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Dissertations / Theses on the topic 'ACTIVE TRAINING'

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Published: 10 March 2023
Last updated: 11 March 2023

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1

Dougherty, Berenice, and Nyemal Thuok Chuol. "ACTIVE SHOOTER PREPAREDNESS TRAINING." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/708.

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This study examined the effectiveness of active shooter preparedness training on students for the purpose of assessing whether or not undergoing such training helps ease students’ level of anxiety, sense of preparedness in the event of a mass shooting attack at their California State University campus, or an attack occurring at their place of internship. This data was collected by offering an active shooter training to student participants, facilitated by the Risk Management department, at a large University in Southern California. Following the training, first-year Bachelors and Masters students within the School of Social Work were given a self-administered questionnaire. The questionnaire pertained to student perceptions of anxiety connected to fear of a shooting on campus and/or at their internship placement as well as students' perceptions of the effectiveness of the active shooter preparedness training. The research found that participants, on average, are moderately anxious about the possibility of an active shooter situation at school and their internships. Participants also indicated finding Risk Management’s active shooter preparedness training to be important and useful. Therefore, this study recommends that the California State University provide an active shooter preparedness training to all incoming first-year BASW and MSW students during school orientation.
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Welch, Clarissa, and Nancy Villalta. "ACTIVE SHOOTER PREPAREDNESS TRAINING." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/886.

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ABSTRACT This research study was conducted to evaluate the effectiveness of an Active Shooter Incident (ASI) training implemented at Southern California University (SCU). The purpose of this study was to assess students’ level of preparedness, anxiety, and knowledge about ASIs. Prior to collecting the data, an officer from the University Police Department (UPD) provided an ASI training for students where they were able to learn about safety procedures. Data was collected from a sample of Bachelor and Master level students within the SCU School of Social Work Department. Participants were given a questionnaire that consisted of questions regarding students’ level of anxiety toward the idea of an ASI occurring at their campus and internship placements. The questions also evaluated students’ knowledge and preparedness resulting from the ASI training. Data collection further determined whether certain aspects of the population such as ethnicity and gender contributed to their levels of anxiety.
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Kale, Ravindra V. "Evaluation of an Active Colonoscopy Training Model." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1350759066.

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4

Atiyeh, 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.

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Psychology
Ed.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
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5

Okuma, Kenji. "Active exploration of training data for improved object detection." Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/40520.

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This thesis concerns the problem of object detection, which is defined as finding all instances of an object class of interest and fitting each of them with a tight bounding window. This seemingly easy task for humans is still extremely difficult for machines. However, recent advances in object detection have enabled machines to categorize many classes of objects. Statistical models are often used for representing an object class of interest. These models learn from extensive training sets and generalize with low error rates to unseen data in a highly generic manner. But, these statistical methods have a major drawback in that they require a large amount of training data. We approach this problem by making the process of acquiring labels less tedious and less costly by reducing human labelling effort. Throughout this thesis, we explore means of efficient label acquisition for realizing cheaper training, faster development time, and higher-performance of object detectors. We use active learning with our novel interface to combine machine intelligence with human interventions, and effectively improve a state-of-the-art classifier by using additional unlabelled images from the Web. As the approach relies on a small amount of label input from a human oracle, there is still room to further reduce the amount of human effort. An ideal solution is, if possible, to have no humans involved in labelling novel data. Given a sparsely labelled video that contains very few labels, our novel self-learning approach achieves automatic acquisition of additional labels from the unlabelled portion of the video. Our approach combines colour segmentation, object detection and tracking in order to discover potential labels from novel data. We empirically show that our self-learning approach improves the performance of models that detect players in broadcast footage of sports games.
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Smith, 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/.

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Eighty-nine single, sexually active, heterosexual college students (ages 17-24) participated in one of two intervention conditions. Experimental groups were taught skills specific to condom use and sexual communication via a multimedia presentation. Control groups viewed a video on an unrelated topic. Individuals in the experimental conditions were expected to show higher levels of self-efficacy, greater knowledge concerning diseases, and improved attitudes about condoms immediately following the intervention. They were also expected to report safer sexual practices at the one month follow-up. Findings reveal that improved attitude and knowledge scores did not translate into behavioral changes.
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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.

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8

Maughan, Kristen Kartchner. "Does balance training improve balance in physically active older adults?" [Ames, Iowa : Iowa State University], 2008.

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9

Smeltzer, Krista. "Implementation of an elementary school-based action team for active and healthy living." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112516.

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The purpose of this study was to describe and evaluate the process of implementing an elementary school-based action team dedicated to increasing physical activity and healthy living opportunities for students. To facilitate this intervention, Epstein and colleagues' (2002) partnership framework, coupled with action research principles, was used to create partnerships between the school, home, and community. The results suggest that an action team based on Epstein and colleagues' guidelines may be suitable for creating opportunities for healthy and active living in an elementary school setting. In particular, families, students, teachers, and administration believed that the action team initiatives added to the school environment, school spirit, and value of the family as an essential component in the school. Likewise, the action team members felt that the health and wellness committee they represented was a valued component in the school culture that could be further developed and improved on in future years.
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Yamagishi, 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.

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It has been established that Wingate-based high-intensity training (HIT) consisting of 4 to 6 x 30-s all-out sprints interspersed with 4-min recovery is an effective training paradigm. Despite the increased utilisation of Wingate-based HIT to bring about training adaptations, the majority of previous studies have been conducted over a relatively short timeframe (2 to 6 weeks). However, activity during recovery period, intervention duration or sprint length have been overlooked. In study 1, the dose response of recovery intensity on performance during typical Wingate-based HIT (4 x 30-s cycle all-out sprints separated by 4-min recovery) was examined and active recovery (cycling at 20 to 40% of V̇O2peak) has been shown to improve sprint performance with successive sprints by 6 to 12% compared to passive recovery (remained still), while increasing aerobic contribution to sprint performance by ~15%. In the following study, 5 to 7% greater endurance performance adaptations were achieved with active recovery (40%V̇O2peak) following 2 weeks of Wingate-based HIT. In the final study, shorter sprint protocol (4 to 6 x 15-s sprints interspersed with 2 min of recovery) has been shown to be as effective as typical 30-s Wingate-based HIT in improving cardiorespiratory function and endurance performance over 9 weeks with the improvements in V̇O2peak being completed within 3 weeks, whereas exercise capacity (time to exhaustion) being increased throughout 9 weeks. In conclusion, the studies demonstrate that active recovery at 40% V̇O2peak significantly enhances endurance adaptations to HIT. Further, the duration of the sprint does not seem to be a driving factor in the magnitude of change with 15 sec sprints providing similar adaptations to 30 sec sprints. Taken together, this suggests that the arrangement of recovery mode should be considered to ensure maximal adaptation to HIT, and the practicality of the training would be enhanced via the reduction in sprint duration without diminishing overall training adaptations.
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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.

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Automated human activity recognition has attracted increasing attention in the past decade. However, the application of machine learning and probabilistic methods for activity recognition problems has been studied only in the past couple of years. For the first time, this thesis explores the application of semi-supervised and active learning in activity recognition. We present a new and efficient semi-supervised training method for parameter estimation and feature selection in conditional random fields (CRFs),a probabilistic graphical model. In real-world applications such as activity recognition, unlabeled sensor traces are relatively easy to obtain whereas labeled examples are expensive and tedious to collect. Furthermore, the ability to automatically select a small subset of discriminatory features from a large pool can be advantageous in terms of computational speed as well as accuracy. We introduce the semi-supervised virtual evidence boosting (sVEB)algorithm for training CRFs — a semi-supervised extension to the recently developed virtual evidence boosting (VEB) method for feature selection and parameter learning. sVEB takes advantage of the unlabeled data via mini-mum entropy regularization. The objective function combines the unlabeled conditional entropy with labeled conditional pseudo-likelihood. The sVEB algorithm reduces the overall system cost as well as the human labeling cost required during training, which are both important considerations in building real world inference systems. Moreover, we propose an active learning algorithm for training CRFs is based on virtual evidence boosting and uses entropy measures. Active virtual evidence boosting (aVEB) queries the user for most informative examples, efficiently builds up labeled training examples and incorporates unlabeled data as in sVEB. aVEB not only reduces computational complexity of training CRFs as in sVEB, but also outputs more accurate classification results for the same fraction of labeled data. Ina set of experiments we illustrate that our algorithms, sVEB and aVEB, benefit from both the use of unlabeled data and automatic feature selection, and outperform other semi-supervised and active training approaches. The proposed methods could also be extended and employed for other classification problems in relational data.
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Neri-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/.

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According to the U.S. Department of Education, in 2015, Texas special education programs were rated among the lowest in the nation. School districts in the state have a substantial need for effective and efficient staff training. In this study, researchers implemented TAPS: A Talk Aloud Problem Solving Approach Packet to teach active listener qualities to staff members in a life skills special education classroom. A multiple baseline across staff members was used to evaluate the effects of the TAPS training on the presence and absence of the staff members' active listener qualities during a pre-test, a post-test, and probes. The staff members that underwent TAPS training acquired all of the active listener qualities as a function of the TAPS training, and the effects of the training maintained during probe sessions. Additionally, TAPS training appeared to improve staff members' scores on the Whimbey Analytical Skills Inventory (WASI) Test and anecdotally improved the quality of staff and student tutoring interactions. Several areas of potential research and improvement are discussed.
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Syer, 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.

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Curriculum reform emphasizes the importance of inquiry instruction for learners. For inquiry-oriented curriculum to occur, attention must be focused on teacher education. Using a mixed-methods design, I investigated if and how groups of student teachers who receive different types of exposure to inquiry differ in their understanding of inquiry instruction. Preservice teachers' descriptions of inquiry experiences in their teacher-preparation program contextualized the results. Considerable effort was given in the first phase of this study to establish the reliability and validity of the Strategic Demands of Inquiry questionnaire.
Participants 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.
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Kinchin, 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/.

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15

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.

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Aim The aim of this study was to investigate the effect of flywheel resistance training on functional neuromuscular performance in physically active youth.   Method Forty-four healthy and physically active youth between 12-14 years of age (n=19 boys & n=25 girls) volunteered to participate and were randomized into three different groups of flywheel resistance training (FRT) (n=15, body mass = 42,9 ± 8,6 kg, time to Peak Height Velocity (PHV) = - 0,8 ± 1,6), traditional strength training (TST) (n=15, body mass = 44,7 ± 10,3 kg, time to PHV = - 0,8 ± 1,5) and a control group (CON) (n=14, body mass = 43,8 ± 9,0 kg, time to PHV- 0,8 ± 1,5. Squat jump (SQ), Countermovement jump (CMJ), 10-m acceleration, 20-m speed and 30-sprint was assessed pre- and post-intervention. All training groups performed 12 resistance training sessions over a 6-week intervention. The FRT-group performed bilateral flywheel resistance squats with 4 sets of 6 repetitions with 0,025 to 0,05 kgm2 and the TST-group performed bilateral barbell squats with 4 sets of 6 repetitions at a predicted 80 %1RM, while the control group only performed their regular sports training.   Results Repeated measures two way-ANOVA, 3 x 2 (training group x time), showed no significant mean effects between groups after the intervention. A significant increase occurred in the control group for SQ; 2,4 ± 2,5 (cm) p ≤ 0,008 and CMJ; 2,2 ± 3,1 (cm) p ≤ 0,037. Both training groups increased significantly in body mass from pre- to post-tests by 2,0 ± 2,7 kg for the flywheel training group and 1,3 ± 0,9 kg in the traditional strength training group (p ≤ 0,05).   Conclusions This study indicates that flywheel training can be used as a resistance training method for youth athletes without inducing training related injuries. Flywheel resistance training resulted in a small but non-significant increase from pre to post test in squat jump and 10-m sprint. Future studies on flywheel resistance training for youth needs to investigate the implementation of longer training periods, additional training sessions, more experienced youth in resistance training and faster movement speed.
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Wikström-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.

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Background: The number of women participating in sports has increased dramatically, though research in sports are often performed on men. Physical exercise is known to increase physical performance and improve well-being. Although exercise has beneficial health effects for most of the women, it is known that strenuous exercise may also have negative health consequences. Common are menstrual dysfunctions and the medical effects of a long-standing amenorrhea are serious. Moreover, strenuous exercise without adequate recovery may lead to overreaching (OR) /overtraining syndrome (OTS). An improved muscle strength are of great importance in many sports, hence an increased understanding on how to generate optimal strength training programs in women without negative side effects are essential. The aims of this thesis were to investigate the effects on strength and power of high frequency periodised leg resistance training to evaluate a training regime and moreover to investigate if the training was well accepted and without potential exercise-related negative consequences. Moreover, to provide normative data on oxytocin and cortisol to elucidate if these hormones could be one diagnostic marker in combination with others to monitor and diagnose female athletes that may be at risk to develop OR/OTS. Methods: Fifty-nine women, participated in the four month intervention study. Two groups performed high frequency leg resistance training for two weeks of each menstrual/oral contraceptive (OC) cycle. The remaining part of the cycle they performed the leg training once a week. Group 1, trained with high frequency (5 times·w-1) during the first two weeks of each cycle, and group 2, during the last two weeks of each cycle. A control group performed regular (3 times·w-1) leg resistance training. Another 33 women participated in the observational study. The OC users and non-users, were followed over a nine-month period with monthly blood sampling of oxytocin and cortisol, and the Profile of Mood State (POMS) as a subjective measure of OR/OTS. Results: The women who performed high frequency leg resistance training, 5 times·w-1, during the first two weeks of each cycle showed significant increase in jump height, peak torque values in hamstrings, increased lean body mass of the legs, and their experiences of the training were positive. These results were not found when the periodised training was performed during the last two weeks of each cycle. In the control group an increase in jump height, and peak torque (left hamstring) was observed. There were no evident differences in the training effects between women with or without OC use. Moreover, no exercise-related negative consequences were detected in any of the three groups. The women in the observational study showed seasonal variations in oxytocin and cortisol, with different pattern in OC users to non-users. No convincing relationships to POMS were found.  Conclusions: The high frequency periodised leg resistance training during the first two weeks of the cycle is more beneficial to optimize resistance training, than the last two weeks. The high frequency periodised leg resistance training was not associated with exercise-related negative consequences and was well accepted when performed during the first two weeks of each cycle. Due to seasonality and impact of OC use, oxytocin and cortisol are not suggested to be optimal, diagnostic markers alone/in combination with others, to detect OR/OTS in physically active women.
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Prewett, 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.

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Kostek, 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.

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The American College of Sports Medicine (ACSM) currently recommends 1 set of 8 - 12 repetitions as the minimal dose of resistance training (RT) required to achieve the health and fitness benefits gained from RT. Yet, certain benefits derived from resistance training are not mentioned by the ACSM. An increase in basal metabolic rate (BMR) is a possible health benefit derived from RT. However, no previous studies have examined the effect of the ACSM's current resistance training recommendations on BMR. Therefore, the purpose of this study was to determine if this low level of RT could increase BMR in currently active older men. Sixteen subjects were assigned to either a training group or control group for 10 weeks of training. The training group continued their current aerobic activity while adding 1 set of RT 2x/week as recommended by the ACSM. The control group continued their aerobic activity with no modifications. Measurements of strength, fat free mass (FFM), and BMR were made pre- and posttraining. The training group showed an increase in strength (P<0.05) while the control group did not change. The training and control groups showed no change in FFM or BMR (P<0.05). The strength increases reported in the current study were of expected values while FFM and BMR have not been previously examined with this protocol. It was concluded that 10 weeks of RT using 1 set of 8 - 12 repetitions does not increase BMR in currently active older men.
School of Physical Education
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Silva, Mário Dinis Serrazina Mendes. "Modelos de formação em turismo e desporto de natureza : estudo de caso do canyoning." Master's thesis, Escola Superior de Hotelaria e Turismo do Estoril, 2010. http://hdl.handle.net/10400.26/2448.

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O crescimento do turismo activo, com especial enfoque para o turismo e desporto de natureza, confronta-se com a insuficiente qualificação dos recursos humanos envolvidos, principalmente quando se tratam de actividades de risco acrescido. Neste sentido, esta dissertação visa contribuir para melhorar a formação em turismo e desporto de natureza, mais especificamente na modalidade de canyoning, materializando no desenvolvimento de uma proposta de modelo de formação para praticantes e técnicos de canyoning em Portugal. Inicialmente apresenta-se um estado da arte referente ao turismo e desporto de natureza e a sua evidente importância para o desenvolvimento socioeconómico nas sociedades contemporâneas. Dando enfoque à formação em turismo e desporto de natureza e, em particular ao caso do canyoning. Em canyoning os modelos de formação internacionais devem ser considerados e ajustados às necessidades e características doo contexto nacional, complementando a actual oferta formativa e os respectivos modelos de formação que presentemente não respondem às necessidades e exigências da actividade. A análise da oferta de formação de canyoning em Portugal, a auscultação directa de especialistas e a aplicação de um questionário a técnicos e praticantes permitiu chegar a uma proposta de modelo de formação de canyoning que se julga adequado para a realidade portuguesa e que possa garantir a aquisição de competências ajustadas às especificidades da actividade, e que possibilitem a promoção de uma prática sustentável e com elevados níveis de segurança. A formação evidencia grande importância para a promoção de competências e qualificação de praticantes e profissionais de canyoning, revelando-se fundamental para colmatar as fortes lacunas de conhecimentos verificadas.
The growth in the active tourism, with special approach for the tourism and nature sports, is confronted by the insufficient qualification of the human wrapped resources, especially with increased risk activities. In this sense, this dissertation aims to contribute to improve the training in tourism and sport of nature, more specifically in canyoning, materializing in the development of a proposal of a training model for practitioners and technicians of canyoning in Portugal. Initially presents itself as a state of the art concerning the tourism and nature sports and its obvious importance to the socio-economic development in the contemporary societies. Giving focus to training and formation in tourism and sport of nature in particular the case of canyoning. In canyoning, the international models of formation must be considered and adjusted to the necessities and characteristics of the national context, complementing to current offers and models of formation used presently, which doesn’t respond to the necessities and demands of this activity. Analysing the training offer of canyoning in Portugal, in a direct auscultation of specialists and the application of a questionnaire to technicians and practicioners allowed to reach a canyoning training model proposal that is considered more appropriate for the Portuguese reality and able to guarantee the acquisition of competences and skills adjusted to the specificities of the activity, and promotes of a sustainable practice and with elevated levels of security. The proposed training model shows up the importance of elevating the competences and qualification of practitioners and canyoning technicians, showing to be fundamental to turn around the strong gaps of knowledge checked nowadays.
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Hartman, 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.

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Armitage, 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.

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In 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.

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Medina, 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.

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A 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.

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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.

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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.

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Literature 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.

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Lake, 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.

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Singer, Stanley Jr. "Ethics Education: The Impact of Ethics Training Engagement on Unethical Decision-Making in the Workplace." Xavier University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1590825279518592.

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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.

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Active shooter events in the U.S. are occurring more often in commercial environment and schools. In these emergency situations educators must quickly decide to complete actions that will protect themselves and their students. Typically, during these situations, the educator should complete in a run, hide, or fight sequence of behaviors. The educator must also consider challenges for their student’s particular disabilities during these situations. Interactive computerized training (ICT) may be one easy method to teach educators these procedures. The purpose of this study was to explore the effectiveness of interactive computerized training to help educators learn how to respond during two active shooter situations when caring for an individual with autism spectrum disorder. After completing the 90 min interactive computerized training, all educators responded correctly to each type of active shooter situation. These correct responses continued after a 2-week period without practice.
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Mladenovic, Jelena. "Computational Modeling of User States and Skills for Optimizing BCI Training Tasks." Thesis, Bordeaux, 2019. http://www.theses.fr/2019BORD0131.

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Les Interfaces Cerveaux-Ordinateur (ICO) sont des systèmes qui permettent de manipuler une machine avec sa seule activité cérébrale. Elles sont utilisées pour accomplir des objectifs variés, par exemple afin qu’un amputé puisse manipuler un bras robotique, pour une réhabilitation neuronale en cas d’accident vasculaire cérébral, dans un cadre ludique pour jouer à des jeux vidéo, etc. Une ICO comprend l’acquisition du signal cérébral (le plus souvent par électroencéphalographie, EEG), le décodage et l’interprétation de ce signal, et enfin la production d’un retour sensoriel à l’utilisateur. Ce retour guidera l’utilisateur pour réguler son activité cérébral et apprendre à manipuler la machine. La morphologie du cerveau diffère cependant entre utilisateurs, et les pensées d’un même individu varient au cours du temps. Ces fluctuations rendent les ICO moins performantes, qui sont alors difficiles à utiliser hors des conditions du laboratoire. Nous avons donc besoin d’une machine dynamique, qui puisse s’adapter au cours du temps à son utilisateur. Dans la littérature les approches proposées afin de remédier à ce problème décrivent des machines qui décodent de manière adaptative les signaux EEG, mais ces systèmes ne sont pas assez robustes et ne permettent toujours pas aux ICO d’être utilisées dans la vie quotidienne. L’objectif de cette thèse est d’améliorer les performances et l’utilisabilité des ICO basées sur de l’EEG, en les adaptant de façon innovante aux états et compétences des utilisateurs. Pour ce faire, nous avons premièrement mis en évidence tous les facteurs changeants dans une ICO en définissant trois séquences : 1. Les états psychologiques fluctuants de l’utilisateur qui modifient la signature du signal EEG ; 2. Ce signal qui varie et qui amène la machine à ajuster son décodage ; 3. La tâche qui est présentée à l’utilisateur via le retour sensoriel de la machine, et qui influence à son tour les états psychologiques de l’utilisateur. Nous avons ainsi mis en évidence la possibilité d’adopter un nouvel angle de recherche, en utilisant la tâche adaptative pour diriger les états psychologiques de l’utilisateur et aider ce dernier à manipuler une ICO. Au lieu de seulement adapter le décodage aux signaux cérébraux, nous avons donc considéré l’adaptation de l’interface (via le retour sensoriel produit par la machine) afin d’influencer les signaux et d’en faciliter le décodage. En utilisant des connaissances issues de la psychologie comportementale et des sciences de l’éducation, il est en effet possible de créer des taches et des interfaces qui incitent les utilisateurs à réussir et même à prendre plaisir à utiliser une ICO. Ces différents facteurs, liés à la motivation, participent à produire des signaux plus prédictibles et plus facilement décodables par la machine, augmentant d’autant la performance du système. Nous avons donc formulé une taxonomie des ICO adaptatives en définissant la tâche adaptative comme un nouveau moyen d’améliorer les performances des ICO. Une fois que la taxonomie des ICO adaptatives a été mis en place, nous avons cherché à identifier chez l’utilisateur quel était l’état psychologique optimal qui puisse servire de critère d’optimisation de la tâche. La littérature en psychologie indique que cet état est l’état de flow, un état d’immersion, de contrôle et de plaisir optimal qui incite les gens à se surpasser, quel que soit la tâche, le sexe, la culture ou bien encore l’âge. [...]
Brain-Computer Interfaces (BCIs) are systems that enable a person to manipulate an external device with only brain activity, often using ElectroEncephaloGraphgy (EEG). Although there is great medical potential (communication and mobility assistance, as well as neuro-rehabilitation of those who lost motor functions), BCIs are rarely used outside of laboratories. This is mostly due to users’ variability from their brain morphologies to their changeable psychological states, making it impossible to create one system that works with high success for all. The success of a BCI depends tremendously on the user’s ability to focus to give mental commands, and the machine’s ability to decode such mental commands. Most approaches consist in either designing more intuitive and immersive interfaces to assist the users to focus, or enhancing the machine decoding properties. The latest advances in machine decoding are enabling adaptive machines that try to adjust to the changeable EEG during the BCI task. This thesis is unifying the adaptive machine decoding approaches and the interface design through the creation of adaptive and optimal BCI tasks according to user states and traits. Its purpose is to improve the performance and usability of BCIs and enable their use outside of laboratories. To such end, we first created a taxonomy for adaptive BCIs to account for the various changeable factors of the system. Then, we showed that by adapting the task difficulty we can influence a state of flow, i.e., an optimal state of immersion, control and pleasure. which in turn correlates with BCI performance. Furthermore, we have identified the user traits that can benefit from particular types of task difficulties. This way we have prior knowledge that can guide the task adaptation process, specific to each user trait. As we wish to create a generic adaptation rule that works for all users, we use a probabilistic Bayesian model, called Active Inference used in neuroscience to computationally model brain behavior. When we provide such probabilistic model to the machine, it becomes adaptive in such a way that it mimics brain behavior. That way, we can achieve an automatic co-adaptive BCI and potentially get a step closer into using BCIs in our daily lives
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Johnson, 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.

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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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Female soccer is becoming more popular and professional in the world. There are, however, limited scientific data available on how elite female players respond to physical stress during soccer games. An effective recovery strategy following a game is important, because there are few recovery days between the games in international tournaments. The present thesis, which was designed to mirror a competitive situation, aimed to investigate changes in several physiological systems occurring in female elite players in response to two soccer games. It also aimed to investigate the effects of active recovery training on the recovery of several physiological systems. METHODS: Two elite female soccer teams played two 90-min games separated by 72 h active or passive recovery. The active recovery training (cycling at 60% HRpeak, resistance training at <50% 1RM) lasted one hour and was performed 22 and 46 h after the first game. Countermovement jump (CMJ), 20-m sprint time and isokinetic knee strength were measured before, immediately, 5, 21, 45, 51, and 69 h after the first game, and immediately after the second game. The physical stress markers (CK, urea), oxidative stress markers (e.g., GSSG, lipid peroxidation), endogenous (e.g., UA, thiols) and dietary antioxidants (e.g., tocopherols, carotenoids) and a large battery of cytokines (e.g., IL-6, TNF-α) were analysed in blood. RESULTS: No significant differences were observed in the performance parameters, oxidative stress and antioxidant levels or inflammatory response between the active and passive recovery groups. Sprint and isokinetic knee strength were reduced by the same extent after both games. CMJ decreased after the first game and remained reduced throughout the study period. Blood physical stress markers, GSSG and endogenous antioxidants increased with similar amplitude after both games together with unchanged lipid peroxidation. The dietary antioxidants showed either a rapid and persistent change (e.g., tocopherols) or a delayed rise (carotenoids) after the first game. A transient increase occurred in several pro- (e.g., IL-12, TNF-a, MCP-1), anti-inflammatory (e.g., IL-4, IL-10, INF-a) and mixed (IL-6) cytokines after the first game. Fewer cytokines increased in response to the second game. CONCLUSION: Two repeated elite female soccer games separated by 72 h induced similar acute changes in several physiological parameters. After the first game, differences in the recovery pattern of the neuromuscular parameters occurred. In particular, the slow recovery of CMJ indicates that special attention should be devoted to the training of explosive force. Furthermore, the recruitment of antioxidants in response to the transient increase in GSSG resulted in the maintenance of the redox-balance in female players. Similarly, a strong and balanced pro- and anti-inflammatory cytokine response occurred after one single female soccer game. The consequences of the dampened cytokine response during repeated soccer games are, however, unknown. In general, the majority of the parameters had recovered prior to the second game and the physiological alterations induced by the first game did not affect the performance of players in the second game. Finally, active recovery training conducted after a soccer game does not accelerate the recovery time for neuromuscular, oxidative stress, antioxidant and inflammatory responses in elite female players.
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Huertas-Rivera, Adhly M. "Identification of the Active Odors From Illicit Substances for the Development of Optimal Canine Training Aids." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/2990.

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The exploitation of illicit substances, such as drugs and explosives, is on the rise. Special attention must therefore be considered to reduce the transportation and storage of these illicit substances by improving the capability of detection, even when hidden from view. Although analytical methods of detection for both drugs and explosives have improved over time, biological detectors, such as canines, are still commonly used. In comparison to humans, these canines have a larger number of olfactory receptors and a greater olfactory epithelium surface area, providing them with a more enhanced olfaction than that of humans. The premise for the detection of illicit drugs and explosives is based on the premise that these substances though hidden, will emit volatile organic compounds (VOCs). These VOCs are not often the parent drug or explosive, they are essentially a chemical associated with the source and provide a reliable indication of the illicit substance. Previous successful research has been conducted on the identification of the active odors present in the headspace of cocaine, methamphetamine, and MDMA but instead for marijuana and heroin there have been minimum success. Thus, in the present research a method using headspace solid-phase microextraction coupled to gas chromatography-mass spectrometry (HS-SPME-GC-MS) was optimized to identify the VOCs makeup of heroin and marijuana to further identify the active odor compound(s) responsible for the alert response of biological detectors (canines). A mixture of acetic acid and acetylsalicylic acid was identified as target odor mimic for heroin by certified detector canines, while a mixture of limonene and caryophyllene was recognized as odor mimic for marijuana by conducting ORTs. The training aids developed successfully mimic the scent of the actual illicit substance and can be used to improve the capabilities of both drug and explosive detection canines. Additionally, as growing threat of improvised explosives has created a worldwide concern and emphasized the requirement of a greater spectra of canine training aids that covers the complete range of explosives available, a new approach for the creation of training aids for IEDs have been evaluated. The use of a dynamic collection system have proved to be an option to develop fast and reliable canine training aids for IEDs.
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Ribbe, 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.

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Two training procedures (active rehearsal, passive observation) were assessed for relative effectiveness in the acquisition of sequential fire emergency skills, reducing fire-related fears and physiological arousal, and increasing self-efficacy and rationale for fire safety skills. Active subjects imitated videotaped models performing emergency behavior while receiving behavior-contingent feedback. Passive viewers received no practice or feedback. Experimental groups were compared to untrained controls. Active rehearsal was expected to lead to superior skill acquisition, fear-reduction, self-efficacy appraisals, rationale acquisition, and reduction of physiological reactivity (systolic and diastolic blood pressure, pulse rate). Subjects were 52 third-grade children. Dependent measures were assessed at pre-test, post-test, and five-month follow-up. Significant performance gains were found for both experimental groups, but not for controls. Active training produced significantly greater skill acquisition. Skill gains were not maintained at follow-up. All groups showed significant reductions in fear at post-test, but no differences were found between groups. Active training also produced significantly greater self-efficacy appraisals for one emergency situation. Both experimental groups demonstrated significant gains in rationale acquisition relative to controls. Physiological results were confounded by pre-test differences. Correlations between various measures were examined. A significant relationship was found between self-efficacy appraisals and behavioral performance for one emergency situation. The correlation between self-report of fear and self-efficacy was highly significant across time. The implications of active training strategies in fire safety programs are discussed.
Master of Science
incomplete_metadata
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Kelly, 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.

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Dagenhard, Paige C. Dagenhard. "Principals Perceptions of ALICE Training in Public High Schools." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1501598726547038.

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35

Kipste, Egils. "Directing experience : an exploration of active analysis and visual cognition theory in the training of contemporary directors." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/72958/2/Egils_Kipste_Thesis_Part_A.pdf.

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The focus of this research is the creation of a stage-directing training manual on the researcher's site at the National Institute of Dramatic Art. The directing procedures build on the work of Stanislavski's Active Analysis and findings from present-day visual cognition studies. Action research methodology and evidence-based data collection are employed to improve the efficacy of both the directing procedures and the pedagogical manual. The manual serves as a supplement to director training and a toolkit for the more experienced practitioner. The manual and research findings provide a unique and innovative contribution to the field of theatre directing.
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Woolf-May, Kathryn. "The effect of single versus repetitive bouts of brisk walking upon selected cardiovascular risk factors and left ventricular function in sedentary/low active adults." Thesis, University of Kent, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263751.

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37

Coutts, Adam Peter. "The health impacts of government policy : active labour market training programmes for lone parents in the United Kingdom." Thesis, University of Cambridge, 2006. https://www.repository.cam.ac.uk/handle/1810/251987.

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How does the movement of lone parents from economic inactivity to employment via an active labour market programme (ALMP) affect their health? This study examined the psychosocial health impact of two ALMPs on lone parents in the UK; and whether the change in their psychosocial environment as measured by a newly developed scale of the latent and manifest benefits of employment (LAMB) explain any health impacts. The data for the study were obtained from sixty-two lone parents participating in the programmes who were followed longitudinally for five months. These were compared with a control group (n=56) of economically inactive lone parents at the beginning and end of the course. Structured questionnaires comprising scales of psychological health, self-esteem, mastery, positive and negative affect, self-efficacy, perceived psychosocial environment (LAMB) and social support were administered to the programme participants at three time intervals, i.e., at the beginning, during and end of the programme. In-depth qualitative interviews were also conducted at each time interval with both the programme participants and control group lone parents. The study indicates that entry into the ALMPs produces significant improvements in psychological health, as well as on all other measures as compared to the economically inactive group. Significant changes were also observed on the LAMB scale with enhanced access to latent functions of employment. The quantitative results show that access to social contact and support acts as the main mechanism through which a positive health change occurs. The lack of social contact, i.e., social isolation and financial strain are posited to be responsible for the ill health of the economically inactive lone parents. The research is discussed in relation to the development of Health Impact Assessment (HIA) methodologies, as well as the implications for current UK government emphasis on encouraging lone parents into work via active labour market programmes.
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Laskin, James Jay. "Physiological adaptations to concurrent muscular strength and aerobic endurance training in functionally active adults with a physical disability." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ60316.pdf.

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39

Nicks-McCaleb, Lynn J. "Towards a pro-active model of professional development for tertiary level teachers in the United Arab Emirates." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/674.

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This body of work identifies the professional development needs of teachers at Abu Dhabi Men's College in the UAE as their role in the classroom and pedagogical trends change in response to the needs of the 21st century global workforce. The aim of the research was to identify what pedagogical changes had impacted the teaching and learning environment at the college and subsequently to identify strategies and professional development models to prepare the teachers for dynamic developments in their teaching and learning environment. A pragmatic, interpretive approach was taken in the study, drawing on qualitative data to explore ways to reflect and address the pedagogical challenges faced by staff at Abu Dhabi Men's College. The study is presented as a three phased case study: a focus group, student results data comparison and a teacher's workshop, formed the basis of this study. Findings from the study reinforced the perception that teachers need to be prepared to continually respond to the needs of the workforce by embracing lifelong learning and imparting the same philosophy to their students. A framework for professional development at Abu Dhabi Men's College was constructed in response to the identified professional development needs of teachers at the College. It was found that working in a collaborative environment improved the professional learning environment and productivity for staff. The active participation of staff in the design of the professional development framework increased the potential for staff commitment to on-going learning.
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Edmunds, Julie Mary. "An Examination of Active Learning as an Ingredient of Consultation Following Training in Cognitive-Behavioral Therapy for Youth Anxiety." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216513.

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Psychology
Ph.D.
The training literature suggests that ongoing support (e.g., consultation) following initial training enhances training outcomes, yet little is known about the critical components of ongoing support and the lasting effects of ongoing support. The present study examined components of consultation calls that were provided to 99 community clinicians following training in the delivery of cognitive-behavioral therapy (CBT) for youth anxiety. The 104 recorded consultation calls were coded for content and consultative methods present. A subset of the training sample (N = 50) completed a 2-year follow-up interview during which they reported on their implementation rates of CBT since ending consultation. They also completed measures assessing CBT knowledge and attitudes toward evidence-based practices (EBPs). It was hypothesized that active learning (i.e., role-plays) would predict therapist adherence, skill, self-efficacy, and satisfaction at postconsultation, but regression analyses found no significant relation. However, level of clinician involvement during consultation calls significantly positively moderated the relation between active learning and clinician skill. Analyses of the follow-up data indicated (a) high implementation rates of CBT and (b) maintenance of overall attitudes toward EBPs, willingness to implement EBPs if mandated, views regarding the appeal of EBPs, and beliefs regarding the clinical utility of EBPs. A significant decline in CBT knowledge and openness toward EBPs was observed. Consultation call attendance positively predicted therapist CBT knowledge, overall attitudes toward EBPs, and attitudes regarding the appeal and clinical utility of EBPs at the 2-year follow-up. Implications, strengths and limitations, and future directions are discussed.
Temple University--Theses
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Hutchinson, Donielle BreAnna. "A Dual Examination of Learning Through Pedagogical Training and Alzheimer's Disease Pathology." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7569.

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Active learning strategies are important for facilitating deep learning that may be carried throughout life, but which is still finding its way into the college setting. Educators are not often trained in effective learning practices, which reduces the cognitive and proficiency gains of their students. By providing such guidance in the formative years of a teacher’s training, we hypothesize that the learning environment will be greatly enriched and enhanced. On the opposite end of the spectrum of life and cognition, the plague of dementia also warrants examination. Alzheimer’s disease (AD), an incurable neurodegenerative disorder progressing from the medial temporal lobe, is the most common form of dementia diagnosed in people over age 65, afflicting 30-40% of those 85 years and older. Despite its prevalence, effective treatments are limited because the principal causes and triggers of AD are not entirely understood. Growing evidence demonstrates that oxidative stress (OS) is an important factor contributing to the initiation and progression of AD. A key player contributing to this OS is iron, an essential trace mineral which is required for proper neuronal function, but which generates reactive oxygen species during redox transitions. Intracellular labile iron pool (LIP) levels are strictly regulated by proteins such as transferrin (import), ferroportin (export), and ferritin (storage). However, when these proteins become dysregulated, excess iron associates with other proteins such as amyloid beta (Aβ) and tau, aggregations of which are hallmarks of AD. In our hypothetical model, under extensive or prolonged OS, as occurs in AD, much larger Aβ plaques form because the stress does not abate. Hyperphosphorylated tau is the last resort to protect the cell against free iron, and aggregates when the LIP is elevated because neither iron storage in ferritin nor iron export through ferroportin can relieve the neurons of the free iron.
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Moore, Jerry Nathan. "Senate Bill 75| Active Shooter Intruder Response Training Perceptions of Building Leaders and Teachers from Southwest Missouri High Schools." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3736813.

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This study was focused on the perceptions of teachers and administrators from southwest Missouri high schools regarding the impact of Active Shooter Intruder Response Training (ASIRT). Perceptions of school safety, school climate, and preparedness for an active shooter were collected through focus group interviews. Participants for this study included four teachers and four principals randomly selected from a stratified cross-section of southwest Missouri high schools, based on enrollment. Also interviewed was Senator Dan Brown, primary sponsor of Missouri Senate Bill 75 (2013). Missouri Senate Bill 75 was signed into law by the Governor of Missouri in 2013 and mandates intruder training for Missouri school districts. The findings of this study were that teachers and administrators reported greater feelings of safety, climate, and preparedness for an intruder after participating in ASIRT. According to Senator Brown, the bill was originally authored to allow each school district the opportunity to determine how to best train staff for the event of an active shooter. Findings revealed that ASIRT was designed primarily to better provide safe learning environments for students and school staff, allowing higher levels of teaching and learning. Maslow’s (1954) theory of motivation–hierarchy of needs was the theoretical framework of this study, which states all humans must have the basic need of safety met before further development can take place. This theory paralleled the literature reviewed for this study, which indicated students perform at higher levels when they have a greater sense of safety.

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43

Delong, Jackalynne Jean. "Using Behavioral Skills Training and a Warning Sticker to Teach Children Household Poison Safety Skills." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5935.

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The purpose of this study was to assess if Behavioral Skills Training (BST) can be used to train a sticker to function as a discriminative stimulus (Sᴰ) for engaging in household poison safety skills and assess whether this skill generalized to untrained household chemicals that bear the Sᴰ in the form of a sticker. Three typically developing children ages 3 and 5 and their parents participated in this study which took place in their homes. BST effectively taught children to engage in household poison safety skills when they come into contact with the trained household poison(s) labeled with the sticker Sᴰ and this skill generalized to novel household poisons that were also labeled with the sticker Sᴰ; however, some additional BST was required in two cases.
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44

Choonara, Shereen Mohammed. "Teaching strategies to facilitate active learning in a private nursing education institution." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/14829.

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Nurse educators are the custodians of nursing education and are faced with the task of providing quality nursing education in a way that inspires and enhances learning. The approach to teaching has moved away from the traditional teacher centre approach to a more student centred, active learning approach. Nurse educators are faced with many challenges, such as creating a learning environment that is conducive to a new and diverse generation of students who have different needs, learning styles and expectations. It is therefore important that the nurse educators strive to enhance the overall learning experience by incorporating teaching strategies that engage students as active participants in the learning process. This study followed a quantitative, descriptive, exploratory and contextual research design in order to determine the activities, educational resources and teaching strategies used to facilitate active learning in a private nursing education institution. The target population was comprised of student nurses registered at the private nursing education institution. The data was collected by means of a self-administered questionnaire from 721 participants at learning centres throughout the country. The statistician used Statistica Version 12 to obtain both a descriptive and a statistical summary of the data. Descriptive statistics were used to describe the common features of the data used and the findings were discussed and summarized in tables and graphs. The ethical principles of informed consent, confidentiality and anonymity, beneficence, non-maleficence, veracity and justice have been maintained throughout this study. This study was conducted in one private nursing education institution in South Africa and only focussed on student nurses. The findings were that the greater majority of the students were encouraged to actively participate in the classroom. Students voiced their preference regarding the activities and teaching strategies utilized. There is disparity and inequality regarding the availability of educational media, resources and facilities. A variety of teaching strategies were utilized in the classrooms of the private NEI, but the use of technology based teaching strategies was limited. Information obtained from nurse educators could provide clarity on their use of teaching strategies to facilitate active learning in the classroom or at least highlight gaps in their knowledge that could help to facilitate training for nurse educators. Based on the findings of the study, recommendations for nursing practice, research and nursing education were made. The main recommendations for nursing education include the continuation of active learning activities given by the nurse educators in the classroom. Nurse educators to take cognisance of the students’ preferences and justify their selection of teaching strategies. The private NEI should ensure the availability and accessibility of educational resources, multimedia and facilities that are essential in teaching students to become self-directed, independent practitioners. Opportunities should be made available for nurse educators to attend seminars or workshops on the use of technology-based teaching strategies and undergo training in the utilization of different strategies that can enhance active learning. This could be included as a mandatory module of the nurse educators’ continuous professional development.
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Gray, Stuart Iain. "Developing and evaluating the feasibility of an active training game for smart-phones as a tool for promoting executive function in children." Thesis, University of Edinburgh, 2017. http://hdl.handle.net/1842/23414.

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Executive function (EF) comprises a series of interrelated cognitive and self-regulatory skills which are required in nearly every facet of everyday life, particularly in novel circumstances. EF skills begin developing from birth and continue to grow well into adulthood but are most crucial for children as they are associated with academic and life success as well as mental and physical health. There is now strong evidence that these skills can be trained through targeted intervention in a diverse range of approaches, such as computer games, physical activity, and social play settings. This thesis presents the process of the design and evaluation of an active EF-training game (BrainQuest) for smart-phones, in participation with end-users: a group of 11-12-year-old children from a local Primary School. The design process placed emphasis on creating an engaging user experience, a phenomenon which has eluded many serious games, by building upon motivational game design theory and satisfying end-user requirements. However, in the pursuit of promoting particular executive functions: working memory; inhibitory control; planning and strategizing, the design integrated aspects of a cognitive assessment while also utilizing a range of alternative approaches for training EF, including physical activity and social play. Following an iterative design process which included many single session prototype evaluations, a mixed methods evaluation was undertaken during a 5-week study with twenty-eight 11-12-year-old school children. The study gathered exploratory qualitative and quantitative evidence regarding the game’s potential benefits which was evaluated by triangulating a range of data sources: multi-observer observations notes, interviews with children and teachers, game performance data and logs, and cognitive assessment outcomes. The analysis describes the statistical relationships between game and executive function ability, before exploring user experiences and evidence of cognitive challenge during gameplay through a series of triangulated case studies and general whole-class observations. The analysis presents the game to be engaging and enjoyable throughout the study and, for most children, able to generate a sustainable challenge. Though there were initial difficulties in understanding the complex game rules and technology, the game became increasingly usable and learnable for the target user group and created opportunities for goal setting. It also encouraged feelings of pride and self-confidence as well as facilitating positive social interactions and requiring regulation of emotion, which are considered to be pathways to developing executive functions (Diamond, 2012). There was also promising initial evidence that the game’s variable difficulty level system was able to challenge executive functions: planning and strategizing, working memory, and inhibitory control. Most notably, the game appeared to support improvements in strategizing ability by demanding increasing strategic complexity in response to evolving and increasingly difficult task demands. Supporting BrainQuest’s cognitive challenge, several statistical relationships emerged between executive function ability and game performance measures. However, the game’s ability to significantly improve cognitive outcomes could not yet be concluded. Nevertheless, these findings have implications for both the future design and evaluation practices undertaken by cognitive training researchers. From a design perspective, less credence should be paid to simply gamifying cognitive assessments while greater emphasis should be placed on integration of formal game design and motivational theories. With regards to evaluation, researchers should understand the importance of establishing first whether CTGs can remain engaging over time as well as the feasibility of their challenge to cognitive functions.
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46

Farinha, Helena Margarida Caeiro. "O envelhecimento ativo num clube de saúde sénior - um projeto de intervenção na comunidade." Master's thesis, Universidade de Évora, 2016. http://hdl.handle.net/10174/18618.

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Tema e referencial teórico: Atendendo ao acentuado envelhecimento da população portuguesa, o enfermeiro assume um papel crucial na promoção do Envelhecimento Ativo na comunidade. Este projeto foi implementado numa Unidade Cuidados na Comunidade, num Clube de Saúde Sénior, tendo subjacente um diagnóstico da situação. Caraterizou-se a população alvo e identificaram-se os seus interesses, contribuindo para a elaboração do plano de atividades. Objetivo: Promover o Envelhecimento Ativo num Clube de Saúde Sénior. Metodologia: Metodologia do Planeamento em Saúde. Resultados: A população alvo é constituída por 43 pessoas, maioritariamente mulheres idosas, com baixa escolaridade. Apesar de apresentarem défices quanto ao estado de saúde mental e na realização das atividades de vida, são maioritariamente independentes. O plano de atividades foi construído tendo em conta as sugestões recolhidas. Conclusões: Salienta-se a importância da promoção do Envelhecimento Ativo, como estratégia facilitadora da promoção da saúde, manutenção da independência e autonomia e participação ativa na comunidade; ABSTRACT: Theme and Theoretical: Attending the accentuated aging of the Portuguese population, Nurses assume a key role in the promotion of active ageing in the community. This project was implemented in a Unit Care in the Community, more properly in a Senior Health Club, having underlying a diagnosis of the situation. The target population has been characterized and their interests have been identified, contributing, this way to the development of the Activity Plan. Objective: Promote active ageing in a Senior Health Club Methodology: Methodology of health planning. Results: The target population consists of 43 people, mostly elderly women, with low education. Despite having deficits in them state of health and mental in the realization of life activities, mostly they are independent. The Activities’ Plan was built taking into a count the collected suggestions. Conclusion: It emphasizes the importance of active ageing promotion maintenance the independence and autonomy, and active participation on the community.
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Pingo, John Charles. "AN EXAMINATION OF THE EFFECTS OF FEEDBACK AND ACCEPTANCE AND COMMITMENT TRAINING ON DIRECT SUPPORT PROFESSIONAL ACTIVE TREATMENT IMPLEMENTATION, STRESS, AND JOB SATISFACTION." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/210.

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Relational Frame Theory (RFT; Hayes, Barnes-Holmes, and Roche, 2001) describes verbal contingencies as networks of relations between overt and covert stimuli. RFT posits that the ability to form these relational networks is a key component of language and cognition. These relations can become problematic when they result in an individual rigidly responding to verbal contingencies even when environmental contingencies produce more adaptive outcomes. RFT has given rise to an intervention program called Acceptance and Commitment Therapy (ACT; Hayes, Strosahl, & Wilson, 1999) that is designed to help people see past maladaptive verbal contingencies. ACT's utility in the area of OBM is still in the early stages of exploration. Experiment 1 examined the effect of a verbal and written performance feedback system with a low cost probabilistic contingency reward program and an eight hour ACT training program on the percentage of time Direct Support Professionals (DSPs) spent engaged in active treatment and the technical competence of active treatment provided to people with disabilities. The experiment used a pretest/posttest design with a waitlist control group and two intervention groups. DSPs serving children and adults with developmental disabilities in a residential and small group home settings participated in the experiment. The first intervention group received only the feedback intervention while the second intervention group received the feedback intervention and the ACT training. After attrition the group sizes were control N = 12, feedback only N = 12, and feedback plus ACT N = 17. Both intervention groups performed significantly better than the control group. The feedback plus ACT group outperformed the feedback only group by 27.8% in percentage of observation time engaged in active treatment at posttest. The result was statistically significantly at the .05 level of significance. The feedback plus ACT group also exhibited superior but nonsignificant improvements over the feedback only group in the areas of competency of operant teaching techniques (14.9%), percentage of clients engaged in purposeful activities (10.7%), and percentage of clients with learning or leisure materials within arm's reach (11.0%). Regression analyses found a weak positive correlation between age and frequency of active treatment (R2 = .11, F(1, 39) = 4.99, p < .05), a weak positive correlation between psychological flexibility as measured by the Acceptance and Action Questionnaire-2 (AAQ-2) and job satisfaction, a weak negative correlation between psychological flexibility and self-reported workplace stress, and a weak negative correlation between stress and job satisfaction. Self-reported levels of psychological flexibility, workplace stress, and job satisfaction remained stable for all three groups from pre to posttest despite the increased performance expectations on DSPs in the two intervention groups. Possible explanations for the differences in performance are discussed. Experiment 2 consisted of a small scale replication of the active treatment findings of experiment 1 while examining what impact, if any, higher frequency observations and verbal and written feedback would have on DSP self-reported workplace stress, job satisfaction, and psychological flexibility. Experiment 2 also used participants 25 years of age and under to further explore and possibly rule out the age-active treatment correlation found in experiment 1 as a significant variable impacting the frequency of active treatment. The intervention procedures used in experiment one were adapted for experiment two. The specific intervention components used were verbal performance feedback and a one-on-one daylong version of the eight-hour ACT training program used in experiment one. Two separate multiple baseline designs across participants were used. Group one consisted of three DSPs and group two contained 2 DSPs. The feedback intervention produced improvements in the percentage of time DSPs were engaged in active treatment during observations and in their operant teaching skills competency-based testing assessment scores. Three DSPs failed to meet the performance target after the feedback intervention was introduced but met or exceeded the performance target after the daylong ACT training was implemented.
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48

Machen, II Paul A. "Determining significant leadership behaviors of active duty Air Force Chief Master Sergeants working on Randolph Air Force Base, Texas : a phenomenological inquiry." Diss., Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1320.

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49

Gotab, Pierre. "Classification automatique pour la compréhension de la parole : vers des systèmes semi-supervisés et auto-évolutifs." Phd thesis, Université d'Avignon, 2012. http://tel.archives-ouvertes.fr/tel-00858980.

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La compréhension automatique de la parole est au confluent des deux grands domaines que sont la reconnaissance automatique de la parole et l'apprentissage automatique. Un des problèmes majeurs dans ce domaine est l'obtention d'un corpus de données conséquent afin d'obtenir des modèles statistiques performants. Les corpus de parole pour entraîner des modèles de compréhension nécessitent une intervention humaine importante, notamment dans les tâches de transcription et d'annotation sémantique. Leur coût de production est élevé et c'est la raison pour laquelle ils sont disponibles en quantité limitée.Cette thèse vise principalement à réduire ce besoin d'intervention humaine de deux façons : d'une part en réduisant la quantité de corpus annoté nécessaire à l'obtention d'un modèle grâce à des techniques d'apprentissage semi-supervisé (Self-Training, Co-Training et Active-Learning) ; et d'autre part en tirant parti des réponses de l'utilisateur du système pour améliorer le modèle de compréhension.Ce dernier point touche à un second problème rencontré par les systèmes de compréhension automatique de la parole et adressé par cette thèse : le besoin d'adapter régulièrement leurs modèles aux variations de comportement des utilisateurs ou aux modifications de l'offre de services du système
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50

Hajjar, David J. "Supporting Individuals with Complex Communication Needs to Capture and Share Active Recreational Experiences." Ohio University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1497455571213095.

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