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Книги з теми "Highly skilled personnel"

Автор: Grafiati

Опубліковано: 30 травня 2022

Оновлено: 31 травня 2022

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1

Virtual learning: A revolutionary approach to building a highly skilled workforce. New York: McGraw-Hill, 1997.

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2

Board, United States Merit Systems Protection. In search of highly skilled workers: A study on the hiring of upper level employees from outside the federal government : a report to the President and the Congress of the United States. Washington, D.C.]: U.S. Merit Systems Protection Board, 2008.

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3

Recruiters, Association of Graduate. Personal transferable skills in higher education. Cambridge: Association of Graduate Recruiters, 1992.

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4

Borri, Claudio, and Francesco Maffioli, eds. E4 Thematic Network. Florence: Firenze University Press, 2004. http://dx.doi.org/10.36253/88-8453-162-4.

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This Thematic Network aims at developing the European dimension of Higher Engineering Education by enhancing the compatibility of the many diverse routes to the profession of engineer, by facilitating greater mobility and integration of skilled personnel throughout Europe, by favouring a mutual exchange of skills and competences and providing a platform for communication between academics and professionals. Five main activities have been organised under the overall umbrella of the Thematic Network.The work contains 6 volumes.

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5

Kagan, Miguel. Higher-level thinking questions: Personal & social skills. San Clemente, Calif: Kagan Cooperative Learning, 1999.

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6

Covey, Sean. The 7 habits of highly effective teens: Personal workbook. New York: Touchstone Book/Simon & Schuster, 2014.

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7

The 7 habits of highly effective teens personal workbook. New York: Simon & Schuster, 2004.

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8

Drew, Sue. Personal skills - quality graduates: Staff and student perceptions of personal skills development in higher education in the U.K. Birmingham: SCED, 1992.

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9

Branch, Alberta Curriculum. Junior high health and personal life skills: Teacher resource manual. [Edmonton]: Curriculum Branch, Alberta Education, 1987.

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10

Cronin, Brian E. Attracting, recruiting, and retaining skilled staff for transportation system operations and management. Washington, D.C: Transportation Research Board, 2012.

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11

Heine, Art. Surviving after high school: Overcoming life's hurdles. Virginia Beach, Va: J-Mart Press, 1991.

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12

J, Coman Marcia, and Heavers Kathy L, eds. Improve your study skills. Lincolnwood, Ill: NTC Learning Works, 1998.

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13

A year in high heels. New York: Harper Paperbacks, 2008.

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14

Maxfield, Brenda. Assignments in social and life skills. London: Edward Arnold, 1986.

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15

Robina N. van de Pol. Developing students' personal skills: Evaluation of the Enterprise in Higher Education Initiative, University of Aberdeen 1990-1995. Aberdeen: Centre for Educational Development, University of Aberdeen, 1997.

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16

Borri, Claudio, and Francesco Maffioli, eds. Re-engineering Engineering Education in Europe. Florence: Firenze University Press, 2008. http://dx.doi.org/10.36253/978-88-8453-676-1.

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Contributing to the development and the enrichment of the European dimension in Engineering Education (EE), constituted the global goal of TREE. In other words to enhance the compatibility of the many diverse routes to the status of Professional Engineer which exist in Europe and, hence, to facilitate greater mobility of skilled personnel and integration of the various situations throughout Europe. The activity of the TN TREE, made up by some 110 higher education Institutions and Associations, has been developed along four main lines: A. the tuning line B. the education and research line C. the attractiveness of EE line D. the sustainability line This volume, accompanied by a CD Rom, presents the results of three years of works in the frame of the Thematic Network TREE which was activated and financed in the frame of the SOCRATES Programme in the period 2004-2007.

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17

Hennessy, Jennifer. How companies in the high technology sector are dealing with the issue of skill shortages, specifically with regard to their recruitment strategies. Dublin: University College Dublin, Graduate School of Business, 1998.

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18

The bibliographic instruction-course handbook: A skills and concepts approach to the undergraduate, research methodology, credit course : for college and university personnel. Metuchen, N.J: Scarecrow Press, 1988.

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19

Wheeler, Helen Rippier. The bibliographic instruction-course handbook: A skills and concepts approach to the undergraduate, research methodology, credit course - for college and university personnel. Metuchen: Scarecrow, 1988.

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20

Dudnik, Leonid. Referencing of foreign language texts. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1077513.

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The textbook offers a model of abstract activity — the scientific basis of the system of educational actions for the formation of abstract competence. The issues of translation as a way of carrying out abstract actions are considered and texts for compiling abstracts in Russian and English are proposed. It is aimed at the formation and development of the skills of abstracting foreign-language texts in the process of learning foreign languages at universities. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for undergraduates studying in the areas of training 38.04.01 "Economics", 38.04.02 "Management", 38.04.03 "Personnel Management", 38.04.04 "State and municipal management", 38.04.08 "Finance and Credit", 27.04.05 "Innovation", 39.04.01 "Sociology". It will be useful for teachers of foreign languages and graduate students.

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21

(Canada), Federal/Provincial Consumer Education and Plain Language Task Force. Project real world: Economic living skills for high-school students : an activity based resource to orient young people to realities and opportunities of the marketplace. Ottawa: The Task Force, 1991.

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22

Wyatt, Robert Lee. Making your first year a success: The secondary teacher's survival guide. Thousand Oaks, Calif: Corwin Press, 2002.

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23

Reeves, Nigel. Linguistic auditing: A guide to identifying foreign language communication needs in corporations. Clevedon, U.K: Multilingual Matters, 1996.

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24

Higher Level Thinking Questions: Personal and Social Skills. Kagan Publishing, 2001.

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25

Marin, Mara. Labor Relations and the Politics of Commitment. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190498627.003.0006.

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Анотація:

Chapter 5 argues that work makes us vulnerable to those whose labor is presupposed by ours. The hierarchical division between high- and low-skilled labor, justified by ideas of personal achievement and rights as boundaries, denies this vulnerability by making invisible both the full value of “low-skilled” work and the value of labor that, because it requires the combination of qualitatively different skills, can only be created cooperatively. The division between high- and low-skilled labor enables the accumulation of capital by obscuring this value and the interest of the vast majority of workers in having this value recognized rather than transferred to capital. The notion of commitment is critical in undermining these ideas, showing how a common interest can arise out of different positions in the structure of work, and making visible workers’ shared interest in limiting returns on capital and increasing returns on labor.

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26

Personal Writing Skills For Higher And Intermediate 2 English. Hodder Gibson, 2011.

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27

Higher-Level Thinking Questions : Personal and Social Skills (Bqp). Kagan Cooperative Learning, 1999.

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28

National Advisory Bodyfor Public Sector Higher Education., ed. Transferable personal skills in employment: The contribution of higher education. London: NAB, 1986.

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29

Smith, Lesley. What Every Graduate Needs: A Guide to Developing Personal Skills in Higher Education. Peter Francis Publishers, 1998.

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30

Ellis, Stuart, and Kent MacCarter, eds. Incident Management in Australasia. CSIRO Publishing, 2016. http://dx.doi.org/10.1071/9781486306183.

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Анотація:

Emergency services personnel conduct their work in situations that are inherently dangerous. Large incidents such as bushfires, floods and earthquakes often pose hazards that are not fully understood at the time of management, and the situation may be further complicated by the involvement of multiple agencies. To promote the safety of personnel and of the broader community, incident management skills must be constantly developed. Incident Management in Australasia presents lessons learnt from managing major incidents at regional and state levels. It is not an academic work. Rather, it is a collection of stories from professionals on the ground and others who subsequently reviewed the events and gained significant knowledge and understanding through that process. Some stories are personal, capturing emotional impact and deep reflection, and others are analytical, synthesising the findings of experience and inquests. All the stories relate to managing operational events and capture knowledge that no one person could gain in a single career. This book builds on current industry strategies to improve emergency responses. It will assist incident managers and those working at all levels in incident management teams, from Station Officer to Commissioner. It is highly readable and will also be of interest to members of the public with an appreciation for the emergency services.

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31

Pérez Encinas, Adriana, and Eva M. De la Torre, eds. Erasmus Skills. Universidad Autónoma de Madrid, 2021. http://dx.doi.org/10.15366/9788483447802.

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Students participating in mobility experiences need to constantly adapt to new circumstances, not only during the experience itself, but also before leaving and after returning to their home country. They change their lifestyle, get acquainted with other cultural forms and, in some cases, they even change habits and attitudes to adapt to the new host culture. In this scenario, the different sources of support for students are of great added-value, e.g. family, friends, classmates, as well as the receiving institution – higher education institutions (HEIs) in our case. The supporting role of HEIs in the process of sending students abroad could go beyond the administrative dimension of it. A way of doing that is by offering a provision of support services on the acknowledgment and maximisation of their learning process and acquired competences (understood as a combination of knowledge, skills and attitudes – see Boyatzis, 1982; or Council of Europe, 2018) gained during their adaptation to a new international context. In this way, HEIs could increase the impact of such mobility experiences on students’ professional and personal development.

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32

Sukhomlin, Vladimir, Elena Zubareva, Dmitry Namiot, and Aleksey Yakushin. System for the Development of Digital Skills MSU Faculty of Computational Mathematics and Cybernetics &Base ALT. LCC MAKS Press, 2022. http://dx.doi.org/10.29003/m2575.978-5-317-06336-8.

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Анотація:

The book explores the analysis of modern methodological solutions and standards regarding the classification and description of professional roles (skills / competencies / professions / profiles) in the field of information technology, as well as the analysis of similar aspects related to educational system tools for the development of IT skills / competencies, namely, educational programs and resources. The concept of skills and, above all, digital skills, is becoming dominant in human resources management, and the task of developing the skills necessary to participate in the digital economy and digital society is becoming one of the most important tasks of modern society. It requires the organization of processes for identifying relevant general and specialized digital skills and the organization of educational processes for teaching these skills through the development of the educational and training systems potential, using tools of additional education, lifelong learning and training in the workplace. These studies were carried out as part of the development work to create a system for the development of digital skills in demand in the digital economy, based on formal university education, as well as various forms of additional education, including the participation of employers. This made it possible to substantiate and develop fundamental solutions for creating a system for the development of digital skills, focused on the training of highly qualified specialists, innovative and scientific personnel (digital talents) in the field of computer and information sciences and their applications. In this regard, the authors hope that the research they have performed will be useful to all professionals engaged in solving the problems of personnel management, project management, developing educational and professional standards, developing educational programs and resources for the development of relevant digital skills, as well as all professionals and those who aspires to this, since in the book the reader will find the system of the modern landscape of the IT labor market.

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33

Year in High Heels. Hachette UK, 2008.

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34

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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35

Maxfield, Brenda, and Maureen Oddy. Assignments in Social and Life Skills. Hodder Arnold H&S, 1986.

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36

Bernstein, Vivian, and Bernstein. Money and Consumers (Life Skills for Today's World). Steck Vaughn, 1990.

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37

Coman, Marcia J., and Kathy L. Heavers. Here's How: Improve Your Study Skills. McGraw-Hill, 1999.

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38

Kingsbury, Kathleen Burns. How to Give Financial Advice to Couples: Essential Skills for Balancing High-Net-Worth Clients' Needs. McGraw-Hill Education, 2013.

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39

Wilding, Christine, Stephen Palmer, and Gladeana Mcmahon. Achieving Excellence in your Coaching Practice: How to Run a Highly Successful Coaching Buisness (Essential Coaching Skills & Knowledge). Routledge, 2006.

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40

Wilding, Christine, Stephen Palmer, and Gladeana Mcmahon. Achieving Excellence in your Coaching Practice: How to Run a Highly Successful Coaching Buisness (Essential Coaching Skills & Knowledge). Routledge, 2006.

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41

Bonser, Tony. Advance care planning: a personal view and stories from the frontline. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198802136.003.0007.

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This chapter includes a personal view of advance care planning (ACP) from Tony Bonser, whose son, Neil died aged 35 and who now works for the National Council for Palliative Care, with examples from others. It describes the importance and impact of ACP on people nearing the end of life and their families, and recommends that ACP should be mainstreamed across health and social care as part of good practice, and become part of the public debate through movements like Dying Matters. It affirms that ACP: enables a dialogue to be started; must be centred on patients and enable the implementation of patient wishes; will centre on giving advice rather than prescribing outcomes; has positive effects; needs high-level communication skills; helps restore control; and has societal implications.

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42

Gardner, John N. Your college experience: Strategies for academic, personal, & social development at Winston-Salem State University. Wadsworth Pub. Co, 1998.

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43

Burrows, Jared, and Clyde G. Reed. Free Improvisation as a Path-Dependent Process. Edited by George E. Lewis and Benjamin Piekut. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780195370935.013.018.

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Freely improvised music lacks commonly used mechanisms (e.g., scores, conductors, shared performance practices) that serve to coordinate choices across performers in other musical genres. This chapter analyses problems and solutions of musical coordination in free improvisation through the lens of “path dependence,” an analytic framework used in economics to model situations in which agents perceive a high pay-off to coordinating market choices. Key results in the path-dependence literature are the likelihood of multiple equilibria and “lock-in” to inferior outcomes. The interpersonal skills identified as critical for coordination in free improvisation closely parallel the skills that have been identified by social scientists as essential for high-functioning group behavior in non-musical pursuits. This suggests a pedagogical role for improvisation in enhancing economic and personal well-being with regard to human capital formation and happiness.

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44

Gillian, McCreary, and Federal/Provincial Consumer Education and Plain Language Task Force (Canada), eds. Project real world: Economic living skills for high-school students : an activity based resource to orient young people to realities and opportunities of the marketplace. [Ottawa?]: The Task Force, 1991.

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45

Lewis, Deborah, Marie O’Boyle-Duggan, and Susan Poultney. Communication skills education and training in pre-registration BSc Nursing. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0023.

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Nursing and Midwifery Council educational standards in BSc (Hons) Nursing require students to gain key communication competences to deliver compassionate care in adult, mental health, learning disabilities, and children’s nursing. Competences include using a range of verbal and non-verbal skills to build therapeutic relationships, being respectful of confidential information, addressing diversity issues, and promoting well-being and personal safety. Nurses also need to make reasonable adjustment for patients with disabilities to ensure effective communication. High fidelity simulations using actors and clinical practice scenarios have been evaluated positively with statistically significant results, suggesting the benefits apply to all students in the classroom—although students who participate in a simulation benefit to a greater extent. Other faculty mixed-methods research led to the development of recommendations for communication skills in learning disabilities nursing. Challenges include realistic simulation in children’s nursing and developing adequate numbers of actors and facilitators, partially offset by offering in-house training.

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46

Epstein, William M. Year Up. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190467067.003.0006.

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Chapter 5 describes, evaluates, and reinterprets the private sector social service program Year Up as a ceremony of social values rather than as a successful response to a social problem. The program is intended to provide poor minority urban youths access to the job market by offering short-term academic and skills training. Its claims to success are based on contracted evaluations that are not credible. In the end, Year Up embodies a mythic obligation to affirm heroic individualism as the essence of civic virtue and personal value. Year Up mandates that participants embark on the quest for authenticity through mentoring and training en route to employment. Yet the myth of Year Up defines one of its most enduring attractions. It is inexpensive and highly selective, in the end a very efficient way to certify the nation’s chosenness without disrupting customary social arrangements, without redefining the relationship among people, and notably without transferring great amounts of assets and income to those in need.

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47

Eyre, Lorna, and Simon Whiteley. In-hospital transfer of the critically ill. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199600830.003.0004.

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While focus has traditionally been on the planning, logistics, and outcome of inter-hospital transfers of the critically-ill patient, attention is turning to in-hospital transfers. Numerically, more in-hospital transfers occur and there is growing evidence that these are associated with a high incidence of adverse events, and increased morbidity and mortality. Appropriate planning, communication, and preparation are essential. Patients should be resuscitated and stabilized (optimized) prior to transfer, to prevent deterioration or instability during transfer. Endotracheal tubes and vascular access devices should be secure. The minimum recommended standards of monitoring should be applied. All drugs and equipment likely to be required during the transfer should be checked and available. Critically-ill patients should be accompanied by personnel with the appropriate knowledge skills and experience to carry out the transfer safely and to deal with any complications or incidents that arise.

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48

Teaching Diversity: Listening to the Soul, Speaking from the Heart (Jossey Bass Higher and Adult Education Series). Jossey-Bass, 1996.

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49

Abrahams, Frank, Anthony Rafaniello, Jason Vodicka, David Westawski, and John Wilson. Going Green. Edited by Frank Abrahams and Paul D. Head. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199373369.013.4.

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This chapter describes a collaborative project that studied the applications of Lucy Green’s informal music learning curriculum within the context of high school choral ensembles. For a 12-week period, the conductors of four high school choirs charged students in small groups to copy a Christmas carol of their choice from a recording or to create a new arrangement inspired by the recording without intervention from their conductor. They would perform those carols at a public concert during the December holiday season. The overarching research question addressed the efficacy of informal learning as choral pedagogy to nurture the students’ musicianship in choir. Data consisted of interviews, video recordings, and reflective journals. Results showed a positive impact on group cooperation, peer-directed learning, choral rehearsal strategy, leadership, and personal musical identity. It also served as a catalyst to change perceptions of students and teachers relative to musical skill and ability.

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50

Delisser, Peter. Be Your Own Executive Coach: Master High-Impact Communications Skills for Dealing With Difficult People, Improving Your Personal Image, Learning How to Listen, Solving Business pr. Chandler House Press, 1999.

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