Knowledge Ability Research Articles

Functioning Management and Recovery, a psychoeducational intervention for psychiatric residential facilities: a multicenter follow-up study

AimFunctional Management and Recovery is a standardized Psychoeducational Intervention, derived from “Integro”, an effective salutogenic-psychoeducational intervention for people in recovery journey, designed to improve recovery and functioning of individuals with psychotic disorders in Psychiatric Residential Facilities (PRFs). The aim of this study is to evaluate the primary and secondary outcomes of this intervention elaborated specifically for PRFs where evidence based structured interventions seem rare and desirable.Methods66 individuals with psychotic disorders were recruited in 9 PRFs dislocated in the North, Center and South Italy and 63 underwent a multicenter follow-up study with a two time-point evaluation (t0, pre-treatment and t1, 6 months; ). At each time point, social functioning was assessed as primary outcome by the Personal and Social Performance scale (PSP); furthermore, psychopathological status was assessed by Brief Psychiatric Rating Scale (BPRS), Recovery by Recovery Assessment Scale (RAS), Cognitive Functioning by Repeatable Battery for the Assessment of Neuropsychological Status (RBANS), Stress management by Stress-Scale, Cognitive Flexibility by Modified Five-Point Test (M-FPT), Emotional Intelligence by Emotional Intelligence Index (EI-I), the PRF Atmosphere and the Opinion of users about the PFR by an ad hoc questionnaire. The Abilities Knowledge, the Utility and Pleasantness of sessions were measured by an ad hoc list of items.Results63 individuals out of 66, 52 (82,5%) affected by schizophrenia and 11 (17,5%) by bipolar I disorder with psychotic symptoms according to DSM-5-TR completed the study. At the end of the study, 43 (68,3%) were male, 57 (90.5%) were single, 5 (7.9%) engaged, 1 (1.6%) married; 45 (71.4%) unemployed. The total scores of PSP, RAS, BPRS, BANS, Stress management, Abilities Knowledge, Utility and Pleasantness of sessions showed a statistically significant improvement at t1 vs. t0. Two sub-scales out of 5 of M-FPT showed a statistically significant improvement. The Emotional Intelligence, the Unit Atmosphere and the Opinion of Users about PFR improved without statistical significance. Six months after the end of the follow-up study 22 individuals of the sample were dismissed with a very high turnover.ConclusionsAfter a six-month follow-up (a short period of time), these results showed improvement in functioning, the primary outcome, as well as in the following secondary outcome variables: RAS, BPRS, BANS, Stress management, Abilities Knowledge, two sub-scales out of 5 of M-FPT, Utility and Pleasantness of sessions. Overall, a remarkable impact of psychoeducational structured intervention on the key Recovery variables is observed. Further studies are needed to address extent and duration of these improvements.

Abilities and the Epistemology of Ordinary Modality

Over the past two decades, modal epistemology has turned its attention to ordinary modal knowledge. This paper brings to the fore a neglected but central form of ordinary modal knowledge: knowledge of agentive modality, and in particular of our own abilities, which I call ‘ability knowledge’. I argue that modal epistemology as it is does not account for ability knowledge, by looking at the most promising candidate theories: perception-based, counterfactual-based, and similarity-based modal epistemologies. I then outline a more promising epistemology for our ability knowledge, which relies on the experience of our own agency, and draw out some lessons for modal epistemology in general.

Suppose We Know Things

AbstractWhen contemporary philosophers discuss the nature of knowledge, or conduct debates that the nature of knowledge is relevant to, they typically treat all knowledge as propositional. However, recent introductory epistemology texts and encyclopedia entries often mention three kinds of knowledge: (i) propositional knowledge, (ii) abilities knowledge, and (iii) knowledge of things/by acquaintance. This incongruity is striking for a number of reasons, one of which is that what kinds of knowledge there are is relevant to various debates in philosophy. In this paper I focus on this point as it relates to the third kind of knowledge mentioned above – knowledge of things. I start by supposing that we have knowledge of things, and then I show how this supposition reshapes various debates in philosophy.

Validation of TTMC instrument of pre-service chemistry teacher’s TPACK using Rasch model application

Technological pedagogical content knowledge (TPACK) is the knowledge of abilities that teachers need to have in facing 21st-century learning. Knowledge domains in the TPACK framework include TK, PK, CK, TPK, TCK, PCK, and TPACK. The capability of the teacher’s TPACK to rate with a valid instrument design is needed. This article discusses the validation and validity of TPACK instruments using the Rasch model analysis. The TPACK instrument used was Two-Tier Multiple Choice (TTMC), in which the tier-one was as the material foundation, and the tier-two was as supporting reasons. The validation was carried out by seven education experts, namely teachers who had a working period of more than 15 years, one material expert, and one material expert as well as a test construction expert in the Forum Group Discussion (FGD). There were 21 item TTMC questions analyzed. The analyzed using the Rasch model application. The results are that all TTMC TPACK questions are valid. The instrument can be to assess the ability of pre-service chemistry teachers TPACK in future studies.

Level Readiness Participant Of Lifelong Learning (LLL) Program Venture Into Entrepreneurship

This study aimed to investigate the perception of Lifelong Learning (LLL) program participants on their readiness to venture into entrepreneurship. Aspects of the level of readiness measured in this study includes; motivation, abilities knowledge and interests of the LLL program participants. The research sample consists of 235 respondents from LLL program participants. The research design was a survey using a quantitative approach that was analyzed using descriptive statistics-specifically frequency counts, percentages and mean. SPSS version 25.0 was used to analyze the data. The instrument used was a questionnaire which had a reliability coefficient of α=0.9, indicating a very high instrument reliability. Findings reveal that the level of readiness of LLL program participants in entrepreneurial knowledge was at moderate level with mean value is 3.6. Meanwhile, readiness level of LLL program participants in terms of entrepreneurial interest was at high level with mean value is 4.1. Readiness in terms of entrepreneurial motivation was at a high level with mean value is 4.2. While readiness in terms of entrepreneurial abilities was moderately high level with mean value is 3.8. Thus, the researchers hope that the results obtained can be exploited by certain parties in order to improve the readiness of lifelong learning program participants in entrepreneurship, thereby producing quality entrepreneurs who can create more jobs to reduce the problem of unemployment in Malaysia.

The Relationship between Multiple Intelligences and Iranian EFL Learners’ Level of L2 Lexical Knowledge: The Case of Gender

Human cognitive competence represents individuals’ subconscious knowledge of abilities, talents, and mental skills collectively called “multiple intelligences (MIs)”, which play a pivotal role in facilitating human learning. Thus, the main objective of the present study was to determine the magnitude of the relationship existing between multiple intelligences and Iranian EFL learners’ level of second language (L2) lexical knowledge on one hand and the partializing impact of gender on the other. For this purpose, from the population of the senior undergraduate students majoring in translation at Islamic Azad University, Khorasgan (Isfahan) Branch, Isfahan, Iran, a sample of 88 students, 24 males and 64 females, were randomly selected. First, Mckenzie’s (1999) MIs Inventory was administered to specify the size of individual types of intelligences in each learner’s MIs composite. Then, the learners were provided with Nation’s (2001) receptive level test a week later to gauge their level of L2 lexical knowledge. The findings revealed that the scores on MIs inventory correlated positively with those of L2 lexical knowledge. Alternatively, different types of intelligences served as useful predictors for estimating the quality of learners’ vocabulary knowledge. Finally, it was found out that gender did indeed have a different effect regarding the learners’ vocabulary knowledge.

Clarifying Food Education toward Innovation and Design for the Global Green New Deal

There is an increasing need for food and beverage industries to develop a culture of innov� ation and sustainability around food practices. The increase in world population and demands of consumers contribute to the development of a diverse suite of food capabilities, and remains a signi� ༀ・cant issuein relation to climate change and staff education. For businesses it is important to develop new concepts and processes that combine purpose and contextual factors in association with sustain� ability knowledge and the choice of food hospitality tools, techniques, and materials for meal design. Technacy genre theory is explored as a framework applicable to the level of kitchen systems and skills that allows for sustainable and effective understandings of technological practice and innovation for a range of green new deal hospitality capabilities.