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Life skills are abilities for adaptive and positive behavior that enables an individual to deal effectively with the demands and challenges of everyday life, like coping with difficulties they face in their personal, emotional and social development. Life skills education aims at providing a deeper understanding of life skills especially in the case of adolescents. The major objective of the study was to assess the life skills profile of Siddi tribal and rural high school students and to know the influence of personal characteristics on life skills among high school students. The study was carried out in the Mundgod, Haliyal and Yallapur tulaks of Uttar Kannada district, Karnataka. The study consisted of 800 (375-Siddi and 425-rural) high school students, randomly selected from 15 high schools. Life-Skills Assessment Scale given by Nair et al (2010) was used to assess the life skills among students. Results highlighted that more than half of the Siddi students exhibited low levels of life skills, whereas more than half of rural students attained average levels of life skills. There was a significant difference between Siddi and rural students, where Siddi tribal students showed, significantly low levels of self-awareness, empathy, interpersonal relationship, creative thinking, problem-solving and coping with emotional skills compared to rural students. Gender, age and type of school have a significant effect on the achievement of life skills among students. In both Siddi and rural students, girls evidenced significantly higher levels of life skills. Older age group students presented better life skills compared to younger ones. Students of private schools exhibited higher life skills compared to students from government and aided schools. [ABSTRACT FROM AUTHOR]

The study sought to explore educator views on implementation practices of life orientation skills education (LSE) for senior high school students. Participants were 15 guidance and counselling teachers from a rural district of Eswatini (females = 7). The educators responded to semi-structured questions and focus group discussion interviews on the life orientation skills implementation practices they engaged in. Thematic analysis of the data indicated the educators to consider the following important to their implementation practices: knowledge and skills practices in guidance and counselling; training in basic counselling skills; and motivation to effectively implement LSE. The educators considered content knowledge and pedagogy skills important for effective teaching of decision-making and problem-solving skills to students. They also perceived training in basic counselling skills such as listening, acceptance, and empathising as important for teaching of LSE; as well as the incentivising of LSE through extra-compensation and reduction of teaching load. The educators perceived further training needs in basic counselling skills and supplemental material resources to enhance implementation of LSE. These findings suggest a need for continuing professional development of educators to better equip them for sustainable LSE implementation practices with high school students. [ABSTRACT FROM AUTHOR]

Two cluster-randomised trials were carried out in 2013-2014, investigating the impact of In:tuition (a school-based life skills and alcohol education intervention). One involved 10-11 year olds in primary schools and the other 12-13 year olds in secondary schools. In primary schools, the outcomes measured were: resistance skills; knowledge of alcohol; decision-making skills; and understanding of social norms relating to alcohol. The secondary school trial also measured age of first alcoholic drink and frequency of drinking (among drinkers). Schools were randomly allocated to receive In:tuition or to a 'business-as-usual' control. A self-report student survey was administered before and after the intervention. In total, 79 primary schools and 55 secondary schools were included. 'Intention-to-treat' analysis was undertaken, including all students regardless of the extent of In:tuition delivery. 'On-treatment' analysis was also carried out, to account for differences in programme delivery. A process evaluation, involving interviews with staff and pupils in nine schools and a teacher survey, was carried out to investigate programme implementation. The primary intervention group had slightly better knowledge of alcohol than those in the control, although the results were not significant at p = 0.07. There was no evidence of impact on resistance skills, decisionmaking or understanding of social norms. There was no evidence of any significant impact in secondary schools. Although teachers saw some value in the individual elements of the programme, they did not always deliver it in its entirety. It was recommended that for the programme to have a positive impact in its entirety it needed fundamental revision. [ABSTRACT FROM AUTHOR]

The design and evaluation of a teaching unit entitled "What car to buy?" for 9th grade students of Technology is addressed. Its aim is that students develop the necessary competencies to advise, justifiably, your family about choosing a car. It is solving a practical problem for citizenship that allows in classroom the treatment of scientific, technical, environmental and social issues. The results show that the argumentation's skills of students are improved. It also found an improvement in the capacity for critical analysis of the environmental impact on the use of cars and its manufacture, which can lead to responsible decision-making. [ABSTRACT FROM AUTHOR]

We realise that we live in a constantly and rapidly changing world and understand that the impact of technology on our lives is increasing dramatically; we may be abreast of the 21st-century competencies; we may have the 21st-century technology in the classroom and various web-based instruments at our disposal; yet that alone does not make us into 21st-century teachers (Churches, 2008,). We will only be 21st-century teachers if our teaching methods follow suit. In our paper we discuss three models of teaching: "Direct", "Radical" and "Social". Our special focus is on a combination of the "Radical" and "Social" models of teaching. In addition, we present cases of how we already changed our teaching methods and how technology and web-based instruments helped us to implement our approach of mathematics. As well, we conducted different feedback tests with students and discussed the results. [ABSTRACT FROM AUTHOR]

The article provides lesson plans that incorporate core content into life skills instruction for secondary school students with moderate and severe disabilities (MSD). The article describes how the implementation of the U.S. education reform law No Child Left Behind Act (NCLB) has had an impact on the priorities in the teaching of core content material over life skills for MSD students. The lesson plans provided include strategies to combine functional skills instruction and core content into the general and special education curriculum. Other topics include the collection and analysis of student data and guidelines for instructional design.

In modern society technical skills and competence are highly valued. The process of technologisation affects changes in language because the development of language is closely related to changes in society. Language becomes technical since humans constantly expose themselves to technical realia and their denominations. Yet, not always the widespread terms denoting technical concepts are grammatically acceptable. The main objectives of this article are the following: to analyse certain ad hoc selected terms used in the field of construction by use of questionnaires; to discuss the causes of ungrammatical use of the terms; to estimate the predominant role of linguistic or extralinguistic factors; to test and compare the degree of grammatically correct use of the terms by IV year students and employees of the construction sector. [ABSTRACT FROM AUTHOR]

On the basis of the facts mentioned in the article we can draw the following conclusions. The main chapters of the coursebook must contain a variety of exercises and texts. But not all types of language activities can be included. For example, understanding of the text by listening. However, the coursebook should have the system of exercises for developing skills and understanding other linguistic types. It is important to separate classwork exercises from homework exercises because they differ in their character and difficulty. Special texts in the coursebook should be included to help teach a spoken language. At first the coursebook should provide preparatory exercises, but later there should be texts for reading and speaking purposes. [ABSTRACT FROM AUTHOR]

Adolescence is a period of transition between playful childhood and responsible adulthood with a large number of changes in physical, psychological and social domains of life. Adolescent boys and girls encounter social identity crisis, emotional turmoil, peer pressure and anti social behavior, problems in intimate relationship with opposite sex partners, conflicts with parents on values and morality, academic pressure and uncertainties about future. Life skills education can facilitate adolescent's practices and reinforce psychosocial skills in a culturally and developmentally appropriate way; it contributes to the promotion of personal and social development, the prevention of health and social problems, and the protection of human rights in young peoples. Life skills education promotes mental well-being in young people and equips them to face the realities of life. The purpose of the study was to assess Life Skills among 11th grade girls and boys student of Government Senior Secondary School of Jaipur district. The main reason for selecting only 11th grade students was that Life Skills Education is a compulsory subject in eleventh standard; therefore, 400 students (200 girls and 200 boy's students) were randomly selected from 16 Government Senior Secondary School of Jaipur District. The data were collected by using the LAS scale (Only Problem Solving, Decision Making, Coping with Emotions & Stress variables were taken for the study). Pretest and posttest design was used for data collection. Results show that girls were better on some of the Life Skills as compare to boys, in both pre and post test phases. [ABSTRACT FROM AUTHOR]