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Relevant bibliographies by topics / Practical Skill

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Academic literature on the topic 'Practical Skill'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 June 2025

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Journal articles on the topic "Practical Skill"

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Talukdar, Rita Rani. "Practical- Skill among Institutionalised Children." IOSR Journal Of Humanities And Social Science 16, no. 1 (2013): 50–52. http://dx.doi.org/10.9790/0837-1615052.

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Konosu, Hitoshi, Isamu Araki, and Yoji Yamada. "Practical Development of Skill-Assist." Journal of the Robotics Society of Japan 22, no. 4 (2004): 508–14. http://dx.doi.org/10.7210/jrsj.22.508.

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Leaf, Michael. "The practical skill of theory." International Development Planning Review 35, no. 4 (2013): v—ix. http://dx.doi.org/10.3828/idpr.2013.22.

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Torunn Bjørk, Ida. "Practical skill development in new nurses." Nursing Inquiry 6, no. 1 (1999): 34–47. http://dx.doi.org/10.1046/j.1440-1800.1999.00005.x.

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Bjørk, Ida Torunn, and Donna M. Romyn. "What Constitutes a Nursing Practical Skill?" Western Journal of Nursing Research 21, no. 1 (1999): 51–63. http://dx.doi.org/10.1177/01939459922043703.

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Hacker-Wright, John. "Skill, Practical Wisdom, and Ethical Naturalism." Ethical Theory and Moral Practice 18, no. 5 (2015): 983–93. http://dx.doi.org/10.1007/s10677-015-9566-8.

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Bjark, Ida T. "Changing conceptions of practical skill and skill acquisition in nursing education." Nursing Inquiry 4, no. 3 (1997): 184–95. http://dx.doi.org/10.1111/j.1440-1800.1997.tb00098.x.

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McNaughton, Gordon, David J. Hall, and Cameron Stark. "Resuscitation skills and doctors working in psychiatry." Psychiatric Bulletin 18, no. 7 (1994): 403–4. http://dx.doi.org/10.1192/pb.18.7.403.

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Doctors working in psychiatry have been shown to lack practical skills in basic cardiac life support (BCLS), but these have not been regarded as priorities for training. This study assessed levels of experience, confidence and skill in BCLS, in psychiatrists, and examined the effect of a single training session on practical skills. Levels of skill were generally poor but significant improvement was seen following training. It is recommended that all psychiatrists undergo brief regular practical training in BCLS.

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Sin, Ji-Hye, and Kyul-Ryur Kim. "Leadership Research for Effective Practical Skill Learning." Journal of the Korea Entertainment Industry Association 11, no. 3 (2017): 213. http://dx.doi.org/10.21184/jkeia.2017.04.11.3.213.

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Aayalew, Birhanu Moltot, Woldetsadik Kagnew Abebaw, and Kishor Chandra Meher. "Prospective Graduates on Practical Skill Acquisition Challenges." Siddhant- A Journal of Decision Making 18, no. 3 (2018): 193. http://dx.doi.org/10.5958/2231-0657.2018.00021.6.

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Dissertations / Theses on the topic "Practical Skill"

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Blackwell, Cindy Southard. "The Eisenhower Leadership Development Program: a study on student leadership skill development." Texas A&M University, 2003. http://hdl.handle.net/1969.1/190.

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Although no one program exists for leadership development, there is an understanding among practitioners and researchers that leader and leadership development occur in many venues, with one of those venues being an academic classroom where experience and theory are juxtaposed. One such program is the Eisenhower Leadership Development Program. In an effort to strengthen the academic discipline of leadership and to garner further respect for leadership development programs such as ELDP, leadership development programs must be assessed and evaluated in order to ensure that the objective of the program is being met. Brungardt and Crawford noted that, "assessment and evaluation of leadership programs help ground programs in the needs of students while working within the constraints of academe" (1996, p. 37). The purpose of this study was twofold. First, this study sought to ensure that the Eisenhower Leadership Development Program was producing the outcomes the program was designed to produce. Second, this study sought to demonstrate the worth of ELDP to past, current, and future stakeholders. Former ELDP students were surveyed regarding the perceptions of their learning outcomes based on four practical skills (problem defintion, discovery of research alternatives, delegation/teamwork, and achievable challenge) and four complimentary adaptive skills (focusing on an issue, direct attention to detail, management of time and resources, and persistence). This study found that students did perceive to have gained leadership skills in each of the practical and adaptive skill constructs. The comparison between students' perceptions of each skill before participating in ELDP and after participating in ELDP was positively correlated and statistically significant in every construct. In short, the relationship between the practical and adaptive skills taught in ELDP and the learning outcomes is not serendipitous. The findings show that ELDP is improving the development of students in terms of them becoming leaders and in terms of the greater concept of leadership as related to the four practical and adaptive skills emphasized by ELDP. Further research related to the interdisciplinary design through which the practical and adaptive skills are taught is recommended.

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Blackmon, Scott Alexander. "Empowering elementary teachers in Texas to prepare their students for the science section of the Texas Assessment of Knowledge and Skills (TAKS) 2003." Thesis, Texas A&M University, 2003. http://hdl.handle.net/1969.1/1145.

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The need for an effective means of enhancing the science comprehension of elementary teachers brought about changes in the Texas Assessment of Knowledge and Skills (TAKS) exit exam for 5th grade students. The overall goal of this project was to evaluate the effectiveness of an alternative method of science instruction to train pre-service teachers. Web-based instructional designs are emerging as an alternative medium for disseminating course content in continuing education. A need exists to reach a point where web-based materials can be evaluated in terms of achieving desired teaching and learning outcomes, e.g., course grade, professional development certification, skills development and application of course content. The course offered to pre-service teachers provided the opportunity to build their confidence in teaching science and knowledge of subject matter using a combination of traditional and web-based instructional components. The entire course including lessons, exams, and ancillary materials were included in a WebCt distance education platform at Texas A&M University, for pre-service teachers to access online. During the course of the semester students took six exams which determined their overall grade in the course. Study objectives were measured using students enrolled in WFSC 420 Ecology for Teachers during the Fall 2002 and Spring 2003 semesters. The four required assessments were administered before the first exam and after the fifth exam. Analysis of pre- vs. post-course assessments was conducted using paired t-test analysis of mean scores on two assessments including the Science Teaching Efficacy Beliefs Instrument and traditional versus web-based instruction. Student scores on the TAKS test were compared using raw average scores pre- and post-course. Additionally, each student's final course grade was correlated to the final TAKS score to determine the level of score consistency. WFSC 420 Ecology for Teachers prepared pre-service teacher trainees to teach elementary science in two ways. First it provided the relevant science content necessary for teachers to adequately prepare their students for the TAKS exam. Secondly, it has been shown to improve students' confidence in their ability to teach science. Both of these provide a firm foundation to properly educate elementary science teachers for the future.

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Lindsey, Johnathan Matthew. "Moral Authority as Moral Skill: An Exemplarist Theory of Practical Justification." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/75224.

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How should we understand the question "Why be moral?" Can we answer this question? If so, how? In this paper I develop an exemplarist theory of practical moral justification; that is, a theory of the justification of the prima facie moral things that we do, not the moral beliefs that we have. I take as my starting point that morality is, essentially, a set of practices in which all persons, in virtue of their being persons, participate. I argue that skillful practitioners of these various practices should be understood as moral authorities, and that the appeal to a moral authority for the purpose of one's justifying one's moral doings is necessarily justified for the appealer whenever she is practicing the same practice as the moral authority. This theory holds that moral authorities, so circumscribed, are Authoritative Exemplars, and as the appeal to their authority is necessarily justified they are able to provide a foundation for practical moral justifications, and thus rebutting the objection that all such justifications will run to regress. Among other things this account allows us to interpret the "Why be moral?" question as a question asking for more than can be had posed from a position of misunderstanding the nature of morality and practical moral justification. We cannot answer the "Why be moral?" question any more than we can answer the "Why be human?" question.<br>Master of Arts

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Lock, R. J. "Assessment of science practical skills in 15 year old pupils." Thesis, University of Leeds, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.373461.

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Alsterdal, Lotte. "The Duke of Uncertainty -Aspects of Professional Skill." Doctoral thesis, KTH, Industrial Economics and Management, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3251.

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<p><i>The Duke of Uncertainty - Aspects of Professional Skill</i>is a dissertation whose title is a literary metaphor designedto draw attention to encounters with unforeseen problems anddilemmas at work.</p><p>The first part of the dissertation presents the skill andtechnology tradition that has developed over the last twentyyears through explorative case studies. These have covered theskills of various occupational groups, such as processoperators in the paper-and-pulp and chemicals industries,managers and systems engineers working on real timeapplications in specialized knowledge intensive firms as wellas doctors and nurses.</p><p>The theoretical perspective is the epistemology of skillfocusing on the phenomenon of tacit knowledge. This has itsroots in Wittgenstein's philosophy of language as developed bythe philosophers Allan Janik and Kjell S. Johannessen.</p><p>The methodological framework develops indirect analogicalthinking which is a prerequisite for knowledge based onexperience, through exemplification.</p><p>The empirical part of the work shows knowledge offamiliarity among members of an occupational group with lowformal training but extensive practical experience, namelyassistant nurses. A comparative analysis is undertaken inrelation to previous case studies in the field of skill andtechnology aimed at occupational groups with high formaleducational qualifications.</p><p>A particular aspect to which attention is drawn is therhythm in work that unites occupational groups regardless ofeducational background. Occupational skill is treated as acapacity developed to find rhythm in action when confrontedwith situations that are hard to handle. The dissertationconsiders aspects that can be tried out in other occupationalarenas and paves the way for identifying phenomena in workinglife that hinder the development of rhythm in work.</p><p>The dissertation contributes to the setting-up ofundergraduate-level training for groups of people who have notpreviously had access to higher education, and aims tointroduce new aspects into the development of analoguethinking.</p><p><b>Key words</b>: practical versus theoretical knowledge, skillof epistemology, tacit knowledge, comparative case study,literary metaphor, analogical thinking, indirect method,occupational training.</p>

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Catano, Paul L. "Turning an Expert Reference Librarians' Skill Into computer Software: A Practical Application of Artificial Intelligence Techniques." NSUWorks, 1987. http://nsuworks.nova.edu/gscis_etd/447.

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Literature and research in the areas of£ question negotiation and reference direction were gleaned for sets of generally accepted rules about a professional reference librarian’s skills. The sets of rules allowed the development of a rule-based system to address an important function in libraries - providing reference assistance to patrons. An expert system is a program that takes the place of human experts by codifying the knowledge and rules they use to reach their conclusions. A computer equipped with an expert's knowledge has the ability, like a good assistant, to do things for the library in the way the reference librarian would do them. This looms as a potential revolution in the productivity of the library because it would free personnel to accomplish other tasks. The goal of this project was to develop and implement a knowledge-based system to automate the reference process in libraries. The system was based upon library experts who worked with standard reference tools on typical reference questions encountered in libraries. The system was localized to be specific to the reference collection of St. Thomas Aquinas High School in Fort Lauderdale, FL. The expert system was evaluated as a success by producing advice that was equivalent to or an improvement upon that given by its human counterparts on a given set of questions. The results of the evaluation indicated that the expert system would produce results that are not only more reliable, but also more efficient than those of a reference librarian. While the librarian often directed patrons to the first source of information that occurred to him/her, the computer, on the other hand, quickly evaluated and selected the best sources available. An expert system developed as described would not only reduce the time necessary to answer questions, but also increase the number of sources it cites as appropriate to the reference problem area. Relevant research and a complete knowledge-based program are included.

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Ewertsson, Mona. "Lärande av praktiska färdigheter inom sjuksköterskeprofessionen : studier av lärande i olika arenor." Doctoral thesis, Örebro universitet, Institutionen för hälsovetenskaper, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-55828.

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A central part of the nursing profession is the performance of practical skills. In order to provide adequate care, maintain patient-safety, and feel comfortable in the profession, registered nurses (RNs) need to be equipped with requisite skills. Overall aim: To explore and describe how learning and development of practical skills occurs during the preparatory phases and within the nursing profession. Method: Qualitative (I, III, IV) and quantitative methods (II) were used. Data were collected through individual interviews (I, IV), questionnaires (II) and participant observations, including informal talks (III, IV). Results: Both students and new RNs expressed a need to learn and develop practical skills (I, II, III, IV). Less than half of the new RNs had access to a clinical skill laboratory (CSL), where they could learn and practice practical skills (II). The students described that learning at a CSL had been meaning for their clinical practice. They also expressed a great need for continuing learning in real patient situations (I, III, IV). During clinical practice, preceptors and students took different approaches which affected student’s learning processesö (I, III, IV). There was a tension between learning at a CSL and learning in clinical practice sites because students perceived differences in the performance of skills. Students described that they understood that performance of skills could be done in different ways without injuring patients. However, the data also showed deviations in performances that could jeopardize patientsafety. In these situations, student’s behavior differed (I, IV). One third of new RNs deviated from evidence based guidelines when they performed practical skills which they were unfamiliar with (II). Both students and new RNs reported that reflection in connection with the performance of practical skills was not common (I, II III, IV). Conclusions: Cooperation between university CSLs and clinical settings must be intensified in order to enhance the understanding of learning processes regarding practical skills. A consensus regarding academic approaches should be reached. Universities need to support preceptors in educational issues where the importance of reflection is clarified and exemplified. Increasing patient-safety requires that new RNs receive opportunities for training in artificial environments, and that a culture that reinforces the use of guidelines and a reflective stance is cultivated.

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Gunvik-Grönbladh, Ingegerd. "Att bli bemött och att bemöta : En studie om meritering i tillsättning av lektorat vid Uppsala universitet." Doctoral thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-234705.

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The general purpose of this thesis is to contribute to further understanding of the academic appointment process explored and defined as participation in a collegial educational process. The appointment process for academic positions has historically been regulated by state authorities ever since the first university was established in Sweden and has continuously been questioned for necessity, procedure etc. The object of study is the appointment process focusing the consideration of teaching skill in appointing academic teachers. A theoretical construction is used as a method in order to grasp what the experts and applicants consider. The thesis draws theoretical inspiration from the French sociologist Pierre Bourdieu especially his work on social practice and his explanations within praxeological knowledge. In this thesis cultural capital, habitus and doxa are used as concepts for constructing a social practice. Inspired by Bourdieu’s concepts, the appointment process is made visible grounded on documentation: judgments of qualifications written by external experts and the applicants’ documentation in their applications. The empirical material on merits is analyzed according to Bourdieu’s indicators on symbolic capacities. The disposition of habitus (as an inner organizing principle) is limited to cultural capital and background demographic data. The indicators on scientific skill are also transmitted into symbolic capacities on teaching skill. Three appointments as assistant professors are analyzed, framed by information on advertisement, description of documentation, time lapse and final decision in appointment committees. The main conclusions are that the experts select whom to appoint using their practical sense unaware of the driving forces, explained as social practice. The experts act in line with the purpose of the assignment and they follow all the rules and instructions. Teaching skill is focused by the applicants and experts as practical mastery in the subject field (pedagogical authority). Selection is explained by the concept of habitus. Another conclusion is the tendency to “nuanced” co-optation similar to when appointments were made by self selection and teaching ability was important in early 19th century. A final conclusion is that in positioning of arguments in shared beliefs (doxa) in questioning the appointment process, researchers in the early years of this century represent heterodox opinions.

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Blondin, Magnus. "Övning ger färdighet? : Lagarbete, riskhantering och känslor i brandmäns yrkesutbildning." Doctoral thesis, Linköpings universitet, Tema teknik och social förändring, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-102587.

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Brandmän arbetar i situationer av stark osäkerhet och risk. Ett fungerande lagarbete är en förutsättning för att de ska kunna hantera de faror som förekommer vid olyckor, samordna sin verksamhet, rädda byggnader och fordon, ta hand om drabbade människor och även undvika att själva bli skadade. Blivande brandmän måste alltså lära sig arbetssätt som inbegriper både samordning, interaktion och individuella insatser i en mycket speciell och krävande arbetsmiljö. Denna studie bygger på deltagande observationer och intervjuer inom den tvååriga yrkesutbildningen Skydd Mot Olyckor. I fokus står hur studenterna i komplexa insatsövningar lär sig en praktisk förståelse av lagarbetet i sitt kommande yrke. Studien analyserar hur övningarna organiseras som en samtidig rekonstruktion och simulering av operativa arbetsuppgifter. Skolans övningsverksamhet ses alltså som en del av ett bredare lärandefält och med nära relationer till räddningstjänstens operativa verksamhet. I studien ges en detaljerad bild av hur övningarna genomförs samt av hur studenterna lär sig skapa kontroll. Det gäller såväl över arbetets materiella villkor och tekniska utrustning som över sociala interaktioner i arbetslaget och emotionella reaktioner på osäkerhet och risk. Studien bygger på ett sociokulturellt lärandeperspektiv med emfas på praktik och lärande av praktisk förståelse. I studien kombineras perspektiv från sociologi och från Science-and-Technology-Studies (STS) för att fånga praktikens sociomateriella dimensioner av teknik, social koordinering och emotioner.<br>Firefighters work in situations of strong uncertainty and risk. A functional teamwork is a precondition in order for them to handle dangers occurring at accidents, coordinate their activity, saving buildings and vehicles, take care of victims and avoid being hurt themselves. Potential firefighters must learn working methods that involve bringing together efforts, interaction and individual achievements in a very special and demanding work environment. The study investigates how students, through their participation in complex reallife simulations of operational work, learn a practical understanding of firefighting practice. The study draws on participant observations and interviews within the two-year firefighter’s vocational training program, Skydd mot olyckor. The study analyzes how exercises are organized simultaneously as reconstruction and simulation of operational tasks. The training program is seen as part of a larger learning field with close ties to firefighting practice. The study gives a detailed account of how exercises are conducted and of how students learn to achieve control in and through work. That includes material conditions and equipment as well as social interaction within the team and emotional reactions on uncertainty and risk. The study uses a socio-cultural learning perspective with an emphasis on practice and practical understanding. Perspectives from sociology and Science-and-Technology-Studies (STS) are combined to capture the socio-material dimensions of the specific practice studied, including technology, social coordination and emotions.

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Davenhall, Ella. "The assessment of practical skills in student nurses." Thesis, Sheffield Hallam University, 1985. http://shura.shu.ac.uk/20655/.

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RATIONALE: During the last decade assessment of clinicalskills in student nurses preparing for state registration has undergone a number of developments. According to contemporary literature, written examinations, which represent one feature of assessment for state registration, often bear little relationship to the level of nursing skills demonstrated by a student in the clinical setting. Having observed contemporary methods of clinical assessment, the researcher here explores the theoretical and practical considerations underlying these methods; their reliability and validity; and the related question of what could constitute useful and appropriate instruments for assessment of clinical nursing skills. NATURE, SCOPE AND METHOD: Two methods of clinical assess-ment in general use were explored, employing guided interviews with a sample of senior nursing staff regularly involved in clinical assessment (N = 44). This was a sample of ward sisters located in four centres: Centre A, an est-ablished teaching hospital (N = 14.); Centre B, a busy district general hospital (N = 8); Centre C, a new postgraduate medical school hospital (N = 12); and Centre D, a small suburban general hospital (N = 10). Following a review of the literature, a guided interview schedule was developed by means of preliminary unstructured discussion with assessors in order to establish general categories; followed by a small pilot study. Interview data were stored on audiotape and comparisons made between responses from assessors in the four centres. The researcher wished to collect accurate information in respect of specific issues involved in the current procedures. Interviews were wide-ranging, covering numerous aspects of assessment as these affect student, assessor and patient; and the instruments currently used. Numerical data is supported by anecdotal material illustrative of typical responses. Additionally to the interviews, a retrospective analysis of specimen assessments carried out for a specific group of third-year students was undertaken in order to. obtain data on reliability and validity of such assessments. FINDINGS: These illustrate a variety of strengths andweaknesses in current assessment procedures as perceived by senior clinical nurses: and serve to emphasise issuesrequiring further study. Of greatest interest are implications for preparation, training and continued development of clinical assessors. Respondents viewed both current assessment systems critically; and a specimen analysis illustrated the shortcomings of progress assessments. Inferences were drawn from the data regarding potential future ways of improving organisational, assessmental and educational aspects of clinical nurse assessment.

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Books on the topic "Practical Skill"

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Jackson, Caroline. People, skills and potential: Skill gaps, skill shortages and training issues : a practical guide. English Tourism Council, 1999.

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Skill, Technology and Enlightenment: On Practical Philosophy. Springer London, 1995.

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Göranzon, Bo, ed. Skill, Technology and Enlightenment: On Practical Philosophy. Springer London, 1995. http://dx.doi.org/10.1007/978-1-4471-3001-7.

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Bhaduri, Monmatha. Teaching and testing practical skills in chemistry. University of East Anglia, 1992.

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M, Carroll John. The Nurnberg funnel: Designing minimalist instruction for practical computer skill. MIT Press, 1990.

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The Nurnberg funnel: Designing minimalist instruction for practical computer skill. MIT Press, 1990.

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Secrets to success in sport & play: A practical guide to skill development. 2nd ed. Human Kinetics, 2011.

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Obuhova, Galina, and Galina Klimova. Fundamentals of public communication skills: practical recommendations. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1090527.

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The textbook discusses the methodological foundations of the preparation and presentation of public speeches in various fields of activity, including business. The factors influencing the skill of the speaker are considered. Recommendations are given on the technique of conducting various types of public speeches and practical techniques of audience ownership are shown. Special attention is paid to the methods of establishing contact between the speaker and the audience and the psychological influence of the speaker on the audience. Practical recommendations and exercises for improving the speaker's speech technique are presented. Special attention is paid to the ways of correcting speech defects.  Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for teachers, lecturers of the educational system, students and postgraduates, managers, lawyers, as well as for managers of various levels who are aware of the importance of verbal communication in their professional field. It can also be useful for a wide range of readers.

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Petersen, Evelyn A. A practical guide to early childhood curriculum: Linking thematic, emergent, and skill-based planning to children's outcomes. 2nd ed. Allyn and Bacon, 2003.

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Dan, Lumley, and Fagan Carol, eds. Tech prep career programs: A practical guide to preparing students for high-tech, high-skill, high-wage opportunities. Corwin Press, 1997.

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Book chapters on the topic "Practical Skill"

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Pavese, Carlotta. "Practical Representation*." In The Routledge Handbook of Philosophy of Skill And Expertise. Routledge, 2020. http://dx.doi.org/10.4324/9781315180809-23.

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Startin, Kate. "The Systems Analysis Skill." In Skill, Technology and Enlightenment: On Practical Philosophy. Springer London, 1995. http://dx.doi.org/10.1007/978-1-4471-3001-7_28.

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Tempte, Thomas. "The Practical Intellect and Master-Apprenticeship." In Skill, Technology and Enlightenment: On Practical Philosophy. Springer London, 1995. http://dx.doi.org/10.1007/978-1-4471-3001-7_2.

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Small, Will. "Anscombe on Action and Practical Knowledge." In The Routledge Handbook of Philosophy of Skill And Expertise. Routledge, 2020. http://dx.doi.org/10.4324/9781315180809-11.

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Bolton, Malcolm. "The Introduction of Information Technology into the Workplace — Some Practical Considerations." In Skill and Education: Reflection and Experience. Springer London, 1992. http://dx.doi.org/10.1007/978-1-4471-1983-8_8.

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Cook, Jon, and Bo Göranzon. "Introduction." In Skill, Technology and Enlightenment: On Practical Philosophy. Springer London, 1995. http://dx.doi.org/10.1007/978-1-4471-3001-7_1.

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Gustafsson, Lars. "Some Reflections on Diderot’s Paradox." In Skill, Technology and Enlightenment: On Practical Philosophy. Springer London, 1995. http://dx.doi.org/10.1007/978-1-4471-3001-7_10.

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Bigsby, Christopher. "The Actor as Paradigm?" In Skill, Technology and Enlightenment: On Practical Philosophy. Springer London, 1995. http://dx.doi.org/10.1007/978-1-4471-3001-7_11.

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Robinson, Michael. "Actors and Acting." In Skill, Technology and Enlightenment: On Practical Philosophy. Springer London, 1995. http://dx.doi.org/10.1007/978-1-4471-3001-7_12.

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Göranzon, Bo. "Comments." In Skill, Technology and Enlightenment: On Practical Philosophy. Springer London, 1995. http://dx.doi.org/10.1007/978-1-4471-3001-7_13.

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Conference papers on the topic "Practical Skill"

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Stocco, Leo, Ignacio Galiano, Francisco Paz, Roberto Rosales, and David Feixo. "Control Theory Practices Applied to Teaching Practical Control Theory." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-72290.

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Control theory is useful in a broad range of diverse applications that include mechanical, electrical and chemical systems. This work extends the application of control theory from achieving a desired technical outcome to achieving a desired pedagogical outcome. In this paper, the desired outcome is the teaching and learning of applied control systems theory. In the proposed model, the student is the plant, their skill set is the set point, the instructor is the controller, and either an exam or a project-based-learning (PBL) course is the sensor. The PBL course is used to evaluate the actual skill set of the students and the difference between the actual and desired skill set (error signal) is fed back to the professor to initiate curricular changes. This model is shown to be applicable at various levels. At the micro level, examinations within a course are used to optimize that course. At the intermediate level, a PBL course is used as the sensor for a conventional lecture-based course. At the macro level, the departmental program as a whole is matched to the needs of industry in pursuit of a 100% employment rate of its students.

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Uspuriene, Aiste Barbora. "COMMUNICATION PECULIARITIES OF ADOLESCENTS ATTENDING IN DANCE ACTIVITIES." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2019. http://dx.doi.org/10.21661/r-508527.

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Dance is related to the peculiarities of communication between teenagers, because the essence of these dances is the performance of dance in a couple, During dance classes, adolescents have the opportunity to acquire excellent communication skills, to consciously discover and improve their weak points, to raise their communication level to a higher, more enjoyable level, There is lack of literature on communication between dancers of all ages and skill levels, There is a significant lack of scientific data on the impact of dance on adolescent communication.

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Lowe, David, Deena Larsen, Bill Bly, et al. "Achieving practical development-merging skill bases (panel session)." In the eleventh ACM. ACM Press, 2000. http://dx.doi.org/10.1145/336296.336506.

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Crawford, Elise, Frank Bogna, Aldo Raineri, and Ryan L. Kift. "Next generation technology for learning practical skills online." In ASCILITE 2020: ASCILITE’s First Virtual Conference. University of New England, Armidale, 2020. http://dx.doi.org/10.14742/ascilite2020.0135.

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This paper presents a rationale and research approach for a pilot study that examines next generation solutions for enhancing online learning of practical skills required of Occupational Health and Safety (OHS) university students. The study explores instructional technology that has been designed through a constructivist lens. Open source interactive capability and immersive experiences are created using static and 360-degree panoramic photography to encourage greater engagement with the learning resources and to enhance practical skill development at distance. This design research pilot is founded on pedagogy before technology principles and follows the pedagogical model of the cognitive apprenticeship. Survey data, and learning analytics from the University Learning Management System will be interrogated to appraise the education outcomes using the Kirkpatrick Training Evaluation Framework. Expected benefits include improved engagement with learning resources, improved overall OHS skill development, and greater accessibility to workplaces without personal concerns for health and safety.

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Tian, Qiangxing, Guanchu Wang, Jinxin Liu, Donglin Wang, and Yachen Kang. "Independent Skill Transfer for Deep Reinforcement Learning." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/401.

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Recently, diverse primitive skills have been learned by adopting the entropy as intrinsic reward, which further shows that new practical skills can be produced by combining a variety of primitive skills. This is essentially skill transfer, very useful for learning high-level skills but quite challenging due to the low efficiency of transferring primitive skills. In this paper, we propose a novel efficient skill transfer method, where we learn independent skills and only independent components of skills are transferred instead of the whole set of skills. More concretely, independent components of skills are obtained through independent component analysis (ICA), which always have a smaller amount (or lower dimension) compared with their mixtures. With a lower dimension, independent skill transfer (IST) exhibits a higher efficiency on learning a given task. Extensive experiments including three robotic tasks demonstrate the effectiveness and high efficiency of our proposed IST method in comparison to direct primitive-skill transfer and conventional reinforcement learning.

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Jingqing Kang and Junyin Yan. "The construction of college student practice and innovation skill network practical training platform." In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543462.

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Kang, Jingqing, and Junyin Yan. "The Construction of College Student Practice and Innovation Skill Network Practical Training Platform." In 2013 Conference on Education Technology and Management Science. Atlantis Press, 2013. http://dx.doi.org/10.2991/icetms.2013.62.

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Heikkilä, Tapio, Janne Saukkoriipi, Jari M. Ahola, and Tuomas Seppälä. "On-Line Programming of Robot Skills." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-97958.

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Abstract Robot skills provide a way to model and reuse sensor and robot technologies in effective ways. Skills can integrate and synchronize robot actions and sensor data in a consistent way and provide a framework for configurable robot systems, enabling quick setups of applications. Skills and skill modeling can be used not only for representing the composition of sensor based robot tasks, but also for programming on-line such tasks. In this paper we will introduce a skill based approach for representing on-line programming of skill based tasks. We will also give a practical example for modelling and implementing on-line programming of a handling skill relying on use of object localization sensors.

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"Design and Development of Business English Major Practical Skill Education." In 2019 Scientific Conference on Management, Education and Psychology. The Academy of Engineering and Education (AEE), 2019. http://dx.doi.org/10.35532/jsss.v1.019.

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Zelenova, M. E., A. A. Lekalov, V. S. Lim, and E. V. Kostenko. "Hardiness in regulation of functional positions of pilots." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.506.516.

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An empirical study is aimed at identifying psychological resources that contribute to negative mental states regulation and preserve the working capacity and health of professionals performing work in high level of uncertainty conditions and the actions under extreme environmental factors. The level of hardiness and the level of professional skill were considered as predictors of stress resistance of specialists in difficult conditions of activity. Participants in the study were pilots. Violations of physical health of respondents were determined on the basis of medical records based on the results of medical-flight check up. Standardized psychological techniques were used to diagnose signs of negative mental states and to identify the fullness of the pilots’ everyday life with stressful events. The results of the study made it possible to identify statistically significant relationships between indicators of psychological well-being and health of pilots, on the one hand, and indicators of vitality, professional skill, constructive strategies for overcoming behavior, on the other. It was found that the lower the level of stress, burnout and fatigue, the higher the vitality indicators. The characteristics of professionalism (“experience”, “flying hours” and “classiness”) are closely related to the level of fatigue, working capacity, burnout and the structure of the copying profile. The higher the grade score, the higher the resilience components of Risk Acceptance and Control. The physical health index is closely related to fatigue indices, burnout (reduced motivation to work), impulsivity and the presence of family and children at pilots. The results of statistical processing showed that professional skill and vitality can be considered as independent groups of internal resources for regulating the internal wellbeing of pilots, operating in conjunction with coping strategies.

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Reports on the topic "Practical Skill"

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Kost’, Stepan. THE CONCEPT OF CREATIVITY IN JOURNALISM. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.50.11092.

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The article analyzes some theoretical and practical aspects of creativity. The author shares his opinion that the concept of creativity belongs to the fundamental concepts of philosophy, psychology, literature, art, pedagogy. Creativity is one of the important concepts of the theory of journalism. The author does not agree with the extended definition of creativity. He believes that journalistic activity becomes creativity when it is free and associated with the creation and establishment of new national and universal values, with the highest intensity of intellectual and moral strength of the journalist, when journalism is a manifestation of civic position, when this activity combines professional skills and perfect literary form.The author also believes that literary skill and the skill of a journalist are not identical concepts, because literary skill is a component of journalistic skill.

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Hudson, Kesha N., and Michael T. Willoughby. The Multiple Benefits of Motor Competence Skills in Early Childhood. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0027.2108.

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Recent findings from the Kids Activity and Learning Study complement North Carolina’s multidimensional approach to promoting school readiness by emphasizing the integrated nature of motor and cognitive development in early childhood. Children whose motor skills improved the most over the course of an academic year also tended to demonstrate the biggest gains in executive function and numeracy skills. Children who participated in adaptive, group-based motor skill activities demonstrated gains in motor competence, executive function, and numeracy skills. Incorporating motor activities into established classroom practices has the potential to facilitate multiple aspects of children’s development and promote school readiness. The brief includes specific recommendations for early childhood educators.

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Carcelén García, S., D. Alameda García, and T. Pintado Blanco. Practices, skills and trends in digital advertising. The perspective of Spanish advertisers. Revista Latina de Comunicación Social, 2017. http://dx.doi.org/10.4185/rlcs-2017-1239en.

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.

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Pape, Barbara, and Tom Vander Ark. Policies and Practices That Meet Learners Where They Are. Digital Promise, 2018. http://dx.doi.org/10.51388/20.500.12265/15.

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The convergence of growing classroom diversity, learning sciences research, sophistication of technology, and 21st- century job requirements in a global market could put America’s education system on track for personalizing the learning experience. The goal is for each student to master content and skills to help guarantee their success in college and career. We need to re-think our education system to address learner variability and meet our promise to guide each learner to become productive and ful lled citizens.

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Osidoma, Japhet, and Ashiru Mohammed Kinkwa. Creatively Improving Agricultural Practices and Productivity: Pro Resilience Action (PROACT) project, Nigeria. Oxfam, 2021. http://dx.doi.org/10.21201/2021.7260.

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Since April 2016, The European Union and the Oxfam Pro-Resilience Action Project in Kebbi and Adamawa States, Nigeria, have supported poor smallholder rural farmers to improve their agricultural productivity. The project has a specific focus on increasing crop yields per hectare for better land usage, as well as ensuring farmers possess the skills they need to maintain good agricultural practices, such as inputs utilization and climate mitigation strategies, as well as an information-sharing system on weather and market prices. The project uses a Farmer Field School model that continues to serve as a viable platform for rural farmers to access hands-on skills and basic modern farming knowledge and techniques. The case studies presented here demonstrate a significant increase in farmers’ productivity, income and resilience. This approach should be emulated by governments and private sector players to achieve impact at scale in Nigeria’s agricultural sector, which is the country’s top non-oil revenue stream.

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Smith, Bonnie. A comparison of the effects of ordinary prose and left-hand right-hand practice upon the development of keystroking skills. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.780.

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Jejeebhoy, Shireen, Rajib Acharya, Neelanjana Pandey, et al. The effect of a gender transformative life skills education and sports-coaching programme on the attitudes and practices of adolescent boys and young men in Bihar. Population Council, 2017. http://dx.doi.org/10.31899/pgy8.1032.

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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.

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Phinisee, Eri, Autumn Toney, and Melissa Flagg. AI and Industry: Postings and Media Portrayals. Center for Security and Emerging Technology, 2021. http://dx.doi.org/10.51593/20200059.

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Artificial intelligence is said to be transforming the global economy and society in what some dub the “fourth industrial revolution.” This data brief analyzes media representations of AI and the alignments, or misalignments, with job postings that include the AI-related skills needed to make AI a practical reality. This potential distortion is important as the U.S. Congress places an increasing emphasis on AI. If government funds are shifted away from other areas of science and technology, based partly on the representations that leaders and the public are exposed to in the media, it is important to understand how those representations align with real jobs across the country.

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