Dissertations / Theses on the topic 'Active forms of training'
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Чорненька, Жанетта Анатоліївна. "Case method – one of the forms of active student training." Thesis, Актуальні питання вищої медичної та фармацевтичної освіти: досвід, проблеми, інновації та сучасні технології: матеріали навчально-методичної конференції (Чернівці, 17 квітня 2019 р.). – Чернівці, 2019. – С. 419-421, 2019. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/14716.
Full textГура, Тетяна Віталіївна. "Формування управлінської компетентності випускників електромашинобудівних спеціальностей технічних університетів." Thesis, Класичний приватний університет, 2011. http://repository.kpi.kharkov.ua/handle/KhPI-Press/17629.
Full textThe dissertation on gaining of a candidate’s scientific degree of pedagogical sciences on a speciality 13.00.04 – theory and method of professional education. – Classic Private University. – Zaporozhye, 2011. In the dissertation the issues of formation of the managerial competence in the higher technical establishment are considered. The concept of "competence", "managerial competence" are clarified. The basic structural components of the managerial competence of the future engineers of electromachinebuilding directions are covered. The complex of pedagogical conditions for the managerial competence formation is determined. In the course of the experimental validation of the pedagogical conditions it is established that the introduction of author’s model and certain pedagogical conditions leads to formation of the managerial competence of the graduates of electromachinebuilding specialties of technical universities.
Dougherty, Berenice, and Nyemal Thuok Chuol. "ACTIVE SHOOTER PREPAREDNESS TRAINING." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/708.
Full textWelch, Clarissa, and Nancy Villalta. "ACTIVE SHOOTER PREPAREDNESS TRAINING." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/886.
Full textMascarenhas, Milena de Lima. "Educa??o do campo no ?mbito do programa escola ativa: rela??es/implica??es na forma??o continuada de professores(as) no munic?pio de Feira de Santana." Universidade Estadual de Feira de Santana, 2018. http://tede2.uefs.br:8080/handle/tede/714.
Full textMade available in DSpace on 2018-11-12T23:04:02Z (GMT). No. of bitstreams: 1 Disserta??o Milena_Vers?o Definitiva.pdf: 1177973 bytes, checksum: 2911bf260b42b975f83173a32120452e (MD5) Previous issue date: 2018-07-19
This research thematizes the Active School Program and was guided by the following question: What are the implications of the Active School Program in the organization and operation of the rural schools and its repercussion in the continuous training of teachers in the municipality of Feira de Santana? In dialogue with this question, the general objective was to analyze the implications of the Program in the organization and functioning of the rural schools and its repercussion in the training of teachers in the municipality. Two central categories were constituted as references of analyzes: education of the field and formation of teachers, especially the continuous formation. Field Education was assumed as a resistance movement to the relations of domination that emanate from the ruralist vision and, therefore, it emphasizes a conception of education that apprehends the relation between the social space and the directives that aim at the emancipation of the working class. From the conception of teacher training, we agree with N?voa (1992) when he states that the territory of formation is inhabited by individual and collective actors, in a human and social construction, in which the different stakeholders have autonomy in the conduct of their own projects. In this sense, we sought to explore their continuing education dimension, based on the idea of Rodrigues and Esteves (1993) when they point out that training is not exhausted in initial training and must be pursued throughout the career in a coherent and integrated way , responding to the felt training needs. The methodology adopted was of a qualitative nature, assumed by the understanding that this type of approach allows the analysis of the object investigated in its complexity and multiplicity of forms of manifestation, including the exploration of the interfaces between the objective and subjective dimensions that give them conformity in the tension between the prescribed and the effected in contexts and relations of dispute. The instruments selected to assist in data collection were documental research and semi-structured interviews. Through the data collected and the analysis developed, it was concluded that the obstacles to the implementation of a Public Education Policy in the Field are great, considering that the movements that make up this construction are sometimes discontinuous movements, marked by tensions and disputes between political forces. Regarding the Field Education policy in the municipality of Feira de Santana, there are no effective actions for its implementation. Regarding teacher training, it was observed that there was no training policy for teachers in the field in Feira de Santana, and that the actions carried out did not characterize the design of an own understanding of training by the network. The implementation of the Escola Activa Program in the municipality was inserted as part of the attempt of differentiated attention to the field, focusing on the multisite classes, but subordinated to the external orientations of the sectors that constituted themselves as managers of the Program. However, this in itself did not characterize the existence of a Field Education policy in the municipality
Esta pesquisa tematiza o Programa Escola Ativa e foi orientada pela seguinte quest?o: Quais as implica??es do Programa Escola Ativa na organiza??o e funcionamento das escolas do campo e sua repercuss?o na forma??o continuada de professores no munic?pio de Feira de Santana? Em di?logo com esta quest?o, o objetivo geral foi analisar as implica??es do Programa na organiza??o e funcionamento das escolas do campo e sua repercuss?o na forma??o de professores no munic?pio. Constitu?ram-se como refer?ncias de an?lises duas categorias centrais: educa??o do campo e forma??o de professores, notadamente a forma??o continuada.A Educa??o do Campo foi assumida como um movimento de resist?ncia ?s rela??es de domina??o que emanam da vis?o ruralista e, portanto, p?e em relevo uma concep??o de educa??o que apreenda a rela??o entre o espa?o social e os direcionamentos que visam a emancipa??o da classe trabalhadora.Da concep??o de forma??o de professores coadunamos da mesma ideia de N?voa (1992) quando afirma que o territ?rio da forma??o ? habitado por atores individuais e coletivos, numa constru??o humana e social, na qual os diferentes envolvidos possuem autonomia na condu??o dos seus projetos pr?prios. Neste sentido, procurou-se explorar a sua dimens?o de forma??o continuada,a partir da ideia de, Rodrigues e Esteves (1993) quando apontam que a forma??o n?o se esgota na forma??o inicial, devendo prosseguir ao longo da carreira, de forma coerente e integrada, respondendo ?s necessidades de forma??o sentidas. A metodologia adotada foi de natureza qualitativa, assumida em raz?o do entendimento de que este tipo de abordagem possibilita a an?lise do objeto investigado na sua complexidade e multiplicidade de formas de manifesta??o, incluindo a explora??o das interfaces entre as dimens?es objetivas e subjetivas que lhes d?o conformidade na tens?o entre o prescrito e o efetivado em contextos e rela??es de disputa.Os instrumentos selecionados para auxiliar na coleta dos dados foram a pesquisa documental e a entrevista semiestrurada. Por meio dos dados coletados e das an?lises desenvolvidas concluiu-se que grandes s?o os entraves para efetiva??o de uma pol?tica p?blica de Educa??o do Campo, considerando que os movimentos que comp?e essa constru??o s?o, por vezes, movimentos descont?nuos, marcados por tens?es e disputas entre for?as pol?ticas. No que concerne ? pol?tica de Educa??o do Campo no munic?pio de Feira de Santana, n?o existem a??es efetivas para sua implementa??o. Quanto a forma??o de professores, observou-se a inexist?ncia de uma pol?tica de forma??o de professores do campo em Feira de Santana e que as a??es realizadas n?o caracterizaram o delineamento de uma compreens?o pr?pria de forma??o pela rede. A implementa??o do Programa Escola Ativano munic?pio se inseriu como parte da tentativa de aten??o diferenciada para o campo, com foco nas classes multisseriadas, mas subordinadas ?s orienta??es externas dos setores que se constitu?ram como gestores do Programa.Todavia, isto por si s? n?o caracterizoua exist?ncia de uma pol?tica de Educa??o do Campo no munic?pio
Weyna, David Rudy. "Crystal Engineering of Multiple Component Crystal Forms of Active Pharmaceutical Ingredients." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3406.
Full textAtiyeh, Stacey A. "Training Direct Care Employees in Active Engagement." Master's thesis, Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/423396.
Full textEd.M.
Active engagement is important in enhancing the quality of life of individuals with intellectual and developmental disabilities being served in residential programs. In addition, focusing on socially significant goals and communication is essential to ensure quality treatment. The following study examined the use of employee training in combination with positive reinforcement and in vivo coaching and modeling in a Behavioral Skills Training model to increase the efficacy and consistency of active engagement from direct care employees aimed toward clients with intellectual and developmental disabilities in a residential setting. The results of the current study demonstrated that direct care workers can be trained to increase active engagement with residents with developmental disabilities. Further, the study demonstrated that the instructional training method alone reflected a small increase in skill acquisition. However, more socially significant changes resulted from the establishment of the in vivo modeling component of Behavior Skills Training in relation to the skill development of direct care employees.
Temple University--Theses
Kale, Ravindra V. "Evaluation of an Active Colonoscopy Training Model." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1350759066.
Full textWales, Craig. "Multi-component crystallisation approaches to controlling crystalline forms of active pharmaceutical ingredients." Thesis, University of Glasgow, 2013. http://theses.gla.ac.uk/3941/.
Full textHale, John P. "A Comparative Analysis of Three Forms of Evaluating Management Training Programs." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc500925/.
Full textRace, Angela J. "New forms of nurse teacher preparation 1989-1992 : development and evaluation." Thesis, University of Surrey, 1995. http://epubs.surrey.ac.uk/843143/.
Full textAtkinson, D. "Form and action in art education : A reflection upon theory and practice in the teaching of art." Thesis, University of Southampton, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382177.
Full textOkuma, Kenji. "Active exploration of training data for improved object detection." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/40520.
Full textSmith, Teresa E. (Teresa Elizabeth). "Training Condom Use Skills for Sexually Active College Students." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc279011/.
Full textSandal, Massimo <1981>. "Each one teaches one: characterizing active forms of proteins by single molecule force spectroscopy." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2008. http://amsdottorato.unibo.it/686/.
Full textHordiienko, Kateryna, and Катерина Олександрівна Гордієнко. "The components of manifestations of the main active forms of cyberbullying in student youth." Thesis, Національний авіаційний університет, 2022. https://er.nau.edu.ua/handle/NAU/54845.
Full textАкт булінгу та кібербулінгу у різних вікових категоріях зазвичай розглядається дослідниками як ситуація соціальної взаємодії, де учасники виконують різні, «призначені» ролі. Активними учасниками булінгу в реальному та віртуальному просторі є хулігани, з боку яких відбуваються акти насильства щодо жертви.
Baumgarten, Bruce R. "Development and post analysis of Microsoft Outlook 98 forms training at company XYZ." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000baumgartenb.pdf.
Full textMaughan, Kristen Kartchner. "Does balance training improve balance in physically active older adults?" [Ames, Iowa : Iowa State University], 2008.
Find full textClark, Martin. "'It's a way of life' : government adult training schemes and new forms of marginality." Thesis, University of Sheffield, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403263.
Full textBerriri, Souha. "Identification of constitutively active forms of Arabidopsis MAP Kinases : brings more evidence on MPK4 function in plant immunity." Thesis, Evry-Val d'Essonne, 2012. http://www.theses.fr/2011EVRY0024.
Full textProtein phosphorylations and dephosphorylations are common events occurring duringintracellular signaling processes. Among plant kinases, Mitogen-Activated Protein Kinases (MAPKs) are involved in signaling of many important biological processes, including biotic and abiotic stresses, development and cytoskeleton organization. Despite an abundant literature on MAPKs, the exact roles and direct targets of many Arabidopsis thaliana MAPKs are not clear yet. The activation of kinases using phospho-mimicking mutations of the phosphorylated residues was a successful approach in the case of MAP2Ks, helping to elucidate their functions. This strategy failed in the case of MAPKs since the necessary residues to mutate remain unclear. To bypass this problem, we adapted a screen based on the functional complementation of a MAPK yeast mutant with randomly mutated Arabidopsis MPK6 in order to identify the ones mutants showing constitutive activity. We identified several clones and showed that these constitutively active (CA) of MPK6 candidates are indeed active without phosphorylation by MAP2Ks. Interestingly, mutations of the equivalent residues in other MAPKs triggered constitutive activity as well, indicating that this strategy may be used as a general approach to activate MAPKs and identify their functions. Interaction and phosphorylation assays indicatedthat CA MAPKs retain their substrate and interactor specificity. As proof-of-concept, we generated active versions of MPK4. CA MPK4 expressed under itsown promoter successfully complements mpk4 mutant plants. Characterization of CA MPK4 lines further confirmed the negative role of MPK4 in plant pathogen defense responses and its implication in both PTI (PAMP Triggered Immunity) and ETI (Effector Triggered Immunity). Overall, the work will help to provide direct information on all MAPK targets and should be an important contribution to the overall understanding of signal transduction in plants
Mahdaviani, Maryam. "Semi-supervised and active training of conditional random fields for activity recognition." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/346.
Full textYamagishi, Takaki. "Role of active and passive recovery in adaptations to high intensity training." Thesis, Abertay University, 2016. https://rke.abertay.ac.uk/en/studentTheses/623182d3-e7ba-49d2-a0ca-b8cccba0350a.
Full textNeri-Hernandez, Lucero. "Improving Staff Tutoring in a Special Education Classroom Through Active Listening Skills." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984164/.
Full textKinchin, Ian M. "The active use of concept mapping to promote meaningful learning in biological science." Thesis, University of Surrey, 2000. http://epubs.surrey.ac.uk/908/.
Full textGerber, Casey Lynn. "Ear training and music reading methods used by Philip C. Hayden : music literacy through rhythm forms /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1850417161&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1279215869&clientId=22256.
Full textTypescript. Vita. "May 2008." Major professor: Alan L. Spurgeon Includes bibliographical references (leaves102-113). Also available online via ProQuest to authorized users.
Westblad, Niklas. "The effect of flywheel training on functional neuromuscular performance in physically active youth." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-5422.
Full textWadman, Dilys Ann. "The case of the excluded middle : a case study inquiry into the Forms of Assessment in Religious education (FARE) Project." Thesis, University of Exeter, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337756.
Full textPrewett, Matthew S. "Training Teamwork in Medical Teams: An Active Approach with Role Play and Feedback." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003229.
Full textWikström-Frisén, Lisbeth. "Training and hormones in physically active women : with and without oral contraceptive use." Doctoral thesis, Umeå universitet, Idrottsmedicin, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-124842.
Full textSyer, Cassidy A. "Student teachers' understanding of inquiry instruction." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102848.
Full textParticipants were from McGill University, Montreal, and included preservice teachers in the Bachelor of Education program, Continuing Education students enrolled in an inquiry-based course, and Honours Psychology students engaged in research. Data sources included the Strategic Demands of Inquiry questionnaire and an interview schedule.
Groups who had different types of exposure to the inquiry approach varied in how they understand inquiry instruction. Fourth-year Elementary preservice teachers held more sophisticated conceptualizations of the inquiry approach and greater appreciation for the components involved in carrying out an inquiry curriculum compared to first-year Elementary preservice teachers. After the completion of an inquiry-oriented course, Continuing Education students (including experienced teachers) were similar to fourth-year Elementary student teachers in conceptualizing and identifying important components of inquiry instruction. First-year Elementary and Secondary student teachers were different in their views of inquiry instruction. Finally, Honours Psychology students, who were engaged in scholarly research, held sophisticated conceptualizations of the inquiry approach. However, they did not use this knowledge of the inquiry method as extensively as fourth-year preservice teachers to identify important aspects of inquiry instruction. Therefore, although experience with the inquiry method may be necessary for conceptualizing inquiry as a pedagogical approach, it is not sufficient to enable undergraduates to identify important aspects of planning, enacting, and evaluating an inquiry curriculum.
These findings point to the importance of the Bachelor of Education program in advancing knowledge about inquiry instruction. Fourth-year student teachers reported experiences with the inquiry approach that influenced their understanding of this method. This study also provided evidence for the construct validity of the Strategic Demands of Inquiry questionnaire.
Panaligan, Anna Patricia. "Dance and Self-Concept: The Effects of Varying Forms of Dance Training on Development of Self-Concept." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/297718.
Full textLaiou, Elpiniki. "The effects of practical training methods of different forms and intensities on the acquisition of clinical skills." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/1078/.
Full textCampbell, Evelyn Sue. "The impact of three forms of mediation training and practice on university students' use of conflict frames /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487694389392028.
Full textMurrani, Sana. "Unstable territories of representation : architectural experience and the behaviour of forms, spaces and the collective dynamic environment." Thesis, University of Plymouth, 2011. http://hdl.handle.net/10026.1/310.
Full textVujanac, Milos. "Characterization of inactive and stress-induced active forms of the transcription factor HSF1 : an analysis at the cellular level." Thesis, Open University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368020.
Full textKostek, Matthew Christopher. "Effects of low level resistance training on basal metabolism in currently active older men." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1129633.
Full textSchool of Physical Education
Brazier, David J. "The emergence of Buddhist psychology as a basis for new forms of counselling and psychotherapy training and practice." Thesis, Keele University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287970.
Full textHartman, Laura. "Evaluating social programs : active labor market policies and social insurance /." Uppsala, Sweden : Uppsala Universitet, 2002. http://www.loc.gov/catdir/toc/fy041/2003488867.html.
Full textLake, Jeffrey Ronald. "Physical education and the promotion of active lifestyle : an investigation of late adolescent students in England and Sweden." Thesis, Coventry University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263217.
Full textArmitage, Nicole H. "Experience of postpartum active duty women in training for the U.S. Air Force fitness assessment." Thesis, Washington State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587046.
Full textIn order to facilitate and evaluate physical readiness, active duty personnel of all branches of the U.S. military are required to pass periodic fitness assessments. United States Air Force (USAF) personnel must pass a fitness assessment in order to earn satisfactory performance evaluations and be eligible for special duty assignments and promotion. Prior research suggests that fitness levels in women decrease after pregnancy and childbirth and that most women have not achieved pre-pregnancy fitness levels by 6 months postpartum. Furthermore, women can be particularly vulnerable to mental and physical health problems during the postpartum period. Therefore, some women may struggle in preparing for and passing the 6-month postpartum fitness assessment. It is unknown how training for the fitness assessment during this time of vulnerability may impact health.
The purpose of this study was to explore the experiences of active duty women as they prepare for their fitness assessment after childbirth. The aim of this study was to describe and interpret the experience of active duty women who train for the Air Force fitness assessment taken at 6 months postpartum. A Heideggerian hermeneutic approach was used to interpret meaning in the experiences of these women in order to develop a better understanding about this phenomenon. Two overarching patterns emerged from this analysis: Striving to Perform under Pressure through Profound Life Transitions of Childbirth and Seeking Understanding from Others. These results provide insight into the challenges women face in regaining optimal fitness after childbirth and can be used by healthcare providers and USAF leaders to facilitate active duty postpartum women in returning to optimal fitness and well-being.
McGeever, Mark. "Effective Equipping of Sent Network Church Planters and Leaders Using Blended Learning with Active Training." Thesis, Lancaster Bible College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10979336.
Full textLiterature has argued that starting new churches is biblical and strategic, requiring the effective equipping of church planters and leaders through adult learning methods (Acts 13:1–4 and 14:20–23; Keller, 2003, p. 1; Reimer, 2016, p. 74). The sobering reality is that about one-third of church plants do not survive (Stetzer & Bird, 2007, p. 5). In partnering with churches and leaders to plant more churches, SENT Network (SENT) has identified a need to provide more effective and timely training, so its church leaders improve the skills required to start and lead thriving churches. With the unique challenge of being geographically dispersed, leaders in SENT need blended learning with active training during the face-to-face component, according to existing literature (Mark 3:13–19; Luke 5:1–11; Acts 2:14, 41–47; Hyun, Ediger, & Lee, 2017; Lee, 2010; Silberman, 2006). For this research, nine leaders from eight local churches were divided into two six-week cohorts to learn to lead others to center on Jesus and the gospel through blended learning with active training. The hypotheses were that blended learning is a viable method for SENT to use and that active training during the face-to-face component results in improved skills in church leaders. Data were collected through these instruments: Artifacts Submission Tracking, Online Engagement Survey (OSE), Training Evaluation Survey, Observation Checklist, and the Community of Inquiry Survey (CoI). After the data were collected, disaggregated, and analyzed, the hypothesis was confirmed that blended learning with active training is an effective strategy to equip church planters and leaders within SENT. The implication for SENT includes offering additional training topics, which also has implications for other organizations seeking to advance God’s kingdom through starting new churches.
Wise, Patrick E. "Emergency Management Plan Training in Higher Education: Faculty Report of Preparedness for Active-Shooter Incidents." University of Toledo / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1619435848315978.
Full textMedina, Amira Jean. "All-hazards and active shooter web-based training| Beneficial to the transportation security administration workforce." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10096064.
Full textA majority of active shooter incidents occur at the workplace (FBI, 2014), and the frequency of natural disasters is on the rise (Mileti, 1999). Many large agencies prepare employees through various response training approaches for such crises. TSA historically addressed training for all emergencies through a mandatory online all-hazards training, along with yearly evacuation drills. Following the Los Angeles International Airport (LAX) shooting on November 1, 2013, a mandatory active shooter web-based training was also assigned to every TSA employee. After completing both the all-hazards and active shooter web-based trainings courses, TSA employees had the option to participate in the training evaluation surveys. Analysis of the feedback from the online trainings informs both the acceptability of this training format, as well as future improvements for the web-based curriculum. This research highlights the suitability of providing important training to TSA officers online.
Becerra, Lorraine A. "An Evaluation of an Interactive Computerized Training to Teach Instructors How to Respond During an Active Shooter Situation." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7691.
Full textCheney, Miranda L. "The Role of Cocrystals in Solid-State Synthesis of Imides and the Development of Novel Crystalline Forms of Active Pharmaceutical Ingredients." Scholar Commons, 2009. http://scholarcommons.usf.edu/etd/3693.
Full textRusso, Hana. "Active Gasdermin D Forms Plasma Membrane Pores and Disrupts Intracellular Compartments to Execute Pyroptotic Death in Macrophages During Canonical Inflammasome Activation." Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1499021688711516.
Full textKelly, Darrell Scott. "IDENTIFICATION AND EXAMINATION OF KEY COMPONENTS OF ACTIVE LEARNING." Wright State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=wright1482954350788861.
Full textJohnson, Mark S. "Validation of an active multimedia courseware package for the Integrated Damage Control Training Technology (IDCTT) trainer." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1994. http://handle.dtic.mil/100.2/ADA286207.
Full textRibbe, David Paul. "The effects of active training strategies on children's acquisition of emergency skills and fear of fire." Thesis, Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/50080.
Full textMaster of Science
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Andersson, Helena M. "The physiological impact of soccer on elite female players and the effects of active recovery training." Doctoral thesis, Örebro universitet, Hälsoakademin, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-10878.
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