Categories Of Skills Research Articles

Reproducing and reformulating categories of skill in regional and global migration governance: evidence from India and Bangladesh

ABSTRACT Approximately one-third of the world’s 169 million migrant workers come from the Asia and Pacific region, primarily working in temporary, low-wage jobs in the Gulf, where they face human and labor rights issues. In 2003, 12 Asian migrant-origin states formed the Colombo Process to address these labor concerns. This article examines and contrasts two major emigrant-origin states’ – India and Bangladesh –behavior in the Colombo Process, a regional consultative process, and other multilateral migration governance fora, focusing on the social construction of skills. Both countries inherited a colonial legal system of emigration regulation which distinguished emigrants into “high-” and “low-skill” categories, which India continues to reproduce, while Bangladesh aims to reformulate their categorization. This article investigates the how, where, and when of the countries’ emigrant categorization processes by tracing the categories’ origins, their reproduction, and reformulation. This article highlights the significant role migrant-origin states play in the politics of skill.

European agrifood and forestry education for a sustainable future - Gap analysis from an informatics approach

Background The NextFood Project (www.nextfood-project.eu) started work in 2018 to identify ‘Categories of Skills’ that students should be equipped with to address the upcoming global challenges within agrifood and forestry disciplines, and involved concepts such as sustainability, technological adaptation and networking. This study is based on the initial skills and competencies mapping, but takes a different methodological approach. Instead of investigating what the research literature and professionals think are important skills for the future, this study asks how existing education programmes include or exclude these skills in the description of their programs. Methods Python-based web-scraping scripts were used to collect texts from a selection of European Masters program websites, which were then analysed using statistical tools. A total of 14 countries, 27 universities, 1303 European Masters programs, 3305 web-pages and almost two million words were studied using this approach. Results While agrifood and forestry Masters programs were aligned with the NextFood Project ‘Categories of Skills’ equal to or more often than unrelated Masters programs, we found evidence for the relative underuse of words associated with networking skills, such as 舖collaboration舗, 舖communication舗 and 舖teamwork舗. Agriculture-related programs used these words the least among the agrifood Masters programs. In contrast, agrifood programs used words associated with sustainability and system thinking more than the non-agrifood Masters programs. Conclusions The informatics approach provides evidence that many European agrifood and forestry Masters programs are following the educational paths for meeting future challenges as outlined by the NextFood Project, with the possible exception of networking skills. This approach allows a complementary and time-efficient overview of the current state of education in the agrifood system in Europe.

Enhancing mathematical problem-solving ability through project-based learning: A study of vocational high school student

This study aims to improve the mathematical problem-solving ability of students at Vocational High School (VHS) through implementing Project Based Learning (PjBL). The research method used was a quasi-experiment with a matching-only pretest-posttest control group design, with a sample of 64 students divided into two classes, namely experimental and control classes, each consisting of 32 students. The sampling technique used was purposive sampling, where the sample was selected based on specific criteria relevant to the research objectives. Data were collected using tests of mathematical problem-solving ability administered before (pre-test) and after (post-test) the treatment. Data were analyzed using an independent sample t-test and a two-way ANOVA test with univariate general linear model (GLM) analysis. The results showed a difference between the experimental and control groups before the treatment. However, after the treatment, the experimental group had higher mathematical problem-solving ability than the control group, including the improvement and interaction between PjBL implementation and the Early Mathematics Skills (EMS) category.

Developing the Right Skills for Future Success in a Digital World

This article discusses how organizations can develop skills in their employees that cannot be replicated by artificial intelligence (AI) and automation technologies. It explores three categories of skills that are likely to withstand the rise of AI: creative and design skills, social and emotional skills, and adaptability and lifelong learning. Practical guidance is provided for cultivating these skills through targeted training and developing a learning culture. Case studies of companies in the technology, healthcare and manufacturing industries are examined. The role of leadership in prioritizing skills development is also covered. The article argues that by committing resources to systematically building these human skills sets and fostering continuous learning, companies can ensure their workforce is prepared for the impacts of technological change on work. Total commitment from organizational leaders is seen as key to inspiring a culture where people feel empowered to learn and improve.

INTERVENTIONS POUR PROMOUVOIR LE DEVELOPPEMENT EXECUTIF CHEZ LES ENFANTS ET ADOLESCENTS (CHAPITRE 24)

Researchers and developers of tests of executive functioning and behavior rating scales designed to assess executive skills have all organized andcategorized executive skills somewhat differently. For instance, the developers of the Behavior Rating Inventory of Executive Function (Gioia, Isquith, Guy, & Kenworthy, 2000 have defined two broad categories of skills, those involved in behavior regulation (e.g., impulse control, emotion control) and those that are more metacognitive in nature (e.g., working memory, task initiation, planning/organization). More recently, Barkley (2011), in developing the Barkley Deficits in Executive Functioning Scale, identified five broad categories of executive functioning (e.g., self-regulation of emotion, time management, organization/problem solving). In our work with parents and teachers, we have identified 11 individual executive skills that we believe figure prominently in understanding why some children tackle activities of daily living, including schoolwork, homework, chores, and daily routines, more successfully than others. Table 24.1 lists these skills, along with brief definitions, and a description of the most common exemplars of problems associated with each executive skill.

The professional structure required of primary school teachers in Japanese schools for the deaf

AbstractThis study aimed to identify the professional structure required by teachers working in primary schools for deaf students in Japan. Ten university teachers training in education for deaf students at Japanese universities participated in semi‐structured interviews. Data were analysed using the KJ method of qualitative analysis based on similarity, with 409 codes, 12 categories and 99 sub‐categories extracted. The results were aggregated into teaching skills and knowledge and collaborative skills categories, clarifying the specific structure of expertise required for teachers of deaf students. Teaching skills and knowledge have already been integrated into teacher training programmes; however, curriculum development for collaborative skills is required. The results of this study suggest that teachers need to acquire a wide range of professional skills to educate children with hearing impairment. We recommend improving social mechanisms for training these teachers in the future.

Analysing University Students’ Digital Skills Gap and Its Implications for SDGS: an Empirical Investigation

Objective: This paper aims to provide further insight into digital skills and analyse the digital skills gap among university students. Theoretical Framework: The underpinning framework of this study is the digital skills measurement framework and tools that can be used to measure students' digital skills to find the digital skills gap. Method: Data were collected from a sample of international university students using an online questionnaire designed specifically for this purpose. The collected data were analysed using the statistical package for the social sciences (SPSS). Results and Discussion: The main findings show that the common digital skills gap falls between 10% to 48%, the work digital skills gap falls between 14% and 40%, and the advanced digital skills gap falls between 8% to 54%; where the majority of the related areas to advanced digital skills gap exceeds 30%. The results indicate that reducing the digital skills gap requires a combination of digital skills categories (common, work, and advanced digital skills) to be possessed by university students which are essential for everyday life and the workplace. Research Implications: The practical and theoretical implications of this research are discussed, providing insights into how the results can be applied or influence practices in university education. These implications could encompass modifications in the university curriculums to be compatible with SDGs. Originality/Value: This study contributes to the literature by providing further insight to the digital skills gap, and recommends incorporating knowledge and skills for the digital skills activities in universities’ curriculums.

Development of a basic evaluation model for manual therapy learning in rehabilitation students based on the Delphi method

ObjectiveManual therapy is a crucial component in rehabilitation education, yet there is a lack of models for evaluating learning in this area. This study aims to develop a foundational evaluation model for manual therapy learning among rehabilitation students, based on the Delphi method, and to analyze the theoretical basis and practical significance of this model.MethodsAn initial framework for evaluating the fundamentals of manual therapy learning was constructed through a literature review and theoretical analysis. Using the Delphi method, consultations were conducted with young experts in the field of rehabilitation from January 2024 to March 2024. Fifteen experts completed three rounds of consultation. Each round involved analysis using Dview software, refining and adjusting indicators based on expert opinions, and finally summarizing all retained indicators using Mindmaster.ResultsThe effective response rates for the three rounds of questionnaires were 88%, 100%, and 100%, respectively. Expert familiarity scores were 0.91, 0.95, and 0.95; coefficient of judgment were 0.92, 0.93, and 0.93; authority coefficients were 0.92, 0.94, and 0.94, respectively. Based on three rounds of consultation, the model established includes 3 primary indicators, 10 secondary indicators, 17 tertiary indicators, and 9 quaternary indicators. A total of 24 statistical indicators were finalized, with 8 under the Cognitive Abilities category, 10 under the Practical Skills category, and 6 under the Emotional Competence category.ConclusionThis study has developed an evaluation model for manual therapy learning among rehabilitation students, based on the Delphi method. The model includes multi-level evaluation indicators covering the key dimensions of Cognitive Abilities, Practical Skills, and Emotional Competence. These indicators provide a preliminary evaluation framework for manual therapy education and a theoretical basis for future research.

Extended metric validation of a semi-physical Space Weather Modeling Framework conductance model on field-aligned current estimations

In this study, a detailed metric survey on the “Galaxy 15” (April 2010) space weather event is conducted to validate MAGNetosphere–Ionosphere–Thermosphere (MAGNIT), a semi-physical auroral ionospheric conductance model characterizing four precipitation sources, against AMPERE measurements via field-aligned current (FAC) characteristics. As part of this study, the comparative performance of three ionosphere electrodynamic specifications involving auroral conductance models, MAGNIT, Ridley Legacy Model (RLM) (empirical), and Conductance Model for Extreme Events (CMEE) (empirical), within the Space Weather Modeling Framework (SWMF), is demonstrated. Overall, MAGNIT exhibits marginally improved predictions; root mean square error values in upward and downward FACs of MAGNIT predictions compared to AMPERE data are smaller than those of CMEE and Ridley Ionosphere Model (RIM) by ∼12.7% and ∼6.24% before the storm, ∼4.52% and ∼2.13% better during the main phase, ∼1.98% and ∼1.27% worse during the second minimum, and better by ∼1.84% and ∼1.49% by the beginning of the recovery, respectively. In all three model configurations, the dusk and night magnetic local time (MLT) sectors over-predict throughout the storm, while the day and dawn MLT sectors under-predict in response to interplanetary magnetic field (IMF) conditions. In addition to accuracy and bias, similar results and conclusions are drawn from additional metrics, including in the categories of correlation, precision, extremes, and skill, and recommendations are made for the best-performing model configuration in each metric category. Visual data–model comparisons conducted by studying the FAC location and latitude/MLT spread throughout various phases of the storm suggest that the spatial extent of the FACs is captured relatively well in the night-side auroral oval, unlike in the day-side oval. The spread in latitude of the FACs matches that in the previous literature on other model performances. This information on auroral precipitation sources and their weight on FACs, along with metrics from model–data comparisons, can be used to modify MAGNIT settings to optimize SWMF model performance.

Survey of Current Simulation Based Training in the US Military Health System.

Simulation-based medical training has been shown to be effective and is widely used in civilian hospitals; however, it is unclear how widely and how effectively simulation is utilized in the U.S. Military Health System (MHS). The current operational state of medical simulation in the MHS is unknown, and there remains a need for a system-wide assessment of whether and how the advances in simulation-based medical training are employed to meet the evolving needs of the present-day warfighter. Understanding the types of skills and methods used within simulation programs across the enterprise is important data for leaders as they plan for the future in terms of curriculum development and the investment of resources. The aim of the present study is to survey MHS simulation programs in order to determine the prevalence of skills taught, the types of learners served, and the most common methodologies employed in this worldwide health care system. A cross-sectional survey of simulation activities was distributed to the medical directors of all 93 simulation programs in the MHS. The survey was developed by the authors based on lists of critical wartime skills published by the medical departments of the US Army, Navy, and Air Force. Respondents were asked to indicate the types of learners trained at their program, which of the 82 unique skills included in the survey are trained at their site, and for each skill the modalities of simulation used, i.e., mannequin, standardized patients, part task trainers, augmented/virtual reality tools, or cadaver/live tissue. Complete survey responses were obtained from 75 of the 93 (80%) MHS medical simulation training programs. Across all skills included in the survey, those most commonly taught belonged predominantly to the categories of medic skills and nursing skills. Across all sites, the most common category of learner was the medic/corpsman (95% of sites), followed by nurses (87%), physicians (83%), non-medical combat lifesavers (59%), and others (28%) that included on-base first responders, law enforcement, fire fighters, and civilians. The skills training offered by programs included most commonly the tasks associated with medics/corpsmen (97%) followed by nursing (81%), advanced provider (77%), and General Medical Officer (GMO) skills (47%). The survey demonstrated that the most common skills taught were all related to point of injury combat casualty care and addressed the most common causes of death on the battlefield. The availability of training in medic skills, nursing skills, and advanced provider skills were similar in small, medium, and large programs. However, medium and small programs were less likely to deliver training for advanced providers and GMOs compared to larger programs. Overall, this study found that simulation-based medical training in the MHS is focused on medic and nursing skills, and that large programs are more likely to offer training for advanced providers and GMOs. Potential gaps in the availability of existing training are identified as over 50% of skills included in the nursing, advanced provider, and GMO skill categories are not covered by at least 80% of sites serving those learners.

Everyday Clinical Ethics: Essential Skills and Educational Case Scenarios.

Bioethics conjures images of dramatic healthcare challenges, yet everyday clinical ethics issues unfold regularly. Without sufficient ethical awareness and a relevant working skillset, clinicians can feel ill-equipped to respond to the ethical dimensions of everyday care. Bioethicists were interviewed to identify the essential skills associated with everyday clinical ethics and to identify educational case scenarios to illustrate everyday clinical ethics. Individual, semi-structured interviews were conducted with a convenience sample of bioethicists. Bioethicists were asked: (1) What are the essential skills required for everyday clinical ethics? And (2) What are potential educational case scenarios to illustrate and teach everyday clinical ethics? Participant interviews were analyzed using qualitative content analysis. Twenty-five (25) bioethicists completed interviews (64% female; mean 14.76 years bioethics experience; 80% white). Five categories of general skills and three categories of ethics-specific skills essential for everyday clinical ethics were identified. General skills included: (1) Awareness of Core Values and Self-Reflective Capacity; (2) Perspective-Taking and Empathic Presence; (3) Communication and Relational Skills; (4) Cultural Humility and Respect; and (5) Organizational Understanding and Know-How. Ethics-specific skills included: (1) Ethical Awareness; (2) Ethical Knowledge and Literacy; and (3) Ethical Analysis and Interaction. Collectively, these skills comprise a Toolbox of Everyday Clinical Ethics Skills. Educational case scenarios were identified to promote everyday ethics. Bioethicists identified skills essential to everyday clinical ethics. Educational case scenarios were identified for the purpose of promoting proficiency in this domain. Future research could explore the impact of integrating educational case scenarios on clinicians' ethical competencies.

Optimizing Learning: Predicting Research Competency via Statistical Proficiency

In higher education, the cultivation of research competency is pivotal for students’ critical thinking development and their subsequent transition into the professional workforce. While statistics plays a fundamental role in supporting the completion of a research project, it is often perceived as challenging, particularly by students in majors outside mathematics or statistics. The connection between students’ statistical proficiency and their research competency remains unexplored despite its significance. To address this gap, we utilize the supervised machine learning approach to predict students’ research competency as represented by their performance in a research methods class, with predictors of students’ proficiency in statistical topics. Predictors relating to students’ learning behavior in a statistics course such as assignment completion and academic dishonesty are also included as auxiliary variables. Results indicate that the three primary categories of statistical skills—namely, the understanding of statistical concepts, proficiency in selecting appropriate statistical methods, and statistics interpretation skills—can be used to predict students’ research competency as demonstrated by their final course scores and letter grades. This study advocates for strategic emphasis on the identified influential topics to enhance efficiency in developing students’ research competency. The findings could inform instructors in adopting a strategic approach to teaching the statistical component of research for enhanced efficiency.

Christian school leaders’ perspectives on identifying and hiring high-quality teachers

Teacher quality is one of the most important factors influencing a student’s educational outcomes, yet scant research has examined teacher hiring and quality in Protestant Christian schools. In this qualitative work, we thematically analyze interviews about Christian schools’ teacher hiring practices with a group of 12 leaders from 10 member schools in the Association of Christian Schools International. We find that these 10 schools generally follow a standard hiring process. The qualifications they seek in teachers could be arranged into a pyramid, where the base—the most fundamental quality—is demonstration of authentic belief in Protestant Christian doctrines. After faith, school leaders desired teachers to demonstrate Christian virtue and to be a good “fit” for their school culture; at the tip of the pyramid is the category of professional and pedagogical skills. While there was some heterogeneity in the top three tiers among school leaders, all agreed on the importance of Christian school teachers having “a heart for Christ and a heart for kids.”

Analysis of basic shooting technique abilities in soccer games

This study was conducted for several reasons. Some students have bad experiences understanding and applying the correct basic shooting techniques. Moreover, a lack of adequate practice or understanding of the technique can cause it. Besides, students have trouble maintaining consistency when implementing basic shooting techniques. Some factors, such as physical fatigue, lack of concentration, or lack of regular exercise, can cause it. Thus, this research aimed to analyze basic shooting technical abilities in soccer games. This research applied quantitative research involving 30 high school students actively participating in extracurricular activities as the research participants. The instrument was the shooting test. The data analysis technique used descriptive statistics entered predetermined categories. The categorization was grouped into 5: excellent, good, fair, poor, and very poor. Then, the data were entered into the data processing technique in percentages. The results show that students' basic shooting technical abilities were in a good category, with a percentage of 40%, and the lowest is 3%. From the results of research on basic skills in soccer shooting techniques, several main points were concluded, namely that from the sample size, most students (53%) were still in the category of basic skills in good shooting techniques. Students who fall into the poor and very poor categories need special attention and extra guidance to improve their abilities in basic shooting techniques.

Metacognitive Skills in STEM Integrated Discovery Learning Models for Kinetic Gas Theory in High School

Metacognitive skills are an important component supporting mastery of concepts in studying physics. This research aims to describe students' metacognitive skills through STEM-integrated discovery learning on kinetic gas theory material at SMAN 1 Dolopo. This research uses the One-Group Pretest-Posttest Design method, where in this design, one experimental group is selected to measure students' metacognitive abilities. The research on the kinetic theory of gas metrics was carried out in class XI Merdeka 4. The research took place in the odd semester of 2022-2023. The results of students' metacognitive skills show an increase in every metacognitive aspect, namely planning skills. The increase occurred in every meta-cognitive aspect, namely planning skills, which were originally 66.4 to 73.7. Monitoring skills, which previously received a score of 60.4, also changed to 73. Evaluating skills possessed by students also changed, from 64.4 to 67.4. Significant increases occurred from the pretest to the posttest, especially in the monitoring skills category. From the table, it is known that the increase occurred from the moderately developed to the developed category. Based on the research and discussion results, the metacognitive skills of class XI Merdeka 4 students are included in the developing category after receiving STEM-integrated discovery learning. This is in line with research that states that the inquiry learning model, including the discovery learning model, positively affects students' metacognition in learning. High-performing students may have better metacognitive skills than low-performing students. High-performing students may have better metacognitive skills than low-performing students.

Self-Assessment Kompetensi Praktik Klinis Awal Mahasiswa Keperawatan di Rumah Sakit

Self-assessment is one way of self-assessment, which is needed to achieve the initial basic clinical practice skills for female nursing students in hospitals. Early basic clinical practice in hospitals is a learning tool for nursing students to apply nursing theory and, integrate theoretical knowledge and practical skills, which have received guidance from academic supervisors (lecturers) and clinical supervisors (hospitals). This study aims to conduct a self-assessment of the ability of female nursing students at the initial basic level of clinical practice in hospitals is the main goal of nursing education. The method used is quantitative research using descriptive-analytic research design, to answer the identification of the research problem of self-assessment of how skillful the implementation of basic clinical practice of early female nursing students in hospitals. The results showed five categories of skills: Very skilled, 12 female students (33.33%), skilled, 12 female students (33.33%), quite skilled 7 female students (18.42%), less skilled, 3 female students (7.89%), and unskilled, 2 female students (5.26%). The conclusion shows that the average percentage of Self-Assessment in performing basic initial clinical practice skills at the hospital is in the category of highly skilled, skilled, and moderately skilled. However, there are still nursing students in the less skilled and unskilled categories in relatively smaller numbers compared to those in the highly skilled, skilled,, and moderately skilled categories.

21st Century Entrepreneurial Skills Development of Community Enterprises Chainat Province

Aims: This study intended to assess and enhance the importance of entrepreneurial skills for community enterprises in Chainat Province in the 21st century. Study Design: This study used a mixed method approach, combining qualitative data obtained from in-depth interviews with quantitative data gained using a questionnaire developed from the qualitative results. Place and Duration of Study: A sample of 400 community entrepreneurs in Chainat Province was chosen using cluster sampling and random selection techniques, between December 2021 and November 2022. Methodology: The qualitative research tool differs from the quantitative research tool. The questionnaire in quantitative research should have an Index of Item Objective Congruence (IOC) above 0.6 and a Cronbach's alpha of 0.95. Results: During the COVID-19 period, the qualitative research revealed that the majority of issues are marketing-related. Hence, they require marketing technologies. The quantitative research results indicated significant progress in two categories of entrepreneurial skills in the 21st century: innovation skills and marketing-related life and career skills. The other discoveries included educational materials tailored for modern-day business owners, catering to a range of learning styles. The text covered essential entrepreneurial skills for local businesses, sales promotion techniques, public relations strategies to acquire specific customers, sales negotiating skills, maintaining product branding, and developing new sales tactics. Conclusion: The study discovered that entrepreneurs in Chainat Province aspire to enhance their entrepreneurial abilities in the 21st century, particularly focusing on developing innovative skills and life and career skills

Augmented reality simulation-based training for midwifery students and its impact on perceived knowledge, confidence and skills for managing critical incidents

ProblemEmergency obstetric management is essential in midwifery training to prevent fetal and maternal morbidity. Repeating this management in practice is often not possible. Sustainable confidence in these procedures is usually achieved in the first few years of practice. BackgroundSimulation training complements hands-on learning and improves practical skills, benefiting both students and patients. Research on obstetric emergency simulation training have demonstrated this, but the use of digital simulation approaches, such as augmented reality (AR), is under-researched. AimTo investigate whether AR simulation training influences midwifery students' subjective perceptions of knowledge, confidence and practical skills in emergency situations. MethodsA descriptive exploratory study was conducted using a pre-post design. AR scenarios were developed on the topics of 'preparing emergency tocolysis', 'preparing a pregnant woman for caesarean section' and ‘resuscitation of newborns'. The AR simulation was conducted in the fourth to fifth semester of the midwifery programme. A questionnaire was developed for students (N = 133) to self-assess their competence in the categories of knowledge, confidence and practical skills. ResultsStudents rated their competence significantly better in the post-survey than in the pre-survey (p=<0.05). Simulation has an impact on self-assessment of professional knowledge, confidence and practical skills in emergency situations. It enhances students' procedural knowledge and practical skills in complex contexts, complements subject knowledge and builds confidence. ConclusionThe results provide initial evidence that AR simulation is an effective learning strategy for emergency management preparedness. Future studies should validate the effect with control cohorts and measure competence through practical examinations.

Which Communication Skills Do I Need? A Multimethod Study of Communication Needs in Construction Engineering

This study investigates the communication skills expected of recent construction engineering graduates as portrayed in job ads and conveyed by employers. A content analysis of 100 job ads showed that teamwork, leadership, and interpersonal communication skills were the specific categories of communication skills listed most frequently. Subsequent interviews with 11 employers showed that although they considered the written communication skills of recent college graduates as sufficient, they found that many recent graduates had insufficient skills in assertiveness, email communication, relationship building, and audience adaptation, indicating that additional coursework or assignments in oral communication skills would benefit construction engineering majors.

Enhancing Students’ Numeracy Skills in Solving Probability Problems through Realistic Mathematics Education

Numeracy skills can help students to solve everyday problems. The low numeracy skills of students are caused by not understanding the problem, lack of strategy, and obstacles to evaluating and interpreting the solution to the context. The teacher needs to implement the learning process by using the RME approach, which uses local context and facilitates activity to think mathematically. This study aims to investigate the RME approach in enhancing numeracy skills and to describe the numeracy skills of students in solving problems according to numeracy indicators. The explanatory sequential mixed methods were used to analyze data from tests and interviews. The research subjects were 32 Grade 8 students, and four selected students chose to do the interviews based on each numeracy skills category. The results show a significant difference between the average numeracy skills of students before and after learning with the RME approach. Students with proficient, competent, and basic competencies fulfill the numeracy indicators. Meanwhile, students who need special intervention still have difficulty modeling problems into mathematical representations, incorrectly use the concept of probability, have inappropriate problem-solving strategies, and cannot interpret mathematical solutions in the form of arguments.