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This chapter will argue that intercultural communication is a core skill for students of higher education. Yet, high school graduates are not adequately prepared for the global environments that are today's higher education institutions. The focus is on the learning and teaching of intercultural communication at high school and the skills carried by the learner into higher education. The authors examine why, despite the guidelines from the American Council on the Teaching of Foreign Languages, the Common European Framework of Reference for Languages, and the High Schools English Curriculum standards express instructions for teaching intercultural skills in the classroom, students lack the core skills on completion of language studies at high school. The material for this chapter is drawn from the experience of the authors in learning, teaching, and assessing language competence in South-Eastern China, Central Europe, and the Eastern Seaboard of the USA.

Cultural change is an inevitable result of new information and communication technologies (ICT) that enable access to a rapidly expanding range of information sources and textual forms. This paper shares my reflections on life before and after the ICT revolution. My memories of a happy childhood spent on a 30,000-acre farm emphasized the joy of spending time outdoors with little reliance on communication technologies. This is in stark contrast to the demands of twenty-first-century education that affirms the ability to use ICT confidently from a young age as an essential core skill. Teachers are now expected to rely heavily on ICT for teaching and learning to maximize student engagement and to develop students’ ICT proficiency. Although ICT has revolutionized the way information is accessed and shared in the classroom, discussions with teachers and students suggest that it is also important to consider both the advantages and disadvantages of ICT use.

Creativity is enjoying a resurgence of interest in the education systems of many developed countries. The core of this is the recognition that creativity, in its broadest sense that encompasses divergent thinking, problem-solving, and related abilities is a core skill in the twenty-first century. While there is a great deal of rigorous, empirical research that underpins creative teaching and learning, there remains much rhetoric, myth, and misconception that militates against efforts to embed creativity in the modern classroom. In this chapter, we first explore some of the general beliefs that frequently interfere with efforts to broaden and systematise the understanding of creativity. We also examine specific evidence from teachers, suggesting that this practitioner cohort is favourably primed and disposed to teach both for and with creativity. In the literature of creative education, we identify and address a significant gap relating to developmental models of creativity. Finally, we discuss some of the nuances of creativity in school settings, offering specific advice for school teachers who are at the coal-face of creative education.

Clinical reasoning is a core skill for health professionals. It is developed via repeated exposure of students to diversified experiences and the opportunities provided to think about these experiences from the viewpoint of the reasoning processes involved and the knowledge used. In view of the numerous constraints inherent to clinical traineeships—theoretically a privileged clinical reasoning learning setting—using simulation as a tool for such learning meets educational needs and ethical obligations with regard to the patients. To achieve this, simulation instructors must consider the principles that favor the development of reasoning in a simulated environment. The objectives of this chapter are to assist instructors in the identification and implementation of these principles.

Objectives: The purpose of this study was to investigate the competence of 3rd year nursing students in the core skills of emergency nursing activities. Methods: A one group pre-post test design was conducted using a Nursing Activities Questionnaire that included 80 nursing activities in a 4-Likert scale. Data were collected from 245 3rd year students who were enrolled in the emergency nursing core skills course. The data was analysed with SPSS 20.0 program using descriptive statistics for performance competence of nursing activities. Results: Seventy-two nursing activities among 80 nursing activities were significantly increased after the core skill practicum. In particular, the mean scores for evaluating and recording CPR, preventing violence, taking electrocardiography, inserting intravenous cannula, administering subcutaneous injections, and administering intradermal injection increased by more than 3 points on average. Results showed differences by categories of emergency nursing activities and performance competence in care activities related to respiratory, elimination, wound, tubes, tests and treatment, movement and positioning, communication, safety, comfort, and coping with emergency situations were significantly increased after the core skill practicum. However, levels of skill in assessing and monitoring patients were significantly decreased after the practicum. Conclusions: Based on the results of this study, there is need to correct and revise Emergent Core Skill elements and content within programs at Cheju Halla University. Future evaluative research is suggested to develop a nursing simulation program that focuses on nursing activities as part of a ‘care activity framework’ that places assessment of the patient to the forefront.

The onset of the COVID-19 pandemic created an opportunity to find a way to maintain a family medicine(FM)/behavioral health co-preceptorship model when treating patients and educating resident physicians via telehealth. The ability to identify and treat mental health disorders is a core skill for FM

Making diagnostic and management decisions is the core skill of physicians. The editors introduce the Annals Clinical Decision Making series, a collection of coordinated articles designed to help a...

Biopharmaceutical contact centers are expanding core skill sets when it comes to addressing inquiries regarding combination products. An inside look at how biopharmaceutical companies are handling this increasingly common scenario is provided through a benchmark survey, which was conducted between December 2012 and January 2013. The purpose of this survey was to collect and share contact center best practices on the handling of combination products in the biopharmaceutical industry. Eleven biopharmaceutical companies participated in the survey, 10 of which were listed in “The Top 50 Pharmaceutical Companies,” by Pharmaceutical Executive. The information gathered from the survey responses is reported anonymously and provides perspectives on the trends and best practices that will serve as a practical resource for those involved in establishing or expanding contact center services.

Introduction Management of airway emergencies is a core skill for critical care fellows. There is no standardized training mechanism for difficult airway management among critical care fellowships, although fellows frequently cite management of airway catastrophes as an area of educational need. Methods Three simulation cases that are each approximately 15 minutes in length are presented. The cases represent airway emergencies encountered in the intensive care unit consisting of angioedema, endotracheal tube dislodgement, and endotracheal tube occlusion. Incorporated into the scenarios are planned incidents of interpersonal conflict requiring negotiation by the learner during a crisis event. The case descriptions are complete, with learning objectives and critical actions as well as all necessary personnel briefs and required equipment. Results The cases were completed over multiple simulation sessions on different days by 11 first-year critical care fellows during the 2016–2017 academic year. All participants demonstrated improvement in self-perceived confidence in airway management skills. Discussion The cases were felt to be realistic and beneficial and led to perceived improvement in management of airway emergencies and leadership during crisis scenarios.

Conversing, the second core skill of venture craft, helps grow and harvest social capital during startup incubation. Founders balance the yin of advocacy and selling with the yang of listening and dialogue.

Wandering, the third core skill of venture craft, helps uncover an authentic opportunity, which is the single biggest challenge facing startups. Founders struggling through incubation follow a winding, non-linear path of discovery in search of early adopters.

Central venous cannulation using the basic principles of the Seldinger technique is a core skill for anaesthetists and critical care doctors in situations where intravenous access is difficult or multiple infusions are required. While potentially lifesaving, central venous cannulation carries the risk of serious morbidity (or even mortality). Mitigating these risks through aseptic technique, ultrasound guidance and timely management of complications is vital.

This study was performed to compare the perceived importance and performance frequency of the core nursing skills between general and special department. Subjects were 182 nurses who work on the hospital. Data was collected using items made by Korean accreditation board of nursing education and analyzed by frequency, mean and t-test. There were differences of importance and frequencies about nursing core skill between general and special wards. Core nursing skills of general wards were higher importance on intradermal injection(p=.011), transfusion(p=.028), simple catheterization(p=.047), cleansing enema(p=

Objectives: The purpose of this study was to provide fundamental information for the establishment of ICU Nursing Core Skill for nursing students of Cheju Halla University, South Korea by clarifying contemporary nursing skills/activities used in an ICU. Methods: A cross-sectional survey was conducted using a Nursing Activities Questionnaire that included 99 questions in a 4-Likert scale. Data were collected from 111 nurses working in ICUs within 6 different hospitals in Jeju and 168 3rd year students who were enrolled in the ICU core skills course with a response rate of 78.87%. The Important Index was calculated from the urgency multiplied by four and added frequency of nursing activities (The Important Index = the urgency×4 + frequency). The data was analysed with SPSS 20.0 program using descriptive statistics for frequency, urgency, importance and performance competency of nursing activities. Results: Fifty nursing activities that had ranked upper 25 % of the Important Index score among 99 nursing activities were examined. When 14 ICU Nursing Skills used at the Cheju Halla University were matched with 50 nursing activities identified by the ICU RNs, upper 25% of the Importance Index score, 9 items were found to be consistent. Conclusions: This research showed the frequency of relevant nursing interventions ranked within an Importance Index, and the focus of performance competency elements of nursing activities in ICU of hospitals in Jeju Island. Based on the results of this study, there is need to correct and revise ICU Core Skill elements within programs at Cheju Halla University. Future study is suggested to examine and evaluate the ability of nursing students who perform nursing activities shown as relevant and critical on the Importance Index in this study.

espanolEl objetivo del presente estudio es doble; medir un factor competencial basico (FCB), a traves del proceso de ensenanza y aprendizaje de un juego de cooperacion y oposicion denominado “juego Z” (educacion fisica) y compararlo con los resultados academicos de alumnos/as de primero de ESO, asi como su practica deportiva extraescolar (horas/semana). Los alumnos/ as (ninos, n = 11; ninas, n = 12), de la ciudad de Badalona, del instituto IES Enric Borras, de 1o de ESO, participaron en 15 sesiones (12 practicas, en el patio; 3 teoricas, en el aula), durante el ano 2015. Para evaluar este proceso, se ha utilizado una hoja de observacion participativa con 21 indicadores, 3 cuestionarios y una hoja de evaluacion escrita. Los resultados obtenidos nos indican que existe una relacion significativa entre el FCB y los resultados academicos, por encima del nivel de practica deportiva extraescolar y el nivel de condicion fisica. Sin embargo, estos deben interpretarse con cautela al tratarse de un estudio de caso y no de una generalizacion de alumnos/as de Badalona, Cataluna o Espana. Las implicaciones del proceso pueden ser amplias y profundas, entre otras, las de reflexionar sobre como ensenamos y/o como entrenamos. Estas competencias basicas (autocontrol, deportividad, compromiso, cooperacion y comprension del juego) serian las claves para el futuro aprendizaje, rendimiento y competitividad. El sistema de ensenanza y/o entrenamiento dinamico, integrado y no lineal podria ser mas eficaz y eficiente. EnglishThe purpose of this study is twofold; to measure a core skill factor (CSF) through teaching and learning a cooperation and opposition game called the “Z game” (physical education) and then to compare this factor with the academic results of first year lower secondary education students and their out-ofschool sports (hours per week). The students (boys, n = 11; girls, n = 12) in first year lower secondary education at Enric Borras High School in Badalona took part in 15 sessions (12 practical ones in the playground and three theoretical ones in the classroom) in 2015. We evaluated this process with a participatory observation sheet featuring 21 indicators, three questionnaires and a written evaluation sheet. Our findings indicate that there is a significant relationship between the CSF and academic results which is above the level of out-of-school sports and the level of fitness. However, they should be interpreted with caution as it is a case study and not a generalisation about students in Badalona, Catalonia or Spain. The implications of the process may be wide-ranging and profound, in particular in thinking about how we teach and/or how we train. These core skills (self-control, sportspersonship, commitment, cooperation and understanding of the game) would be the keys to future learning, performance and competitiveness. A dynamic, integrated and nonlinear teaching and/or training system might be more effective and efficient

Background Making an accurate diagnosis is a core skill residents must develop. Assessments of this skill and decisions to grant residents clinical independence often are based on global impressions. A workplace-based assessment of diagnostic accuracy could be a useful part of a competency-based assessment program and could inform decisions about granting residents independence. Innovation We developed a method for measuring diagnostic accuracy that was integrated into the workflow of internal medicine residents and attending physicians. Methods Four senior medical residents and 6 attending physicians working in the internal medicine clinical teaching unit of a tertiary hospital participated in this study. To determine their diagnostic accuracy, residents documented a leading diagnosis for each patient they evaluated in the emergency department. After reviewing each case with the resident and after examining the patient, the resident's attending physician documented the diagnosis. Discharge diagnosis was determined by retrospective chart review to allow determination of resident and attending physician diagnostic accuracy. Data were collected for 240 consecutive patients referred for a medicine consultation. Results Resident diagnostic accuracy was 66% (95% CI 60–72), whereas attending physician accuracy was significantly higher at 79% (95% CI 74–84, P Conclusions Measuring resident diagnostic accuracy provides information that could be used in a competency-based assessment program to provide feedback and motivation to stimulate performance improvement.

Sonographers use psychomotor skills to perform medical ultrasound examinations. Psychomotor skills describe voluntary movements of the limb, joints, and muscles in response to sensory stimuli and are regulated by the motor neural cortex in the brain. We define a psychomotor skill in relation to medical ultrasound imaging as "the unique mental and motor activities required to execute a manual task safely and efficiently for each clinical situation." Skills in clinical ultrasound practice may be open or closed; most skills used in medical ultrasound imaging are open. Open skills are both complex and multidimensional. Visuomotor and visuospatial psychomotor skills are central components of medical ultrasound imaging. Both types of skills rely on learners having a visual exemplar or standard of performance with which to reference their skill performance and evaluate anatomic structures. These are imperative instructional design principles when teaching psychomotor skills.

All health-care students learn in complex, multifaceted environments and sometimes it is difficult for them to understand their professional responsibilities and obligations. Teaching professionalism is now considered by most multidisciplinary health educators to be an essential core skill included in their course curricula. However, some would argue that certain aspects of professional behaviour are unteachable. This article examines operating department practice (ODP) curricula and discusses possible teaching methods that can be used to teach and promote professional behaviours among ODP students. An important aspect of teaching professionalism is the incorporation of the many parts into a whole and this article considers how to teach all aspects of professional behaviour in a perioperative environment from student, through to experienced practitioner. The aim of teaching professionalism in a multiprofessional environment, where students learn from real life practice experiences, incorporating the values and behaviours of their mentors and the wider professional team, allows the internalisation, understanding and development of professional values, attitudes and cultures. Therefore, explicitly teaching professionalism may put the public's mind at rest in addition to producing well-rounded professionals, who are not just competent and safe, but have expected professional values and attitudes.

As scientific research has advanced so too has the complexity of the questions addressed. Cross-disciplinary collaborations are often the most efficient route to managing that complexity and require effective communication across boundaries. To continue driving science forward and be able to tackle global challenges, the art of good interdisciplinary communication needs to become a core skill in a scientist's portfolio.

Cataloging is a core skill taught and practiced by Library and Information Science (LIS) professionals. This study was done with a purpose of gauging the cataloging skills required to be incorporated for cataloging education in India. This article presents a content analysis of select syllabi of cataloging courses taught in the Library and Information Departments of India. The syllabi were analyzed to identify and note the core cataloging components taught in the LIS departments and schools in India. Core components viz. Cataloging Codes, Standard Subject Headings, MARC 21 Formats, and Metadata Standard Dublin Core were selected based on topics in the cataloging paper taught in theory and practice. A mapping of the skills required for cataloging work is presented. The study findings indicate that updated components need to be introduced in practice and theory. Indian cataloging syllabi studied show disparity with the essential skills needed to prepare 21st century catalogers.

This paper is introducing on a strategy of storytelling which is utilized as a core skill in developing cultural contents. The proposed storytelling method consists of three steps(planning, production, editing). The method of storytelling strategy is based on rhetoric metaphors and classifies rhetoric metaphors into three kinds of image metaphor, image personification and image simile. This thesis produced and studied 3 visual-image contents including 1 metaphor, 1 personification and 1 simile. As a result, visual-image contents can be a resonable method of the communicational act of visual-image contents with a rhetoric expression. This result will contribute to recognize the possibility of expressing visual-image contents by various figure. Recently, there are a lot of concernments on the expression by creative visual-image contents, but a theoretical study on creative idea for visual-image contents is insufficient. So, in the future, this thesis will be used for basic materials to express a creative visual-image contents, and also contribute to offering basic theories for visual-image contents study and teaching.

Familiarity with the initiation, dosing, adjustment, and termination of continuous renal replacement therapy (CRRT) is a core skill for contemporary intensivists. Guidelines for how to administer CRRT in the intensive care unit are not well documented. The purpose of this review is to discuss the modalities, terminology, and components of CRRT, with an emphasis on the practical aspects of dosing, adjustments, and termination. Management of electrolyte and acid-base derangements commonly encountered with acute renal failure is emphasized. Knowledge regarding the practical aspects of managing CRRT in the intensive care unit is a prerequisite for achieving desired physiological end points.

Prehospital anaesthesia using rapid sequence induction (RSI) is carried out internationally and in the UK despite equivocal evidence of clinical benefit. It is a core skill of the prehospital critical care service established by the Great Western Ambulance Service NHS Trust (GWAS) in 2008. This retrospective analysis of the service's first 150 prehospital RSIs describes intubation success rates and complications, thereby contributing towards the ongoing debate on its role and safety.Within the GWAS critical care team, RSI is only carried out in the presence of a qualified physician and critical care paramedic (CCP). The role of the intubating practitioner is interchangeable between physician and CCP. Data were collected retrospectively from RSI audit forms and electronic patient monitor printouts.GWAS physician and CCP teams undertook 150 prehospital RSIs between June 2008 and August 2011. The intubation success rate was 82, 91 and 97% for the first, second and third attempts, respectively. Successful intubation on the first attempt was achieved in 58 (85%) and 64 (78%) patients for physicians and CCPs, respectively. RSI complications included hypoxaemia (10.2%), hypotension (9.7%) and bradycardia (1.3%).Prehospital RSI can be carried out safely, with intubation success rates and complications comparable with RSI in the emergency department. The variation in the intubation success rates between individual practitioners highlights the importance of ongoing performance monitoring, coupled with high standards of clinical governance and training.

Background Mentoring is important for personal and professional development of doctors. Peer mentoring is a core skill in the UK paediatric postgraduate curriculum. However, there is a paucity of peer mentoring programmes aimed at postgraduate doctors in training (postgraduate trainees), and there are no such schemes within paediatrics described in the literature. We developed a regional peer mentoring programme for postgraduate trainees in paediatrics to assess demand and need for peer mentoring and to explore the benefits for both peer mentees and mentors. Programme design Junior postgraduate trainees, randomly selected from volunteers, received peer mentoring from more senior trainees for 1 year. Peer mentors were selected by competitive application and undertook tailored training followed by an experiential learning programme. The programme was evaluated using structured questionnaires. Results 90% (76/84) of first-year postgraduate trainees in paediatrics applied to participate, demonstrating high demand. 18 peer mentor–mentee pairs were matched. Peer mentors and mentees reported high satisfaction rates, acquisition of new and transferable skills and changed behaviours. All peer mentors intended to use the skills in their workplace and, later, as an educational supervisor. Conclusions Our programme represents a novel approach to meeting the demonstrated demand and the curriculum requirement for peer mentoring, and enabled peer mentors and mentees to develop a valuable and versatile skill set. To our knowledge, it is the first such programme in paediatrics and provides a feasibility model that may be adapted locally to allow education providers to offer this important experience to postgraduate trainees.

Problem solving is deemed a core skill for patient diabetes self-management education. The purpose of this systematic review is to examine the published literature on the effect of problem-solving interventions on diabetes self-management and disease control.We searched PubMed and PsychINFO electronic databases for English language articles published between November 2006 and September 2012. Reference lists from included studies were reviewed to capture additional studies.Studies reporting problem-solving intervention or problem solving as an intervention component for diabetes self-management training and disease control were included. Twenty-four studies met inclusion criteria.Study design, sample characteristics, measures, and results were reviewed.Sixteen intervention studies (11 adult, 5 children/adolescents) were randomized controlled trials, and 8 intervention studies (6 adult, 2 children/adolescents) were quasi-experimental designs.Studies varied greatly in their approaches to problem-solving use in patient education. To date, 36% of adult problem-solving interventions and 42% of children/adolescent problem-solving interventions have demonstrated significant improvement in HbA1c, while psychosocial outcomes have been more promising. The next phase of problem-solving intervention research should employ intervention characteristics found to have sufficient potency and intensity to reach therapeutic levels needed to demonstrate change.

Effective listening is the core skill of psychological support. People in cultures the world over seem to have a need to talk about their experiences when they live through a traumatic event. It seems to be a fairly universal human response, although it is expressed differently in various cultural contexts. The goal of CBPFA is to let the individual know that there is someone who cares and is present to the individual to help work through this difficult time in the individual’s life. That can largely and effectively be accomplished by being a good listener and by truly being present to the individual. CBPFA is not about doing therapy. CBPFA is not intended to heal psychopathology. This chapter will help you learn how to listen very effectively.

The focus of this chapter is on the responses that individual children make to their encounters with the core skill of reading in primary school. The interview data presented here focus on reading and meaning making in children who are considered poor readers by school authorities. Data were drawn from both age groups of children, and there are differences in how children respond to reading based on age; older children show evidence of having a more fixed reading identity than younger children, where space to manoeuvre is still felt. The first part of the chapter presents findings on the meanings children make of reading identities in school, where they work primarily with constructs of ‘being’ intelligent or not. Data, in the form of quotes and fieldnotes, present children’s resistance to reading and to the reading identities they are assigned at school.

Purpose : The purpose of this study is to investigate the effect of clinical performance improved by the application of the Core-Skill TLP to students. Methods : The subject of the study were 48 students who are enrolled in the 2nd semester of the 3rd year in the department of physical therapy. In order to compare the difference in physical examination and intervention, clinical practice integration as well as interpersonal communication skills were measured before and after clinical performance experiments by using the questionnaire. Result : The results are as follows. There was an improvement after examination & intervention about mean 1.52(t

The Australasian Chapter of the Palliative Medicine (AChPM) Curriculum Development Group identified communication as a core skill that trainees in palliative medicine need to acquire, and proposed the development of a communication skills workshop that should become a compulsory part of training to achieve accreditation as a palliative medicine specialist in Australia and New Zealand. This paper describes the development and subsequent evaluation of this module.A three-day communication workshop was developed in collaboration with expert communication skills facilitators from the United States and Australia. The teaching consists of: (1) brief plenary presentations providing an evidence-based framework for communication and a demonstration of suggested strategies; (2) small group experiential learning providing opportunities to practice communication skills with clinically relevant simulated patients, self-appraisal, constructive feedback, and reflective exercises; and (3) accompanying course-specific written material. Participants completed de-identified questionnaires before, after, and three months following completion of the workshop.Forty-one participants completed the training in two workshops held in 2008 and 2009. Participants said in their questionnaire responses that the training was useful, would be helpful for their communication with patients, and that they would recommend the training to others. Qualitative feedback was highly positive. Self-assessed confidence in communication skills significantly increased following the workshop (p.001) and was sustained at three months (p.001).The training is highly valued by participants and increases confidence in communication skills. Facilitator training and capacity planning will be critical for the ongoing success of the communication workshop.

Background: Although competency in written communication is a core skill, written communication is seldom the focus of formal instruction in medical education. The objective of this intervention was to implement a self-assessment strategy to assist learners in improving their letter writing skills and then to evaluate its feasibility, reliability and potential educational value. Methods: Eight first-year family medicine residents from two teaching sites completing a six month family medicine rotation used a self-assessment process which included a self-study module and an assessment tool for letters. Each resident applied the self-assessment tool to eight to ten consecutive consult/referral request letters. Participants submitted initial and redrafted letters for independent rating. Results: Analysis of the content, style and global ratings of the initial 77 draft letters showed multiple deficiencies in the content of their letters. It was confirmed that by using the self-assessment tool, residents were able to reliably assess the quality of their letters. Residents’ assessments and those of the expert closely correlated (Pearson correlation 0.861, p < 0.0001). Over the course of the study the residents’ overall performance improved and the difference in total scores between the initial drafts and the rewritten letters narrowed. Conclusion: A self-assessment process of written communication significantly improves the quality and completeness of routine consult/referral request letters.

Clinical reasoning is a core skill in medical practice, but remains notoriously difficult for students to grasp and teachers to nurture. To date, an accepted model that adequately captures the complexity of clinical reasoning processes does not exist. Knowledge-modelling software such as MOT Plus (Modelling using Typified Objects [MOT]) may be exploited to generate models capable of unravelling some of this complexity.

Excellence as a surgeon requires not only the technical and intellectual ability to effectively take care of surgical disease but also an ability to respond to the needs and questions of patients. This article provides an overview of the importance of communication skills in optimal surgical palliation and offers suggestions for a multidisciplinary team approach, using the palliative triangle as the ideal model of communication and interpersonal skills. This article also discusses guidelines for advanced surgical decision making and outlines methods to improve communication skills.

Information Technology (IT) is a key feature of the modern world and a core skill in education. However, the growing use of technology is at an increasing environmental cost. Estimates for a typica...

Electrocardiography is a routine clinical examination performed by a wide range of health care staff. and is a core skill for paramedics. Guidelines exist in relation to the performance of this technique but may not always be adhered to. This article addresses possible reasons why ECG accuracy is declining and focuses on some common gaps in practitioner knowledge to improve understanding and practice.

Consultation is identified as a core skill that clinical psychologists are expected to deliver; however there is little research that has identified how the recipients of the consultation understand or experience this consultation. The aim of this research was to explore, using grounded theory methodology, how mental health and social care staff experienced psychological consultation provided by a clinical psychologist. The research findings indicate that consultation is generally felt to be a positive and helpful vehicle in improving work practice. Consultation tended to be seen as a collaborative process between consultant and consultee with psychologists being viewed as experts in the area of mental health. More specifically, consultees tended to initially request and expect cognitive ideas but ultimately gained most benefit from more emotional processes, such as being listened to and affirmation of their own knowledge. Implications for further research were discussed.

Discussions about the prediction of dangerousness, a legal or social construct, often extend beyond forensic psychiatry into the general practice of psychiatry. Dangerousness can drive the entrance to and exit from the mental health and forensic system. Better conceptualized as risk prediction, it has been seen as a core skill for forensic psychiatry and an increasing requirement for general psychiatrists. Yet, for all the expertise in and the usefulness of risk prediction, it is the daily management of the mentally abnormal offender that taxes the clinical skills of the forensic psychiatrist. This article will address what we know about this area and suggest a model for managing mentally abnormal offenders.

The paper provides an analysis of Core Skill policy and practice in the UK. The author presents a conceptual basis for re-thinking generic Core Skills within educational approaches in teaching and learning. The discussion looks at whether universal notions of generic skills are appropriate when considering post-compulsory pedagogic approaches to the design of the curriculum. The arguments are framed within wider cross‐disciplinary debates in linguistics, the psychology of work and education.

Completely revised and updated in light of the new SEND 2014 Code of Practice, this new edition supports teachers in making good provision for children and young people with a range of co-ordination difficulties. Offering practical tips and strategies on how to meet the needs of children and young people with dyspraxia and other coordination difficulties in a range of educational settings, this book features timesaving checklists, templates and photocopiable resources to support professional development. The wide-ranging and accessible chapters explore topics including: Identification of different types of motor co-ordination difficulties Implications for classroom practice Understanding core skill development Assessment practices Written by practitioners, for practitioners, it also contains a wealth of tried and tested strategies and provides clear best-practice guidance for developing outstanding provision in inclusive settings. Susan Coulter – Senior Support Teacher for the Education Service for Disability at Hull City Council, UKLesley Kynman - Senior Support Teacher for the Education Service for Disability at Hull City Council. UKElizabeth Morling - SEN consultant and series editorRob Grayson – Team Leader, Integrated Physical and Sensory Services at Hull City Council, UKJill Wing – Senior Support Teacher, Integrated Physical and Sensory Services at Hull City Council, UK

The rapid development of tourist industry has put forward requirements for high quality of tour guide talents. As a core skill course of tour guide major in higher vocational colleges, Tour Guide Business is strongly practical. The course reform with course-certificate integration can train tour guide talents meeting the demand of the society and post and achieve effective connection of talent supply and demand in colleges and universities and tourist market.

Clinicians make treatment decisions on a regular basis, and some decisions may result in patients taking treatments for years. This decision-making is a core skill of clinicians, and if possible it should be evidence based. The most common tool to aid this decision making, the RCT, has many problems which can lead to a patient being prescribed a treatment that may not work for them. N-of-1 studies may be useful tools to assist in making the best decision possible. This chapter argues the case for N-of-1 studies assuming a place in the clinical armamentarium. It describes the rationale for and uses of N-of-1 trials, the advantages and limitations of N-of-1 trials, and discusses aggregation of N-of-1 trials to generate population estimates of effect.

Modelling software systems using Unified Modelling Language (UML) is a core skill expected from a software engineer. This involves modelling a software system using multiple diagrams. Students find it very difficult to develop this skill due to the open-ended nature of this task: the final outcome is defined in abstract terms but there is no well-defined procedure to achieve the outcome. Students also find it difficult to understand the different modelling conventions used to represent multiple perspectives of a particular system and the consistencies need to be maintained between these diagrams. We believe an ITS that teaches these multiple modelling tasks will be able to support learners to develop the skill of UML modeling efficiently and effectively.

The yawning gap between what we know and what we do has major implications for patients. By putting into practice what we know now, we will have a bigger impact on the health of individuals and populations than any drug or technology discovered in the new decade. The assumption underlying this article is that the gap can be closed by thinking, planning, analyzing, mobilizing,managing, personalizing, and using knowledge. There is, however,a risk that the attempted solution may perpetuate or aggravate the problem, and surgeons must be aware of the dangers of substituting thought for action, when knowledge management becomes an industry of its own, remote from the core activities of the organization and those who deliver them.