Variety Of Skills Research Articles

Investigating the Factors Affecting the Design Change In Construction Industry In UAE

The construction industry in Dubai is fundamental and influential to the economy of this emirate. In order to execute projects successfully, it is necessary to deploy and integrate a wide variety of resources, skills, and competencies. Because of this demand, the building industry in Dubai has developed into a prestigious but fragmented one. This is due to a large number of stakeholders in the construction industry in Dubai. This research is designed to investigate the factors that contribute to design change in the construction industry in Dubai, UAE. A construction project is usually processed with a set of interrelated activities happening with the aim of ensuring the client’s requirements are met. These activities are usually classified in a set of stages and phases; one very critical and important phase is the design stage. The findings of the study will provide insight into the factors that cause delays in project completion in Dubai. Owner’s factors, mainly poor coordination among the involved parties appear to be the main factor from the ‘owners’ This finding will assist in identifying the areas, which may need more attention. Similarly, the findings will also help in gaining awareness of other important factors, which cause delays, thus helping decision-makers in effective planning and implementation.

Praca w parach w edukacji wczesnoszkolnej

A pair work in an early school education One of the ways which lead to an effective and informed cooperation amongst early school education pupils is enabling them to participate in various activities that successfully engage a pair work. According to the researchers exploring the above-mentioned theme, such an activity constitutes a solid base for shaping a variety of social skills. In the era of the omnipresent civilization changes, such skills have become the most desirable priority that humans can possess. One cannot deny that an efficient functioning of a human in a society determines their success relating to various areas of their existence. The approval of the closest environment also impacts the consciousness of the subject concerning the sense of self-efficacy, self-confidence and the eagerness to undertake various daily challenges. The paper has been created based upon the excerpts of my BA thesis entitled The methods of application a pair work in an early school education, which was written in 2016 under the supervision of dr Jovita Vaškevič-Buś.

Job characteristics that enrich clinician-educators’ career: a theory-informed exploratory survey

ABSTRACT Clinician educators (CEs) play a vital role in helping academic institutions achieve the missions of patient care, education and research. The driving forces that motivate pediatric CEs in professional growth and personal satisfaction remain unexplored. An exploratory survey research to investigate the job characteristics and factors that motivate CEs to pursue professional growth with personal satisfaction. Using the Job Characteristics Model (JCM) as a framework, we developed a 22-item survey comprised of the JCM derived Job Diagnostic Survey, Global Job Satisfaction scales and demographics. We collected data from January 2020 to March 2020 from self-identified pediatric CEs (with and without educational leadership roles) through a survey recruitment service. Given no data on total number of CEs in the survey pool, response rate was unknown. Job characteristics in the core job dimensions of meaningfulness, autonomy, and performance feedback, as well as, the derived Motivating Potential Score (MPS), were analyzed using descriptive statistics and regression models. From 201 respondents, including 55 education leaders, >70% were satisfied with patient care, teaching, and mentoring while <40% were satisfied with administrative and scholarly activities. Meaningfulness (in some areas), autonomy (patient care/teaching), and internal feedback (all areas) had significant effects on job satisfaction. In regression analysis, skill variety, feedback, and years of experience were associated with higher job satisfaction, and the MPS was a predictor of total job satisfaction. The JCM can be utilized to understand CE’s motivations and needs within their workplace and guide professional development via job enrichment efforts.

Language and academic outcomes of children with cochlear implants in an inclusive setting: Evidence from 18 years of data

Objective This study examined outcomes in core and pragmatic language, receptive vocabulary, and academic skills in children with cochlear implants (CIs) enrolled in an inclusive educational setting. Methods Eighty-eight children with CIs were included in the analyses. Data was collected over an 18-year period, at six-month intervals for core language, vocabulary, and pragmatic skills and in kindergarten and second grade for academic skills. Kaplan-Meier analyses were used to estimate the median time to achieve age-appropriate scores. Results Results indicated the median time to obtain age-appropriate skills for children with CIs enrolled in our program was less than three years for core language and pragmatic skills and less than two years for vocabulary. Over 90% of the sample had academic skills in the average range in both kindergarten and second grade. Discussion This study shares outcomes of children with CIs who received consistent and intensive transdisciplinary intervention in an inclusive educational setting, revealing the trajectory required to obtain age-appropriate skills, when compared to normative data. Conclusion Results were favorable, indicating that children with CIs in an inclusive program, with intensive intervention and strong language and social models, can develop skills commensurate with typically developing peers across a variety of core skills.

Exploring the significance of English-based communication for a community of medical academics in a public university teaching hospital in Algeria

This paper provides an in-depth and holistic description of the significance of English language use for a community of university hospital professors in a public university teaching hospital in Algeria. The research follows an exploratory qualitative study methodology. The participants included 26 community members who agreed to take part in focus group interviews, in addition to complementary in-depth interviews and field observations. The study revealed a complex linguistic situation that is characterized by multilingualism, diglossia, code switching, and code mixing. English is used in the traditional domains of research publication and dissemination but has also expanded to the formerly French-medium medical domains such as professional, vocational, educational, and social communication. Community members’ need to use English is motivated by their attempt to integrate into the international medical community through the practice of a variety of skills and tasks organised as domain-related task repertoires. The use of information and communication technologies and participation in international medical conferences have also increased the need for English language use. These results can be used for future ESP research on English for medicine involving the design of English for medical purposes curricula, materials and assessment models, and data collection instruments.

Ups and downs in transformational leadership: A weekly diary study

We link job design and leadership literature to advance our understanding of the dynamics in transformational leadership. We tested the idea that motivating work characteristics can release positive energy (i.e., vigor) and help leaders who care about others (i.e., high in prosocial motivation) to realize their transformational leadership potential. We conducted a weekly diary study and collected data from leaders of organizations in Switzerland over five weeks (k = 100, N = 500). Multilevel analyses supported our hypotheses: When leaders were exposed to more motivating work characteristics (i.e., task significance, skill variety, and cooperation), they felt more vigorous. When leaders felt more vigorous, they showed more transformational leadership, although this finding was only observed in leaders with high (vs. low) prosocial motivation. Findings provide insights into when and for whom we can observe fluctuations in transformational leadership to guide organizations on supporting leaders to unleash their leadership potential.

Training Generations of Clinician Educators: Applying the Novel Clinician Educator Milestones to Faculty Development

Training Generations of Clinician Educators: Applying the Novel Clinician Educator Milestones to Faculty Development

Application of Job Design Strategy for Businesses MSMEs Facing the New Normal Era

The process of determining an organization's purpose to achieve its goals using three approaches is known as job design, particularly job enlargement, job rotation, and job enrichment. This study aims to prove and see how job design can be used as a strategy in the new normal era of business to improve the quality of human resources. This study adopted mixed-method research with quantitative and qualitative approaches. Data was carried out through literature studies (reputable journals), questionnaires, and in-depth interviews through Zoom, Google Meet, and WhatsApp applications. Data processing is done by collecting data with purposive sampling of 164 respondents. The data is managed using SEM AMOS &amp; Nvivo plus 12 applications. Furthermore, on task significance, skill variety, autonomy, feedback, and task identity, study the potential motivation index based on the Motivating Potential Score (MPS). Finally, an assessment was carried out with the Job Diagnostic Survey (JDS) to produce a potential motivation score, namely low, moderate, or high motivation. The findings of this study suggest that job design can be used as a business strategy in the face of the new normal era for improving the quality of human capital since there is a high motivation strengthening by job rotation, job enlargement, and job enrichment. It is strengthened by achieving job design on motivation that increases productivity, commitment, and satisfaction and reduces turnover intention, insecurity, and work stress.&#x0D; Keywords—Job Design; Motivating Potential Score (MPS); Job Diagnostic Survey (JDS); MSME Business; New Normal

Factors that determine the degree of fulfilment of expectations for entrepreneurs from the business incubator programmes

The uncertain economic situation that was experienced because of the global financial crisis in 2008 and the exponential growth in the use of new technologies in different industries has caused some individuals to become entrepreneurs through the development of a variety of new skills. The main objective of this research paper is to discover what factors significantly determine the degree of fulfilment of expectations for entrepreneurs who have graduated from the incubator programme. Entrepreneurs may expect that a business incubator programme is a key element for their economic development and that it provides them with skills for good image and professional recognition. From the methodological point of view, a survey technique was conducted on 100 entrepreneurs who had already graduated from different business incubator programmes in Madrid, Spain. For the data exploration phase, an Exploratory Factor Analysis was used, which made it possible to identify 10 factors. With the Multiple Linear Regression analysis, these newly created and named factors were ordered by level of importance. The main findings show that most statistically significant factors consist of variables that are related to behaviour, attitude and hard skills (trained).In turn, results demonstrate that soft skills (innate) also play a certain role for fulfilling expectations for developing a successful company. Study confirms that continuous managerial training programmes for entrepreneurs in the twenty-first century are a substantial part for obtaining new skills, knowledge, insights, experiences, and change of behaviours and attitudes of different aspects needed for successful company leadership and management.

Human Resources: Skills and Entrepreneurship in Industry 4.0

Increasing knowledge and competency challenges related to new technology and processes in Industry 4.0 (I4.0), a new strategic approach is needed for human resource management in companies. This study aims to identify a variety of skills that indicate an approach to how employees in companies and entrepreneurship can utilize them to face the emerging digital economy challenges in Industry 4.0. Macro environment analysis using the PESTEL framework approach was carried out. The finding that challenges in fulfilling the qualifications and requirements of employees and entrepreneurs who have a variety of skills to fulfill the core competencies in I4.0, requires the ability to identify needs, adjustments and flexibility with economic, social, technological and technical, environmental, and political and legal advances and changes . Identification and strategic approaches to qualifying core competencies that employees and entrepreneurship may require are explained in this article. Gap analysis of the categorization of each core competency and its evaluation is also described, ending with conclusions and recommendations.

Word fiction in Kurunthokai

Sangam literature is a mirror of time that expresses the life of the ancient Tamil people. This is literature dealing with the love genre, which passionately describes the feelings of such a man, as well as external literature dealing with the country, city, king, and society, which relates to man's external life. Love is the reason a man and a woman seek each other out of love between domestic and public morality. The environment plays an important role in the lives of these lovers. When the poets respect the feelings of the natural environment around a man, such as trees, plants, vines, animals, and birds, and produce them in conjunction with the domestic life of the chieftains, he employs a variety of imaginative skills. In that sense, etymology is the technique of explaining the idea that comes to be expressed by governing the idea of a word, which is an effective vocabulary. Words are the beauty of poetry. It is in the way it is set that poetry becomes special. The creation of immortal literature depends on the way the poet manipulates words and the manner in which words govern poetry. Capital is words for the poet. The poet is identified by those words. The poet emerges through words. The evidence for this is scattered in many ways in the Sangam literature. When the creator takes and explains the subtle meaning of the words buried in literature, they give them a taste. The purpose of this study is to examine the aesthetic messages revealed through fiction in the personalities of those words.

Difficulties with mathematics experienced by adults with epilepsy in daily life: An online study

ObjectiveMathematics encompass a variety of skills, broadly grouped into basic numeracy to complex secondary mathematical skills. In children with epilepsy difficulties with mathematics are common and related to a multicomponent working memory capacity. Little is known about mathematical skills of adults with epilepsy in daily life. Hence, we aimed to compare basic and secondary mathematical skills of adults with epilepsy to controls, examine relations between mathematical skills and working memory, and explored relationships between mathematical skills and epilepsy variables (age of onset, seizure frequency, and anti-seizure medication). MethodsEighty four people with epilepsy and 86 healthy controls completed questionnaires on their subjective experience of using mathematics and working memory skills in daily life: The Dyscalculia Checklist (DC) and Working Memory Questionnaire (WMQ; including attention, storage, and executive scales), respectively. Questionnaires also collected demographic and epilepsy variables. ResultsAdults with epilepsy reported greater difficulties in basic and secondary mathematical skills on the DC compared with controls. Only one epilepsy variable, a younger age of epilepsy onset, related to higher DC scores (greater mathematical difficulties), but was not significantly related in regression analyses. Instead, the WMQ explained 33% of the variance on the DC; the poorer storage and attention (but not executive) on the WMQ were associated with the higher DC score, when demographic and epilepsy variables were accounted for. SignificanceAdults with epilepsy reported significant difficulties with mathematics in daily life, which were not explained by epilepsy variables but by poor working memory. While our findings suggest that daily difficulties with mathematics may be comorbid with epilepsy rather than epilepsy related, it is important to be cognizant of mathematical difficulties experienced by patients with epilepsy as they have potential to impact understanding of numerical information provided in patient care, such as risks associated with different epilepsy treatments.

Virtual recruitment - should this be the future for dental core training?

Dental core training is a highly desirable and competitive training pathway which can support the development of a wide variety of skills and lead to a vast range of career opportunities. With there being limited training posts available, applicants need to perform well in interviews to be successfully appointed to a post which they desire. As a result of the COVID-19 pandemic, the interview process has been moved to a virtual platform. However, it is important to consider whether this virtual format is appropriate and whether this should be continued going forward. This paper aims to highlight the key strengths and weaknesses of the virtual interview process from both the candidate's and interviewer's perspectives.

How teacher presence engages and supports online female postgraduate students at an Australian regional university

Teacher presence is of particular importance in the online learning environment, as the learning space lacks the inherent physical presence that a teacher in a physical classroom delivers. As a result, those who teach online, need to manufacture and foster teacher presence in the online learning environment. This requires caring online teachers who have refined online interpersonal skills and well-developed instructional design, who are driven to fully engage and support their online students (Martin et al., 2018). Without this strong teacher-student relationship that high quality teacher presence delivers, online students can feel isolated and disconnected from their teacher, resulting in student disengagement and dissatisfaction (Bolliger &amp; Halupa, 2018; Sugden et al., 2021; Weidlich &amp; Bastiaens, 2018). This study interviewed female postgraduate students studying online at an Australian regional university, a cohort with whom online education is highly prevalent (Latchem, 2018). The degrees students were studying, were designed before COVID-19 as full online offerings. Student interviews provided in-depth descriptions of which teacher presence strategies were most important to the participant sample, why these strategies were important and how participants engaged with the strategies. This study used the five elements of engagement from the Online Engagement Framework for Higher Education (Redmond et al., 2018), to inform the data analysis. Most online postgraduate students in the sample preferred synchronous teacher presence strategies that mirrored the on-campus university experience. These synchronous strategies had a lower level of transactional distance and used several of the five elements of engagement to engage and support students. However, some of the asynchronous teacher presence strategies did not produce enough elements of engagement to allow students to feel adequately engaged and supported. Subjects facilitated by purely asynchronous strategies had a higher level of transactional distance, creating a greater potential for students to feel markedly less supported without skilled teacher presence strategies applied in well-designed asynchronous subjects. Implications for policy and practice Online educators need to develop more frequent and well-designed synchronous teacher presence strategies for online subjects, such as regular interactive online meetings. Asynchronous online teachers need to actively, directly and regularly engage their online students using a variety of specialist online teacher presence strategies and skills that target as many of the engagement elements as possible. Online education institutions need to ensure online educators teaching in asynchronous subjects, have a high level of online teacher presence skills and a caring approach towards their online asynchronous students to ensure they are adequately engaged and supported. Keywords: online learning, teacher presence, transactional distance, and student engagement.

A classification of specific movement skills and patterns during sprinting in English Premier League soccer.

The aim of this study was to quantify and contextualize sprinting actions (≥ 7.0 m/s) of English Premier League (EPL) soccer match-play with respect to the movement skills and patterns employed. Video footage (3.2.6, Premier League DVMS, ChyronHego) and raw video-based locomotor coordinates of 901 sprint efforts from 10 matches of an EPL soccer team (2017-2018), were evaluated using the Football Sprint Movement Classification System pertaining to transition, initiation, and actualisation of sprint movement skills and patterns. The results from a one-way ANOVA or independent t-test revealed that, generally, most sprinting actions begun from a linear initiation position compared to lateral or rear (63%, d = 5.0-5.3, p &lt; 0.01), without a change of direction (COD) (48%, d = 4.9-5.6, p &lt; 0.01) compared to lateral, front-back, back-front, and from forward travelling (linear and diagonal) transition movements (68%, d = 2.1-5.7, p &lt; 0.01) compared to lateral or rear. Additionally, most sprints were initiated with a rolling acceleration (66%, d = 3.2, p &lt; 0.01) compared to explosive acceleration, often performed with a degree of curvature (86%, d = 7.2, p &lt; 0.01) compared to linear, with torso rotation (62%, d = 2.7, p &lt; 0.01) compared to no rotation, and typically end with an action such as duelling with an opponent or involvement with the ball (49%). Additionally, the sprint movement characteristics proportions slightly differed across playing positions. Overall, this study confirms that sprints during EPL soccer matches are initiated from and performed with a variety of different movement skills and patterns in relation to different sport-specific outcomes. This data can be used to assist in the development of more effective physical preparation programmes, inform position-specific contextualized sprinting drills to achieve better specificity and potential transfer of training, while also informing speed testing protocols.

Emberarcú mesterséges intelligencia

Összefoglalás. A jelen írás alapja a témában tartott előadásom. Először általános kérdésekkel foglalkozom, majd a tervezett „EU AI Act”-ről lesz szó, utána egy VW projektet ismertetek röviden, majd a „megmagyarázható MI”-ről fogok beszélni, aztán egy saját, hazai kezdeményezésről, az Alfi projektről teszek említést. Végezetül egy kitekintés zárja le az írást. Summary. This writing is based on a lecture on the topic. In my other (German) affiliation I am manager of a large-scale EU project called “HumanE AI Net” (funded with 12m Euro) comprising 53 leading EU institutions, including large universities (UCL London, LMU Munich, Sorbonne, Sussex or ELTE), networks of research institutes (Fraunhofer, Max Planck Gesellschaft, INRIA, CNR Italy), large international companies (ING Bank, SAP, Philips, Airbus), etc. In the writing I discuss general issues related to Humane AI, the planned EU AI Act, social credit systems, explainable AI, and the Alphie project, respectively. In April 2021, the European Commission proposed a regulation on artificial intelligence, known as the AI Act. The regulation aims at human-faced AI in a European dimension. Although it is still only a draft, the stakes are high. The planned law has, however, faults (I maintain here), to be corrected before the text passes as law. Another subject to discuss is the study – and prohibition (at least in Europe) – of social credit systems. The original “Social Credit System” is a national credit rating and blacklist developed by the Government of the People’s Republic of China. Proponents of the system claim that it helps regulate social behaviour, improves citizens’ ‘trustworthiness’ (which includes paying taxes and bills on time) and promotes the spread of traditional moral values. Critics of the system, however, argue that it goes far beyond the rule of law and violates the legitimate rights of people – in particular, the right to reputation, privacy and personal dignity – and that it can be a tool for extensive government surveillance and suppression of dissent. “Explainable AI” (XAI) has become a hot topic in recent years. AI applications are mostly “opaque”: this is especially true for learning systems and by definition for neural networks (NN). The current fashion, “deep learning”, usually means the application of a particularly opaque NN anyway. It is natural not to know what the system is doing and why. So, let’s change that! With this tenet, XAI was born. I review some solutions to the problem. In the writing I also mention an application, Alphie, the first version of which was done in the OTKA project “Good Mobile” and is now supported by the MI National Laboratory. Alphie is a science-based playful application for children that helps them to use digital tools more consciously and within limits, while developing a variety of skills. It performs the functions of a ‘grandmother’ who shows emotions towards the child: can be e.g. angry, loving, etc. The application makes the corresponding sounds (!) and facilitates real social interactions (e.g. sends the child to play football (!).

Impact of an Emergency Department Simulation on Pharmacy Students' Interprofessional Team Skills and Attitudes.

Objective: To evaluate the impact of an emergency department simulation on pharmacy students' interprofessional team skills and attitudes as measured by a novel mixed methods approach. Methods: A simulated emergency department encounter was executed by interprofessional teams consisting of pharmacy and medical students. Two rounds of the same encounter were separated by a short debriefing session facilitated by pharmacy and medical faculty. A full, comprehensive debriefing session occurred after conclusion of the second round. Pharmacy faculty evaluated pharmacy students using a competency-based checklist after each round of the simulation. Pharmacy students completed a baseline self-assessment of their interprofessional skills and attitudes pre-simulation, and again post-simulation. Results: Pharmacy students demonstrated significant improvement in providing clear and concise verbal interprofessional communication and using shared decision making to develop a collaborative plan of care, based upon student self-assessment and faculty observational ratings. Student self-assessments also showed significant perceived growth in contributing to the team's plan of care, and demonstrating active listening skills within the interprofessional team. Through qualitative analysis, pharmacy students noted perceived self-improvement in a variety of team-based skills and attitudes including confidence, critical thinking, role identification, communication, and self-awareness. Conclusion: This simulation provided a learning opportunity for pharmacy students to improve their skills related to teamwork and interprofessional collaboration. Based upon a novel a mixed methods assessment, both student self-assessment and faculty observational ratings were associated with significant growth in interprofessional skills and attitudes. This simulation provides a template experience for colleges/schools to meet, at least in part, ACPE Standards related to interprofessional education in collaboration with medical students.

The generic skills learning systematic: Evaluating university students’ learning after complex problem-solving

Professionals are increasingly confronted with complex problems that require generic skills. These generic skills are important for a variety of domains and contexts. As the evaluation of such skills can be difficult, this paper reported on the development of the Generic Skills Learning Systematic. With this systematic, university students’ self-perceived generic skills learning after following a complex problem-solving course can be evaluated. The systematic was developed by analysing 43 learner reports in an iterative process, in which students described what they had learned during the course. A formative audit was performed to increase and ensure quality. The Generic Skills Learning Systematic consists of two steps. Step one is identifying students’ learning, where learning is viewed as any described change in generic skills. The changes are called learning categories for which five were distinguished: value, understanding, self-level, intention, and progress. Three checks are described to help with identifying the reported changes in students. In step two, generic skills are identified, using an adapted version of an existing categorisation resulting in 36 generic skills in total. Next, the application of the systematic is described and frequency distributions are given to provide insight into the usability of the systematic for educators. The results show that students report learning in a variety of learning categories and generic skills, indicating the broadness of learning in such a complex problem-solving course. In conclusion, educators are advised to rethink the choices made in education regarding the instruction and assessment of students. Broadening our scope of learning and paying attention to the different learning categories can aid the development of the professionals of the future.

What communication skills do other disciplines value most? A communication across the curriculum needs analysis

ABSTRACT This study sought to gain insight into how faculty in other disciplines perceive communication skills as well as to conduct a needs analysis that can help us to develop resources to support faculty who are integrating communication assignments into their disciplinary courses. Survey data were collected from 232 faculty at three large, public universities, and qualitative follow-up interviews were conducted with 12 faculty across institutions and disciplines. Results showed that there is wide variation in the complexity with which our colleagues define communication. Group and interaction skills were among the most valued communication skills, along with a variety of presentation skills. While explanatory and argumentation skills were highly valued, they are also areas where growth is needed. Online and mediated communication skills were rated as least important in the survey that was completed prior to COVID-19, but were discussed as an emerging need in the interviews conducted during the pandemic.

Investigation of Improvement Items Based on Students' Perspectives on Practical Training for Raising Pharmaceutical Problem-solving Capability at Pharmacies

Experience-based clinical training has been introduced in long-term practical training at pharmacies in Japan. Satisfaction and motivation of pharmacy students differs among pharmacies; however, the underlying causes of the differences are unclear. The purpose of this study was to investigate items for improvement for long-term practical training for raising pharmaceutical problem-solving capability at pharmacies based on students' perspectives. We performed a questionnaire survey to evaluate student satisfaction in clinical education and learning environments. The results were analyzed using customer satisfaction (CS) analysis. After long-term practical training at pharmacies, questionnaires were distributed to 126 pharmacy students at Fukuyama University between November 2021 and March 2022. Ninety-eight students responded. "The practice hours per prescription or pharmacotherapy screening and intervention (improvement factor: 14.954)", "the discussion hours for optimization of prescribing and rational medication use, or patient education with pharmacist (9.493)", and "the self-learning place (3.490)" were identified as items requiring improvement. Our findings suggest that the university should work together with pharmacies to improve the learning strategy and environments to increase direct and continuous interaction with pharmacists at pharmacies. Such interventions may result in improvement of students' satisfaction and a wide variety of practical pharmacy skills.