In addition, the QAA Social Policy and Administration (2007) document for undergraduate programmes stresses demonstration of “a basic ability to undertake investigations of social questions, issues and problems” and “sensitivity to the values and interests of others: a basic ability to identify and take account of different normative and moral positions in order to understand how human needs are met.” These are addressed through Knowledge and Understanding, Skills 1 and 2, and IntellectualSkills 1, 2 and 3.
This study assessed the effects of strategic leaders’ cognitive qualities on lecturers’ performance with a reference to Jaramogi Oginga Odinga University of Science and Technology, Kenya. A target population of 144 lecturers was used and a sample size of 106 lecturers obtained who responded to questionnaires. Mixed method of qualitative and quantitative approaches was applied. The results showed that strategic leaders’ were elected and appointed with a consideration on cognitive qualities at 43.4%. Also lecturers considered cognitive qualities as important and essential in the field of academics. This was seen to be essential in developing and formulating strategies, resolving problems and using intellectualskills to encourage and mentor lecturers on research, publishing in refereed journals, developing market demand driven programmes and facilitated completion of PhD students within the stipulated period of study. The findings further revealed a statistically significant relationship between strategic leaders’ cognitive qualities and lecturers’ performance (R 2 = 0.187; p<0.001) and coefficients were all statistically significant. Statutes governing appointment of strategic leaders need to highlight qualities required when appointing and electing strategic leaders to holistically understand administrative issues and conform to the requirements of leadership requirements.
Accordingly, a self-regulated learning skill is one of the required characteristics of stu- dents who will participate in constructivist practices. a self-regulated learning concept can be defined as an efficient and constructivist process in which learners participate in their own learning motivationally, cognitively, and meta-cognitively by setting a target or targets, moni- toring their learning, and controlling their motivation and cognitions (pintrich, 2000; schunk, 2005; Zimmerman, 1986, 1989). according to Zimmerman (1998), self-regulation is not a cog- nitive skill like intelligence and not an academic skill like proficiency or studying; it is a self- management process turning intellectualskills of learners into academic skills. according to Pintrich (2000), it is an efficient process in which learners set targets for learning and attempt to control, regulate, and observe their cognitions, behaviours, and motivations while reaching this target.
Skills are capabilities which encamppasses knowledge, professional ethics and attitudes to perform accounting and other tasks required from accountants. These skills are obtained from the total effect of the accounting program, specific courses, practical experience and continuing professional education. IAESB (2010) listed skills required by professional accountants under five groupings, namely i) intellectualskills, ii) technical and functional skills, iii) personal skills, iv) interpersonal and communication skills, and v) organisational and business management skills. The Higher Education Academy (1998) defined intellectualskills as the ability to analyse, think critically, evaluate and synthesise information. Accountants need intellectualskills to make decisions, exercise good judgments and solve problems. These skills are derived from a combination of knowledge. Technical and functional skills are skills specific to accountancy as well as general skills. These skills include skills in numeracy, decision and risk analysis, measurement, reporting and knowledge in legislation and regulatory requirements. Personal skills are skills relate to ability, attitude, capability that an individual accountant has. These skills can be developed to improve personality and individual learning. Interpersonal skills are skills that enable an accountant to work with others for the benefit of the organisation. With these skills, an accountant can influence, motivate, resolve conflict and delegate tasks to his/her team members to achieve the goals of the organisation. In order to achieve that, the accountant must have good communication skills. Communication skills are skills that enable an accountant to convey, discuss, listen and defend his/her view, orally and in writing and in either formal or informal settings. Organisational and business management skills are important in managing a business organisation in which an accountant is a key member of the management team. It is important for the accountant to understand all aspects of organisation including its behaviour. The organizational and business management skills include long-term planning, project management, management of people and resources, decision making, leadership and professional judgement.
The study of law involves the acquisition of legal knowledge, general intellectualskills, lawyering skills and transferable skills for the preparation of a wide range of careers. 13 Within the context of legal practice, Richard Susskind, 14 in his recent work “Tomorrow‟s Lawyers” 15 outlined the future of the legal profession requires lawyers who are not only equipped with the legal skills and knowledge necessary for the practice of law but also with a range of versatile and broader professional skills such as the ability to manage projects in time and efficiently and in an organised and inclusive manner, general management of self and teams, the ability to make decisions and show leadership and awareness and skill in the safe and proper use of technology skills. With the emerging changes to the legal profession, the need for a legal professional and lawyer to be equipped through a more technology-enabled-and-influenced legal education is in much demand. 16
This article sets out to conduct a systematic review of the current literature on active video games as potential educational tools for physical education or physical activity. To begin with, research on active video games for educational and physical purposes has been examined with the purpose of verifying improvement of attitudes, intellectualskills, knowledge, motor skills and physical properties associated with physical activity and physical education. A second aim will be to determine the effectiveness of active video games compared with traditional approaches to physical activity. From this perspective, a systematic literature search from relevant international databases was conducted from January to July 2015 in order to find papers published in journals or conference proceedings from January 2010 onwards. Then, 2648 references were identified in database searches and 100 of these papers met the inclusion criteria. Two main conclusions are to be drawn from this research. Firstly, controlled studies demonstrate that active video games increase capacities in relation to physical activity and education. Secondly, Research also shows that physical activity interventions designed and measured using behavioural theories are more likely to be successful in comparison with traditional exercise activities.
Most authors share the intellectual capital in almost the same groups: human, structural and relational, but with different names and not composing the same items. Most models have developed in recent years of the end of XX century because during this period began to see the importance of intangible assets. It is not fundamentally different regarding the concept of intellectual capital, even if they introduce some new concepts. The models do not assign a financial value to intellectual capital using financial indicators to measure and manage it. The financial perspective is included only in the Balanced Scorecard and not all models explicitly recognize the present / future perspective.
The Master of Public Administration (MPA) program is designed to develop the workplace skills and facilitate the intellectual growth and ethical behavior of public managers throughout the state and in the Yukon Territory of Canada. Through the study of responsible and responsive government it further engenders a responsible and
In Citizen Advocacy the term “protégé” is used to refer to the person with intellectual disability for whom Citizen Advocacy is intended. The term originates from Latin (‘protegére’) and French ‘protéger’ meaning “to protect”. (The Macquarie Encyclopedic Dictionary, Macquarie University, NSW, Australia, Reprinted 1992)
Sam discussed an instructor who also cared about students’ wellbeing. “It was pretty cool to have a teacher where you could just really clearly see how much … they care about the students’ success and that it wasn’t just about getting a grade and moving through,” Sam said. “It was making sure you’re building those connections with people and the class and people outside of the class, and making sure that you’re figuring out the best ways to absorb the knowledge and apply it …” Kevin continued, “I could always reach out to her and send her an email and she’s always willing to help or talk or anything like that. She was definitely a big role in kind of shaping my college degree.” Kevin’s instructor showed care for student success and learning. She impacted Kevin’s knowledge generation and intellectual development by ensuring he could apply new concepts in practical settings. She impacted his autonomy by encouraging professional networking inside and outside of class.
The VAIC™ coefficient consists of all of the factors listed in the above chart. Therefore, to increase the effectiveness of using the intellectual capital, the Group Dom Development S.A. should improve the indicators at the same time. To achieve this, the Group should follow the advice and instructions given in earlier sections analyzing these indicators. In the case of the Group Dom Development S.A. it is important to improve the value added that affects a large extent on all indicators. As results according to the study, in the real estate sector the biggest impact on the effectiveness of using the resource of intellectual capital is the human factor. Finally, it can be stated that in real estate companies creating the value-added of intellectual capital should be held by the skillful use of human capital. This observation confirms that human capital is an essential component of the conditions of Polish intellectual capital firms, including traditional sectors, including real estate development. Increasing the effectiveness of its use will contribute to improving the efficiency of the company.
An example of this uniqueness can be seen where a firm that is manufacturing a unique product, also possesses a unique technology or product design that is not able to be imitated by another firm. The product and attending processes are unique in that they have the power to create and realise value in the market. These products and processes which are unique, or firm-specific, complementary assets are often subject to a method of formal protection such as a patent. The patent forms the basis for managing a licensing strategy. All of the management processes leading the development and licensing of innovation are situated in the supporting intellectual assets component of the model and are founded on decision making, principally by managers. This may be the case even though forms of innovation may widely vary from one enterprise to another (Sullivan 2000). Once again in the case of ‘unique or firm specific complementary assets’, the importance of management methods including decision making is evident as being an important support to licensing IP, however, the actual nature of the IP issues involved has not been investigated. Even though innovation enterprises may be unique in their processes and products, there may also be some commonalities or trends of practice among types of issues that the model is currently insufficient to discuss. The potential that exists for common practices among managers needs to be explored and analysed.
Besides the focus on Thatcherism, ideology and popular culture, Stuart Hall’s contributions as a public intellectual was the employment of his considerable rhetorical skills to construct a particular image of the Left, which was part of the hardening of divisions between the so-called ‘soft’ and ‘hard’ Lefts. An example of his rhetoric is in the article, ‘The Culture Gap’, published in the January 1984 MT, where he sketches out the ‘inverted puritanism’ of ‘middle class socialists’ who “heaving under the weight of their new hi-fis, their record collections, their videos and strip pine shelving... sometimes seem to prefer ‘their’ working class poor but pure: unsullied by contact with the market” (Hall 1984: 19). The effectiveness of his rhetoric is that this particular image of the Left (or a certain section of it) resonated with readers, but it also played into a particular stereotype that itself was a characterization (‘caricature-ization’?) promoted in parts of the national press; all helped contribute to this division within the Left. Notably, Tony Benn, who has died just a month after Hall, and Hall represented opposing sides of the divisions within the ‘democratic socialist’ Left after the 1983 general election, which increased in the debates over the Miners’ Strike of 1984-85 and other developments in the 1980s.
In the present scenario, high attention is being given to the venture creation as it is considered as an important tool pertaining to economic development that generates employment at every level and enhances creativity and innovation with regard to opportunity and socio-economic welfare in the economy (Zoltan J Acs, Desai, & Klapper, 2008; Arafat, Saleem, Dviwedi, & Khan, 2018). Reynolds et al. (2005) contend that entrepreneurship helps in adjusting the economic system mainly by following the course of actions: “ creating new businesses, ” “ refocusing of the present businesses, ” and “ re- orientation of national institutions. ” As the relevance of entrepreneurship for economic development has already been established, it is very important to explore those factors which influence the entrepreneurship in either way. Many researchers have found that intellectual capital also influences the venture creation capacity of individuals, and without understanding it properly, it would be very difficult to design any policy for the
activities were carried out in order of increasing difficulty. In case the subject faced difficulty then through verbal, physical and gestural prompts he was provided help. After fulfilling a group activity, the subject was reinforced by giving stickers, stars, and candies. Before starting another group activity, skills learned at a previous activity was revised. Finally, in the last session, a summary of how to interact with others was given to the subject. At the beginning, all the group members were greeted and the therapist introduced herself. Then each member was asked to tell his/her names for breaking the ice between them. Children were seated comfortably on chairs and seemed enthusiastic for starting group activities. The therapist was also seated at an equal level as that of group members so as to maintain eye contact. Further, the therapist observed behaviour of the subject as group activities were conducted. And the therapist maintained a loving and accepting environment where the subject was reinforced by praise every time he tried to carry out activities.
The overall aim of the programme is to develop knowledge, understanding and intellectual and practical skills appropriate to a variety of commercial and project management roles within the building engineering services sector. As the programme will address mainly commercial practices it is suited to those engaged in or wishing become employed in the building services engineering industry in a project management capacity. It is also well suited to people in other sectors of the built environment who are required to interface with the building services engineering sector e.g. facilities management, etc.
The current study not only demonstrated the efficacy of the four behavioural interventions reviewed, it also showed their effectiveness when used in combination. For example, it is recognised that functional communication training often relies on reinforcement (Fisher, Kuhn, & Thompson, 1998; Skinner, 1957) and systematic prompting strategies (e.g., Brown et al., 2000; Carr & Carlson, 1993) to achieve success. In their seminal study, Carr and Durand (1985) employed verbal prompts and positive reinforcement, as part of a functional communication training package, to successful replace instances of challenging behaviour with functionally matched, socially appropriate communication responses for two children with developmental disabilities and two children with brain damage. Similarly, Braithwaite and Richdale (2000) implemented functional communication training to teach a 7 year old boy with a dual diagnosis of autism and an intellectual disability to make appropriate vocal requests when he wanted to escape something or access a desired item or activity. Their treatment package included verbal prompts and positive and negative reinforcement.
This research would support the use of team formulation in a systemic way in order to promote and maintain compassion within all aspects of care for service users and provide support for staff teams. Practically, clinical psychologists and therapists can be involved in developing shared formulations collaboratively with service users and the teams that work with them. The formulation can provide a working hypothesis as to why a person may think and behave the way they do in certain situations (Weerasekera, 1996) and challenges negative attributions. It would also provide information for Positive Behavioural Support plans that inform care in many intellectual disability services. This would help staff consolidate their knowledge of how best to support service users and the attributions that they make about behaviour that challenges. A formulation also provides a framework to think about service users progress and frustrations that both staff and service users might have (Butler, 1998). This could be especially useful in staff support sessions that and would further enable staff to feel that they are being listened too.
from all those problems mentioned above suggests that the current practice of assessment is not compatible with learning as indicated in notion of assessment for learning. The reason for this incompatibility of assessment and learning is that training in medical education is though authentic (real patients at workplace) the assessment is not equally authentic (not in a workplace). Most of the assessment tools in practice test the competence in a mock situation and performance of a candidate is therefore hardly measured. A workplace-based assessment (WPBA) is the need of time, which also takes into account the assessment of attitude, interpersonal skills and professionalism . However, to implement WPBA in learning requires faculty development on assessment of performance (does of Miller’s pyramid). We need to develop understanding of assessment as a program in order to improve knowledge about every accessible measure to face the challenges of its authenticity, reliability and validity that disregard assessment as part of learning.
Abstract Communication in the family environment is highly important for every child although their cognitive, emotional, social and language development characteristics differ. The children are able to communicate with the adults who take the most or the caregivers in the mother’s role in terms of development in the family environment in most cultures. This role is generally carried out by the mothers. It has been known that the communication skills of the children with intellectual disabilities differ from their peers and they have restrictions in receptive language and expressive language. The mothers feel stressed and because of the effects of the communication skills resulting from intellectual disability, they feel anxious in the education and rehabilitation process due to the disability of the children. This study, which aimed to examine the relationship between the effect of the intellectual disability of the children to their communication skills and the anxiety level of their mothers, was performed in the descriptive survey model. 259 mothers who had a child diagnosed with an intellectual disability between 4-18 years of age, participated in this research. The research data were collected using Communication Function Classification System (CFCS) which describes daily communication skills in 5 levels. The anxiety levels of the mothers have been evaluated by Questionnaire on Resources and Stress for Families with Chronically III or Handicapped Members (QRS). When the effect of the communication levels (CFCS), age and gender of the children on the anxiety level of the mothers was examined, it was determined that CFCS levels of the children and age alone have a statistically significant effect on the anxiety level of the mothers, but the gender does not result in a statistically significant effect. It has been stated that CFCS and gender together have a statistically significant effect on the anxiety levels of the mothers. In this study, which examines the communication skills of the children with intellectual disability together with the effect of the disability on the anxiety level of the mothers, the anxiety levels of the mothers differ in accordance with the age, gender and communication