Embracing Nontraditional Learning: Desperately Seeking Critical Skills

2012 ◽  
Vol 43 (4) ◽  
pp. 147-147
Keyword(s):  
Critical Skills ◽  
Nontraditional Learning

The Public Health Crisis Survival Guide

2018 ◽  
Author(s):  
Joshua M. Sharfstein
Keyword(s):  
Public Health ◽  
Police Officers ◽  
Health Agency ◽  
Health Improvement ◽  
Strong Response ◽  
Popular Imagination ◽  
Health Crisis ◽  
The Public ◽  
Public Health Crisis ◽  
Critical Skills

Firefighters fight fires. Police officers race to crime scenes, sirens blaring. And health officials? Health officials respond to crises. There are infectious disease crises, budget crises, environmental health crises, human resources crises—and many more. At such critical moments, what happens next really matters. A strong response can generate greater credibility and authority for a health agency and its leadership, while a bungled response can lead to humiliation and even resignation. Health officials must be able to manage and communicate effectively as emotions run high, communities become engaged, politicians lean in, and journalists circle. In popular imagination, leaders intuitively rise to the challenge of a crisis: Either they have what it takes or they do not. In fact, preparation is invaluable, and critical skills can be learned and practiced. Students and health officials alike can prepare not only to avoid catastrophe during crises, but to take advantage of new opportunities for health improvement. The Public Health Crisis Survival Guide provides historical perspective, managerial insight, and strategic guidance to help health officials at all levels not just survive but thrive in the most challenging of times.

Parent–Child Construction of Personal Memories in Reminiscing Conversations: Implications for the Development and Treatment of Childhood Psychopathology

2018 ◽  
Author(s):  
Karen Salmon
Keyword(s):  
Autobiographical Memory ◽  
Conduct Problems ◽  
Childhood Psychopathology ◽  
Relevant Research ◽  
The Past ◽  
Parents And Children ◽  
Emotion Competence ◽  
Critical Skills ◽  
Clinical Populations ◽  
Parent Child

Strong theory and research implicates parent–child conversations about the past in the child’s development of critical skills, including autobiographical memory and understanding of emotion and minds. Yet very little research has focused on associations between reminiscing and the development of childhood psychopathology. This chapter considers what is known about reminiscing between parents and children where there is anxiety or conduct problems. These findings provide clues as to how children come to manifest difficulties in autobiographical memory and emotion competence. Thereafter, the text reviews studies that have attempted to alter the style and content of parent–child reminiscing in clinical populations. The full implications of parent–child reminiscing, as a rich context for children’s development, have yet to be realized in clinically relevant research.

scholarly journals INFORMATION AVOIDANCE BEHAVIOR REGARDING HOAXES INDICATORS

2020 ◽  
Vol 19 (1) ◽  
pp. 26-34
Author(s):  
Raymond Godwin ◽  
Fanny Chairunnisa ◽  
Rani Agias Fitri
Keyword(s):  
Negative Correlation ◽  
Avoidance Behavior ◽  
Digital Literacy ◽  
Thinking Skills ◽  
Common Phenomenon ◽  
Information Avoidance ◽  
Individual Perception ◽  
Critical Skills ◽  
Skill Dimensions ◽  
Bahasa Indonesia

Hoaxes have become a common phenomenon in Indonesia. The Indonesian Telematics Society Survey shows that even though Indonesian people understand the way in recognizing hoaxes, they Indonesia are not sure of being able to immediately recognize hoaxes. Based on previous studies, there are two reasons that lead to lack of the assuredness, namely, the idleness in using thinking skills and ignorance of hoax indicators in the news they read. This study aims to find the correlation between avoidance behavior toward information that can indicate hoax, critical skill, and individual perception of easiness in obtaining the information regarding hoaxes. Information Avoidance Scale and the Critical Skill dimensions of the Digital Literacy Scale were adapted to Bahasa Indonesia to measure the tendency of information avoidance and critical skills. Whereas an instrument to measure the perception of the easiness to obtain information was constructed independently. The results indicate that critical skills and perceptions of the easiness to obtain information have a negative correlation with the tendency to avoid information. However, because the correlation is poor, critical skills and perceptions of the easiness to obtain information do not adequately explain a person's tendency to avoid information that can help him to recognize hoaxes. 

From technical to non-technical skills among information systems suppliers

2017 ◽  
Vol 30 (2) ◽  
pp. 320-334 ◽  
Author(s):  
Bénédicte Branchet ◽  
Pierre-Yves Sanseau
Keyword(s):  
Information Systems ◽  
Business Models ◽  
Work Organization ◽  
Technical Skills ◽  
Content Type ◽  
Face To Face ◽  
Key Skills ◽  
Critical Skills ◽  
Education And Society ◽  
Is Outsourcing

Purpose Existing research infers that in the information systems (IS) and information technology (IT) fields, a shift may occur between technical and non-technical skills. However, relatively little research has focused on going changes in terms of key skills in the IS suppliers sector. The purpose of this paper is to address this gap by investigating these skills evolution in the IS suppliers domain and discusses their impacts on IS and IT curricula. Design/methodology/approach This paper uses a qualitative method based on 15 semi-structured face-to-face interviews, with highly dedicated operational managers in senior positions in the field. Findings This study identifies, for the IS suppliers, the critical skills, which are basically non-technical, and peripheral skills, which are primarily technical. It then considers the consequences of this change and the necessary adaptations it requires for businesses and training for this field. Practical implications The findings suggest the need to redesign the educational curricula for future managers, and the adaptations required to the work organization, human resource management and business models of firms in the field. Originality/value The paper’s value is twofold. First, it focuses on IS service suppliers, an understudied area (most research examines IS outsourcing from the customer’s standpoint); second, it reveals the shift away from technical toward non-technical skills in a field that is intrinsically technical – a change that may occur more slowly than in other less technical sectors – and the consequences of this change for firms, education and society.

Critical Skills and Procedures

2013 ◽  
Vol 31 (1) ◽  
pp. xiii-xiv
Author(s):  
Amal Mattu
Keyword(s):  
Critical Skills

In-training Examinations as Predictors of Resident Clinical Performance

PEDIATRICS ◽  
1989 ◽  
Vol 84 (1) ◽  
pp. 165-172
Author(s):  
Thomas G. Quattlebaum ◽  
Paul M. Darden ◽  
John B. Sperry
Keyword(s):  
Cognitive Skills ◽  
Evaluation System ◽  
Formative Evaluation ◽  
Professional Competence ◽  
Clinical Performance ◽  
Evaluation Tool ◽  
Patient Centered ◽  
Critical Skills ◽  
Level Of Training ◽  
Highly Correlated

Previous attempts to predict resident clinical performance based solely on measures of cognitive skills have been uniformly unsuccessful. For the past 8 years, a formative residency evaluation system has been used that includes yearly comprehensive oral in-training examinations (OITEs) assessing each resident's performance in the three areas of professional competence: cognitive, psychomotor, and affective. The results of these examinations and scores received on the written in-training examination (WITE) given by the American Board of Pediatrics were compared with faculty ratings received during the subsequent year of residency. No significant correlation was found at any level of training between WITE scores and clinical performance. Analysis based on clinical setting did not improve these results. Oral intraining examination scores, however, were highly correlated with clinical performance ratings. In addition, with oral in-training examination scores, the "problem" interns—those whose clinical performance rating placed them in the lower 10% of interns—were predicted with a high degree of significance, sensitivity, and specificity. Predictions based on WITEs were not significant. Simultaneous evaluation of all three areas of professional competence should be done when predictions of resident performance are attempted. The OITE is a powerful formative evaluation tool, providing valuable learning experiences as residents are objectively assessed while they perform patient-centered tasks that represent critical skills in the practice of medicine. It allows early detection and possible amelioration of future problems in the clinical performance of a resident.

Teaching Students with Combined Behavioral Disorders and Mental Retardation to Lead Their Own IEP Meetings

2002 ◽  
Vol 27 (4) ◽  
pp. 340-357 ◽  
Author(s):  
Edward P. Snyder
Keyword(s):  
Mental Retardation ◽  
Behavioral Disorders ◽  
Individualized Education Program ◽  
Self Advocacy ◽  
Adolescent Students ◽  
Choice Making ◽  
Cognitive Limitations ◽  
Planning Meeting ◽  
Critical Skills ◽  
Iep Meetings

For students with combined cognitive limitations and behavioral disorders (BD), postschool outcomes are poor; their lives are marked by a lack of independence and empowerment. A major goal of special education is to develop successful models to promote individual independence and empowerment for students. The individualized education program (IEP) planning meeting provides opportunities for students to develop critical skills for self-management, self-advocacy, goal setting, and choice making. This research extended the work of Snyder and Shapiro (1997) and examined the effectiveness of teaching adolescent students with mental retardation and BD to lead their own IEP meetings. Five students learned to (a) introduce others at their IEP meetings, (b) review their past IEP goals, (c) discuss their future IEP goals, and (d) close their meetings. The students rated the instruction as acceptable. Implications and limitations of the investigation are discussed.

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