Development and practice of learning program for preventing repeat offenses in children’s self-reliance support facilities 3: The practice effect of SEL-8D in the boy’s dormitory of facilities

The strength of character to be entrepreneurs, the strength of the motivation to start and own a business, entrepreneurial perception, the seriousness of the effort to seek opportunities and take advantage of business opportunities and perseverance run Synchronize employment policies, business and academia showed the strategic in building an entrepreneurial culture both in shaping new entrepreneurs, as well as for survival both businesses large and small to create the nation’s economic added value. In addition, the study empires show that entrepreneurship program has a positive effect on the development of entrepreneurial attributes of individual, self-reliance, raise awareness of entrepreneurship as a career option and instil a positive attitude towards entrepreneurship.Opportunities offered competency-based model of entrepreneurial learning and experience (competence-base and experience entrepreneurship learning - CBE2L) are implemented systematically, challenges and implications for policymakers, employers and types discuss in relation to relevant theoretical perspectives. Key implications CBE2L models. is to encourage learning program with policy and institutional commitment of resources, teachers who have the knowledge and experience of entrepreneurship and disseminate issues of education in strengthening involvement entrepreneurial culture among students.

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Development and practice of learning program for preventing repeat offenses in children's self-reliance support facilities

The Proceedings of the Annual Convention of the Japanese Psychological Association ◽

10.4992/pacjpa.75.0_2ev042 ◽

2011 ◽

Vol 75 (0) ◽

pp. 2EV042-2EV042

Author(s):

Aki MATSUMOTO ◽

Wataru OUE ◽

Naoko TOMOKIYO ◽

Reizo KOIZUMI ◽

Yohei YAMADA

Keyword(s):

Learning Program ◽

Self Reliance

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Perceptions of a Collaborative Professional Learning Program: Seeing the “Bigger Picture”

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00041 ◽

2020 ◽

Vol 5 (1) ◽

pp. 290-303

Author(s):

P. Charlie Buckley ◽

Kimberly A. Murza ◽

Tami Cassel

Keyword(s):

Data Analysis ◽

Professional Learning ◽

Social Communication ◽

Special Educators ◽

Service Providers ◽

Integrative Approach ◽

Theory Approach ◽

Learning Program ◽

Speech Language Pathologists ◽

Related Service

Purpose The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015 ) yearlong professional learning program. Method A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser & Strauss, 1967 ) to data analysis, open, axial, and selective coding procedures were followed. Results Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration. Conclusions Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.

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Community Involvement and Benefits From an International Service Learning Program

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig7.5 ◽

2017 ◽

Vol 2 (7) ◽

pp. 5-12 ◽

Cited By ~ 1

Author(s):

Lata A. Krishnan ◽

Christi Masters ◽

Jennifer M. Simpson

Keyword(s):

Service Learning ◽

Experiential Learning ◽

Community Involvement ◽

Learning Program ◽

Short Term ◽

International Service Learning ◽

International Service ◽

Short Term Study ◽

Service Activities ◽

Study Abroad Program

Service learning (SL) is a form of experiential learning in which students are involved in community service activities that are related to academic course objectives. A key aspect that separates SL from other forms of experiential learning is the mutually beneficial nature of the service activities. Much of the SL and international SL (ISL) literature has focused on positive learning outcomes for students, with much less focus on the benefits of SL to the community. Speech, Language, and Hearing Services (SLHS) in Zambia is an intensive SL short-term study abroad program. This paper describes the benefits to the community via the SLHS in Zambia program.

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How Useful is the Power Law of Practice for Recognizing Practice in Concentration Tests?

European Journal of Psychological Assessment ◽

10.1027/1015-5759.23.3.157 ◽

2007 ◽

Vol 23 (3) ◽

pp. 157-165 ◽

Cited By ~ 4

Author(s):

Carmen Hagemeister

Keyword(s):

Logistic Regression ◽

Reaction Time ◽

Power Law ◽

Error Rate ◽

Reaction Times ◽

Practice Effect ◽

Practice Effects ◽

Rate Decrease ◽

Small Practice

Abstract. When concentration tests are completed repeatedly, reaction time and error rate decrease considerably, but the underlying ability does not improve. In order to overcome this validity problem this study aimed to test if the practice effect between tests and within tests can be useful in determining whether persons have already completed this test. The power law of practice postulates that practice effects are greater in unpracticed than in practiced persons. Two experiments were carried out in which the participants completed the same tests at the beginning and at the end of two test sessions set about 3 days apart. In both experiments, the logistic regression could indeed classify persons according to previous practice through the practice effect between the tests at the beginning and at the end of the session, and, less well but still significantly, through the practice effect within the first test of the session. Further analyses showed that the practice effects correlated more highly with the initial performance than was to be expected for mathematical reasons; typically persons with long reaction times have larger practice effects. Thus, small practice effects alone do not allow one to conclude that a person has worked on the test before.

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