Relevant bibliographies by topics / Adult in training

Academic literature on the topic 'Adult in training'

Author: Grafiati
Published: 22 June 2024

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Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Journal articles on the topic "Adult in training":

1

Ernst, Armin, Momen M. Wahidi, Charles A. Read, John D. Buckley, Doreen J. Addrizzo-Harris, Pallav L. Shah, Felix J. F. Herth, et al. "Adult Bronchoscopy Training." Chest 148, no. 2 (August 2015): 321–32. http://dx.doi.org/10.1378/chest.14-0678.

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LEVY, D. "IN-SERVICE TRAINING FOR ADULT TRAINNG CENTRE STAFF." Journal of the Institute of Mental Subnormality (APEX) 2, no. 3 (August 26, 2009): 25–26. http://dx.doi.org/10.1111/j.1468-3156.1974.tb00109.x.

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PHILLIPS, MARY, and JO PRYNNE. "Training for managers of adult training centres." Journal of the Institute of Mental Subnormality (APEX) 7, no. 4 (August 26, 2009): 126–29. http://dx.doi.org/10.1111/j.1468-3156.1980.tb00482.x.

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Dickinson, John. "Adult education and training." Studies in Continuing Education 31, no. 3 (November 2009): 309–11. http://dx.doi.org/10.1080/01580370903279621.

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Bacon, Jenny. "The Adult Training Strategy." Industrial and Commercial Training 17, no. 3 (March 1985): 8–11. http://dx.doi.org/10.1108/eb004004.

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Clendon, Ryland, and David Yorke. "Adult Training — Employers' Viewpoint." Education + Training 29, no. 1 (January 1987): 10–12. http://dx.doi.org/10.1108/eb017311.

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Walden, George. "Adult Training for Industry." Education + Training 29, no. 4 (April 1987): 20–22. http://dx.doi.org/10.1108/eb017353.

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Bertea, Iulian-Ciprian. "Motivating adults for vocational training and retraining." Univers Pedagogic, no. 4(76) (December 2022): 47–50. http://dx.doi.org/10.52387/1811-5470.2022.4.09.

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In this article we tried to define certain aspects of motivation in general, and of adult education in particular. Motivation is important both from the perspective of the adult student, but also from the perspective of the trainer. The challenges of adult education are multiple and constantly changing compared to children’s education, a standardized education. Adults participating in vocational training or retraining courses come with a different life experience and personal motivation than minor students. Specialized literature offers numerous definitions of the term „motivation”.
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Flesch, Jeffrey M., Joy R. Lile, and Mary E. Arnold. "Review of the YA4-H! Youth Advocates for Health: Building Successful Youth-Adult Partnerships Training Curriculum." Journal of Youth Development 11, no. 1 (December 15, 2016): 123–26. http://dx.doi.org/10.5195/jyd.2016.440.

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Youth-adult partnerships (Y-APs) are an important aspect of positive youth development programming. Creating effective Y-APs, however, requires training of both youth and adults. This article reviews the YA4-H! Youth Advocates for Health: Building Successful Youth-Adult Partnerships (Arnold, & Gifford, 2015) curriculum that is intended for use in trainings with youth and adults to assist in the formation of effective Y-APs. The 80 page curriculum covers five key areas for forming successful YA-Ps: Ice Breakers, an exploration of power, understanding youth-adult partnerships, personal traits, and reflection. The curriculum is laid out in a user-friendly manner, provides background information on youth development and Y-APs, and includes training options ranging from half-day to full weekend retreats. While it was developed for the 4-H program, it is suitable for use in any youth setting. The curriculum is comprehensive, easy to use, and a valuable addition to other published Y-AP training materials.
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Levitte, Susan S., Linda Ganzini, and George A. Keepers. "Geriatric Training in Adult Psychiatry Residency Training Programs." Academic Psychiatry 20, no. 4 (December 1996): 226–31. http://dx.doi.org/10.1007/bf03341885.

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Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "Adult in training":

1

Kennedy, Sharon Marian. "Anger management training with adult prisoners." Thesis, University of Ottawa (Canada), 1990. http://hdl.handle.net/10393/5780.

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The present study was designed to assess the efficacy of anger management training with aggressive, adult male offenders. The research design included two active treatment conditions and two delayed treatment control conditions. Treatment consisted of cognitive (Anger Control Training) and behavioral components (Structured Learning Therapy). The order of these components was balanced so that the therapeutic effectiveness of each component could be determined, as well as the complete program. Treatment was provided in a traditional correctional centre and in a specialized treatment centre. The program was conducted over a five week period and consisted of a total of 23 therapy sessions, each of which were three hours in length. Thirty-seven adult, male offenders confined in a medium security prison volunteered to participate in the study. All participants were assessed prior to treatment, following the first component of the program, following the second component of the program, and two months following termination of the program. The results of this study demonstrated that anger control training and structured learning therapy are both effective treatment modalities for incarcerated adult male offenders with severe anger and aggressive behavioral problems. Subjects in all four active treatment conditions displayed the following changes. They self-reported less anger to a variety of provocations common to the prison setting. They self-reported decreases in the frequency, intensity, and duration of anger, more appropriate modalities of expression, and fewer consequences of anger reactions. Objective behavioral ratings of their verbal responses to laboratory role-played provocations indicated their responses were more appropriate, as were their self-reported reactions to these provocations. In addition, subjects demonstrated more prosocial attitudes following completion of the program. The overall findings from the followup measures provide strong support for the extended maintenance of treatment benefits. Subjects continued to demonstrate lower levels of anger arousal on cognitive indices of anger. There were no differences in treatment effectiveness between the two institutions on the majority of dependent measures. Overall, the order of presentation of the therapeutic components (Anger Control Training and Structured Learning Therapy) had no distinguishable effects. Thus, all treatment groups benefitted equally from the program. However, the results do indicate that the major therapeutic gains occurred during the first phase of treatment, regardless of the treatment component received. Comparisons conducted on the disciplinary offense yielded inconsistent findings. Although, no strong statement about treatment efficacy can be made from the misconduct data, exposure to the first phase of the program may have had practical value for some of the participants.
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Hitchcock, Melanie J. "Adult learning and naval leadership training." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Jun%5FHitchcock.pdf.

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Todd, Mary K. "Adult literacy/adult basic education provision in Northern Ireland - ten years ago." Thesis, University of Ulster, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292476.

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Young, George R. II. "Training Staff's Experiences, Perceived Needs, and Suggestions for Professional Development in a Military Training Organization." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7991.

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The purpose of this exploratory case study was to understand the individual and organizational training needs of a military training organization (MTO), which trains battle staffs to inform professional development program design. The study findings might lead to an improved trainer professional development program design, which fully supports the organization’s and trainers’ efforts to deliver effective adult training. The exploratory questions used in this study were: (a) in what ways do participants in MTO perceive trainer and professional development experiences throughout their military and professional careers; (b) what are participants’ perceptions of training needs in MTO; (c) what are participants’ ideas for developing and implementing a trainer professional development program to meet these needs. The theoretical frameworks for this research were based on Knowles’s adult learning principles (2015), Lawler and King’s (2002) Adult Learning Model for Faculty Development, and the U.S. military’s Instructional Systems Design (ISD or ADDIE) model. The data in this study were documents and artifacts, semi-structured interviews, and a researcher reflection journal. The exploratory case study revealed six major themes: (a) trainer experiences, (b) professional development experiences, (c) organizational issues, (d) training issues, (e) organizational solutions, and (f) professional development approaches and activities. MTO participants’ revealed perceptions of organizational issues related to leadership, mission and purpose, standards, personnel, and resistance to change which affected training performance. They also identified training performance issues in material development, delivery, and evaluation due to knowledge and skills deficiencies in instructional design and adult learning principles. MTO participants suggested various professional development approaches and activities for the organizational and training issues needs identified. The study’s results suggested the professional development recommendations and implications might inform changes to MTO’s existing professional development program and generate organizational inertia to further explore and address the organizational and training issues identified. The results also add to the body of literature on adult training, professional development, and training needs analysis.
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Harrington, George E. III. "Mindfulness-based Skills among Counselors-in-Training." Thesis, Barry University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10750459.

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The purpose of this research study was to assess levels of mindfulness-based skills in counselors-in-training at the masters and doctoral level. By examining mindfulness levels within the counselor-in-training population, a reference point was established among counseling students with predictors of mindfulness-based skill levels. The research design was a cross-sectional survey approach, using the Five Facet Mindfulness Questionnaire (Baer et al., 2006) paired with a researcher developed questionnaire. Results yielded significant differences among facets of mindfulness and independent variables of age, perceived multicultural competence, knowledge of mindfulness, hours of formal training, current practice of mindfulness, and frequency of practice. Length of mindfulness practice, hours of formal training, and age were significant predictors of total mindfulness scores for the counseling student sample.

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Ellis, Patricia. "Meeting the training needs of adult education practitioners : a study of adult education and training in the English-speaking Caribbean." Thesis, University of Southampton, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.255344.

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Washington, Benjamin C. II. "Applying Andragogical Principles To Corporate Medical Sales Training." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10169681.

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This qualitative action research study investigated how to apply andragogical principles to corporate medical sales training. The study stemmed from a practitioner’s concern that instructional methodologies may be insufficient for the learning needs of medical sales representatives in the post-2008 recession climate, which was requiring greater return on investment and performance accountability. The phenomenon of sales representatives being in the field one day and the next day being deemed ‘trainers’ exposed several gaps in sales training programs primarily originating from instructor deficiencies in curriculum development, instructional design, and weakness in application of adult learning methodologies. Andragogy, a learning theory on how to help adults learn, was explored due to its perceived application synergies within a business setting. Several vice presidents, directors, and managers of leading multi-billion dollar international sales training departments were interviewed to add comprehensive and relevant thought to the research data to promote answers to the research questions: (a) How do corporate medical sales training models current at the time of this writing align with the principles of andragogy? (b) Can a corporate medical sales training program be designed that applies andragogical principles? and (c) How does andragogy inform medical sales training?

From the interview answers several themes emerged to strengthen design of a new medical sales training program equipped with program and learner objectives that identify the needs of medical sales trainers who historically were experiencing trial by fire. This prototype sales training model demonstrated an alignment with the six assumptions and eight process elements contained within the andragogy theoretical framework, research data, interview answers, and personal experiences. This model helped inform my leadership decisions at a regional sales meeting of a multi-billion dollar biotechnology medical sales organization, specializing in rare disease and orphan drug infusion therapies. Feedback from the sales training workshop was formally collected and well received; which spearheaded a paradigm shift and re-vamp in instructional platforms and methodologies for the organization. Promising results from beta testing of applied andragogy to medical sales training may lead to broader testing within corporate medical sales training environments.

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Payne, John Herbert. "Adult education, work, leisure and culture." Thesis, King's College London (University of London), 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338969.

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Ngoitiama, Z. M. "Adult educators and adult education training in Tanzania : a study of the development of policy and provision and its impact on the position and work of adult educators." Thesis, University of Southampton, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370516.

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Broder, Jean. "Mediation training in Northern Ireland." Thesis, University of Ulster, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342427.

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Books on the topic "Adult in training":

1

Beattie, Stephen J. Facilitating adult IT training. [s.l: The Author], 1997.

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Ltd, IFF Research. Adult training in Britain. Sheffield: Manpower Services Commission, 1985.

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A, Athanasou James, ed. Adult education and training. Terrigal, N.S.W: David Barlow Publishing, 2008.

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Tees Valley Training and Enterprise Council. The adult training directory. Middlesbrough: Tees Valley TEC Ltd, 1999.

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ERIC Clearinghouse on Adult, Career, and Vocational Education., ed. Adult training and retraining. Columbus, Ohio (1960 Kenny Rd., Columbus 43210-1090): ERIC Clearinghouse on Adult, Career, and Vocational Education, National Center for Research in Vocational Education, Ohio State University, 1986.

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National Adult Literacy Agency. Training Sub-Committee 1986-87. Training: Ideas for training in adult literacy. Dublin: National Adult Literacy Agency, 1987.

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Education, Perth &. Kinross Council Education Department Community. Working with adults: Basic training for adult education. Perth: Perth & Kinross Council, 1996.

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Griff, Foley, ed. Understanding adult education and training. 2nd ed. St. Leonards, N.S.W: Allen & Unwin, 2000.

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Edwards, Richard, 1956 July 2-, ed. Adult learners, education, and training. London: Routledge in association with the Open University, 1996.

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Great Britain. Department of Employment. Training Enterprise & Education Directorate. and Replan, eds. New approaches to adult training. Sheffield: Department of Employment, 1991.

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Book chapters on the topic "Adult in training":

1

Guye, Sabrina, Christina Röcke, Susan Mérillat, Claudia C. von Bastian, and Mike Martin. "Adult Lifespan." In Cognitive Training, 45–55. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42662-4_5.

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Brooks, Denzil, and Valerie Cleaver. "Communication Training." In Adult Aural Rehabilitation, 170–86. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-3452-9_11.

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Guye, Sabrina, Christina Röcke, Susan Mérillat, Claudia C. von Bastian, and Mike Martin. "Cognitive Training Across the Adult Lifespan." In Cognitive Training, 141–52. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39292-5_10.

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Fordham, Paul, Deryn Holland, and Juliet Millican. "7. Selecting and training literacy workers." In Adult Literacy, 97–105. UK and Ireland: Oxfam Publishing, 1995. http://dx.doi.org/10.3362/9780855986506.007.

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Ross, Stanley C. "The Adult Learner." In Training and Development in Organizations, 24–34. 1 Edition. | New York: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315104973-3.

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Caldwell, Peter. "Adult learning and the workplace." In Training in the Workplace, 244–63. London: Macmillan Education UK, 2000. http://dx.doi.org/10.1007/978-0-230-21276-3_13.

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McCaffery, Juliet, Juliet Merrifield, and Juliet Millican. "11. Training and supporting literacy educators." In Developing Adult Literacy, 207–31. Oxford, United Kingdom: Oxfam Publishing, 2007. http://dx.doi.org/10.3362/9780855986865.011.

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Atkins, Diane J. "Adult Upper-Limb Prosthetic Training." In Comprehensive Management of the Upper-Limb Amputee, 39–59. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3530-9_6.

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Baukal, Charles E. "Training Engineers." In Mapping the Field of Adult and Continuing Education, 223–26. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003445920-14.

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Mellors, Colin, David Pollitt, and Andrew Radtke. "Reading Adult College." In Directory of Language Training and Services for Business, 436. London: Routledge, 2005. http://dx.doi.org/10.4324/9780203993170-322.

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Conference papers on the topic "Adult in training":

1

Stefan, Iulia, Lia Pop, Teodora Praja, and Nicolae Costea. "Virtual Reality for Adult Training." In AHFE 2023 Hawaii Edition. AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004441.

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In many different industries including IT, business, medicine, engineering, and many more, technology refers to a collection of methods and information that are used to develop, produce, and improve services and products. Technology has evolved quickly in recent years, and innovations have completely changed how we work, live, and interact with the world. For instance, the Internet has made it possible to access a vast quantity of information and quick communication through a variety of applications like Facebook and Instagram, and being able to swiftly access it on our phones enables us to be constantly connected to social networks and various other resources. As such, digital technologies offer a unique opportunity to improve educational standards. On the one hand, teachers and trainers become equipped with cutting-edge tools that help them engage their classroom with contextualized information in a way that is not only personalized and differentiated according to everyone's distinctive progress and needs but also time-efficient. Alternatively, students benefit from a customized learning experience that is also sensitive to their performance, sometimes through an immersive experience, to be able to go on and use their education to contribute to the society they will live in in the future. As such, the advantages of integrating digital technologies with pedagogy to develop an elevated learning environment have become increasingly apparent. Virtual reality is one of the most recent developments in technological innovation that is being used as a tool for educators in the educational process in nations with more developed economies. People are captivated by virtual reality because of the intriguing images, the distinctive experience it provides, and the way it captures their attention consistently. Immersion in a virtual space becomes an experience through which users can unconsciously integrate the knowledge, images, and content they are exposed to, which has a real and positive effect on their mental health. Training in fields where the direct experience could provoke more cognitive and behavioral damage is training teachers for children with special needs. As it offers a realistic and interactive experience in a regulated and safe setting, virtual reality can be a highly beneficial tool for the training and education of teachers working in such environments. In such an immersive environment, teachers can learn how to react appropriately and deal with challenging situations because a virtual reality application can simulate scenarios that imitate the distinctive behaviors of children. In these scenarios, each child's particular needs and preferences may be attended to, which might be challenging to imitate in the real world. The current work seeks to create experimental game scenarios tailored for special needs classroom training, assess their usefulness, and examine how they affect the growth of children's social and communicative abilities. The game scenarios are based on real teaching practice in different contexts working with special needs children and integrate practical innovative methodologies in instruction. Functionalities to help adults learn and recognize easily real-life scenarios in the classroom context and instruments to manage difficult emotional and behavioral manifestations of children between 3-6 years old make the approach a solution to consider for future training of specialized personal and not only.
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Mihaila, Alexandru Robert. "Adult Training In Romania - Critical Analysis." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.168.

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Rojko, Andreja, and Karel Jezernik. "E-training for adult education in mechatronics." In Proceedings of the ITI 2009 31st International Conference on Information Technology Interfaces (ITI). IEEE, 2009. http://dx.doi.org/10.1109/iti.2009.5196125.

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Armarego, Jocelyn. "Learning from Reflection: Practitioners as Adult Learners." In 20th Conference on Software Engineering Education & Training (CSEET'07). IEEE, 2007. http://dx.doi.org/10.1109/cseet.2007.33.

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Akhyadi, Ade Sadikin, and Wulan Ayu Indriyani. "Youth Empowerment Based on Participation Through Graphic Design Training." In First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.007.

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Jekabsone, Inga, and Ina Gudele. "Challenges of the adult learning sector in context of COVID-19 in Latvia." In 22nd International Scientific Conference. “Economic Science for Rural Development 2021”. Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2021. http://dx.doi.org/10.22616/esrd.2021.55.012.

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The COVID-19 pandemic has affected the way people work and learn in unprecedented ways. Also, the pandemic has moved more business activity online, increasing the need for training and prompting them to build more online trainings. In this time of crisis, a suitable response requires novel ways to enable interaction between adult learners, adult learners and teachers, adult learners and content using online tools so that no one is left behind. In the context of regional development, online adult learning provides economic active inhabitants with wide opportunities since employees are able to attend high-quality trainings regardless the place of residence. In context of COVID-19, during the emergency situation Latvia has fully moved to remote learning, including adult learning. Educational institutions as well as enterprises that organise trainings for adults have to implement remote learning using several online tools. The aim of the paper is to analyse the main challenges of the adult learning sector in Latvia in context of COVID-19 taking into consideration the regional development issues. In order to achieve the aim, following research methods have been used: scientific literature studies, statistical data analysis, interviews. Main results of the survey: in case of Latvia, the Ministry of Education and Science of Republic of Latvia has launched several initiatives towards enabling the shift to online learning, providing recommendations, digital tools as well as good practice sharing. At the same time, there is no methodology and detailed step-by-step recommendations, how to develop the online education learning for educational institutions in Latvia. However, there are incentives to develop online adult learning via project funding.
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Susanti, Illa. "Education System in Financial Life Skills (FLS) Training - USAID YEP." In First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.031.

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Silvestru, Catalin ionut, Virgil Ion, Marianernut Lupescu, Camelia ramona Silvestru (bere), and Vasilica cristina Icociu. "EPALE FOR ONLINE ADULT EDUCATION IN ROMANIA." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-247.

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Taking into account the growing importance of online platforms for education, the current case study focuses the viability and high effectiveness of online adult education and training of EPALE in Romania. EPALE (Electronic Platform for Adult Learning in Europe) represents a multilingual community for teachers, trainers, academics, policymakers and anyone else with a professional role in adult learning across Europe. The case study is based on a quantitative analysis, focusing on the various reasons why online adult education and training represents a good step in lifelong education. The present study presents a formal quantitative point of view, based on survey conducted on various age categories of people. The methodology is based on statistical quantitative survey, using a questionnaire with 20 questions and grows upon the result of 3 open questions. The survey is constructed upon the active population of EPALE adult education programs collecting the data using an online platform. By using a random online survey, we support our conclusions using a fixed sample of the population. The main variables taken into consideration are: age, number of adults that are active in EPALE online education programs, regions, urban and rural areas. Using the ANOVA statistical test and studying the Independent T-test and Paired Sample T-test, we conclude with regard to the possible differences within the studied groups on the usage, viability, and effectiveness of EPALE adult education in Romania. After studying the survey results on a quantitative level, we can intervene and conclude on the importance of lifelong learning that is statistically sustained by EPALE online adult education.
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Jannah, Miftakhul, and Nanik Indahwati. "INCREASING HAPPINESS WITH YOGA TRAINING IN INDONESIAN ADULT." In Movement, Health and Exercise 2014 Conference. Universiti Malaysia Pahang, 2014. http://dx.doi.org/10.15282/mohe.2014.pah.076.

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Pazieieva, Anna. "CORPORATE TRAINING IN THE CONTEXT OF ADULT EDUCATION." In 3rd International conference on corporation management. Scientific Center of Innovative Research OÜ, 2023. http://dx.doi.org/10.36690/iccm-2023-36-41.

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Reports on the topic "Adult in training":

1

Busso, Matías, Julian P. Cristia, and Julián Messina. SkillsBank Methodology Note: Adult Training Methodology. Inter-American Development Bank, September 2022. http://dx.doi.org/10.18235/0004472.

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After determining the pool of studies to be analyzed from the search protocol, we dropped all those papers that appeared twice in the dataset. Then, we focused on the title, abstract and the whole study in that order. The filters we analyzed here timing and language, population, intervention, methods, and measures, in that order.
2

Nauze, Andrea La, and Edson Severnini. Air Pollution and Adult Cognition: Evidence from Brain Training. Cambridge, MA: National Bureau of Economic Research, May 2021. http://dx.doi.org/10.3386/w28785.

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Castro, Carolina Robledo, Piedad Rocio Lerma-Castaño, and Luis Gerardo Pachón-Ospina. Rehabilitation programs based on computational systems: effects in the executive functions in young and middle adulthood: A scoping review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2022. http://dx.doi.org/10.37766/inplasy2022.10.0052.

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Review question / Objective: To identify empirical studies that measured the feasibility and effect of computer-based executive function stimulation and rehabilitation programs in the young and middle adult population. Background: Reviews that evaluate the effectiveness of computerized cognitive training programs on executive functions in different population groups have shown contradictory results, to a certain extent associated with the methodological characteristics of said studies (Gates et al., 2019; 2020); most of them These reviews have focused on older adults (Ten Brinke et al., 2020; Yoo et al., 2015) with stroke sequelae, and adults with cognitive impairment. These studies have found improvements in general cognitive function in older adults (Ten Brinke et al., 2020); however, the effect on executive functions have not been studied. Only one review was carried out on the average adult (Gates et al., 2019); the authors restricted the search to interventions with more than 12 weeks and only found one article with eligibility criteria. Their work concluded that computerized cognitive training in midlife demonstrated lasting effects on general cognitive function after 12 weeks of training and on memory after 24 weeks of training.
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McKeon, Joseph F. Adult Learning Styles and the Effectiveness of Computer Based Training: An Untilled Research Field. Fort Belvoir, VA: Defense Technical Information Center, November 2001. http://dx.doi.org/10.21236/ada401196.

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Hollenbeck, Kevin. Process and Net Impact Evaluations of the Focus: HOPE Adult Training Programs and Student Loan Fund. W.E. Upjohn Institute, February 2007. http://dx.doi.org/10.17848/tr07-023.

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Lizama-Pérez, Rodrigo, Ignacio Chirosa-Ríos, Luis Chirosa-Ríos, Enrique Olave, Carmen Ferragut, Helena Vila, and Daniel Jerez-Mayorga. Effects of eccentric exercise on muscle architecture in adults: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2021. http://dx.doi.org/10.37766/inplasy2021.12.0094.

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Review question / Objective: Question: What is the effect of eccentric training on muscle architecture in the adult population? Objective: This review aims to evaluate the effects of eccentric training on muscle architecture in the adult population. Condition being studied: Healthy individuals who were subjected to eccentric training. Eligibility criteria: Articles that met the following criteria were included in this review: (I) subjects >18 years old, (II) Eccentric training program longer than 4 weeks (III) Studies with randomized clinical trial design, (IV) studies reporting measures of muscle architecture: “pennation angle”, “fascicle length”, “muscle thickness”, (V) full text available, and (VI) articles in English. In addition, we excluded all those articles that (I) Eccentric training programs of less than 4 weeks (II) conference presentations, theses, books, editorials, review articles and expert opinions, (III) duplicate articles, and (IV) articles in which the principal or secondary authors did not respond to e-mail requests.
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Hollenbeck, Kevin, and William Anderson. A Net Impact Analysis of Adult, Job-Specific Training Programs Funded by the Ohio Department of Education. W.E. Upjohn Institute, June 1993. http://dx.doi.org/10.17848/tr93-003.

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Busso, Matías, Julian P. Cristia, Pablo Garofalo, and Julián Messina. The Effectiveness of Adult Retraining: Evidence from a Meta-Analytic Review. Inter-American Development Bank, August 2022. http://dx.doi.org/10.18235/0004418.

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We report the results of a meta-analytic review of the effectiveness of programs designed to retrain workers. The review focuses on studies that rely on identification strategies designed to obtain credible causal effects. We analyze a total of 40 programs that provided skills to unemployed workers and focus on two outcomes: the probability of finding a job and wages. We find that the probability of finding a job of program participants increases on average by 2.6 percentage points after the program and wages increase by 0.08 of a standard deviation. Programs that provide technical skills, those that combine in-classroom with on-the-job training and those provided in partnership with the private sector seem to be more effective.
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Burton, Liz, Carolyn Knight, Brittney Malone, Lexie Rivers, Rachel Walker, and James Wright. Exercise Interventions for Adults with Burn Injuries. University of Tennessee Health Science Center, May 2021. http://dx.doi.org/10.21007/chp.mot2.2021.0010.

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The purpose of this critically appraised topic (CAT) is to provide the highest quality of evidence available on the implementation of exercise interventions in the early burn rehabilitation phase in adult burn victims. This portfolio contains four peer-reviewed research articles from national and international journals. The study designs include one systematic review and meta analyses, one retrospective cohort study and two randomized control trials. These articles covered three types of exercise interventions including resistance training, mobility training, and physiotherapy. Overall, the clinical bottom line of this CAT is that exercise interventions in early burn rehabilitation may be effective in improving upper extremity function, muscle strength, range of motion, quality of life, and decreasing length of stay and inf lammation. Further research is needed to determine the effects of early exercise interventions in adults in the burn ICU.
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programme, CLARISSA. Children Re-enter the Worst Forms of Child Labour Despite Participating in Training and Skills-Oriented Programmes. Institute of Development Studies, June 2024. http://dx.doi.org/10.19088/clarissa.2024.028.

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Report of the CLARISSA Nepal Action Research Group 4. As the first step of systemic action research, the CLARISSA programme in Nepal collected 400 life stories of children and young people engaged in the worst forms of child labour (WFCL) within Kathmandu Valley. Life stories collected were from children and young people either engaged in the Adult Entertainment Sector or living in selected neighbourhoods. Among the 400 stories collected, 50 were collected by children and 350 were collected by CLARISSA (adult) researchers. These stories were then collectively analysed by children and young people in a series of four workshops, to identify core themes (issues) for subsequent engagement through Participatory Action Research. Action Research Groups (ARGs) were then established to work on these issues. These were subsequently validated by children working in the AES. The location that is the subject of this report was selected for an ARG as it is a major entry point for buses from different parts of Nepal. The issue for this ARG was ‘Children re-entered in WFCL despite participating in training and skills-oriented programmes provided by non-governmental non-profit organisations’.

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