scholarly journals Implantology skills development programme launched

Vital ◽  
2006 ◽  
Vol 3 (2) ◽  
pp. 6-6
Keyword(s):  
Development Programme ◽  
Skills Development

scholarly journals From abstract to relevant: encouraging access to journals

2009 ◽  
Vol 28 (89) ◽  
pp. 2-12 ◽  
Author(s):  
Judith Keene
Keyword(s):  
Development Programme ◽  
Resource Acquisition ◽  
Skills Development ◽  
Journal Articles ◽  
Positive View ◽  
Large Influence ◽  
Students Attitudes ◽  
Academic Assignments ◽  
Training Opportunities ◽  
Relevant Material

The article discusses and evaluates a project designed to gain understanding of students' attitudes towards using journals in their academic assignments, based on evidence that some students made little use of journals and library-run training opportunities. Results of a questionnaire showed that students generally had a positive view of journals, but there were numerous remarks about the difficulty of accessing relevant material. Tutors have a large influence in students' perception and use of journals. Students from different subjects accessed journals in different ways, but students who had been on workshops were more likely to use an electronic index. However, many former workshop attendees still had limited confidence in finding journal articles, and a model of repeated skills development is proposed. Implications for resource acquisition and access are discussed and the importance of working with academics to promote and deliver skills workshops is stressed. It is suggested that an institutional Information and IT Literacy policy would be helpful in developing and embedding an ongoing skills development programme. Occasion

scholarly journals Learning Selves And Citizenship: Gender And Youth Transitions

2007 ◽  
Vol 36 (2) ◽  
pp. 279-296 ◽  
Author(s):  
TOM HALL ◽  
AMANDA COFFEY
Keyword(s):  
Young People ◽  
Citizenship Education ◽  
Empirical Work ◽  
Development Programme ◽  
Green Paper ◽  
Skills Development ◽  
Development Agency ◽  
People’S Perceptions ◽  
School Curricula ◽  
Youth Transitions

Discourses of citizenship have increasingly featured in social policies aimed at young people, particularly in relation to the promotion and crafting of ‘active citizens’. The inclusion of citizenship education in school curricula, the Learning and Skills development agency post-16 citizenship development programme, and the recent Green Paper Youth Matters, all speak of instilling in young people the rights and responsibilities that come with citizenship. In this article we draw on empirical work on youth transitions to explore the ways in which citizenship is learnt and lived by young people themselves. The article draws on some of the models of citizenship identified by Lister et al. (2003) in their study on young people's perceptions of citizenship, particularly considering them in relation to the gendered experiences and realities of youth transitions to adulthoods.

scholarly journals An Analysis of Kenyan Learners’ Proficiency in English Based on Reading Comprehension and Vocabulary

2013 ◽  
Vol 17 (1-2) ◽  
pp. 1-13 ◽  
Author(s):  
Logamurthie Athiemoolam ◽  
Agnes Kibui
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Reading Skills ◽  
English Language Proficiency ◽  
Development Programme ◽  
Skills Development ◽  
Medium Of Instruction ◽  
Official Language ◽  
Word Analysis ◽  
Interpretive Skills

In Kenya, English is the medium of instruction in schools and the official language of the country, although the majority of the learners are first additional language speakers of English. The study on which this article is based aimed to assess grade 10 Kenyan learners’ proficiency in English by examining their performance in comprehension and vocabulary on the basis of three tests incorporating multiple choice and interpretative questions. The data were collected from 422 grade 10 learners representing 16 schools in four provinces of Kenya. Learners were assessed on three comprehension passages which were selected from different genres. The results revealed that a large percentage of Kenyan learners encountered challenges with comprehension and vocabulary which impacted on their English language proficiency. The implications of the study is that there is a need for a reading skills development programme incorporating word analysis, recognition of the purpose of the text and tone, and the enhancement of inferential as well as predictive and interpretive skills. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 1-13 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8088

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