scholarly journals Understanding the Big Picture: The VFX HE Online Mentoring Programme

2018 ◽  
Vol 11 (1) ◽  
Author(s):  
Jin Zhi
Keyword(s):  
Soft Skills ◽  
Online Mentoring ◽  
Visual Effects ◽  
Professional Advice ◽  
Hard Skills ◽  
Award Winning ◽  
Big Picture ◽  
The Uk ◽  
The University ◽  
Professional Voice

VFX HE Online Mentoring Programme 2017 is funded by BFI & UK Creative Skillset. The project is led by the University of Greenwich and supported by three BAFTA Oscar award-winning VFX facilities: The Moving Picture Company (MPC), Framestore Visual Effects, (Oriental) DreamWorks. The idea behind this year’s programme is to give an in-depth understanding of VFX productions especially internal VFX pipelines, the internal collaboration between departments of world-leading VFX facilities, professional advice, VFX recruitment, etc. including hard skills as well as soft skills. We believe that VFX HE Online Mentoring Programme 2017 has provided a systematic chain of understanding and learning VFX, and a direct professional voice from the VFX industry to the UK VFX learners in higher education. 

Flip by M. Bedford

2012 ◽  
Vol 1 (3) ◽  
Author(s):  
Debbie Feisst
Keyword(s):  
Young Adult ◽  
Public Services ◽  
Young Adult Fiction ◽  
University Of Alberta ◽  
The People ◽  
Award Winning ◽  
The Uk ◽  
Voice Calls ◽  
The University ◽  
Friday Night

Bedford, Martyn. Flip. Toronto: Doubleday Canada, 2011. Print. Martyn Bedford is a lecturer in creative writing at Leeds Trinity University College in the UK and is the award-winning author of five adult novels, including The Houdini Girl. Flip is his first foray into the genre of young adult fiction. Fourteen-year-old Alex Gray rushes home one December Friday night in an attempt to beat his curfew. Feeling a bit foggy upon waking the next morning, he realizes that not only is he in a strange bedroom but he does not recognize the clothes he is wearing. An unfamiliar voice calls for “Philip” to get ready for school, and when he descends the stairs to the breakfast table, he does not recognize the people seated, though they seem to recognize him. It’s now the middle of June. Upon looking into the mirror to wash his face, another boy stares back. Alex does not know if he has gone mad, or worse—if it is all real. Alex has no choice but to go through the day while trapped in another’s body, that of Philip Garamond. Nicknamed Flip, Philip is an athletic, sociable girl-magnet who goes to a posh school, and though he is Alex’s age, seems the complete opposite in every other way. For a while Alex even enjoys his new, fit body and the attention that comes with it. But where is Philip, and where is Alex’s body? Alex needs to figure out why his psyche has become trapped in Philip’s body and how he can get back into his own before it is too late. This is an excellent psychological thriller and not your average teen fare. The characters are realistic and the plot is action-packed, yet believable. Bedford dips into heavy topics like existentialism and concepts such as the soul and memory with adeptness. Body-swapping stories have no doubt been done before in teen fiction, but Bedford has given this tale a contemporary flair with a satisfying conclusion. Highly recommended: 4 out of 4 stars Reviewer: Debbie Feisst Debbie is a Public Services Librarian at the H.T. Coutts Education Library at the University of Alberta.  When not renovating, she enjoys travel, fitness and young adult fiction.

scholarly journals Body, Learning Facilitator

2021 ◽  
pp. 5-11
Author(s):  
Manuela Valentini
Keyword(s):  
Integrated Curriculum ◽  
Soft Skills ◽  
Scientific Work ◽  
Skills Training ◽  
The Body ◽  
Methodological Framework ◽  
Hard Skills ◽  
Global Vision ◽  
Unity Of Knowledge ◽  
The University

The school is a safe zone where the curriculum is determined, in a shared manner; where the actors (pupils and teachers), each in their own roles, aim at a project of professional and human, personal and collective growth. A system involving theory, practice and technique combined with relationships and emotions: head and heart together. An encounter between verbal and non-verbal languages, between scientific and humanistic areas where thought becomes actions and actions become thinking, in a thoughtful action. The aim of this intervention is to promote the culture of interdisciplinarity, to offer a focus on the importance of the Integrated Curriculum, also in the university sphere as it is increasingly urgent to create a network of synergies to foster a unity of knowledge that offers a holistic-global vision also by proposing joint scientific work for a biodiversity of languages that means protecting a plurality of information useful for knowledge and thus for the protection of all. Education is developed on transversal competences, soft skills training, inclinations identified in each one (pupil, teacher), which impact on disciplinary knowledge; as well as defining hard skills; to reflect on a methodological framework where the body becomes the protagonist, the glue, the bridge of meanings, transforming them and transporting them into other languages.

scholarly journals THE ATTRIBUTE ASSESSMENT PROCESS AT THE UNIVERSITY OF MANITOBA: YEAR TWO

2013 ◽  
Author(s):  
Jillian Seniuk Cicek ◽  
Sandra Ingram ◽  
Nariman Sepehri
Keyword(s):  
Soft Skills ◽  
Assessment Process ◽  
Problem Analysis ◽  
Common Language ◽  
Engineering Curriculum ◽  
Hard Skills ◽  
Written Comments ◽  
University Of Manitoba ◽  
Second Year ◽  
The University

This paper describes the process in the second year of a three year study at the University of Manitoba that looks at how the 12 CEAB graduate attributes are manifested and measured in the engineering curriculum. The four attributes chosen for this year’s study were Problem Analysis, Use of Engineering Tools, Communication Skills, and Ethics and Equity. Nine instructors from each of the Departments of Biosystems, Civil, Electrical and Computer, and Mechanical Engineering were asked to consider the presence of these attributes in one of their engineering courses taught in Fall 2012. The checklist for this study was revised based on the results of the pilot study conducted in 2011-12, and in an effort to begin to define student attribute competency levels and demonstrate outcomes-based assessment. Similar to last year, this study found that the hard skills in engineering were assessed more frequently than the soft skills, and inparticular, there was little assessment evidence of Ethics and Equity. The majority of instructors reported using assignments and reports as evaluation tools, and communicating evaluations to students using numerical marks and written comments. Competency levels were defined in a variety of ways, highlighting the need to establish a common language for assessment. Finally, this paper reports on the challenges observed in the construction and administration of the survey and outlines next steps.

scholarly journals Analisis Metode Pembelajaran S3D Terhadap Pengembangan Soft Skill Mahasiswa

Teknoin ◽  
2019 ◽  
Vol 25 (1) ◽  
pp. 55-65
Author(s):  
Wahyudhi Sutrisno
Keyword(s):  
Literature Review ◽  
Soft Skills ◽  
Skill Development ◽  
Industrial Technology ◽  
Learning Method ◽  
Learning Methods ◽  
Soft Skill ◽  
Hard Skills ◽  
The University ◽  
Skills Education

The university is one of the producers of prospective workers who have an important influence in determining the success of the workforce in pursuing their career path. The university is expected to be able to produce qualified workforce candidates, ready to use, and have hard skills and soft skills. This study aims to analyze the learning methods of the Student Soft Skill Development (S3D) program conducted at Faculty of Industrial Technology, Islamic University of Indonesia. S3D is one of the programs implemented with the aim of developing soft skills possessed by students. This study uses the literature review method where the researcher reads, understands, and compares literature from various sources with the object under study. The conclusion of this research is S3D learning method is in accordance with the theory and the results of other studies regarding soft skills education.

scholarly journals The emergence of soft skills in agricultural education

2021 ◽  
Vol 19 (3) ◽  
pp. 453-466
Author(s):  
Tímea Juhász ◽  
Gabriella Horváth-Csikós
Keyword(s):  
Labor Market ◽  
Agricultural Education ◽  
Work Experience ◽  
Soft Skills ◽  
Supply And Demand ◽  
Likert Scale ◽  
Agricultural Labor ◽  
Gender And Work ◽  
Hard Skills ◽  
The University

As the possession of soft skills is becoming an essential part of the basic skill set of entrants, it is undoubtedly essential to research and develop these skills. The purpose of this study was to examine how students studying at the largest agricultural university in Hungary perceive their soft skills to be in line with employers’ expectations, i.e. whether demand matches supply, in what qualities students feel strong, what employers expect, how well supply and demand in the agricultural labor market match in terms of soft skills. Furthermore, whether educational institutions are able to develop these qualities in students and what other possibilities there might be to strengthen these qualities. The research results confirmed that the university students in the sample perceive the quality of their soft skills to be influenced by several factors, including age, gender and work experience. They show that women over 40 with work experience tend to have stronger emotional soft skills, while men of the same age who have not started their careers are stronger in leadership skills. The study also concluded that students do not feel that current schooling in institutions can strengthen the soft skills expected by the labor market (the average on a five-point Likert scale was 2.74), while the development of these soft skills was considered by respondents to be as important as the development of hard skills (agreement was very high with an average of 4.52 on a five-point Likert scale).

scholarly journals DEVELOPING CULTURAL COMPETENCE FOR GLOBAL ENGINEERS – HOW ‘SOFT’ SKILLS HAVE BECOME THE NEW ‘HARD’ SKILLS

2018 ◽  
pp. 297
Author(s):  
Katarzyna Lanucha
Keyword(s):  
Cultural Competence ◽  
Native Speakers ◽  
Soft Skills ◽  
Soft Skill ◽  
British English ◽  
Cambridge University ◽  
Multicultural Environment ◽  
Hard Skills ◽  
Engineering Department ◽  
The Uk

Diversity drives innovation, and today’s most efficient teams rely on clear communication and mutual understanding. Engineers are already working within multinational teams – not only within the UK, but as integrated parts of global organisations and networks, and while on assignments abroad – and this is only set to increase in the future. In order to succeed within any multicultural environment, such engineers will have to develop cultural competence – an emerging soft skill-set that makes working across cultures more effective. English is without question the operating language amongst engineers worldwide. It has been proven, however, that a common language alone does not necessarily eliminate other cross-cultural obstacles. Whereas certain aspects about culture may be gleaned through language, the more important elements, such values, expectations, and beliefs, are much harder to identify and teach in a classroom. This paper explores the importance of cultural competence in engineering, for both native- and non-native speakers of British English, with the curricular challenges it faces. It will also evaluate the effectiveness of the cultural competence workshops used by the Language Unit (LU) in Cambridge University Engineering Department (CUED) to train the engineers, during which attendees were able to explore the various meanings and impacts of culture on our thinking and behaviour, before then developing strategies for better, culturally-minded communication.

scholarly journals Soft and Hard Skills in Accounting Field-Empiric Results and Implication for the Accountancy Profession

2020 ◽  
Vol 30 (1) ◽  
pp. 33-56
Author(s):  
Lucian Cernușca
Keyword(s):  
Soft Skills ◽  
Labour Force ◽  
The Body ◽  
Target Group ◽  
Accounting Students ◽  
Hard Skills ◽  
International Projects ◽  
Summer Schools ◽  
The University

AbstractThe main objective of the research is to study the perception of students in accounting profile within the "AurelVlaicu" University of Arad in comparison with the employers’ perception of the hard and soft skills needed in view of the accounting graduates’ access on the labour force market. The target group has been asked to express its opinion on the skills required to candidates to access the jobs in order to penetrate the labour force market in the field of accounting. In order to achieve this objective, an empirical study based on a cross-cutting descriptive research has been carried out, the method chosen is the survey based on a questionnaire. The target group consists of 250 students majoring in accounting within "AurelVlaicu" University of Arad, as well as from 300 professional accountants who are members of CECCAR (The Body o Experts and Chartered Accountants of Romania). The case study concluded that a large part of the interviewed accountants have considered that employers would be increasingly interested in hiring young graduates in accounting that hold strong soft skills, being also willing to subsequently invest in trainings to develop their hard skills that they need daily in the chosen job. In order to succeed and perform in the field in which they will work, accounting students (future accounting professionals) must hold a set of powerful soft skills to complete the hard skills acquired and tested during the academic studies. The target group interviewed in the case study considers it would be useful the accounting students to participate in internships, scientific sessions, Erasmus scholarships, voluntary actions, Work and Travel Programs, teambuilding programs, national and international projects, summer schools, student scientific clubs to develop hard and soft skills during the university studies. In order to generate sustainable organisational success, future professionals who will be working in the field of accountancy will have to possess both hard skills and soft skills to be able to contribute in this way to the success of the organization they will be part of and the accounting profession will gain.

scholarly journals Exploring the importance of soft and hard skills as perceived by IT internship students and industry: A gap analysis

2017 ◽  
Vol 7 (3) ◽  
pp. 347 ◽  
Author(s):  
Frederick Patacsil ◽  
Christine Lourrine S. Tablatin
Keyword(s):  
Communication Skills ◽  
Gap Analysis ◽  
Soft Skills ◽  
Personality Development ◽  
Communication Tool ◽  
Skills Gap ◽  
Hard Skills ◽  
Internship Experience ◽  
Significant Difference ◽  
The University

The research paper proposes a skills gap methodology that utilized the respondent experiences in the internship program to measure the importance of the Information Technology (IT) skills gap as perceived by IT students and the industry. The questionnaires were formulated based on previous studies,  however,  was slightly modified, validated and pilot tested  to fit into the needs of the research.  Respondents  of this study were IT students enrolled in internship while industry respondents were the supervisors of the IT students in their respective company.  Internship IT students were selected since they have a strong background on the needs of the company based on their internship experience. The findings revealed that teamwork and communication skills are very important soft skills to be possessed by IT graduates  as perceived by the respondents.  Further, results reveal that there was no significant difference in the perception of the respondents in terms of the  importance of soft skills. However, this finding contradicts the results in the case of hard skills were in there was a big range of disagreement on the importance of hard skills.   IT students perceived that hard skills were very important while industry perceived hard skills were somewhat important. It is recognized that soft  skills are very important communication tool for a customer oriented industry and  that  it is essential to enhance the communication skills of IT students for their future employment. The study suggests that the university should target improvements of soft skills and specific personality development component in the curriculum.

scholarly journals Accommodating Soft Skills in Software Project Management

10.28945/2923 ◽  
2005 ◽  
Author(s):  
Aneerav Sukhoo ◽  
Andries Barnard ◽  
Mariki M. Eloff ◽  
John A. Van der Poll ◽  
Mahendrenath Motah
Keyword(s):  
Project Management ◽  
Soft Skills ◽  
Software Project ◽  
Cost Overrun ◽  
Software Project Management ◽  
Software Projects ◽  
Management Domain ◽  
Hard Skills ◽  
Tools And Techniques ◽  
The University

Software project management probably is a sector that has witnessed the highest rate of project failure in the world. This is not the case with project management concerned with other disciplines due to better management of their inherent strengths and weaknesses. Hard skills, often described as a science and comprising processes, tools and techniques applied to projects are the main focus of many project management methodologies. Extensive research has been carried out in the project management domain with greater focus on hard skills. Soft skills described as an art, are very often ignored during software project management. Such skills, acquired through experience, are concerned with managing and working with people, ensuring customer satisfaction and creating a conducive environment for the project team to deliver high quality products within budget and on time and exceeding stakeholder expectations. This paper summarizes the soft skills that can possibly improve the success rate of software projects. These projects, if not managed properly can lead to escalation of budget and time schedules beyond expectations. Deterioration of quality may be inevitable while deploying efforts to deal with cost overrun and schedule extension. Research in the field of soft skills required has been carried out at the University of Arkansas. The results show that IT organizations are conscious of the need for soft skills. Furthermore, a number of organizations, like Polaris, Sun Microsystems and Mastek have found it necessary to include soft skills in their training agenda.

Rheometers, Bioreactors, and Vocalization Forces: Using Basic Science Investigations to Help the Voices of Teachers

2008 ◽  
Vol 18 (3) ◽  
pp. 119-125
Author(s):  
Sarah Klemuk
Keyword(s):  
Basic Science ◽  
Tissue Growth ◽  
University Of Iowa ◽  
Support Cell ◽  
Rest Periods ◽  
Collaborative Studies ◽  
Professional Voice Users ◽  
The University ◽  
Science Investigations ◽  
Professional Voice

Abstract Collaborative studies at the University of Iowa and the National Center for Voice and Speech aim to help the voices of teachers. Investigators study how cells and tissues respond to vibration doses simulating typical vocalization patterns of teachers. A commercially manufactured instrument is uniquely modified to support cell and tissue growth, to subject tissues to vocalization-like forces, and to measure viscoelastic properties of tissues. Through this basic science approach, steps toward safety limits for vocalization and habilitating rest periods for professional voice users will be achieved.

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