Range Of Different Skills Research Articles

Transforming learning for adult protective services caseworker certification training: program evaluation of simulation training

ABSTRACT This study assesses the first statewide program to provide simulation training conducted via videoconference to all new caseworkers. The simulation training in Illinois was conducted at a mock house. A mock family played by standardized clients is physically present, and trainees participate remotely. The program evaluation team implemented a survey that asks trainees to rate their confidence in different skills at multiple timepoints, to appraise the quality of feedback and debriefing of the training team, and to write text responses to the questions regarding their learning experience. Analysis of quantitative data over the course of the training showed statistically significant linear increases in trainees’ confidence for all the 14 skills. Their text responses indicated that they received feedback they appreciated and felt they gained ability on a range of different skills. The simulation training makes a valued and effective contribution to the certification training.

Moral Stress and Moral Agency in Swedish Eldercare

Background: Ageing population, high levels of sick leave among eldercare personnel and financial constraints on municipal budgets impact eldercare. Daily care work is complex and ethical dilemmas are constantly present for eldercare personnel. This project aims to a) identify situations that give rise to moral stress, b) study the relationship between moral stress and moral agency c) explore how moral agency can be fostered in eldercare. The argument underpinning this research project is that ethical dilemmas in the work cause moral stress among staff in eldercare. While much research on moral stress highlights the connection between moral stress and negative effects on health and wellbeing, our focus is on the possible connection between moral stress and moral agency. Moral agency encompasses cognitive capacity, feelings, skills, and actions.
 Methods/Design: This project has a systemic approach to eldercare and interprets eldercare as an advanced system where a range of different skills is required. Participatory action research (PAR) will be used as an overall methodology. Focus-groups and research circles will be conducted with care workers, first line manages and needs assessors. 
 Discussion: An ongoing discussion on relevant knowledge production in research, stresses the importance of participation. This is expressed by concepts such as deliberative democracy, user participation, empowerment, collaboration, follow-up research and citizen dialogue. In our research project we refer to robust knowledge as relevant knowledge that is valid in the eyes of care workers, care municipal needs assessors and first line managers. As the research is performed in collaboration with these three vocational groups, local politicians, and trade unions in three municipalities as well as two educational settings, different sorts of knowledge will be present. This unique stand will show how moral agency, as a response to moral stress, can be the ground for social changes and improve quality of care.

Design

Design

Measuring Cognitive Load Using In-Game Metrics of a Serious Simulation Game.

Serious games have become an important tool to train individuals in a range of different skills. Importantly, serious games or gamified scenarios allow for simulating realistic time-critical situations to train and also assess individual performance. In this context, determining the user’s cognitive load during (game-based) training seems crucial for predicting performance and potential adaptation of the training environment to improve training effectiveness. Therefore, it is important to identify in-game metrics sensitive to users’ cognitive load. According to Barrouillets’ time-based resource-sharing model, particularly relevant for measuring cognitive load in time-critical situations, cognitive load does not depend solely on the complexity of actions but also on temporal aspects of a given task. In this study, we applied this idea to the context of a serious game by proposing in-game metrics for workload prediction that reflect a relation between the time during which participants’ attention is captured and the total time available for the task at hand. We used an emergency simulation serious game requiring management of time-critical situations. Forty-seven participants completed the emergency simulation and rated their workload using the NASA-TLX questionnaire. Results indicated that the proposed in-game metrics yielded significant associations both with subjective workload measures as well as with gaming performance. Moreover, we observed that a prediction model based solely on data from the first minutes of the gameplay predicted overall gaming performance with a classification accuracy significantly above chance level and not significantly different from a model based on subjective workload ratings. These results imply that in-game metrics may qualify for a real-time adaptation of a game-based learning environment.

Putting skills to work: it’s not so much the what, or even the why, but how…

ABSTRACTThis paper focuses on how generic skills can be developed to enable young adults to best utilise them in making transitions into the labour market. Drawing on the literature and a Commercial Education Trust study of practices which encourage employer engagement in skills development, it is argued that ‘putting skills to work’ is not automatic or unproblematic. It is not simply a matter of ‘skills transfer’, but a ‘continuous, contextually-embedded and transformative process’ during which individuals, supported by partners, learn how to recontextualise skills to suit different activities and environments. It may be tempting to distil employability into a list of so-called ‘soft skills’, but context matters. It requires more than that which can be taught in Education. Support is needed in the workplace through mentoring, for example, to help recruits acquire knowledge of workplace culture, norms and practices, situational understanding, and apply metacognitive strategies for bringing together this knowledge and a range of different skills and personal attributes in productive application. Further research is needed to explore the inter-relationships between skills supply, demand and utilisation, including ways in which employers can better recognise young recruits’ skills and provide ‘expansive’ working environments that maximise their capabilities and potential for development.

Broad Coping Repertoire Mediates the Effect of the Combined Behavioral Intervention on Alcohol Outcomes in the COMBINE Study: An Application of Latent Class Mediation.

Few studies have found support for coping as a mechanism of behavior change (MOBC) following coping skills training interventions for alcohol use disorder (AUD). One potential reason for null findings is heterogeneity in the patterns of coping skills acquired during treatment. This study sought to identify latent classes of coping and to test the latent class variable as a mediator of the effect of a combined behavioral intervention for AUD. Secondary analyses of data from the Combined Pharmacotherapies and Behavioral Interventions for Alcohol Dependence (COMBINE) Study (N = 1,124; mean age = 44.4 years; 69.1% male; 23.2% non-White), a multisite study of medication and behavioral treatments for individuals with AUD. Latent class mediation models were estimated to test whether patterns of alcohol-specific coping mediated the effect of combined behavioral intervention with medication management, as compared with medication management only, on drinking outcomes 12 months following treatment. Three classes were identified, which differed in repertoire broadness, or the degree in which a wide range of different skills were used. Coping repertoire class was a significant mediator of the effect of the combined behavioral intervention on drinking outcomes. Receiving the combined behavioral intervention, in addition to medication management, predicted a greater likelihood of expected classification in the broad coping repertoire class, which in turn was associated with significant improvements in drinking outcomes. Using the novel methodological approach of latent class mediation, this study identified coping repertoire as a significant mediator of behavioral intervention efficacy for AUD. Future work examining heterogeneity in mediators and outcomes may help refine AUD treatment to be maximally effective.

The Radical Habitus and the Knowledge Practices of the Irish Organic Food Movement

The aims of the organic food movement include the transformation of food production, distribution and consumption. They necessitate a range of different skills and understandings which must be accessed, created, put to use and shared by its members. This paper adopts a Bourdieusian framework, as modified by Crossley, to analyse and explain the main knowledge practices of members of the movement, namely the ways in which they access, combine and diffuse information, skills and ideas. It examines data collected through participant observation, in-depth interviews and analysis of social media interaction, over a ten-year period. The article highlights the role of the sociocultural context for knowledge practice, while at the same time acknowledging the agency of individual members in seeking out and sharing learning experiences. In particular, the argument presented stresses the ideology of the organic food movement, which is embedded in members’ habitus, and which guides their everyday interaction with each other, with food, and with knowledge in systematic and consistent ways.

Team building in nursing services: The way to effective productivity

Health care system is a more complex in nature which needs more integration and collaboration. Nursing care is most dynamic and team based services. Health services cannot be served individually. The healthy team is necessary to provide health care to the mankind which wills increases the productivity of the hospital. In the health care institution nearly all individuals within an organization will belong to one or more groups or teams. A team is a set of people with a range of different skills that will ideally have objectives that contribute to the overall planning of the health care services. A team is a group of individuals working together with a common purpose, common and clearly defined goals, and an identified process for achieving those goals. Teams are important in providing cost effective high quality health care. When teams work effectively there is a significant difference in the entire work atmosphere. Building healthy teams occurs in all areas of a healthcare organization, including inpatient and outpatient healthcare settings and in organizations that deliver patient care in the home care setting. There are many advantages to the health care workers as well as patients by this type of team services and a trace amount of disadvantages as well.

Adding tools to the toolbox: The role of coping repertoire in alcohol treatment.

Few studies have examined distinct patterns (i.e., repertoires) of coping skills among alcohol use disorder (AUD) populations. We examined patterns of coping among individuals following AUD treatment and were particularly interested in whether the broadness of one's repertoire, or the degree of utilizing a broad range of different coping skills, was related to alcohol treatment outcomes. We conducted secondary analyses of data from the COMBINE Study (N = 1,101; mean age = 45.14, SD = 10.19, 68.8% male; 21.3% non-White) and Project MATCH (N = 1,587; mean age = 40.25, SD = 11.07, 75.7% male; 19.7% non-White). Finite mixture models were conducted to examine patterns of alcohol-specific coping, as measured by the Processes of Change Questionnaire (Prochaska, Velicer, DiClemente, & Fava, 1988). Three latent coping repertoire classes provided the best fit to the data in both studies: (a) a broad class that had a broad range of different skills that were consistently used, (b) a moderate class that had a moderate range of different skills that were consistently used, and (c) a narrow class that had a limited range of different skills that were consistently used. In both studies the broad repertoire class generally had the best treatment outcomes. Receiving the combined behavioral intervention in COMBINE predicted a greater likelihood of expected classification in the broad class. Having a broad coping repertoire was associated with better alcohol treatment outcomes and may be an important target in AUD treatment. Further research examining distinct patterns or repertoires of coping among AUD populations is warranted. (PsycINFO Database Record

THE ROLE OF STUDENTS AND TEACHERS IN ENGLISH CLASSES USING THE 2013 CURRICULUM

This research is about curriculum of 2013. In this thesis, the writer was interested in analyzing the Roles of Students and Teachers in English Classes in Senior High School 2 Ungaran. The aims of the research were to find out the roles of teachers and students in Senior High School 2 Ungaran, and it was also aimed to identify the constraints in applying the roles of teachers and students in the English classes using in Senior High School 2 Ungaran. This research design used a descriptive qualitative method. The research results show that the teachers had implemented their roles as facilitator, classroom manager and informant. However, they could not perform their roles as the ideal informant since they had to frequently get involved directly to explain more, particularly in structural and grammatical rules, and the time limitation also prevented them to provide feedback since they frequently could not finish the tasks. The constraints faced by the teachers to apply their roles in the English classes were the complication of the documents, the students with different range of skills, different quality of students’ roles, the time limitation, and dominant Teacher’s Talking Time (TTT).

My Position in the Design World: Locating Subjectivity in the Design Curriculum

ABSTRACTWhere is subjectivity located in the design curriculum? As a result of historical regulation of the place of practice and theory in British higher education, design students are routinely expected to utilize a range of different skills in the different aspects of their studies. Critics of what is sometimes described as the “academic element” of studio-based teaching and learning have complained that while art and design students are required to place themselves at the center of the creative process of making, they are denied this position in the historical and theoretical elements of their courses. In these kinds of characterizations, as a result of a perceived binary split between subjective and objective modes of apprehension and communication, the critical, cultural, and historical aspects of art and design education have been falsely positioned as dry and distant, lacking in empathy and personal engagement. Despite these myths and accusations, in practice—as this article demonstrates, using a case study from the University of Brighton—design students can experience historical and cultural studies as a fertile space for establishing their own subject positions as producers, consumers, and interpreters of designed objects in a material world. More broadly, subjectivity also intersects with design history teaching and learning through its core subject content, from the enduring centrality of identity as a critical framework and the increasing prominence of sensual, mnemonic, and material engagements with objects to new auto/biographical methodological approaches. Through a review of subjectivity in contemporary design history practice, then, this article argues that, in content and in method, the discipline is necessarily engaged and embodied, reflective, and affective.

The Effect of Job Rotation on Employees in Organizations in the UAE

Job rotation is a type of on-the-job knowledge acquiring where an employee is encouraged through a list of coursework planned to give them an extent of practical knowledge and coverage of different aspects of employment for that profession. Job rotation is a suitable development method for employees who are focusing only on common job tasks rather than a specialized professional route. It is also a way of obtaining speedy coverage and experience to a large selection of positions within a company in order to boost certain capabilities. The basic purpose of this study is to find out the impact of job rotation on employees in UAE public and private (both) organizations. For this purpose, online survey technique was used and data was gathered from 100 employees including males and females from UAE organizations. Data was analyzed through reliability, descriptive, correlation and regression analysis. The findings of the study show that job rotation has a highly significant and positive impact on employees in both the public and private sector in United Arab Emirates organizations. Job rotation creates new opportunities for employees and develops high skills in them. Introduction Nowadays, “upgrading the knowledge and capabilities of personnel, equipping employees with the most up-to-date and unique capabilities, improving upon productiveness and worth-extra operations, blocking personnel skills from turning into obsolete and enhancing the coaching lifestyle.” (Ortega, 2001). “Job rotation is a serious component of work layout and an industrial observe normally used along with the intention of lowering monotony and building substantial inspiration.” (Huang, 1999) According to Jorgensen (2005) “Rotation is usually described as performing at different tasks or in numerous positions for established intervals of time.” “In the planned way applying lateral transfers aiming to permit employees to gain a range of information, skills and competencies and can be noticed being an on-thework training technique.” (Gomez and Lorente, 2004). Therefore, it is thought to gain an effect on worker determination. “Job rotation is a part of job system where the employees transfer from one position to another in a specific period of time to do different tasks compared to the previous positions. It can be defined as working in different positions and doing different tasks for a period of time in an organization in order to learn a different range of skills and knowledge.” (Jorgensen et al, 2005). Also, according to Eriksson & Ortega (2006) “Job rotation is an effective way to develop employees’ abilities”. This research has been investigated in UAE organizations of how employees can benefit from job rotation. It could check with different types of rotations. Job rotation certainly is a kind of on-thecareer knowledge enhancing wherever an employee moves through a timetable of assignments intended to provide them with several career experiences. “Task rotations are appropriate progress remedies for employees who are in search of a general

Adult science learners’ mathematical mistakes: an analysis of responses to computer-marked questions

Inspection of thousands of student responses to computer-marked assessment questions has brought insight into the errors made by adult distance learners of science. Most of the questions analysed were in summative use and required students to construct their own response. Both of these things increased confidence in the reliability of the findings, as did the fact that similar errors were seen in different variants and in different questions. Questions on logarithms, graphs and gradient, differentiation and standard deviation were poorly answered. However, the most persistent errors, seen in questions designed to assess a range of different skills, were in rounding numerical values to an appropriate number of decimal places or significant figures and in working out the units of an answer. Other errors included incorrect precedence in calculations, giving symbols in an incorrect case, and problems with reciprocation, adding fractions, handling powers, performing unit conversions, and simplifying algebraic expressions. Possible reasons for the errors include careless slips, poor understanding of a method, and deeper conceptual misunderstandings. Many of the errors were similar to those reported by others, both at university and school level, and it appears that there are some very basic stumbling blocks that affect a wide range of students. It is suggested that increased use of discussion with students might bring further insight into the reasons for errors as well as increasing student understanding.

Innovation in critical care nursing education

Innovation in critical care nursing education

Experiment in blended career development: The University of Derby’s social media internship programme

It is possible to describe the capability of an individual to use the online environment to pursue their career as their digital career literacy. It is comprised of a range of different skills including the ability to: search; evaluate resources; communicate; network with other people; develop your reputation; and utilise an ever growing range of tools and environments as part of your career building. In another article in this edition of the NICEC journal Hooley (2012) has defined digital career literacy as encompassing changing, collecting, critiquing, connecting, communicating, creating and curating. This requires both the translation of offline skills and the development of new online ones. This article sets out the experience of running the social media internship programme (SMIP), an intervention to develop students’ digital career literacy at the University of Derby.

Does pain affect executive function in sickle cell disease?: Abstract G151 Table 1

Aims Research in populations with sickle cell anaemia (SCA) has consistently found differences from healthy controls on tests of executive function (EF), attributed to the elevated stroke risk. In older adults without SCA there is an association between pain and mental flexibility. The aims of this study were to investigate the executive function performance of a group of SCA children across a single test battery and the possibility that chronic pain impacts upon these skills. Methods Patients with SCA were recruited via their consultants at outpatients clinics. Sibling controls and other ethnically matched children were recruited via the community. The Weschler Abbreviated Scales of Intelligence (WASI): two-sub-test version was administered together with five of the nine available sub-tests of the Delis Kaplan Executive Function System (D-KEFS), representing a range of different skills: the trail-making, the design fluency, colour-word interference, sorting and tower tests. Composite scores were created for each of the DKEFS sub-tests. Current pain was measured using the Faces Pain Scale-Revised (FPS-R). Frequency of pain was measured via self-report of the number of pain episodes over the past year. A number of t-tests, followed by correlations, were then employed to compare performance across the two groups. Results Eight controls (3 male), mean age 11 y 3 m (9 y 8 m-14 y 8 m) and 14 (11 male) children with SCA, mean age 13 y 4 m (10 y 7 m-17 y 6 m) were recruited. There was a significant difference between the frequency of pain episodes in the SCA and control groups, t (20)=−2.56, p=0.019. T-tests showed no significant differences at the 95% confidence interval in FPS-R scores, any of the DKEFS sub-tests, or FSIQ. No significant correlations were found between either frequency of pain episodes or current pain, and any of the composite EF sub-test scores. Discussion We found no evidence of impaired performance by the SCA group on any of the EF sub-tests. The SCA group reported significantly more frequent pain episodes, and a wider range of pain levels on the day of testing but there was no association between current pain, or pain frequency, and EF test performance, perhaps explained by the subjective nature of pain, and differences in pain perception.

Living in the field: ethnographic experience of place

In our daily life we draw heavily on our experiential interpretations of the places we inhabit through our work and domestic lives. Such understandings draw directly from the senses and our bodily engagement in space. In contrast, our analyses and interpretations of the places and sites of others often rely on a different range of skills in which ‘objectivity’ is privileged over personal responses. Such approaches usually rely on short visits in which hard ‘factual’ and visual data is collected quickly. Rarely in architectural or urban studies do researchers live ‘in the field’. This contrasts markedly with anthropology where time spent living in the field is regarded as essential, and such ethnographic studies gain credence and credibility through long periods of residence.

Innovations in Learning and Teaching Approaches using Game Technologies — Can “The Movies” teach how to make a movie?

The use of games technology in education is not a new phenomenon. Even back in the days of 286 processors, PCs were used in some schools along with (what looks like now) primitive simulation software to teach a range of different skills and techniques – from basic programming using Logo (the turtle style car with a pen at the back that could be used to draw on the floor – always a good way of attracting the attention of school kids!) up to quite sophisticated replications of physical problems, such as working out the trajectory of a missile to blow up an enemies’ tank. So why are games not more widely used in education (especially in FE and HE)? Can they help to support learners even at this advanced stage in their education? We aim to provide in this article an overview of the use of game technologies in education (almost as a small literature review for interested parties) and then go more in depth into one particular example we aim to introduce from this coming academic year (Sept. 2006) to help with teaching and assessment of one area of our Multimedia curriculum. Of course, we will not be able to fully provide the reader with data on how successful this is but we will be running a blog (http://themoviesineducation.blogspot.com/) to keep interested parties up to date with the progress of the project and to hopefully help others to set up similar solutions themselves. We will also only consider a small element of the implementation here and cover how the use of such assessment processes could be used in a broader context. The use of a game to aid learning and improve achievement is suggested because traditional methods of engagement are currently failing on some levels. By this it is meant that various parts of the production process we normally cover in our Multimedia degree are becoming difficult to monitor and continually assess.

Diode laser degradation mechanisms: A review

Reliability engineering, unfortunately, is not widely taught in university programs, and requires a wide range of different skills and knowledge that are often difficult to piece together. Here, we share an introduction to the basics of reliability engineering as it applies to the qualification of semiconductor lasers and fiber optic transceivers, as well as other optoelectronic devices and assemblies. In this chapter, we go through the process flow for qualifying optoelectronic devices for sale, as part of the new product development process. The chapter is organized in chronological order, starting from design, development of a reliability qualification plan, setting up reliability test capabilities, data collection and analysis, qualification report contents, and finally failure analysis. While specialized books cover individual elements such as reliability calculation, burn-in optimization, or failure analysis methods, this is the first wide-ranging summary of its kind to touch on the full range of activities required in the practice of reliability engineering relevant to optoelectronics. The best-known methods for solving common challenges and building a strong reliability test program are discussed.

One Way Mirror on the Wall, who is Freudiest of us All?

Their longer training and base in biological medicine results in psychiatrists having a different range of skills to psychologists. Each is better fitted to certain tasks. Using a marketing model, it is argued that in New Zealand both groups will survive and spread best by selecting, from the myriad of patient need options, those that most closely match their skills. The more they compete, the more they undermine their own professional credibility.