Promote Skill Acquisition Research Articles

Sustainable Market Strategies as Correlates of Human Capital Development: Empirical Evidence from Tertiary Institutions in Anambra State, Nigeria

Sustainable market strategies are critical in shaping effective human capital development, especially within educational institutions. These strategies align academic training with real-world market needs, fostering competencies that are crucial for navigating and contributing to a sustainable economy. Consequently, the present study examined the relationship between sustainable market strategies and human capital development, focusing on skill acquisition, educational competencies, and employment generation among students in tertiary institutions in Anambra State, Nigeria. A descriptive correlational research design was employed, and data were collected from 202 students using a structured questionnaire distributed through an online survey. The questionnaire covered the impact of sustainable market strategies on various aspects of human capital development. Data were analyzed using multivariate tests and between-subjects effects analysis. The results revealed a significant relationship between sustainable market strategies and all three dimensions of human capital development. Sustainable market strategies were found to significantly enhance skill acquisition (F = 17.972, p < 0.001), educational competencies (F = 12.000, p < 0.001), and employment generation (F = 9.355, p < 0.001) across different age groups. The findings suggest that sustainable market strategies play a critical role in fostering human capital development in educational settings. The study concludes that adopting sustainable market strategies is essential for promoting skill acquisition, improving educational outcomes, and generating employment opportunities for students. These results provide empirical evidence supporting the integration of sustainable market practices in tertiary education to enhance human capital development.

Rhythm and music for promoting sensorimotor organization in autism: broader implications for outcomes.

Emerging research suggests that music and rhythm-based interventions offer promising avenues for facilitating functional outcomes for autistic individuals. Evidence suggests that many individuals with ASD have music processing and production abilities similar to those of neurotypical peers. These individual strengths in music processing and production may be used within music therapy with a competence-based treatment approach. We provide an updated perspective of how music and rhythm-based interventions promote sensory and motor regulation, and how rhythm and music may then impact motor, social, and communicative skills. We discuss how music can engage and motivate individuals, and can be used intentionally to promote skill acquisition through both structured and flexible therapeutic applications. Overall, we illustrate the potential of music and rhythm as valuable tools in addressing skill development in individuals on the autism spectrum.

Automating Evaluation of Skill Assessment to Promote Skill Acquisition in the Area of Data Analytics Automation

SYNOPSIS As accounting increasingly embraces automation and data analytics, proficient skill assessment remains a challenge. We introduce an automated tool that streamlines the evaluation of Alteryx workflows. Utilizing the design science methodology, our tool effectively executes and compares Alteryx workflows against a solution, providing scores and feedback. Validation demonstrates remarkable gains; our tool is error-free and 12–222 times faster than manual evaluation. The tool’s efficiency, accuracy, and user-friendliness make it much more feasible to evaluate unstructured Alteryx assessments. Enhanced technology skills will promote hiring and productivity gains associated with automation in accounting.

Examining the Impact of Human Capital Development on Poverty Reduction: A Case Study of Bushenyi District, Uganda

This cross-sectional survey investigates the relationship between human capital development and poverty reduction in Bushenyi District, Uganda. Employing both qualitative and quantitative methods, the study sampled 111 respondents, including local leaders, small business owners, and household individuals. Data was collected through questionnaires and interviews, with analysis conducted using statistical tools and thematic analysis. Findings reveal that improved human capital, including skills development and healthcare, correlates positively with poverty reduction. Specifically, access to education, healthcare, and infrastructure were identified as key factors influencing poverty levels. Recommendations include enhancing healthcare facilities, motivating educators, and promoting skill acquisition programs to bolster human capital and alleviate poverty. Keywords: Human capital, Poverty reduction, Bushenyi District, Skill development, Health care

Oral Exam

To reduce academic dishonesty and strengthen learning outcomes, I adopted in-depth oral examinations as my benchmark and summative assessments in a Human Anatomy & Physiology course taught in an online asynchronous setting. This decision led my students and me down the transformative path of mastery learning. This was a threshold experience for my students who were learning how to think and express themselves as physiologists. This was also a threshold experience for me as I explored the scope of the oral examination in promoting skill acquisition while nurturing a relationship-rich learning environment. By employing deliberate practice principles including basic drills, one-on-one weekly check-ins, and small group recitation sessions, students exceeded benchmarks for conceptual understanding, mastery of fundamentals, and application of concepts to clinical scenarios. Students consistently reported that they were happy within this learning environment. With meticulous planning, it is possible to motivate students to learn for mastery and acquire expertise by employing oral exams as the pivotal assessment strategy in an online course thereby also making academic dishonesty almost irrelevant.

Challenging Behavior in Down Syndrome: Initial Surveys Evaluating Co-occurrence

Down syndrome (DS) is a developmental disability caused by trisomy of chromosome 21 and as with other developmental disabilities, individuals with DS may present with challenging behavior (e.g., aggression, tantrums, self-injurious behavior; Feeley & Jones, 2006). The purpose of this study was to evaluate the presence of challenging behavior in those with DS by surveying caregivers of individuals with DS via Qualtrics. A link to our survey was sent out to national and local organizations that support the DS population with a request to disseminate the link. Given limited response, the survey was modified (shorted and reorganized) and a link to the revised survey was disseminated via Facebook to groups focused on DS. Although both surveys received limited responses, there are preliminary findings worth exploring further. Aggression, noncompliance, and tantrum behaviors were frequently reported behavior and, escape and attention were the most reported perceived functions of behavior. Challenging behavior is reported in DS by caregivers. Future research should be conducted to examine the prevalence and function of challenging behavior in DS to develop effective preventative approaches to challenging behavior while promoting skill acquisition.

Automating Evaluation of Skill Assessment to Promote Skill Acquisition in the Area of Data Analytics Automation

Automating Evaluation of Skill Assessment to Promote Skill Acquisition in the Area of Data Analytics Automation

Determinant factors of resource conflict between farmers and herdsmen in benue state, nigeria.

The determinant factors of resource conflict between farmers and herdsmen in Benue State were analysed. Objectives were to assess the prevalence of resource conflict factors in Benue state and determine factors most responsible for the resource conflict in Benue state. Field survey of three hundred and eighty-two (382) residents was conducted using questionnaire, interview and focus group discussion. Data collected were analyzed using percentage and Factor Analysis. Results showed that factors such as drought, flood, erosion, pollution, politics, greed, proliferation of arms, religion, tribalism, expansion of farmland, increases in herds, poverty, unemployment, cattle rustling, destruction of crops by herds, population growth and urbanization are responsible for the conflict. However, further, analysis of result shows that only 1.38% of respondents posited that environmental/climatic factors, 30% economic factors, 32.78% greed/insecurity, 13.75% and 22.08% posited cultural and population factors respectively. It was concluded that human factors such as economic, greed/insecurity, cultural and population are the major drivers of the resource conflict between farmers and herdsmen than environmental factors like erosion, flood and draught. promote skill acquisition and create jobs to engage youths to boast the economy and reduce conflict.

Implementation of a Parent-Mediated Discrete Trial Teaching Intervention for Children with Autism Spectrum Disorder.

For young children with autism spectrum disorder (ASD), early intensive intervention is imperative. The Bridge Skill Development Program is a parent-mediated intervention designed to “bridge the gap” during the period after a diagnosis of ASD while children wait for intensive intervention. This program introduces applied behavior analysis (ABA) teaching techniques, including the use of parent-mediated discrete trial teaching (DTT), to promote skill acquisition of target behaviors. Significant improvements were observed across four target behaviors taught to all participants. The program also aims to connect participants to intensive ABA programming.

Assessing the Satisfaction and Acceptability of an Online Parent Coaching Intervention: A Mixed-Methods Approach.

BackgroundParent-mediated intervention (PMI) has been studied in promoting skill acquisition or behavior change in the children with autism spectrum disorder. Most studies emphasize on the improvement of child’s core symptoms or maladaptive behaviors, making parental perceived competence and self-efficacy secondary. Yet, the evaluations of intervention implementation are under-reported, especially when translating such interventions into a new population or context. This research investigated the intervention implementation of a 12-week parent coaching intervention which was delivered through telehealth and tailored to Chinese population. The intervention was based on the Parent-mediated Early Start Denver Model with culturally adapted lectures, manuals, and demonstration and commentary videos. This study aimed to evaluate the intervention implementation by assessing parents’ satisfaction, acceptability, appropriateness, and feasibility.MethodA randomized controlled trial was conducted with two telehealth conditions: self-directed and web+group therapy. Parents in the self-directed condition received intervention individually through the online learning platform. The web+group therapy condition navigated the same program with weekly 1.5-h group coaching sessions via videoconferencing. This mixed-methods study used a concurrent convergent design to evaluate the intervention implementation at post-intervention. The quantitative data was collected from the Program Evaluation Survey and the qualitative data was collected from five focus groups.ResultsParents in self-directed group reported significantly lower scores in total perceived competence than parents in web+group therapy condition, while there was no group difference on the total self-efficacy. Tailored feedback, demonstration and commentary videos, peer commenting, live coaching, and guided reflection were the top-five acceptable telehealth strategies that were strongly endorsed by parents. Family centered care, home-based intervention, strategies relative to daily activities, the remote learning platform, and the program-based community were elements that parents considered when evaluating the program’s appropriateness. Parent modeling, step-by-step instructions, and tailored feedback were key components in making intervention strategies feasible for parents to implement at home.ConclusionFindings indicate the application of telehealth was acceptable, appropriate, and feasible for Chinese parents. Group-based parent coaching intervention via videoconferencing could be a promising home-based service model to increase parental perceived competence. A large-scale RCT is needed to investigate the effectiveness of group-based PMI via telehealth.

ENTREPRENEURSHIP EDUCATION AND SKILL ACQUISITION: EVIDENCE FROM AKA OLU DI NMA VOCATIONAL INSTITUTE, ENUGU, ENUGU STATE, NIGERIA

The Study focuses on entrepreneurship education and skill acquisition: Evidence from Aka Olu Di Nma vocational institute, Enugu, Enugu State, Nigeria. Specifically the study aimed to pursue the following objectives: to determine the extent to which education training/ development promote Skill acquisition in Aka Olu Di Nma vocational institute, Enugu State, Nigeria and ascertain the nature of the relationship between education mentoring and skill acquisition in Aka Olu Di Nma vocational institute, Enugu State, Nigeria. The study has a population size of (108) Students of the vocational institute which were also used as the sample size. Instruments used for data collection were primary questionnaires and interview. The total number of 108 copies of the questionnaire were distributed while 98 copies were properly filled/returned & used while 10 copies were not properly filled. Survey research design was adopted for the study. Two hypotheses were tested using Pearson product moment correlation coefficient and simple linear regression tool. The findings indicated education training/development significantly promote Skill acquisition in Aka Olu Di Nma vocational institute, Enugu State. There is a positive relationship between education mentoring and Skill acquisition in Aka Olu Di Nma vocational institute, Enugu State. The study recommends that all vocational institutions should ensure that their training programme, should be design in the way that, it will bridge gap that exist before the training and sharpen the students to stand for test of time on their current task and job ahead of them.

Determinant factors of resource conflict between farmers and herdsmen in Benue State, Nigeria

The determinant factors of resource conflict between farmers and herdsmen in Benue State were analysed. Objectives were to assess the prevalence of resource conflict factors in Benue state and determine factors most responsible for the resource conflict in Benue state. Field survey of three hundred and eighty-two (382) residents was conducted using questionnaire, interview and focus group discussion. Data collected were analyzed using percentage and Factor Analysis. Results showed that factors such as drought, flood, erosion, pollution, politics, greed, proliferation of arms, religion, tribalism, expansion of farmland, increases in herds, poverty, unemployment, cattle rustling, destruction of crops by herds, population growth and urbanization are responsible for the conflict. However, further, analysis of result shows that only 1.38% of respondents posited that environmental/climatic factors, 30% economic factors, 32.78% greed/insecurity, 13.75% and 22.08% posited cultural and population factors respectively. It was concluded that human factors such as economic, greed/insecurity, cultural and population are the major drivers of the resource conflict between farmers and herdsmen than environmental factors like erosion, flood and draught. promote skill acquisition and create jobs to engage youths to boast the economy and reduce conflict.

Effects of a Disability Simulation Activity on the Achievement, Efficacy, Attitudes, and Interests of Preservice Professionals

Introduction: Disability simulation activities are commonly used for various purposes in higher education; however, instructors may be unaware of controversies regarding their use. The purpose of this research was to assess the effects of an activity using low vision goggles to simulate visual impairment in the context of an undergraduate course in special education. We highlight the need for instructors to consider the appropriateness of disability simulation activities given possible countertherapeutic effects. Methods: In this cluster-randomized trial, 11 classes (248 students) of preservice education and related services professionals were randomized to experimental (lecture + simulation) or control (lecture only) conditions. During a single class session, all students received basic information about visual impairment and watched a video on being a human guide. Students in the experimental group then practiced guiding and being guided while wearing low vision goggles. At the end of class, students completed three Likert-type surveys and later completed a quiz using publisher-developed materials. Results: Results showed individuals in the experimental group reported higher levels of interest and enjoyment than those in the control condition; however, there were no statistically significant differences in attitudes toward persons with visual impairments, confidence or self-efficacy for working with students with visual impairments, content knowledge, or perceptions of activity usefulness. Discussion: Findings of positive engagement in the absence of harmful effects indicate that disability simulation activities should be neither promoted nor denigrated wholesale; instead, instructors must weigh carefully potential benefits and drawbacks. Discussion includes considerations for professional education programs in using such simulations to promote skill acquisition via positive and respectful learning experiences. Implications for practitioners: Instructors who use disability simulation activities are encouraged to consider whether to discontinue this practice or incorporate principles recommended by the disability community and assess outcomes to ensure they are not perpetuating harmful stereotypes.

A non-randomised trial of video and written educational adjuncts in undergraduate ophthalmology

BackgroundProvision of relevant pre-learning materials has been shown to increase student engagement and improve outcomes in medical education. This non-randomised study attempts to quantify the educational gains, and relative efficacy of video and written pre-learning materials, in ophthalmology undergraduate teaching.MethodsNinety-eight final year medical students were contacted prior to their three-day ophthalmology placements at a British tertiary ophthalmology unit. All participants were sent welcome packs prior to arrival requesting they undertake 90 min of work focusing on a list of specified ophthalmic conditions. One cohort (N = 33) were sent written materials, another (N = 32) was provided with video materials and a third cohort (N = 33) were not sent any materials. On arrival participants completed a simple knowledge test, a questionnaire estimating the time they spent preparing for the placement and a self-reported knowledge score. The teaching on placement was the same for all cohorts. At the conclusion of each placement participants completed a challenging knowledge test, a clinical skills test and repeated self-reported knowledge scores.ResultsEighty seven percent of students receiving specified materials claimed to complete pre-placement work compared to 70% of those receiving learning outcomes alone (p = 0.05). Students receiving learning materials scored higher in the post-placement tests of knowledge (p < 0.001), 74.8% (72.4–77.2%) vs 63.6% (95%CI 59.3–67.9%) and skills (p = 0.04), 86.9% (83.9–89.9%) vs 81.3% (77.2–85.4%). Students using video resources outperformed students using written materials in their visual acuity assessment test (p = 0.03), 90.4% (86.6–94.2%) vs 83.6% (80.1–87.1%) whilst those receiving written rather than video material performed better in the end of placement knowledge test (p = 0.03), 77.7% (74.3–81.1%) vs 72.0% (68.9–75.1%).ConclusionThis study showed that providing pre-placement learning materials improves undergraduates’ commitment and achievement. Written materials better facilitate knowledge acquisition while video materials preferentially promote skill acquisition. This is a novel demonstration within ophthalmology and can help address the imbalance between the expectations placed on undergraduates and the resources committed to ensuring they are met.

Efficacy of a Home-Based Parent Training-Focused Weight Management Intervention for Preschool Children: The DRIVE Randomized Controlled Pilot Trial

ObjectivesTo pilot-test a home-based parent training intervention aimed at maintaining body weight among children at risk for obesity (> the 75th body mass index percentile). MethodsSixteen parent–child dyads were randomized to a health education or Developing Relationships that Include Values of Eating and Exercise (DRIVE) intervention arm. The DRIVE curriculum was a structured parenting program to promote healthy weight in children by relying on behavioral principles to promote skill acquisition in the family's natural setting. Body weight and waist circumference were measured at baseline and weeks 9 and 19. ResultsBody mass index z-score, body weight, and percent body weight increased in children in the health education arm vs DRIVE at weeks 9 and 19. Body weight, percent body weight, and waist circumference decreased in parents in DRIVE vs the health education arm at week 19, whereas no differences were shown at week 9. Conclusions and ImplicationsThe DRIVE program mitigated weight gain in a small sample of at-risk children and showed promising results in reducing weight in parents. Home-based interventions emphasizing parent–child interactions are indicated as a practical model to deliver weight management in children.

Dynamic Balance Drills to Promote Skill Acquisition and Prevent Injuries in Children

The improvement and mastery of balance has been considered an important motor-skill concept for children in the past and incorporating new dynamic balance routines in the curriculum could lead to positive outcomes in children's motor development. This article describes dynamic balance routines and drills that can be used as a unit to promote physical activity or as part of a fall-prevention program.

Teaching Balance to Reduce Possible Injuries and Promote Skill Acquisition

This article describes three balance activities and some basic teaching tips, as well as examples of how to increase the difficulty of each activity in a safe and supervised environment.

Conspiracy Against The Public? Occupational Regulation in the UK Economy

20% of UK employees require a licence from government to practice their chosen occupation. This proportion has doubled in the last fifteen years. A further 20% of workers are certified by government agencies, and such certification is often necessary for employment. Occupational regulation is usually justified by the need to protect an uninformed public from incompetent or unscrupulous practitioners. However, regulation has increased when consumer information has been expanding rapidly, and there are new ways of ensuring quality and value for money. Another argument for government involvement is that there is a market failure in the provision of skills, which leads to lower productivity. But increased regulation has not achieved much, and there are other ways to promote skill acquisition. Regulation and licensing is sometimes a knee-jerk response to a sudden problem, rather than a thought-through policy, and often occupational organisations themselves are the driving force for regulation as a means of keeping out competition. The case for occupational regulation has traditionally been strongest for professions, such as medicine and the law, which require many years of study. But new technology is undermining the traditional arguments for exclusivity for professional practitioners. Evidence from various countries suggests that occupational licensing raises pay levels for most regulated occupations, reduces employment and does little to raise quality. Restrictive barriers to entry to occupations block off better-paid work from some disadvantaged groups and reduce social mobility. A thorough review of the effectiveness of occupational licensing is needed. Such a review should reduce government intervention generally, but where some intervention is still required, registration is often preferable to licensing, certification to registration, and private accreditation to state certification. More onus should be placed on employers and consumers to decide on suitable qualifications for a job, and less on external regulatory bodies which have agendas of their own.

General Self-Efficacy and Psychological Resilience Promote Skill Acquisition Rate Under Psychological Pressure

This study extends the limited body of research exploring the association between psychological resources and performance under pressure. It was anticipated that participants’ general self-efficacy and resilience would positively influence skill acquisition rate more under high pressure, than low pressure. Eighty-one undergraduate students (Mage = 22.93; SD = 7.53; 50.6% female) participated in a learning task: to fly a flight simulator. The within-subjects variable was the participant's ability to steadily control the aircraft roll across six trials. Psychological pressure was manipulated between-subjects and general self-efficacy and resilience were measured moderator variables. Findings indicated that under high pressure, higher levels of general self-efficacy and perceived resilience predicted faster initial skill acquisition compared to those with lower levels of these resources. In contrast, in the low-pressure condition, the skill acquisition rate was the same irrespective of psychological resources. This research highlights the importance of psychological resources in pressured training contexts.

Literacy-based behavioural interventions delivered by peers: a teaching strategy for students with severe disabilities

Many children with severe disabilities do not perform basic daily living skills needed for typical school and home environments. Previous research on literacy-based behavioural interventions (LBBIs) has shown promise for promoting skill acquisition and maintenance in some learners; however, only one study has examined the effectiveness of this intervention when delivered by peers. In this study, peer classmates were taught to deliver an LBBI story that highlighted hand-washing skills in three students with severe disabilities. Results showed that the accuracy of students’ new skills increased dramatically after their peers delivered the stories with pictures and printed words, and these skills maintained after the LBBI stories were removed. Further, each of the students demonstrated accurate hand-washing in novel environments using different sinks. This study builds on previous LBBI studies by incorporating peers into the story delivery, and using the intervention to teach new self-care skills.