digitala värld kräver takten i digital transformation kontinuerligt lärande. Microsofts vd Satya Nadella uttrycker att Microsoft ska övergå från en kultur av "veta allt" till en kultur av "lära sig allt". Den mest värdefulla tillgången för ledare är att föregå med gott exempel för livslångt lärande och hitta möjligheter att uppmuntra andra att göra detsamma, så att varje anställd kan ta ansvar för kompetensutveckling [18]. Denna studie identifierar prioriterade kompetenser och bedömer vilka kompetensgap som existerar i dessa. Ett mognadsramverk utvecklas för att mäta kompetensnivån inom tre dimensioner ”Tekniska och digitala färdigheter”, ”Människor och organisationsfärdigheter” och “Strategifärdigheter” och består av 30 attribut (tabell 1). Denna studie använder Sandvik Coromant som ett användningsfall för att bedöma kompetensgap och Microsoft som ett användningsfall för hur man ska kunna uppfylla gapen. Denna studie bidrar till tillverkningssektorn genom att identifiera prioriterade färdigheter, empiriskt upprätta ett mognadsramverk och ge en utvärdering av Sandvik Cormorants nuvarande kompetensgap inklusive hur man kan uppfylla dessa kompetensgap genom program, verktyg eller initiativ.
Hoque, Mohammed Ehsan. "Computers to help with conversations : affective framework to enhance human nonverbal skills". Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/91845.
Texto completoCataloged from PDF version of thesis.
Includes bibliographical references (pages 179-199).
Nonverbal behavior plays an integral part in a majority of social interaction scenarios. Being able to adjust nonverbal behavior and influence other's responses are considered valuable social skills. A deficiency in nonverbal behavior can have detrimental consequences in personal as well as in professional life. Many people desire help, but due to limited resources, logistics, and social stigma, they are unable to get the training that they require. Therefore, there is a need for developing automated interventions to enhance human nonverbal behaviors that are standardized, objective, repeatable, low-cost, and can be deployed outside of the clinic. In this thesis, I design and validate a computational framework designed to enhance human nonverbal behavior. As part of the framework, I developed My Automated Conversation coacH (MACH)-a novel system that provides ubiquitous access to social skills training. The system includes a virtual agent that reads facial expressions, speech, and prosody, and responds with verbal and nonverbal behaviors in real-time. As part of explorations on nonverbal behavior sensing, I present results on understanding the underlying meaning behind smiles elicited under frustration, delight or politeness. I demonstrate that it is useful to model the dynamic properties of smiles that evolve through time and that while a smile may occur in positive and in negative situations, its underlying temporal structures may help to disambiguate the underlying state, in some cases, better than humans. I demonstrate how the new insights and developed technology from this thesis became part of a real-time system that is able to provide visual feedback to the participants on their nonverbal behavior. In particular, the system is able to provide summary feedback on smile tracks, pauses, speaking rate, fillers and intonation. It is also able to provide focused feedback on volume modulation and enunciation, head gestures, and smiles for the entire interaction. Users are able to practice as many times as they wish and compare their data across sessions. I validate the MACH framework in the context of job interviews with 90 MIT undergraduate students. The findings indicate that MIT students using MACH are perceived as stronger candidates compared to the students in the control group. The results were reported based on the judgments of the independent MIT career counselors and Mechanical Turkers', who did not participate in the study, and were blind to the study conditions. Findings from this thesis could motivate further interaction possibilities of helping people with public speaking, social-communicative difficulties, language learning, dating and more..
by Mohammed Ehsan Hoque.
Ph. D.
Qi, Yini. "A sensor-based physical tool adaptation framework for facilitating motor skills learning". Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/120389.
Texto completoThis electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 45-46).
Many motor skills that people learn throughout their lives involve mastering a physical tool, such as riding a bike, writing with a pen, or playing basketball. When learning these skills, people often use physical learning aids to provide support. However, currently these learning aids only come in predefined levels. For instance, training wheels on a bike are either mounted or taken off. This jump from an easy task to a much harder one makes the transition difficult in learning the skill. In this thesis, we address this challenge by adapting the physical tool according to the learner's progress. For instance, while learning to ride a bike, we monitor learners' balancing skills and as they improve, we gradually lift the training wheels to reduce support and increase the difficulty. Thus, this approach enables a step-by-step transition from an easy to hard level that, like existing adaptive learning systems for math and language skills, is personalized for each individual learner. To illustrate this idea, we built an end-to-end system that allows designers to setup adaptable tools that physically change when a learner's skill level increases. This system uses sensors integrated with the tools to measure progress; parametric 3D modeling to adapt the tool; and either actuation or re-fabrication to deploy the physical change.
by Yini Qi.
M. Eng.
Awe, Ezekiel Mofoluwaso. "A framework for training and development of construction craft skills in Nigeria". Thesis, Sheffield Hallam University, 2012. http://shura.shu.ac.uk/19297/.
Texto completoPatel, Preeti. "An optimised competency framework for improving students' self skills during work-related learning". Thesis, London Metropolitan University, 2017. http://repository.londonmet.ac.uk/1245/.
Texto completovan, den Berg Carolina Lucia. "A framework to teach digital innovation skills to South African Information Systems students". University of the Western Cape, 2017. http://hdl.handle.net/11394/6041.
Texto completoThe diffusion of the digital infrastructure is opening up multiple opportunities for innovations to transform business and society. The overall purpose of Information Systems (IS) education is to equip students to use technology to improve business, the environment and society, and digital innovation lies at the heart of this transformation. IS students are instructed in both Information Technology (IT) and business and therefore can be taught to identify the value of technology advances to meet an unmet organisational or societal need. IS students ought to play a leading role as the innovators of the future. Their teaching and learning environment needs to prepare them for this uncertain, complex and ambiguous world. They have to move beyond the current horizons of knowledge and skills within a specific discipline and develop a "sense of self" in order to be adaptable which requires a curriculum that is "future proof". The aim of this research study is to develop a framework to teach digital business innovation to South African students in Information Systems (IS).
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Libros sobre el tema "Skills framework"
Arizona. Arizona science essential skills framework. [Phoenix, Ariz.]: Arizona Dept. of Education, 1990.
Buscar texto completoNorthern Ireland Conference of Sport (14-15th October 1988 University of Ulster at Jordanstown, Newtownabbey, N.I.). A framework of knowledge and skills. [Northern Ireland]: NIIC, 1988.
Buscar texto completoUlster), Northern Ireland Conference of Sport (1988 University of. Effective coaching: Framework of knowledge and skills. (Newtownabbey,Co. Antrim: University of Ulster, 1988.
Buscar texto completoCanada. Dept. of Employment and Immigration. Employment Support Services Branch. Conceptual Framework For the Life Skills Program. S.l: s.n, 1985.
Buscar texto completoDr. Rakesh Goel. Senior Orthopaedic Surgeon, ed. Sports Massage.: Skills Development. Spa Therapies Framework. USA: Createspace, 2016.
Buscar texto completoMullen, Dana. A conceptual framework for the life skills program. [Toronto, Ont.]: Guidance Centre, University of Toronto, in co-operation with Employment Support Services Branch, Canada Employment and Immigration Commission, and the Canadian Govt. Pub. Centre, Supply and Services Canada, 1985.
Buscar texto completoHolzner, Steven. Struts: Essential skills. New York: McGraw-Hill/Osborne, 2004.
Buscar texto completoPeacock, Colin. Classroom skills in English teaching: A self-appraisal framework. London: Routledge, 1990.
Buscar texto completoTherapists, College of Occupational. Core skills and a conceptual framework for practice: A position statement. London: The College, 1994.
Buscar texto completoC, Montgomery Patricia y Connolly Barbara C, eds. Motor control and physical therapy: Theoretical framework and practical applications. Hixson, TN: Chattanooga Group, 1991.
Buscar texto completoCapítulos de libros sobre el tema "Skills framework"
Raina, Vineet y Srinath Krishnamurthy. "The Skills Framework". En Building an Effective Data Science Practice, 305–14. Berkeley, CA: Apress, 2021. http://dx.doi.org/10.1007/978-1-4842-7419-4_21.
Texto completoHerbert, Ian y Andrew Rothwell. "A framework for skills development". En Managing Your Placement, 65–93. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-137-07051-7_4.
Texto completoMatusiewicz, David y Jochen A. Werner. "Future Skills Framework in Healthcare". En Novel Innovation Design for the Future of Health, 381–89. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-08191-0_30.
Texto completoHamerstone, James y Lindsay Musser Hough. "Build Your … Communication Skills". En A Woman’s Framework for a Successful Career and Life, 45–64. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137314222_4.
Texto completoHamerstone, James y Lindsay Musser Hough. "Build Your … Negotiation Skills". En A Woman’s Framework for a Successful Career and Life, 65–85. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137314222_5.
Texto completoMcGarvey, Lynn, Lixin Luo y Zachary Hawes. "Spatial Skills Framework for Young Engineers". En Early Mathematics Learning and Development, 53–81. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8621-2_5.
Texto completoBourn, Douglas. "A Conceptual Framework for Global Skills". En Understanding Global Skills for 21st Century Professions, 111–32. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97655-6_6.
Texto completoHarkin, Brian. "The Human Element – Skills". En Evolving from Digital Transformation to Digital Acceleration Using The Galapagos Framework, 68–72. Boca Raton: Auerbach Publications, 2024. http://dx.doi.org/10.1201/9781003404217-12.
Texto completoBarkas, Linda Anne. "The Dimensions Through Time of the Framework of Widening Participation". En The Paradox of Skills, 13–35. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-400-3_2.
Texto completoLyons, Thomas S., John S. Lyons y Julie A. Samson. "An Appropriate Response: A Skills Development Framework". En Entrepreneurship Skill Building, 19–37. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77920-7_2.
Texto completoActas de conferencias sobre el tema "Skills framework"
Singh, Jayant, Jing Zhou, Baltasar Beferull-Lozano, Shijun Yan y Shalman Khan. "Haptic Teleoperation Framework for Learning Task Space Fine Manipulation Skills". En 2024 IEEE 19th Conference on Industrial Electronics and Applications (ICIEA), 1–6. IEEE, 2024. http://dx.doi.org/10.1109/iciea61579.2024.10665270.
Texto completoVansweevelt, Fréderique y Jolien Notermans. "UNIVERSITY-WIDE SKILLS FRAMEWORK". En 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.1919.
Texto completoShankararaman, Venky y Swapna Gottipati. "Mapping information systems student skills to industry skills framework". En 2016 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2016. http://dx.doi.org/10.1109/educon.2016.7474561.
Texto completoBelkhouche, Boumediene, Safaa Dhanhani, Fatma Ramsi y Saada Al Mansoori. "A Linguistic Skills Acquisition Framework". En Annual International Conference on Computer Games Multimedia and Allied Technologies (CGAT 2014). Global Science and Technology Forum, 2014. http://dx.doi.org/10.5176/2251-1679_cgat14.01.
Texto completoNugraha, Hari Din, Asari Djohar y Mumu Komaro. "Employability Skills Framework for Mechanical Engineering". En Proceedings of the 5th UPI International Conference on Technical and Vocational Education and Training (ICTVET 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ictvet-18.2019.41.
Texto completoAris, Sharipah Ruzaina Syed, Sian Hoon Teoh, Sayang Mohd Deni, Fazyudi Ahmad Nadzri y Siti Fairuz Dalim. "Digital Skills Framework in Higher Education". En International Academic Symposium of Social Science. Basel Switzerland: MDPI, 2022. http://dx.doi.org/10.3390/proceedings2022082061.
Texto completoNaeem, Usman, Lisa Bosman y Claire Revell. "mySkills - A Reflective Framework for Employability Skills". En 2023 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2023. http://dx.doi.org/10.1109/educon54358.2023.10125192.
Texto completoPratama, Ferdian, Sungmoon Jeong y Nak Young Chong. "Learning manipulative skills using a POMDP framework". En 2014 11th International Conference on Ubiquitous Robots and Ambient Intelligence (URAI). IEEE, 2014. http://dx.doi.org/10.1109/urai.2014.7057524.
Texto completoHeikkilä, Tapio, Janne Saukkoriipi, Jari M. Ahola y Tuomas Seppälä. "On-Line Programming of Robot Skills". En ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-97958.
Texto completoTripon, Cristina. "Four Key Skills - Reference Framework For Integrated Curriculum". En Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.64.
Texto completoInformes sobre el tema "Skills framework"
Aurbach, Elyse L., Katherine E. Prater, Emily T. Cloyd y Laura Lindenfeld. Foundational Skills for Science Communication: A Preliminary Framework. Office of Academic Innovation, University of Michigan Ann Arbor, 2019. http://dx.doi.org/10.3998/2027.42/150489.
Texto completoPetersen, Rodney, Danielle Santos, Matthew C. Smith, Karen A. Wetzel y Greg Witte. Workforce Framework for Cybersecurity (NICE Framework). National Institute of Standards and Technology, noviembre de 2020. http://dx.doi.org/10.6028/nist.sp.800-181r1.
Texto completoMcMeekin, Sharon y Amy Currie. DPC Digital Preservation Competency Framework. Digital Preservation Coalition, junio de 2022. http://dx.doi.org/10.7207/dpccf22-01.
Texto completoBayudan-Dacuycuy, Connie, Ma Christina Epetia, Anna Rita Vargas y John Joseph Ocbina. Inputs to the Philippine Labor Market Information System and TESDA’s Skills Anticipation and Prioritization of Skills Requirements Framework. Philippine Institute for Development Studies, mayo de 2024. http://dx.doi.org/10.62986/dp2024.06.
Texto completoGaliani, Sebastian, Guillermo Cruces, Pablo Acosta y Leonardo Gasparini. Educational Upgrading and Returns to Skills in Latin America: Evidence from a Supply-Demand Framework. Cambridge, MA: National Bureau of Economic Research, noviembre de 2017. http://dx.doi.org/10.3386/w24015.
Texto completoVillegas-Reimers, Eleonora, Paula Pogré, Silvana Freire y Emma Näslund-Hadley. Preparing teachers to deliver hybrid education: a framework for Latin America and the Caribbean. Inter-American Development Bank, julio de 2023. http://dx.doi.org/10.18235/0005008.
Texto completoGoodwin, Sarah y Ben Naismith. Assessing Listening on the Duolingo English Test. Duolingo, junio de 2023. http://dx.doi.org/10.46999/corj9896.
Texto completoKaram, Sofia, Morteza Nagahi, Vidanelage Dayarathna, Junfeng Ma, Raed Jaradat y Michael Hamilton. Integrating systems thinking skills with multi-criteria decision-making technology to recruit employee candidates. Engineer Research and Development Center (U.S.), junio de 2021. http://dx.doi.org/10.21079/11681/41026.
Texto completoDesk, Front. Report on Technology-Enabled Learning Competency Framework for Teachers in Zambia. Commonwealth of Learning (COL), octubre de 2023. http://dx.doi.org/10.56059/11599/5458.
Texto completoHancox, Donna, Sandra Gattenhof, Helen Klaebe, Freya Wright-Brough, Morgan Batch y Imogen Smith. Social Impact Framework for Puuya Foundation. Queensland University of Technology, 2024. http://dx.doi.org/10.5204/rep.eprints.227726.
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