Academic literature on the topic 'Life-skills questionnaire'
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Journal articles on the topic "Life-skills questionnaire"
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Marganingsih, Anna, Emilia Dewiwati Pelipa, and Erwin Erwin. "ANALISIS ENTREPRENEUR LIFE SKILLS MAHASISWA PROGRAM STUDI PENDIDIKAN EKONOMI DI STKIP PERSADA KHATULISTIWA SINTANG." JURKAMI : Jurnal Pendidikan Ekonomi 4, no. 2 (November 1, 2019): 99–110. http://dx.doi.org/10.31932/jpe.v4i2.595.
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Abstract: The aims of this study is to describe the Life Skills of the Entrepreneur Life Skills of Study Program Economic Education at STKIP Persada Khatulistiwa Sintang. The method used in this research is descriptive method with quantitative approach. The population in this study were students of Economic Education Study Program at STKIP Persada Khatulistiwa Sintang totaling 133 students and the sample in this study amounted to 27 students. Data collection techniques used are indirect communication techniques. Data collection tools used were questionnaires. The data analysis technique used is descriptive statistics. The results showed that the Entrepreneurship Life Skills of Study Program Economic Education at STKIP Persada Khatulistiwa Very Good with an average questionnaire score of 4.03. Student Life Skills (Entrepreneur Life Skills) Study Program Economic Education at STKIP Persada Khatulistiwa includes Personal Life Skills is Very Good with a questionnaire score of 4.03, Social Life Skills is Very Good with a questionnaire score of 4.02, Academic Life Skills is Good with a questionnaire score of 3.7 and Vocational Skills (Vocational Life Skills) is Very Good with a questionnaire score of 4.37Keywords: Entrepreneurship, Life SkillsAbstrak: Tujuan penelitian ini adalah untuk mendeskripsikan kecakapan hidup berwirausaha (Entrepreneur Life Skills) Mahasiswa Prodi. Pendidikan Ekonomi di STKIP Persada Khatulistiwa Sintang. Metode yang digunakan dalam penelitian ini adalah metode deskriptif dengan pendekatan kuantitatif. Populasi dalam penelitian ini adalah mahasiswa Prodi Pendidikan Ekonomi STKIP Persada Khatulistiwa Sintang sejumlah 133 mahasiswa dan sampel dalam penelitian berjumlah 27 Mahasiswa. Teknik Pengumpulan data yang digunakan adalah teknik komunikasi tidak langsung. Alat pengumpulan data yang digunakan adalah kuesioner. Teknik analisis data yang digunakan adalah statistik deskriptif. Hasil penelitian menunjukkan bahwa Kecakapan Hidup Berwirausaha (Entrepreneur Life Skills) Mahasiswa Prodi. Pendidikan Ekonomi di STKIP Persada Khatulistiwa Sangat Baik dengan skor rata-rata angket 4,03. Kecakapan Hidup Berwirausaha (Entrepreneur Life Skills) Mahasiswa Prodi. Pendidikan Ekonomi di STKIP Persada Khatulistiwa meliputi Kecakapan Personal (Personal Life Skill) adalah Sangat Baik dengan skor angket 4,03, Kecakapan Sosial (Social Life Skills) adalah Sangat Baik dengan skor angket 4,02, Kecakapan Akademik (Academic Life Skills) adalah Baik dengan skor angket 3,7 dan Kecakapan Vokasional (Vocational Life Skills) adalah Sangat Baik dengan skor angket 4,37Kata Kunci: Kewirausahaan, Kecakapan Hidup
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Gharaati Sotoudeh, Hossein, and Masoud Arefnazari. "Normalization and Validation of a Questionnaire on Effective Life Skills for Prevention, Treatment, and Rehabilitation of Addiction in Adolescents." Iranian Rehabilitation Journal 18, no. 2 (June 1, 2020): 231–38. http://dx.doi.org/10.32598/irj.18.2.910.2.
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Objectives: The purpose of this study was to normalize and validate a questionnaire on effective life skills for prevention, treatment, and rehabilitation of addiction in an adolescent population (age >10 years) from Tehran, Iran. Methods: To prepare the questionnaire, several standard questionnaires were combined, including self-control, problem-solving, decision-making, and assertiveness questionnaires. Afterward, the validity and reliability of the questionnaire were confirmed. Results: The questionnaire consisted of 40 questions on four main skills including 10 questions targeting one specific skill. The questionnaire was examined among 160 adolescents, aged ≥5 years, in different parts of Tehran, Iran. Cronbach’s alpha coefficient was measured to determine its reliability. The reliability of the questionnaire was calculated based on the ratio of internal variances; Cronbach’s alpha of all items of the designed questionnaire was above 0.7, indicating its acceptable reliability. Discussion: The questionnaire on effective life skills for prevention, treatment, and rehabilitation of addiction in adolescents had a completely novel design, which was established for the first time in Iran. According to the findings, it is possible to evaluate the adolescents’ skills regarding addiction prevention and treatment.
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Vashishtha, Kriti. "Impact of Life Skills on Leadership Development." International Journal of Social Sciences and Management 2, no. 3 (July 25, 2015): 273–74. http://dx.doi.org/10.3126/ijssm.v2i3.12650.
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Life skills are basically the psychosocial skills which include personal, social, interpersonal, cognitive and affective components on an individual. For a better life one needs to have better decision making and problem solving skills. If any head or leader posses these characteristics then his/her tasks of making his/her leadership effective also becomes easy. Present study aims to see the impact of life skills sessions on problem solving and decision making attitude of school level leaders. For this purpose, 150 students were selected from 10 different schools. The age group ranged between 16-18 years. It is a pre and post test study. After taking the pre-test of the students (head/leaders) on the basis life-skills questionnaire by NCERT, the students were provided with 10 life-skills sessions (5 on problem solving and 5 on decision making, one session per day). After the sessions, the same questionnaire was administered on the students. On the basis of students’ response, t-test was applied and results have showed a significant enhancement in the skills of decision making and problem solving in the leaders.Int. J. Soc. Sci. Manage. Vol-2, issue-3: 273-274 DOI: http://dx.doi.org/10.3126/ijssm.v2i3.12650
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Saraee, Soheila, Somayeh Shabani, and Robert Pasnak. "A Life Skills Assessment Scale for High School Students in Tehran." Advances in Social Sciences Research Journal 7, no. 6 (June 27, 2020): 400–413. http://dx.doi.org/10.14738/assrj.76.8416.
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A life skills questionnaire was developed based on existing theories. The content validity of the questions was evaluated by educational experts. The resulting life skills questionnaire had 83 questions and ten subscales: empathy, emotion regulation, self-awareness, problem solving, effective communication, interpersonal communication, stress and critical thinking, creative thinking and decision making. It had good reliability (r = .91) and validity. The confirmatory factor analysis confirmed the proposed ten factor model of the questionnaire. Given its reliability and validity, this scale of life skills can be used as a tool by researchers.
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Camiré, Martin, Stéphanie Turgeon, Sara Kramers, Scott Rathwell, Corliss Bean, Camille Sabourin, and Scott Pierce. "Development and initial validation of the coaching life skills in sport questionnaire." Psychology of Sport and Exercise 53 (March 2021): 101845. http://dx.doi.org/10.1016/j.psychsport.2020.101845.
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Kramers, Sara, Stéphanie Turgeon, Corliss Bean, Camille Sabourin, and Martin Camiré. "Examining the roles of coaching experience and coach training on coaches’ perceived life skills teaching." International Journal of Sports Science & Coaching 15, no. 4 (May 5, 2020): 576–83. http://dx.doi.org/10.1177/1747954120922367.
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The present study examined the roles of coaching experience and coach training on coaches’ perceived life skills teaching. Canadian high school sport coaches ( N = 1356) completed a demographic questionnaire and the Coaching life skills in sport questionnaire. Results suggested that coaches with more experience perceived themselves to discuss and practice life skills and transfer to a greater extent than coaches with less experience. No significant differences were observed based on whether coaches completed coach training, and the interaction effect between coaching experience and coach training was non-significant. Implications for coach education programs are discussed regarding training coaches to explicitly teach life skills through sport.
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Petterson, D., C. Gravesteijn, and J. Roest. "Strengthening of Parenthood; Developing a Life Skills Questionnaire for Dutch Parents (LSQ-P)." Procedia - Social and Behavioral Sciences 217 (February 2016): 748–58. http://dx.doi.org/10.1016/j.sbspro.2016.02.138.
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Aqil, Deden Ibnu, Adeng Hudaya, and Zainal Arifin. "Penerapan Pembelajaran Bioentrepreneurship untuk Meningkatkan Life Skills dan Minat Wirausaha Siswa SMK." Jurnal Inspirasi Pendidikan 9, no. 2 (September 22, 2019): 95–102. http://dx.doi.org/10.21067/jip.v9i2.3479.
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The application of learning in schools emphasizes students get knowledge from their experience directly. Most of the graduates of vocational students do not go to college but the desire or interest of students for entrepreneurship is very low, therefore schools must equip students with life skills to prepare them to face life after they graduate from school. The problem of this study is how to approach the application of biointrenrenship learning to vocational students to improve life skills and interest in student entrepreneurship. This research is a research development (R & D). Development of learning oriented bioentrepreneurship and tested experimental class. Data was taken by observation, questionnaire and test. Data analysis method used descriptive percentage of life skills scores and questionnaires then analyzed by paired samples test. From the results of the study, there was an increase in interest in entrepreneurship and life skills of students before and after the application of bio-entrepreneurship learning.
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BS, Pradeep. "Life Skills Intervention for Behavioural Change among Students of a Government High School in Karnataka." Indian Journal of Youth & Adolescent Health 06, no. 04 (June 24, 2020): 26–32. http://dx.doi.org/10.24321/2349.2880.201919.
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Adolescence is a transitional phase with physical, social and psychological changes. With the influence of rapid societal changes, it has become difficult for teachers and parents to manage adolescents. A government school in Karnataka had approached to provide behavioural intervention session for their students. A tailor-made life skills intervention aimed at bringing behavioural changes among students was designed. Our objective was to assess the effectiveness of a four-day life skills intervention on change in behaviour among students of a government high school in Karnataka. A semi-structured Pre- and post-test self-administered questionnaire which included a Strengths and Difficulties Questionnaire was administered to participants. This tailor-made intervention for adolescents in a school showed significant improvement in emotional symptoms (p=0.002) following the intervention. The intervention was provided to 137 students. It was observed that out of 17 (21%) participants who reported to have borderline symptoms for strengths and difficulties, 13 (76%) participants improved after training. Out of 7 (8.7%) participants who reported to have abnormal symptoms for strengths and difficulties during pre-test, about 5 (71%) participants improved post-training. There was improvement in all other domains of strengths and difficulties namely conduct problem, hyperactivity, peer relationship and prosocial behaviour scales, although not statistically significant. The total strengths and difficulties score decreased overall. Individually strengths and difficulties showed movement more towards the normal end rather than the abnormal end of the spectrum of strengths and difficulties scores. The result of this tailor-made intervention program has implications for adolescents from similar socio-economic background as well as adaptation of this intervention among adolescents in different situations.
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Purdy, Suzanne C., Denise R. Farrington, Carolyn A. Moran, Linda L. Chard, and Shirley-Anne Hodgson. "A Parental Questionnaire to Evaluate Children's Auditory Behavior in Everyday Life (ABEL)." American Journal of Audiology 11, no. 2 (December 2002): 72–82. http://dx.doi.org/10.1044/1059-0889(2002/010).
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The Auditory Behavior in Everyday Life (ABEL) questionnaire was developed to assess parental perceptions of their children's auditory behavior. The original 49-item questionnaire was intended to assess auditory communication, environmental awareness, functional independence, and social/communication skills. Our goal was to capture some of the changes in children's everyday auditory behavior in a reliable and easily quantifiable manner. Parents of 28 children aged 4 to 14 years with varying degrees of hearing loss (mild-profound) completed the questionnaire. The results were used to examine the reliability and factor structure of the questionnaire. Eleven items had poor item-total correlations. After these items were removed, the questionnaire had an overall reliability of 0.94 (Cronbach's alpha), and three factors accounted for 20.5% of the variance in the data. In a pilot investigation of the ABEL to determine its appropriateness for children with cochlear implants, questionnaires were also given to a separate group of parents of seven children aged 3 to 12 years who were about to receive a cochlear implant. Questionnaire and speech perception results were obtained preimplant and at 6, 12, 18, 24, and 36 months. Complete (6 visits) or nearcomplete (4 visits) results were obtained for four children. There were significant improvements over time for both speech perception and questionnaire ratings and there was significant agreement between the two measures. Overall the results indicate excellent reliability and validity of the ABEL questionnaire. Our intent was to develop a simple, quick tool for parents to rate children's auditory skills in everyday life. A shorter questionnaire can be achieved by eliminating items with the poorest reliability and factor loadings. The resultant 24-item ABEL questionnaire has an excellent overall reliability of 0.95. The items fall within three factors, "Aural-oral," "Auditory Awareness," and "Social/Conversational Skills." Children's auditory behavior can be assessed using an overall rating or separately for the three factors. Further research is needed to evaluate this short version of the questionnaire in children wearing hearing aids and cochlear implants.
Dissertations / Theses on the topic "Life-skills questionnaire"
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Spiess, Amy Marzella. "Women with Fibromyalgia Syndrome (FM): Relationship of abuse and trauma, anxiety, and coping skills on FM impact on life." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1054053482.
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Löfgren, Hans O. "Preventive psychosocial parental and school programmes in a general population." Doctoral thesis, Umeå universitet, Barn- och ungdomspsykiatri, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-140737.
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Introduction Numerous preventive programmes have emerged, and need to be investigated to determine their effects on the normal population. Earlier studies have shown a decrease in depressive symptoms, positive effects on children’s disruptive behaviour problems, and an improvement in parental competence. About a fifth of the parents in previous studies had problem-oriented (targeted) reasons for enrolment, whereas the rest of the parents had general (universal) reasons. The results of those studies suggest that the programmes are cost effective in terms of Quality-Adjusted Life Years. Aim Four sub-studies were performed, and their aims were to investigate the effect of parental training programmes (PTPs) in a naturalistic setting on parents’ mental health in the general population, to investigate how PTPs affect parents’ sense of parental competence, to investigate how PTPs affect parental stress and analyse the parents open questions about the PTPs, and to investigate the feasibility and to measure the effect on depression, anxiety, and social problems of two preventive school programmes for pupils in grade 7. Method In a longitudinal quantitative study in a real-world setting, 279 parents from the general population in northern Sweden participated in five PTPs. A comparison group of 702 parents without intervention was included. Simultaneously, a community sample of 59 pupils in grade 7 participated in two preventive school programmes. Both studies were conducted from 2010 to 2013. Parents were assigned to professionally supported interventions that included 5-10 two-hour sessions. Respondents filled in a web-based questionnaire with the General Health Questionnaire (GHQ), the Parents Sense of Competence (PSOC) for parents who had children aged 0-17 years, and the Swedish Parenthood Stress Questionnaire (SPSQ) for parents who had children aged 0-10 years. The intervention groups’ results were compared to comparison group of 702 parents from northern Sweden that had not participated in any parental training programme. In the school study, one of the preventive programmes was an ongoing programme called “Life-Skills”, and the other was an implemented Canadian programme called “Choosing Healthy Actions and Thoughts” (CHAT). The pupils completed a test battery including the Sense of Coherence (SOC), the Children’s Depression Inventory (CDI), and the Youth Self-Report (YSR) instruments. Follow up of the parental programme study was done six months after the post-intervention measure, and follow up of the school study was at one year. Results The improvements in GHQ were statistically significant for the mean of the 279 parents in the intervention group compared to the mean of a comparison group of the 702 parents who did not receive any intervention. This suggests that evidence-based PTPs enhance parental well-being even for parents without problems. The intervention group showed a statistically significant improvement in parental competence compared to the comparison group over time. The intervention itself had a significant effect on parental satisfaction, but the efficacy effect was not sustained when taking into account potential confounders. In the SPSQ, the intervention group was smaller due to the fact that the instrument was not validated for children over the age of 10 and one of the parental training groups was only for parents of teenagers. A reduction of stress in the sub-scale of health problems was detected, but no other subscale showed the intervention to have a significant effect when controlling for confounding variables. In the school study, both programmes had good feasibility according to the stake- holders and had several positive mental health outcomes over time. Compared to Life-Skills, CHAT had more significant positive effects on reducing anxious/depressive symptoms and girls experienced significant positive effects on reduced anxious/depressive behaviour, while boys reduced their aggressive behaviours. Conclusions Earlier studies indicate that PTPs enhance perceived parental competence among referred parents. The present study shows that PTPs applied in the general population might also enhance perceived parental benefits such as improved health and satisfaction, suggesting that PTPs can be an important preventive strategy to enhance parenthood. The results suggest that parents who feel a need to increase their parenting competence might participate in PTPs based on lower scores than the comparison control group both before and after the intervention. The school-based programme shows that schools may be a suitable arena for preventive programmes because there was a significant short-term improvement in depression symptoms. Further studies need to explore how parents’ participation in PTPs affects children’s mental health in the general population in quantitative longitudinal studies in real-word settings. There is also a need for bigger studies and RCTs on school preventions and on how children’s health develops naturally in the population.
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Kigin, Melissa Lee. "At-Risk Individuals' Awareness, Motivation, Roadblocks to Participation in Premarital Interventions, and Behaviors Following Completion of the RELATionship Evaluation (RELATE)." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1072.pdf.
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Von, Horsten Peta Lynne Odette. "Guidance support for undergraduate university students." Thesis, 1994. http://hdl.handle.net/2263/30313.
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The implications of the rapid political, social, economic and technological changes at present occurring both in South Africa and internationally demand a review of the traditional approach to university training with regard to its relevance in terms of preparing students both for life in general and for the successful practising of a future career in particular. The Information Age requires that a shift take place from the teaching only of the mastery skills of previous eras to the encompassing of life or core skills that can be adapted to changing circumstances. As it cannot be assumed that students will acquire these skills incidentally or vicariously, they need to be consciously and deliberately taught in order to provide graduates with the ability to adjust to and cope with the uncertainties of the future. Universities as a whole need to become involved in an alternative approach to higher education. The aims of this study are:- To employ a life-skills questionnaire that may be used as a diagnostic medium designed to ascertain if and where problem areas lie with regard to university entrants so as to facilitate addressing of said problem areas
- To ascertain the needs and expectations of both employers and private practitioners in order to identify where the training of graduates falls short of the above with respect to life skills, and to establish what steps both employers and the self-employed are having to take to remedy the situation
- To suggest the concept of relevant Guidance Support as a means to both address and redress problems surrounding issues of insufficient training of graduates with respect to life or core skills.
Thesis (PhD)--University of Pretoria, 2013.
Educational Psychology
unrestricted
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Herbst, Aletta Wilhelmina. "Personality, coping and sense of coherence of the working mother." Diss., 2006. http://hdl.handle.net/10500/2500.
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Working mothers face various challenges today, one of which is to be a mother, wife,caretaker and employee all at the same time. Fulfilling these challenging and sometimes demanding roles can contribute to role overload and conflict, which can have a negative impact on organisational effectiveness, as well as the overall wellbeing
of the working mother. This dissertation outlines the relationship between personality dimensions, sense of coherence and the coping styles of working mothers from a salutogenic perspective.
The Occupational Personality Questionnaire (OPQ), Orientations to Life Questionnaire (OLQ) and the Coping Orientations to the Problems Experienced
(COPE) Questionnaire were used to measure the relationship between personality dimensions, sense of coherence and the coping styles of working mothers. The study was conducted with 102 working mothers representing different ethnic groups and occupational levels in different occupational fields and organisations.
A theoretical relationship was established. The empirical investigation provided evidence of such a relationship and it seems that coping styles can be predicted from considering personality dimensions and sense of coherence.Industrial & Organisational Psychology
M.A. (Industrial Psychology)
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Kramer, Efraim Benjamin. "The opinion of various groups within the Faculty of Health Sciences at the University of the Witwatersrand regarding the use of the newly deceased for life saving skills competency training." Thesis, 2014.
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A research report submitted to the Faculty of Health Sciences, University of the
Witwatersrand, in partial fulfillment of the degree of Master of Science in Medicine in Bioethics and Health Law.
Johannesburg, January 2012Society expects that all on duty emergency department personnel will be competent in life saving medical procedures so as to adequately and appropriately resuscitate and stabilise the acutely ill or injured who may present for treatment. For competence to exist, the relevant medical skills have to be initially acquired and thereafter maintained, which necessitates sufficient training. This research report set out to gauge the opinions of various undergraduate and postgraduate groups within the Faculty of Health Sciences of the University of the Witwatersrand regarding the use of the newly deceased for life saving skills competency training, with or without surviving family permission. It also sought to ascertain whether use of the newly deceased was being practiced, and if so, with or without family permission.
Book chapters on the topic "Life-skills questionnaire"
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Kakongoro, Dorothy Businge Kabugo. "Teacher-Centred Delivery Approach in Uganda's Secondary School Education and Empowering Learners With Higher Order Skills." In Handbook of Research on Promoting Higher-Order Skills and Global Competencies in Life and Work, 99–116. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6331-0.ch007.
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This chapter analyses the extent to which the teacher-centred delivery approach has influenced the quality of learning in private secondary school education in Uganda. Theories applied are: The Stimulus-Response (S-R) Learning theory, the Social Learning theory and the Transmission model. A Self-administered questionnaire, Focus Group discussion and interview guides were used to collect data. Discussion of the chapter centered on how the teacher's roles inside the classroom result into attainment of problem solving skills, interpersonal skills and preparing the learner for occupation. Findings showed that, to equip learners with higher order skills, teachers demonstrated all the five roles. However, effective use of this approach was encumbered by a number of limitations that recommendations are provided. Key among these is incorporating a number of activities to inter-marry the philosophies of the teacher-centred and the student-centred approaches in secondary school education.
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BaHammam, Ahmed S., Sulaiman Alhifzi, and Salih Aleissi. "Breathing-Related Sleep Disorders." In Management of Sleep Disorders in Psychiatry, edited by Amit Chopra, Piyush Das, and Karl Doghramji, 215–38. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780190929671.003.0015.
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Breathing-related sleep disorders (BRSD) encompass obstructive sleep apnea (OSA), central sleep apnea, and hypoventilation disorders. Risk factors for BRSD include obesity, metabolic dysfunction, smoking, use of respiratory depressant medications (like opiates and benzodiazepines), and alcohol consumption, all of which are highly prevalent among patients with psychiatric disorders. BRSDs are associated with substantial morbidity, disturbed quality of life, and worse prognosis of comorbid psychiatric disorders. Therefore, it is essential for psychiatric care providers to have the clinical skills to recognize BRSDs. Recent studies suggest that the prevalence rates of OSA in psychiatric patients are higher than the general population. Moreover, BRSD’s share common symptoms and risk-factors with psychiatric disorders. A comprehensive clinical approach including a thorough sleep history and examination along with the use of validated screening questionnaires like the STOP-BANG questionnaire, particularly for at-risk patients, is effective in identifying BRSD.
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Sevilla-Pavón, Ana, and Anna Nicolaou. "Online Intercultural Exchanges Through Digital Storytelling." In Language Learning and Literacy, 757–73. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9618-9.ch039.
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This article focuses on the affordances of a digital storytelling project in developing students' language, digital and other skills: learning and innovation, creativity, critical thinking, problem solving, team working, and life and career skills. The project was undertaken by university English for Specific Purposes students and was conducted within an Online Intercultural Exchange between the Cyprus University of Technology and the University of Valencia. Its design was based on a Project-Based Learning (PBL) methodology. It incorporated active learning and multimodal resources and capabilities. The need for transforming language teaching pedagogies was borne in mind, as it is necessary for responding to an era of changes which requires students to be active producers of content, innovative, motivated and engaged in their own learning. The qualitative and quantitative findings were drawn from data gathered by means of an evaluation questionnaire administered to students upon completion of the project.
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Łupicka, Anna. "Future competences in times of an economic crisis." In Towards the „new normal” after COVID-19 – a post-transition economy perspective, 223–33. Wydawnictwo Uniwersytetu Ekonomicznego w Poznaniu, 2021. http://dx.doi.org/10.18559/978-83-8211-061-6/iii2.
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Purpose: The aim of the chapter is to present the competence patterns before and during the economic crisis and to determine the importance of individual competences for doing business in a turbulent environment. In many sectors of the economy, global changes triggered by Covid-19 called into question the use of existing sets of competences needed to run businesses effectively in supply chains. The continuous improvement of supply chains – or lean and agile management – will no longer work in current conditions. Faced with an increasingly unstable economy triggered by a global pandemic, many economists ask whether the existing competence patterns in companies or supply chains remain appropriate and proper for the current economic situation. Design/methodology/approach: In 2017, a survey was conducted among selected experts in the pharmaceutical sector. The same questionnaire distributed in September 2020, during the Covid-19 pandemic. The experts were highly qualified managers employed in transnational companies. The 10 respondents were asked to indicate selected competencies. The choice of the pharmaceutical sector was motivated primarily by its specific characteristics as it is particularly important not only economically but also socially, by providing life-saving medicines. Findings: Technical competences are becoming the necessary ones. This is due to the need for self-sufficiency in lockdown situations, when it is difficult to find external employees and the possibility of outsourcing skills. In the case of managerial competence, it is clear that creativity and entrepreneurial thinking have increased in importance. When analyzing social competences, what comes to the fore is diversity of intercultural skills: foreign language skills, the ability to compromise, the ability to transfer knowledge, and finally, the ability to adapt to change. Originality and value: This chapter answer what competences seem necessary for future managers in the pharmaceutical industry in a turbulent environment, which is crucial for research and teaching centers who seek to educate future managers at the highest level of specific competences and skills. Due to the dynamic development of the industry, the text identifies the needs in the areas of technical, managerial, and social skills.
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Van Wingerden, Christina. "What College Students Gained Serving on Hiring Committees for Student Job Openings." In Handbook of Research on Education and Technology in a Changing Society, 418–40. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6046-5.ch032.
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The value of student participation in hiring committees at the college level is the focus of this chapter. Students, identified as “selectors,” participated in all aspects of hiring toward a “best” candidate. Student selectors, from two types of student employees within the structure of a university student union, and two hiring processes are assessed (referred to as student activities and facilities). A guided questionnaire is used to investigate skill development gained, used, and eventually transferred to experiences after graduation. Two models frame the plan. Surveys and focus groups are based on Kirkpatrick's and Kirkpatrick's (2006) The Four Levels. The development of a systematic evaluation plan is based on Caffarella's (2002) Interactive Program Planning Model. Exploring the value of experiential learning in student employment settings is a key to the assessment approach. An appraisal of the student experience, when environments are intentionally created to give students the chance to practice, use, and build skills in real life scenarios, had not been evidenced previously in a formal way. Furthermore, an inquiry of transfer of learning post-graduation is examined.
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Söderström, Kerstin, and Anders Sandvig jr. "«SIM spedbarnevern og foreldrestøtte»: Simulering av tverrfaglig samarbeid i verdiladde og sårbare situasjoner." In Verdier i barnevern, 173–97. Cappelen Damm Akademisk/NOASP, 2020. http://dx.doi.org/10.23865/noasp.103.ch9.
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This chapter describes and evaluates the model of medical simulation as a learning strategy to handle complex, value-laden situations and decisions in child protection. Participants were bachelor students in social work and practitioners from different health and social services. The topic of scenario training was multidisciplinary teamwork in separating newborns and parents at the maternity ward with aims to: 1) stimulate ethical and professional reflexion and improve skills in interdisciplinary teamwork, and 2) combine education and practice to improve both. The theoretical framework is inspired by Lave’s theory of situated learning and Jeffries’ simulation theory. A qualitative, action-oriented research strategy was used. The simulation served simultaneously as education, as-if real practice, and research. Reflection notes, participant observations, debriefing discussions between the participants, and an electronic feedback questionnaire provided the data. 174 students and 110 professionals participated in a total of 30 small group simulations. Feedback showed that participants believed that simulation would enhance their self-confidence and competence in real-life situations. Students experienced the scenario training as making practical sense of theory and teaching. Many saw this as a preparation step to their future profession. Results indicate that scenario training strengthened mutual respect and the ability to consider multiple perspectives. It provided a safe, structured, collaborative situation with potential to lower tensions and value conflicts between professions.
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Baporikar, Neeta. "Developing Managerial Quotient for Sustainable Client Servicing in Insurance Sector." In Human Resource Management Practices for Promoting Sustainability, 134–56. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4522-5.ch008.
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The insurance sector consists of two branches: life and non-life. Non-life is commonly referred to as general insurance. Insurance is a service industry and client retention influences growth and business sustainability. Being a service industry managerial skills for client servicing is essential for effectiveness in the insurance sector. Further, middle-level management directly deals with clients. So, to mitigate the challenges of privatization, competition, stakeholder's expectations, etc., appropriate managerial skills for middle management is critical. A mixed-methods approach was adopted, primary data collected through questionnaires and secondary data from published records. The sample consists of middle-level managers of the general insurance industry from the Pune region, India. The analysis was done using descriptive statistics. Findings reflect that higher managerial quotient is associated with client servicing quotient.
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P, JYOTHI. "An Efficient Questionnaire based system: Problems with Composing English Skills to Write a Research Paper." In CHALLENGES IN ACADEMIC WRITING –A PRAGMATIC STUDY, 83–100. Royal Book Publisher, 2021. http://dx.doi.org/10.26524/royal.54.5.
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Wale, B. D., et.al. (2021) English is the common global language for communication purpose in universal. Due to this it cannot be ignored or denied by any academician and research publications with various domains such as life science, engineering and technology. The importance of English in writing research papers is that it makes successful paper publications in reputed international journals which improves the profile of individual researcher and academic institutions [1].
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Eteokleous-Grigoriou, Nikleia, and Despo Ktoridou. "Social Networking for Educational Purposes." In Mobile Computing and Wireless Networks, 663–86. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8751-6.ch029.
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This chapter examines and evaluates the role, usefulness, and value of social networking as perceived by higher education students. It examines the educational role of social networking by developing Special Interest Groups (SIGs) within a social networking site (Facebook). It also tries to examine the development of socio-cultural skills through the SIGs created within the social networking site. Specifically, this chapter describes and presents an evaluation of the use of three Facebook SIGs by faculty and students of five Universities in Cyprus in three discipline areas: 1) MIS – Management Information Systems; 2) Computer Science; and 3) Engineering. A mixed method approach was employed, collecting quantitative data (through questionnaires) and qualitative data (through focus groups and Facebook SIGs' observations). The results highlight the promising and important role as well as the value of such online groups in both social and academic life. Additionally, the development of socio-cultural skills through the use of Facebook and specifically the SIGs is discussed. Finally, the chapter discusses the “best practice” policies for Facebook integration for educational purposes.
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Eteokleous-Grigoriou, Nikleia, and Despo Ktoridou. "Social Networking for Educational Purposes." In The Social Classroom, 394–416. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4904-0.ch020.
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This chapter examines and evaluates the role, usefulness, and value of social networking as perceived by higher education students. It examines the educational role of social networking by developing Special Interest Groups (SIGs) within a social networking site (Facebook). It also tries to examine the development of socio-cultural skills through the SIGs created within the social networking site. Specifically, this chapter describes and presents an evaluation of the use of three Facebook SIGs by faculty and students of five Universities in Cyprus in three discipline areas: 1) MIS – Management Information Systems; 2) Computer Science; and 3) Engineering. A mixed method approach was employed, collecting quantitative data (through questionnaires) and qualitative data (through focus groups and Facebook SIGs’ observations). The results highlight the promising and important role as well as the value of such online groups in both social and academic life. Additionally, the development of socio-cultural skills through the use of Facebook and specifically the SIGs is discussed. Finally, the chapter discusses the “best practice” policies for Facebook integration for educational purposes.
Conference papers on the topic "Life-skills questionnaire"
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Miliou, Ourania, and Charoula Angeli. "Measuring the Internet Skills of Gen Z Students in Higher Education: Validation of the Internet Skills Scale in University Settings." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13070.
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Abstract Internet technologies have infiltrated higher education institutions around the world. At the same time, the latest generation of students, the so-called Generation Z (Gen Z), are entering higher education. Gen Z is the first generation born in an Internet-connected world, and digital devices are a seamless part of its life. As a result, Gen Z students have already been engaged with informal digital learning via internet-based technologies outside of formalized education settings. However, previous research has shown that their engagement with these technologies is limited and might not sufficiently cover the knowledge and skills needed to perform internet activities effectively in higher education. Additionally, their familiarity with digital devices and tools varies. Consequently, there is a need for higher education institutions to close the skills gap by applying assessment processes that will assist them in forming policies and training resources for undergraduate students. To achieve the above, research efforts need to focus on developing theoretically informed and valid instruments that measure internet skills. This study has contributed to the validation of a self-assessment questionnaire, the Internet Skills Scale, that can be used in university settings. The questionnaire measures five types of internet skills: operational, information-navigation, social, creative, and critical. The results presented herein provide directions for future research in the field. Keywords: Internet Skills; Internet Skills Scale; Validation; Generation Z; Higher Education
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Gonçalves, Vitor, Juliana Costa, Arlinda Semedo, and Sofia Bergano. "Contributions of the SocialNEET project to the development of skills for active life." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13186.
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The SocialNEET project, promoted at the Polytechnic Institute of Bragança, between November 2020 and February 2021, whose main goal is the (re)integration in the labour market of young people, through the creation of innovative social business solutions and finding employment in companies or associations in the social sector. It provides learning for active life and education for entrepreneurship, through the participation of facilitators (students of higher education) who will simplify the connection between mentors (successful entrepreneurs and consultants) and young NEET (not in education, employment or training), in the sense of creating life projects, social projects or innovative social business and job search solutions in companies or associations in the social sector. The essential focus of this article corresponds on the training of facilitators (N=10) and its objective is to understand the capacities developed by them in this process, as well as the limitations felt and the strategies to minimize them. For this purpose, a qualitative case study was carried out based on the documentary analysis of the training, namely an observation grid, a questionnaire to the trainees and the reflective analysis of the trainers. We conclude that the strengthening of soft skills, intercultural communication and education for entrepreneurship may be the priority ways to promote social improvements and thus contribute to the 2030 Agenda.
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Wong, Jacqueline, and Timon Du. "Can IT Prototyping Enhance Business School Education?" In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2228.
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In business school, students must learn essential communication, analytical, and problem-solving skills. In this study, we examine whether the prototyping project in our computer-based information system (CBIS) course enhances these three essential skills. The prototyping process, taught with an information system approach, is the focus of our project-centered teaching method. The pedagogy uses a system development life cycle model to define problems and to analyze, design, and develop computer systems. A questionnaire administered to 184 students who had taken the course suggests that the CBIS course improves communication skills and problem-solving skills than on analytical skills. The prototyping project does not enhance analytical skills, but does significantly enhance communication skills and problem-solving skills. These findings can help to improve the teaching of CBIS to business school students.
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Peter, Cruickshank, Hazel Hall, and Bruce Ryan. "Information literacy as a joint competence shaped by everyday life and workplace roles amongst Scottish community councillors." In ISIC: the Information Behaviour Conference. University of Borås, Borås, Sweden, 2020. http://dx.doi.org/10.47989/irisic2008.
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Introduction: This paper addresses the information practices of hyperlocal democratic representatives, and their acquisition and application of information literacy skills. Method: 1034 Scottish community councillors completed an online questionnaire on the information-related activities they undertake as part of their voluntary roles, and the development of supporting competencies. The questions related to: information needs for community council work; preparation and onward dissemination of information gathered; factors that influence community councillors’ abilities to conduct their information-related duties. Analysis: Data were summarised for quantitative analysis using Microsoft Excel. Free text responses were analysed in respect of the themes from the quantitative analysis and literature. Results: Everyday life and workplace roles are perceived as the primary shapers of information literacy as a predominantly joint competence. Conclusion: The focus of information literacy development has traditionally been the contribution of formal education, yet this study reveals that prior employment, community and family roles are perceived as more important to the acquisition of relevant skills amongst this group. This widens the debate as to the extent to which information literacy is specific to particular contexts. This adds to arguments that information literacy may be viewed as a collective accomplishment dependant on a socially constructed set of practices.
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M. W. Ng, Eugenia. "The Flipped Classroom: Two Learning Modes that Foster Two Learning Outcomes." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3463.
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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] The study involved student teachers enrolled in early childhood teaching at a teacher training institute in Hong Kong Special Administrative Region. Seventy-four students participated in flipped classroom activities during their first semester of study. Students were told to learn from online videos related to using image editing software in their own time and pace prior to the next class. When they met in class, they were asked to apply their recently acquired editing knowledge to edit an image of their own choice related to the theme of their group project. At the end of the activity, students were asked to complete an online questionnaire. It was found that students had rated all five questions relating to generic skills highly, with self-study skills rated the highest. They particularly enjoyed the flexibility of learning on their own time and pace as a benefit of the flipped classroom. Data collected from students’ project pages show they had used average of 3.22 editing features for the theme images for their project. Most groups had inserted text fol-lowed by using the filter function. It is possible that these two functions are more noticeable than other editing functions. In conclusion, students were able to apply their self-learnt knowledge in a real-life situation and they had also developed their generic skills via the flipped classroom pedagogy.
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Relela, Mokgadi, and Lydia Mavuru. "LIFE SCIENCES TEACHERS’ CONCEPTIONS ABOUT SOCIOSCIENTIFIC ISSUES IN THE TOPIC EVOLUTION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end009.
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The goal of science education is emphatically positioned on promoting science literacy. The rationale is learners should not only learn about scientific knowledge and processes but also on how to apply the knowledge when making decisions about heterogenous societal and personal issues. Previous research has indicated that by addressing socioscientific issues (SSIs) when teaching controversial science topics, it provides a suitable context for developing scientific literacy in learners. Scientifically literate learners are well-informed citizens with regards to the social, ethical, economic, and political issues impacting on contemporary society. The theory of evolution is one such Life Sciences topic deeply embedded with SSIs. Teachers are conflicted when teaching this topic due to the controversy surrounding the theory as they view the teaching of evolution as a way of negating the legitimacy of their religious and cultural convictions. It is against this background that the study sought to answer the research question: How do Life Sciences teachers conceptualise socioscientific issues embedded in the topic evolution? In an explanatory mixed method approach, a questionnaire with both quantitative and qualitative questions was administered to 28 randomly selected grade 12 Life Sciences teachers. Data was analysed and descriptive statistics were obtained, and themes generated. The findings showed that all the participants were knowledgeable about the SSIs embedded in the topic evolution. In justifying their conceptions 61% of the teachers perceived SSIs as important in improving learners’ reasoning and argumentative skills; developing learners’ critical thinking skills; and in informing learners in decision making. There were however 11% of the teachers who pointed out that SSIs as too sensitive to deal with hence not suitable to teach young learners. Though the teachers were knowledgeable about the SSIs embedded in the theory of evolution, it does not mean that they could address them when teaching the various concepts of evolution. The main source of the controversy rose from the evolution of humankind versus the Christian belief in the six-day special creation. The participants (25%) indicated that evolution challenges peoples’ religious and cultural convictions, which conflicts both the teachers and learners to question or go against their religious beliefs. Several teachers pointed out that some of the concepts on evolution such as ‘living organisms share common ancestry (18%) and ‘the formation of new species from existing species’ (11%), undermine the superiority of human beings over other organisms. The findings have implications for both pre-and in-service teacher professional development.
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Sidorina, Natal’ya, Anastasiya Kuznetsova, and Aleksey Khavylo. "Parents perception of child safety." In Safety psychology and psychological safety: problems of interaction between theorists and practitioners. «Publishing company «World of science», LLC, 2020. http://dx.doi.org/10.15862/53mnnpk20-28.
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The article discusses the problem of the child forming the basics of safe behavior and culture of safety. The main broadcaster, according to the authors, this information is the parent and at the same time the family acts as a supporting factor. The subject of the study was parents' perception of the safety of their own children. 280 parents from families of various types under the age of 59 with at least one minor child were interviewed. The questionnaire included two blocks of questions: the observance of the rules of safe behavior of the child and parents. It has been established that parents are aware of their responsibility for the child's knowledge of the culture of life safety and consider children to be able to cope with possible dangers. Most parents perceive the culture of safety not just as a set of rules and skills, but as a component of a full-fledged lifestyle.
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Stamenovic, Kristina. "THE IMPACT OF INTERNATIONAL STUDENT MOBILITY ON ENTREPRENEURIAL ATTITUDE." In 4th International Scientific Conference – EMAN 2020 – Economics and Management: How to Cope With Disrupted Times. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/eman.s.p.2020.111.
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The Erasmus international mobility programme represent a significant step in a student’s development. In the past decades, millions of European students gained experience and lifelong learning period from prestigious universities abroad. Erasmus students are seen as independent people, curious about cultures and languages, open to new ideas and especially predisposed to become entrepreneurs. This study was designed to identify the entrepreneurial attitude of Erasmus students in order to ascertain the contribution of international mobility. For this purpose, the expectations of international students who benefited from the Erasmus Plus Programme were compared to the level of satisfaction after completing the international mobility programme at Institute of Business Administration (IAE), University of Sophia Antipolis, Nice. Factors that most influenced students’ departure in Erasmus mobility are academic and professional opportunities abroad. The data for this study was collected using a questionnaire and sent in collaboration with International Relations Office of IAE Nice. The results indicate that international mobility had a high impact on student’s self-confidence and relational skills. Regarding professional and social life, the entrepreneurial attitude was increased by the Erasmus experience.
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Tomsikova, Katerina, Karel Tomsik, Lucie Smékalová, and Karel Nemejc. "Self-reflection of University Teachers at the Czech University of Life Sciences Prague." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.035.
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The aim of the paper is to evaluate teachers´ competences and their self-reflection in the teaching process. The topicality of the research presented in the paper is given by the fact that teachers at university level must prove excellent competences regardless external factors which affect the teaching process any time. Competence is the key qualified and professional job performance in any sector. The paper focuses on the competences of university teachers which they acquire and develop throughout their career. Attention is given to professionally and personality cultivating competences, part of which is also self-reflection. Self-reflection refers to a person’s ability of introspection and willingness to learn more about own abilities and skills. This will lead to a better ability to identify changes that may be required. The methodology consists in a research based on a questionnaire survey and statistical evaluation of gathered information. The paper gives an outline of the evaluation process at the Czech University of Life Sciences Prague (CZU), during which opinions of students and teachers about instruction were analysed, together with the fulfilment of selected university competences. The main body of the paper is dedicated to the statistical processing of selected data from the evaluation survey conducted by using the SPSS programme. The results indicate that there are significant deviations of teachers´ self-evaluation from the students´ opinion. The Institute of Education and Communication is going to offer courses in advanced competence development using techniques of self-reflection. This has a potential to enhance effectiveness of the teaching process at university level.
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VINTERE, Anna. "MATHEMATICAL COMPETENCES AND COMPETENCE-BASED MATHEMATICS LEARNING FOR SUSTAINABLE DEVELOPMENT." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.152.
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This paper is the result of scientific analysis and assessment of scientific literature and a number of information sources taking into consideration the authors’ reflection experience and observations in connection with the mathematics role in sustainable development which may be characterized by a number of factors, including, mathematical competence compliance with competencies for sustainable development as well as coherence between mathematical competence and capacity which should have new professional. The methodology of the research is based on Danish KOM (Competencies and the Learning of Mathematics) project which set up eight mathematical competences: abilities to ask and answer questions in and with mathematics and he ability to deal with and manage mathematical language and tools. Students from Latvia University of Agriculture and Riga Technical University were asked to evaluate (using self-evaluation method) their mathematical competence by writing in the questionnaire numbers from 0 to 3, where 0 - I have not mastered this skill, but 3 - I can apply mathematical knowledge in different situations of life, I can formulate a mathematical problem, solve it. The survey results are analysed by respondents mathematics learning experience as well as needs for mathematics knowledge and skills in modern labour market conditions as well as in accordance with factor for social capital building.