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Books on the topic 'Professional abilities'
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1
Richard, Rogers. SAMA: Standardized Assessment of Mianda Abilities : professional manual. Lutz, FL: PAR, 2012.
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1952-, Walker Michael L., and Song Kim Hyunsook 1955-, eds. A beginning teaching portfolio handbook: Documenting and reflecting on your professional growth and abilities. Upper Saddle River, N.J: Pearson Merrill/Prentice Hall, 2007.
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Mentkowski, Marcia. Careering after college: Establishing the validity of abilities learned in college for later careering and professional performance. 2nd ed. Milwaukee: Alverno College, 1987.
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Vasil'eva, Marianna, Natal'ya Mirzabekova, and Elena Sidel'nikova. German for students of Economics. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1018051.
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The aim of the textbook is the formation of skills and abilities in different types of reading, writing and speaking in German. Contains 12 lessons, the application, consisting of 12 texts for independent reading, German-Russian dictionary and a concise dictionary of foreign terms. Covers a wide range of economic topics based on the requirements of state educational standard of higher professional education. The text is taken from German literature and are provided with exercises based on the communicative approach. Compared to the 4th edition (Moscow: Alfa-M: INFRA-M, 2018) some of the lyrics are updated.
Meets the requirements of Federal state educational standards of higher education of the last generation.
For students of higher educational institutions, students of economic specialties.
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Vahrusheva, Lyudmila. Development of mental activity of preschool children. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1093072.
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The textbook reveals the general issues of organizing the mental activity of preschool children: the development of mental actions and mental abilities, the features of developing, problem-based learning and its methods, the meaning and place of active methods of organizing mental activity in pedagogical work with children, the technology of using active learning tools — intellectual games and cognitive fairy tales. For the organization of independent work of students, sample topics of seminars, practical classes, questions for the test, the final test of the discipline are offered. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. For students of secondary vocational education institutions of pedagogical profile, students of the system of additional professional education( advanced training), practitioners of preschool educational institutions and all those who are interested in the development of the mental activity of preschoolers.
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Rea, Ruth Emily. DESCRIPTIVE STUDY OF EMERGENCY NURSING COMPETENCIES: COGNITIVE ABILITIES, TECHNICAL SKILLS, AND PROFESSIONAL ATTITUDES. 1987.
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Foster, Bill R., Kim Hyunsook Song, and Michael L. Walker. A Beginning Teaching Portfolio Handbook: Documenting and Reflecting on Your Professional Growth and Abilities. Prentice Hall, 2006.
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Foster, Bill R., Kim Hyunsook Song, and Michael L. Walker. A Beginning Teaching Portfolio Handbook: Documenting and Reflecting on Your Professional Growth and Abilities. Prentice Hall, 2006.
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Prestholdt, Cynthia Ann Ofstad. THE INFLUENCE OF EXPERT STATUS AND LEARNING STYLE PREFERENCE ON CRITICAL THINKING ABILITIES OF PROFESSIONAL NURSES. 1995.
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Washington (State). State Board for Community and Technical Colleges. and Washington State Library. Electronic State Publications., eds. 1994 survey of expected entry-level reading, writing, and learning abilities for college transfer or professional-technical courses. [Olympia, Wash: Washington State Board for Community and Technical Colleges, 1994.
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Pfeiffer, Steven I., and Megan Foley Nicpon. Knowns and Unknowns about Students with Disabilities Who Also Happen to Be Intellectually Gifted. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0006.
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High-ability students with coexisting disabilities (i.e., twice exceptional) are challenging to diagnose and treat due to multiple issues, including variable definitions of what it means to be “gifted,” the influence of high intellectual or creative ability on mental health diagnostic presentation and intervention, time of onset of both the abilities and disabilities, and symptom-masking effects. While the child psychiatry and child clinical psychology fields offer several empirically validated intervention options, few have examined efficacy or effectiveness among twice exceptional youth. Also, extant studies are often fraught with methodological weaknesses. This chapter advocates that best clinical practice include implementing empirically validated interventions with attention to the child’s profile of abilities and talent domain, focusing on resilience and wellness/growth-promoting strategies, and providing advocacy, professional development, supervision, and training opportunities to educators and mental health professionals about this unique populations’ needs.
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Florida Council on Vocational Education., ed. Making the leap: An inquiry into the professional development needs of vocational educators for enhancement of their abilities to help students with limited English proficiency succeed in vocational education programs. Tallahassee, FL: The Council, 1996.
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13
Hanser, Suzanne B. Music Therapy Training Requirements. Edited by Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.36.
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This chapter provides an overview of the standards and guidelines established in the USA since the establishment of the first training course in 1919 and the first professional association in 1950. It details the standards that emerged during almost 100 years of music therapy training in America, and includes the current status of training practices in the English-speaking countries of the world. To begin this effort, the author interviewed a small group of eighteen music therapy educators in order to sample current thinking in the field. Through this process, an intricate web of philosophical approaches, scientific values, and musical abilities were revealed. This chapter presents some information about: (a) The challenges experienced in training provision; (b) Perspectives about training provision; and (c) Standards, guidelines, and competencies that have been devised by professional organizations.
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McPherson, Gary, and Susan Hallam. Musical potential. Edited by Susan Hallam, Ian Cross, and Michael Thaut. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199298457.013.0024.
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An ongoing controversy persists regarding the extent of individual variability in musical potential and the extent to which observable differences in acquiring musical skills result from social contexts that facilitate learning, genetic factors, or interactions between the two. This article outlines key elements of these debates and considers how ‘musical potential’ has been assessed. It argues that what children are born withenablesrather thanconstrainswhat they will eventually be able to achieve. While a range of generalized abilities may come into play when learning music, a host of environmental and personal catalysts work in combination with teaching and learning processes to develop particular types of talent. These talents form the basis of the many professional, amateur, and informal forms of meaningful engagement that individuals can have with music.
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Welsh, Mary Sue. On to Fantasia. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037368.003.0012.
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This chapter details Eugene Ormandy's assumption of the role as co-conductor of the Philadelphia Orchestra in the fall of 1936. According to Phillips, if Ormandy, who was to lead the orchestra for twenty-two weeks that season while Stokowski would be there for only six, felt overwhelmed, he didn't show it. Outwardly unbowed by Stoki's renown or the excellence of the players, he picked up the reins in a direct, unassuming, but very professional manner. Willing to work terrifically hard, he combined an impeccable sense of intonation with a powerful memory that enabled him to memorize scores in record time. His evident abilities calmed the fears of those in the orchestra who worried that he might not be up to the job, and the players responded well to his leadership, at least for a while.
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Kaplan, Gisela. Australian Magpie. CSIRO Publishing, 2004. http://dx.doi.org/10.1071/9780643092075.
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The warbling and carolling of the Australian magpie are familiar to many although few of us recognise that it ranks among the foremost songbirds of the world. Its impressive vocal abilities, its propensity to play and clown, and its willingness to interact with people, make the magpie one of our most well-known birds.
This insightful book presents a comprehensive account of the behaviour of one of Australia's best-loved icons. It reveals the extraordinary capabilities of the magpie, including its complex social behaviour, in a highly readable text. The author brings together much of what we know about the magpie’s biology and behaviour, including her latest research on magpie vocalisation as well as aspects of anatomy, physiology, development and health not published previously.
Australian Magpie is ideal reading for all those interested in Australian natural history, including amateur and professional ornithologists, and undergraduate students.
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Izaute, Marie, and Elizabeth Bacon. Metamemory in Psychopathology. Edited by John Dunlosky and Sarah (Uma) K. Tauber. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199336746.013.20.
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This chapter explores the degree to which various psychopathologies influence metamemory. The literature suggests such patients suffer different impairment patterns rather than global, nonspecific impairments of metamemory processes and the memory-metamemory relationships: Depressed patients present memory and metamemory difficulties; obsessive-compulsive patients appear to suffer from metamemory impairments rather than memory disturbances. ADHD patients suffer more from control process impairments than from monitoring deficits. Patients with autism present metamemory and memory difficulties that are restricted to certain context. The chapter focuses on schizophrenia, as impairments of cognition and consciousness are today considered core symptoms of the illness and contribute to patients ‘difficulties in social and professional integration. Patients with schizophrenia present specific disruptions and selective preservation of the metacognitive processes, as the accuracy of their metamemory monitoring is relatively preserved, whereas their metamemory control is sometimes impaired. The presence of preserved abilities allows for optimism regarding patients’ possibilities to improve their memory.
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Hines, James R. Skating before Figures. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039065.003.0001.
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Today, skating on artificial ice in indoor rinks is a year-round recreational activity enjoyed by people of all ages and abilities as well as a sport both amateur and professional that enjoys unprecedented popularity. But throughout most of its history, ice skating has been an activity limited to short seasons and possible only in countries where lakes, ponds, canals, or other bodies of water provide frozen surfaces on which skaters could enjoy the challenge and excitement of gliding across natural ice. In the ancient world, long before skating became a recreational activity or a sport, those same frozen surfaces provided a different kind of challenge. Passage over them was a necessity for survival during harsh winter months. This chapter traces the history of ice skating before the advent of competitive figure skating. It discusses mythology and the earliest skaters; the earliest skates; an early account of recreational skating; skating as a tool of warfare; figure skating's patron saint, the virgin Lydwina of Schiedam.
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Kaplan, Gisela. Australian Magpie. CSIRO Publishing, 2019. http://dx.doi.org/10.1071/9781486307258.
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The Australian magpie is one of our nation’s most popular and iconic birds. It is loved for its impressive vocal abilities, propensity to play, excellent parenting and willingness to form enduring friendships with people.
Written by award-winning author Gisela Kaplan, a leading authority on animal behaviour and Australian birds, this second edition of Australian Magpie is a thoroughly updated and substantially expanded account of the behaviour of these birds. With new chapters on classification, cognition and caring for young, it reveals the extraordinary capabilities of the magpie, including its complex social behaviour. The author, who has devoted more than 20 years to studying and interacting with magpies, brings together the latest research on the magpie’s biology and behaviour, along with information on the origin of magpies, their development and health not published previously.
This fascinating book has a wide appeal to bird lovers, amateur ornithologists and naturalists, as well as those with a scientific or professional interest in avian behaviour and ecology and those interested in the importance of native birds to the environment.
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Shoenfelt, Elizabeth L., ed. Mastering Industrial-Organizational Psychology. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190071141.001.0001.
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In this book, faculty from top-ranked industrial-organizational (I-O) master’s programs provide best practices and discuss important topics for the training of master’s-level I-O psychologists. The book begins with a definition of the field of I-O psychology; an explanation of the knowledge, skills, and abilities needed by master’s-level I-O practitioners; and a description of I-O master’s professional practice areas. I-O graduate training is introduced, highlighting differences between master’s training and doctoral training. Advice is offered about applying to graduate school, including program selection, undergraduate preparation, and the application process. The Society for Industrial and Organizational Psychology’s Guidelines for Education and Training in Industrial-Organizational Psychology are reviewed, as are various methods for teaching the identified competencies. Guidance is offered on implementing important applied experiences such as course projects, practica, simulations, and internships. The pros and cons of a thesis requirement are outlined. Issues faced by faculty in I-O master’s programs, including strategies for balancing teaching, service, and research, are covered. The final chapter gives advice for developing and maintaining an on-campus I-O consulting entity. The best practices presented in this volume, offered by faculty with substantial expertise and experience in successful I-O master’s programs, should be of interest to faculty teaching in I-O master’s programs and other teaching intensive institutions; to I-O faculty and non-I-O psychology faculty advising undergraduates on career options in psychology, specifically as an I-O master’s practitioner; and to undergraduates evaluating potential I-O master’s programs.
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Ismail, Shahifol Arbi, Mohd Herry Mohd Nasir, Rafeah Mat Saat, and Nor Asiah Yaakub. Essentials computing for business: Microsoft Office 2010. UUM Press, 2016. http://dx.doi.org/10.32890/9789670876498.
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Essentials Computing for Business: Microsoft Office 2010 introduces basic computing technologies to accounting students and professionals who will find it relevant and useful.This book:Helps you understand the actual theoretical and practical importance and relevance of Information Technology to the business community, particularly accounting practitioners.Helps you acquire basic to advanced skills for operating office productivityprogrammess,including word processing, presentation, spreadsheet and database.Gives you a step-by-step understanding of how to complete a task by using well crafted hands-on project samples.Enhances your skills and abilities to operate an accounting programme by comparing the samples provided in the book to your own completed projects.Provides additional exercises at the end of each chapter to further enhance your understanding.
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Stewart, Edmund. The Background II. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198747260.003.0003.
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Chapter 2 demonstrates the central importance of travel to Greek culture. By the fifth century, a network of festivals and sanctuaries, where Greeks of all description could gather, perform, and exchange goods and ideas, was already in existence. Moreover, from an early period travel was seen as an essential part of the work of the poet. This is because poets were professionals who wished to display their skills and abilities before as wide an audience as possible. In many cases, they may also have wished to exploit wider opportunities for enrichment and employment than those available in their home cities. As such, though Greek poets come from many cities, their poetry does not belong exclusively to any one region or locality.
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Schildt, Henri. The Data Imperative. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198840817.001.0001.
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Companies across all industries are engaging in digital transformation to harness the power of advanced information technologies. Building on interviews and diverse case studies, this book describes how data and algorithms are reshaping management practices, organizational structures, corporate culture, and work roles. The book develops a broad framework for understanding digitalization not as a technological change, but as a new normative mindset, ‘the data imperative’. New managerial ideals compel companies to pursue digital omniscience and omnipotence—the abilities to represent and understand the world through real-time data flows and to control customer experiences, physical equipment, and workers with software. The efforts to complement and replace human expertise with data and smart algorithms are associated with shifts in strategic priorities, adoption of powerful modular architectures, new organizational structures, and introduction of artificial intelligence into diverse work roles. Surveying the changes in management and the workplace, this book offers an integrative and balanced account of the ongoing changes. It elaborates how artificial intelligence is changing work at all levels of the hierarchy and envisions how the emerging artificially intelligent organization will change how professionals work. The frameworks and ideas espoused in this book will help the reader understand the ongoing changes in the workplace that affect everyone from executives and professionals to frontline workers.
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Bendl, Regine, Inge Bleijenbergh, Elina Henttonen, and Albert J. Mills, eds. The Oxford Handbook of Diversity in Organizations. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199679805.001.0001.
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Diversity and its management has become a feature of modern and postmodern organizations. Different practices have spread around the globe focusing on the organizing and management of inclusion and exclusion of persons and identities based on different genders, sexual orientations, racial and ethnic backgrounds, ages, and (dis)abilities, as well as religious beliefs. Different diversity dimensions are identified and different explanations provided as to how and why these dimensions should be organized and ‘managed’ professionally. The discourses of equal opportunities, gender mainstreaming, and diversity management address these inclusion and exclusion processes each in their own ways while also intersecting. However, although increasingly recognized as important, the discourses of diversity are multifaceted and not without controversy. Furthermore, diversity management discourses and practices have the potential to reproduce both inclusion and exclusion. This book covers the rich and diverse field of diversity studies in organizations in one book. It presents the foundations of organizing and managing diversities, offers multidisciplinary, intersectional and critical analyses on key issues, and opens up fresh perspectives in order to advance the diversity debate. It also inspires new debates on diversity by encouraging scholars to broaden their research agendas and assists students and scholars to increase their understanding of the field and its current discussions. The authors are leading experts in the field from all over the world.
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Greenberg, Lyn R., Barbara J. Fidler, and Michael A. Saini, eds. Evidence-Informed Interventions for Court-Involved Families. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780190693237.001.0001.
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Children at the center of high conflict divorce and/or child protection cases face increased risks to both current and future health and adjustment. There is a growing research base regarding these risks and the coping abilities skills that children need for successful adjustment, but training gaps and poorly structured services continue to be serious problems. The specific characteristics of these families, and risks faced by these children, underscore the importance of treatment, psychoeducation, and other services adapted to this population and directed to minimizing risks and promoting healthy functioning, autonomy, and resilience for these children. This book provides a critical, research-informed analysis of the core factors to include when developing child-centered approaches to therapy and other family interventions, both in the formal treatment setting and promoting healthy engagement with the other systems and activities critical to children’s daily lives. The book addresses common problems, obstacles, and the backdrop of support from other professionals or the court, which may be necessary for successful intervention. An international team of renowned authors provide chapters covering a variety of service models and drawing on a wide range of relevant research and literature, addressing the legal context, central issues for treatment and other services, and specialized issues such as trauma, family violence, parent–child contact problems, and children with special needs. The book assembles in one place the best of what is known about intervention for court-involved families, along with practical guidance for using relevant research, understanding its limitations, and matching service plans to families’ needs.
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Krasnow, Donna H., and M. Virginia Wilmerding. Motor Learning and Control for Dance. Human Kinetics, 2015. http://dx.doi.org/10.5040/9781718212749.
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As dance training evolves and becomes more complex, knowledge of motor behavior is foundational in helping dancers learn and master new skills and become more efficient in integrating the skills. Motor Learning and Control for Dance is the first resource to address motor learning theory from a dance perspective. Educators and students preparing to teach will learn practical ways to connect the science behind dance to pedagogy in order to prepare dancers for performance. Dancers interested in performance from the recreational to professional levels will learn ways to enhance their technical and artistic progress. In language accessible even to those with no science background, Motor Learning and Control for Dance showcases principles and practices for students, artists, and teachers. The text offers a perspective on movement education not found in traditional dance training while adding to a palette of tools and strategies for improving dance instruction and performance. Aspiring dancers and instructors will explore how to develop motor skills, how to control movement on all levels, and—most important—how motor skills are best taught and learned. The authors, noted experts on motor learning and motor control in the dance world, explore these features that appeal to students and instructors alike: • Dance-specific photos, examples, and figures illustrate how to solve common problems various dance genres. • The 16 chapters prepare dance educators to teach dancers of all ages and abilities and support the development of dance artists and students in training and performance. • An extensive bibliography of sports and dance science literature allows teachers and performers to do their own research. • A list of key terms is at the beginning of each chapter with an accompanying glossary at the back of the book. Part I presents an overview of motor behavior, covering motor development from birth to early adulthood. It provides the essential information for teaching posture control and balance, the locomotor skills underlying a range of complex dance skills, and the ballistic skills that are difficult to teach and learn, such as grand battement and movements in street dance. Part II explores motor control and how movement is planned, initiated, and executed. Readers will learn how the nervous system organizes the coordination of movement, the effects of anxiety and states of arousal on dance performance, how to integrate the senses into movement, and how speed and accuracy interact. Part III investigates methods of motor learning for dancers of all ages. Readers will explore how to implement a variety of instructional strategies, determine the best approaches for learning dance skills, and motivate and inspire dancers. This section also discusses how various methods of practice can help or hinder dancers, strategies for improving the recall of dance skills and sequences, and how to embrace somatic practice and its contribution to understanding imagery and motor learning. Motor Learning and Control for Dance addresses many related topics that are important to the discipline, such as imagery and improvisation. This book will help performers and teachers blend science with pedagogy to meet the challenge of artistry and technique in preparing for dance performaance.