Academic literature on the topic 'Master ’ s training'

The ongoing reforms of the Russia�s educational system call for improvements in the system of higher education. Thus there is a critical need to provide the theoretical and methodological basis for training Master�s degree students, and particularly for the culture-general training. Meanwhile the Federal State Educational Standard of the 3rd generation does not describe in detail the concept of culture-general training of Master�s students, providing only the set of general cultural competencies, which students are required to develop to graduate with the Master�s degree. As higher education institutions are free to set up their own mechanisms of culture-general training, the author emphasizes, that she and her colleagues place a particular focus on culture-general training of Master�s degree students attending the higher pedagogical institutions, because the graduates would not become valued society members, unless they have mastered and enhanced the whole range of culture-general competencies.

SUMMARY: Public and private sector organizations worldwide are increasingly concerned with improving occupational safety and health (OSH) and increasingly seek skilled OSH professionals. Becoming an OSH professional requires a multidisciplinary training. Since 2012, the University of Turin, along with the International Training Centre of the International Labour Organization (ITC-ILO), the International Labour Office (ILO) and the International Commission of Occupational Health (ICOH) collected this challenge and opened a master course in OSH. The aim is to assess the consistency and effectiveness of the emerging educational proposal. The proposed programme is opened to participants from both developing and developed countries. Besides a preparatory Internet-based Distance Learning Phase, enabling participants with different backgrounds to reach an adequate level of knowledge, this one-year programme includes a residential period, followed by another distance phase for the preparation of the dissertation. Residential Phase of Turin includes classroom training, study visits to selected enterprises and related training sessions. From 2007 to 2018 more than 300 participants applied first to the Postgraduate course and then to the Master in OSH, with variable occupational backgrounds such as public institutions, private companies and Universities. 65,7% (SD 8,1%) of the participants were enrolled to the Residential Phase, with a mean age of 38 years (SD 7,4), 55,9% (SD 5,2%) achieved the Master Degree. Different evaluation strategies were used. The average satisfaction survey score was high (4,28; SD 0,67). At the end of the training period, participants learnt to manage the use of OSH procedures and techniques and health management systems. The results of the profit and satisfaction questionnaires demonstrate the effectiveness of the course.

Die Deutsche Hochschule für Prävention und Gesundheitsmanagement (DHfPG) in Saarbrücken bietet eine Hochschulweiterbildung „Lebensstilintervention und Krebs” an, mit einem Praktikum im Nationalen Centrum für Tumorerkrankungen (NCT) Heidelberg. Ein Erfahrungsbericht eines Trainers aus der ersten Stunde soll seine Sicht den bisherigen wissenschaftlichen Bestrebungen gegenüberstellen: Mario Hirschler (Master Gesundheitsmanagement) betreibt seit 35 Jahren in Rheinstetten bei Karlsruhe ein Personal-Fitness-Trainings Studio für Frauen. 2014 absolvierte er an der DHfPG als einer der ersten Trainer überhaupt die genannte Hochschulweiterbildung.

Purpose: “Yan Shou Hong Cui” is a representative punch in Chen-style Tai Chi. The training is an important factor in affecting the effect of Tai Chi practice. Joint angles are the most intuitive way to evaluate motion. The purpose of this study is to compare the movements of Tai Chi masters and beginners’ movements through the analysis of joint angle and punching effect, and explore the influence of training years on the power generation of Tai Chi punches. Methods: There were 14 Chinese Chen-style Tai Chi subjects recruited for this study. They were divided into the master group (n = 7, age of 38.14 ± 10.42 years, height of 1.68 ± 0.06 m, weight of 71.33 ± 8.61 kg) and the beginner group (n = 7, age of 38.00 ± 11.94 years, height of 1.69 ± 0.07 m, weight of 70.14 ± 9.79 kg). The typical movement from Chen-style Tai Chi is called Yan Shou Hong Cui. All subjects were asked to perform the action three times, and the way of force was applied each time. The kinematic and kinetic characteristics of Tai Chi were analyzed by the VICON 3D motion analysis system (100 Hz) with 16 MX13 cameras, and the punch efficiency was measured by the Chinese Kung Fu Dummy (80,000 Hz). Results: The experimental results show that the shoulder, elbow, and hand movements of the master group are more precise and the force strength is more vigorous (master group: the peak angular velocity of the shoulder joint was −324.12 ± 50.88°/s, the angular velocity of the elbow joint was −112.83 ± 56.98°/s, and the hand angular velocity was −121.69 ± 49.55°/s; beginner group: shoulder angle velocity was −281.17 ± 30.56°/s, the elbow angle speed was −263.64 ± 68.63°/s, and the hand angle speed was −36.80 ± 12.53°/s). The rotation angle and rotation speed of the hip joint in the master group were significantly higher than those in the beginner group (as for the hip rotation angle, the master group was 64°, which was significantly higher than the beginner group’s 44°, and there was a significant difference (p = 0.019 < 0.05)). In terms of rotation speed, the peak value of the master group was 370.3 ± 94.8°/s, which was significantly faster than that of the beginner group at 210.4 ± 56.1°/s, and there was a very significant difference (p = 0.003 < 0.01). The master group’s punch effect acceleration (496.39 ± 256.52 m/s2) was significantly higher than that of the beginner group (396.90 ± 116.79 m/s2). Conclusion: People who practice Tai Chi for a long time differ from the beginners in terms of joint flexibility, punching posture, and the effect of application.

Development of educational system is one of the priorities of state policy of Russia. Ensuring the high quality of education, its compliance to today´s and tomorrow´s requirements – both economic, and social ones – sets for higher education institutions some tasks of updating the contents and techniques of preparation, strengthening of ties with employers. To improve the level system of higher education educational standards became the quality control tool of graduates’ knowledge; new stantards are aimed at training specialists in demand economy. This article describes the indicators for assessing the quality of master´s training, which are represented by four units (the main (basic); auxiliary; showing results of master students (achievements); optional).

The analysis of requirements to the modern higher school teacher has been carried out. The need of higher education organizations’ teachers training on professional pedagogy chairs of the leading federal, classical and pedagogical universities has been justified. A model for higher education institutions’ teachers training in pedagogical master courses and postgraduate study has been offered. Theoretical and methodological aspects related to training for graduates of specialist’s and bachelor&#180;s programs in the pedagogical master courses and postgraduate study are considered.

This article presents a double evaluation carried out in the subject Complements for disciplinary training II: Computing, corresponding to the Master's degree teacher training in secondary education, baccalaureate, vocational training and languages taught by the Universidad Rey Juan Carlos. The students of the subject had to learn how to prepare simple web pages, using HTML, CSS and JavaScript programming languages. To this end, the flipped classroom technique was used to present the necessary contents, combined with the adaptation of Aronson's cooperative learning puzzle technique, used to carry out a group practice that reflected the knowledge acquired. It is worth mentioning, as a complement to the two techniques used, the use of an adapted assessment rubric, which was provided to the students at the beginning of the teaching block. The evaluation was carried out during two consecutive academic years, 2018/2019 and 2019/2020. There were important differences between the two studies: in the first study, the students' previous self-assigned level was much higher (2.8 points as opposed to 1.4 points on a scale of 1 to 5). The other difference, even more relevant, was that in the second year all teaching was done at home, in a non-attendance format, on a mandatory basis, due to the period of confinement decreed by the state of alarm at that moment, because of the pandemic caused by the SARS-CoV-2 virus, popularly known as coronavirus. At the end of the experience, the students expressed their satisfaction with the learning acquired and with the tasks performed, in both cases. The techniques used were well-appreciated, in the first year more than in the second, and especially flipped classroom. The scores obtained were, in addition, always very relevant.

The key goal of modern geographical education is the process of forming a holistic worldview based on the general picture of the world and, in particular, the formation of geographical thinking based on a systematic approach. This ensures the socialization of the individual, capable of independently building a trajectory of professional growth and personal development, subject to mastering both universal and professional competencies. The most effective form of education in the formation of a holistic picture of the world, from the point of view of the authors, is the network form, which is provided for by the law “On Education in the Russian Federation” (article 15). It is the network form of implementation of educational programs, including master′s, that provides an individual choice of educational trajectories of learning. The article outlines the problem of choosing an approach to assessing the effectiveness of master’s programs. The analysis of the experience in the formation of competencies for different levels of education, presented in scientific publications, confirmed the insufficient degree of knowledge of the process of the formation and development of the competencies of master geographers. The article describes the approaches to the content of the variable part of the network master′s program for the training of teachers of geography.

The subject of this research is the dynamics of functional states of individuals who combine work and studying for master&rsquo;s degree. The author thoroughly describes in the possibilities of using modern virtual reality technologies to restore the working capacity of master&rsquo;s degree students. The article provides the data of empirical study that involved men and women aged 22 to 53 years studying for a master's degree. Restoration of working capacity was conducted by viewing virtual scenes in a special helmet for 10-15 minutes before the lectures. The obtained results demonstrate the decline in situational fatigue, mental tiredness and performance impairment indicators after the virtual reality sessions. The author also determined a tendency towards the influence of chronic fatigue syndrome on multiple negative mental state indicators of the respondents. At the same time, after carrying out a training with the use of VR technologies, the effect of chronic fatigue syndrome on mental states decreases, while among the master&rsquo;s degree students who were not involved in the experiment , it increases. At the same time, after training with the use of VR technologies, the effect of chronic fatigue syndrome on mental States decreases, while for undergraduates who were not exposed to VR technologies, it increases.

碩士
國立高雄師範大學
成人教育研究所
92
The study on master theses of 1997~2003 about enterprise’s introducing e-Learning as education and training system ABSTRACT The purpose of this study is to make content analysis from 46 master theses in terms of adult’s perspective. Those theses came out during 1997~2003. The key issues on e-Learning system consist of varieties from Internet Technology (IT) such as software and hardware, implementation barriers of e-learning, evaluation on learning effect, learning characteristics, obstacles and expectation of employees… etc. There is a big difference between adult education at university level and employees at enterprises. Whereas the former assumes adults as independent pursuit, the latter focuses on cost/effectiveness. Both of them can be complemented in terms of different perspectives while they plan to enact knowledge management 、training and education in their organizations. QSR software is adopted in this study as a tool of hierarchical data classifications for data analysis. Main categories include originals and quantity of theses, research methods, research objects, main issues and come-out. The discrepancy between adult education and discourse from those 46 theses are examined. It is hoped that discoveries in this study can guide for the role and function of adult scholars. Finally, the implications of this study and the recommendations for adult scholars, adult learners, enterprises, and future research are also included. Key words: enterprises, e-Learning, content analysis, adult education

碩士
國立高雄應用科技大學
人力資源發展系碩士班
96
The training programs for Industry-Academy Cooperation have begun to gain attention since 1991. However, the effectiveness of its practical implementation is not as good as expected due to the lack of consensus toward ways of cooperation and effective communication channels. Nevertheless, with the advocacy of “result-oriented” human resource development, effective training evaluation can not only avoid the displacement of organizational resources, but also can provide relevant suggestions to the improvement of training planning and implementation. According to the above-mentioned rationale, this study adopt Kirkpatrick’s four levels evaluation model (reaction, learning, behavior, and results level) as the framework to evaluate an On-the-Job Moulds and Precision Machinery Industries Master Program of a university of technology. Through questionnaires and semi-structured in-depth interviews, the following results are obtained: 1. Reaction level: The trainees showed a positive perspective toward the training program. The overall satisfaction is good. 2. Learning level: The trainees indicated that the knowledge and skills regarding new rapid tooling technology, design of machine elements, and thermal analysis were learned. 3. Behavior level: The trainees noted that it was practicable to apply the knowledge and skills regarding new rapid tooling technology, design of machine elements, and thermal analysis to the workplace. 4. Results level: The trainees considered that the application of knowledge and skills learned from this program contributed more on skill advancement of R&D personnel. However, the application on product design and development, product itself, and product application were limited. In conclusion, suggestions were given separately toward: 1. government institutions; 2. industries; 3. colleges and universities; 4. Design and Implementation of the On-the-Job Moulds and Precision Machinery Industries Master Program; 5. trainees of Industrial Technology R&D On-the-Job Master Program.

The genesis of professional requirements for the training of educators of preschool children at the turn of the XIX – XX centuries is represented in the historical and pedagogical research. The design of the study is based on a solid source base (published and unpublished materials from the archives, monographs, dissertations, manuals, scientific publications, articles). Sources are systematized by groups according to system and problem approaches. Achieving the goal of scientific research was carried out using a set of interrelated research methods: search and bibliographic, theoretical analysis, synthesis, systematization, classification, historical-retrospective, constructive-genetic, semantic-methodological, chronological, hermeneutic. According to the results of studies, the formation of requirements for professional training of educators within certain chronological limits was influenced by public figures, statesmen, teachers, associates, the level of industrial development, which determined the need to build a network of kindergartens, and therefore needed qualified educators who were to provide education for preschool children. It was found that most educators who worked in private and public kindergartens improved their professional qualities in the process of practical activities. They received significant support for professional development from representatives of social and pedagogical societies, which in a certain period took care of the training of educators for kindergartens. The main center where the image of the educator was formed was the Kyiv Froebel Pedagogical Institute. It is proved that the training of specialists in this institute was focused on the formation of general cultural, personal and professional level of educators. The students mastered the content of academic disciplines, which served to form a knowledge component in professional training. The practice-oriented component was important, which was focused on the formation of practical skills and abilities to implement in the practice of kindergartens progressive ideas of P. Lesgaft, J. Pestalozzi, M. Montessori, F. Froebel, the implementation of child-centered, activity-based approaches in raising children. It was found that in the first decades of the twentieth century, professional training of educators was carried out on a national basis. It was found that the genesis of the studied phenomenon was influenced by pedagogical thought. The study highlights the views of teachers on the formation of professional requirements in the training of educators. According to the results of processing primary sources, it was found that in the legacy of B. Grinchenko, O. Doroshenko, N. Lubenets, T. Lubents, S. Rusova, J. Chepiga, attention is focused on the knowledge, skills and abilities that teachers must master during training. It was investigated that teachers were unanimous in the opinion that future educators should be bearers of common cultural values. They must realize that the period of childhood is a period of formation and development of the child's personality. Therefore, in building an educational environment, it is important to study the child, to be able to adapt the content, forms and methods of developmental activities in accordance with the nature of the child. The ideas of teachers represented in the study are consistent with modern approaches to training, and therefore are of both theoretical and practical interest.

Sarcopenia is a progressive and inevitable loss of skeletal muscle mass and strength associated with ageing that places older adults at high risk for adverse health outcomes. Up to of 15% of older adults suffer negative healthcare consequences because of sarcopenia. Furthermore, it is responsible for two to four times greater risk of disability. Expert groups have proposed clinical oriented criteria based on gait speed <0.8 m/s and low handgrip strength before performing muscle mass assessment. Multiple aetiologies are implicated in the development of sarcopenia including age-related, lifestyle, neurodegeneration, hormonal, and inflammation factors. Resistance exercise training and higher than recommended protein intake are two accessible means to counteract sarcopenia. Hormonal interventions, despite amelioration in muscle and fat masses, have not led to significant gains in function. Sarcopenia shares many features with frailty and can be considered as one of its underlying mechanisms.

Architectural education, in the past had a grounding in a strict apprentice or pupillage method of training architects. The apprentice was someone who worked or trained under a master that transferred skill through a “hands on” approach. Architecture was regarded as one of the arts and there was no formal training to qualify one as an architect. It was through the acclaimed Vitruvius that the architectural profession was born. Vitruvius had published “Ten Books on Architecture” that led to an attempt to summarize professional knowledge of architecture and in doing so became the first recognizable architect. The architectural profession spread throughout Europe in the mid-16th century and the builder and architect became two distinct characters. Although architecture had become a profession, it wasn’t up until the late 17th century that architecture became an academic pursuit through an institutionalized educational system known as École des Beaux Arts, however the pursuit of a strict academic scholar was not the focus. At the beginning of the 1800’s, The University of Berlin in Germany forged the fundamental research and scholarly pursuit. Architecture, like the professions of medicine, law etc. became a system of academic pursuit where professors concentrated deeply on academics first and professional work second. It is through the lens of history we can decipher how architecture became an academic discipline almost de-voiding it of its vocational nature. In its current standing, various universities place a high emphasis on research output from their academic staff. Presently, architecture schools in South Africa recruit lecturers on their academic profiles, rather than their vocational experience. The approach of which has devalued the input of industry into education. It has been noted that there has been an increase in an academic pursuit rather than a professional one for the lecturers that teach architecture. This research explores the views of academics on architectural education, teaching methods and the importance of practice at South African universities. The authors of this research provide an auto-ethnographic insight into their invaluable experience of being academics at two large Universities in South Africa and concurrently run successful practices. The research makes use of a mixed method approach of secondary data from literature and semi-structured interviews posed to academics. Initial findings reveal that academics are pushing the industry to play a part in the education of architects; however, the extent must be determined. If industry plays a role in the education of architects, what factors are considered and how does this inter-twine with the academic nature of training? What strategies are academics employing to make sure students are vocationally well trained and academically capable? Another important question to ask is what qualities make an academic architect in the 21st century?

Purpose: Classical ballet, Slovakian folklore dance, and sport dance training differ in their way how to master the art of dance; however, postural control is essential for the correct exe-cution of complex movements used in all types of dance. The aim of this study was to analyse the differences in static postural control between classical ballet dancers, Slovakian folklore dancers and sport dancers and to analyse the effect of body mass, body height and toe grip strength on postural control. Methods: 68 dancers, between 17 to 28 years of age, participated in this study: 21 dancers from Slovakian folklore dance group VSLPT Poľana Brno (12 females, 9 males), 22 dancers from Brno Dance conservatory (16 females, 6 males) and 25 sport dancers competing at Brno Dance Open 2019 (12 females, 13 males). All participants were asked to stand upright, barefooted, arms along the body, both feet on the Emed-at platform (Novel GmbH, Germany) for 10 seconds with their eyes open to obtain the length of COP line (cm), average velocity of COP (cm/s), the elliptic area (mm2) and numerical eccentricity of the ellipse. The toe grip strength was measured for each foot when sitting using toe grip dynamometer (Takei Scien-tific Instruments, Niigata, Japan). To analyse the effect of dance style, to grip strength, body mass, body height, and gender on postural control variables, Kruskal Wallis test, and Spear-man Rank Order Correlation were used. Results: Abetter postural stability measured by the length and average velocity of COP was observed in sport dancers, compared to classical ballet and Slovakian folklore dancers. Sport dancers are used to a greater load on the forefoot and to a special foot roll-of pattern when dancing, which may lead together with a constantly changing environment during competi-tions to their enhanced postural stability. Despite the differences in dance training and dance footwear of female and male dancers (high-heel shoes in sport and Slovakian folklore female dancers, pointe shoes in female ballet dancers), no statistically significant difference in pos-tural variables between genders was observed. Similarly, in analysed dancers, no effect of age, body mass, and body weight on postural control were observed. The toe grip strength was not observed to affect the postural variables in this study. The greatest toe grip strength was observed in female ballet dancers, despite their younger age. Ballet dance training in-cludes repetitive exercises focused on foot and toes such as battement tendu or demi-pointe and en pointe positions probably resulting in the greater strength of the toes. Conclusion: In this study, better postural stability measured by the length and average ve-locity of COP was observed in sport dancers, compared to classical ballet and Slovakian folklore dancers. In analysed dancers, no effect of body mass, body weight, gender, and toe grip strength on postural control variables was observed. Future studies focused on postural stability changes in non-dancers after a sport dance, classical ballet and Slovakian folklore dance training program would provide additional knowledge about the process how each type of dance enhance the balance and other coordinative skills.

Abstract The Integrated Project of Industrial Engineering and Management 1 (IPIEM1) is a curricular unit of the first year developed in the first semester of the Integrated Masters degree of Industrial Engineering and Management (IEM11) – University of Minho, Portugal. In the 2019’s 1st semester and in the IPIEM1 previous versions, Project-Based Learning (PBL) was usually adopted as a learning methodology. In this pedagogical development context, freshman students develop a project integrating all five courses related to this current semester. To undertake this project, the students work in large teams that comprise nine to ten members. Throughout the semester, each team must accomplish the project phases and tasks. To communicate their progress and results developed during the semester, each team designed a blog. In the IPIEM1 previous editions of PBL of this year in this program, the weblog (blog) digital technology was also adopted, but it was never assessed. Thus, this paper has two main objectives: 1) to evaluate the importance of the blog for the teams; 2) to discuss teams’ engagement during its development, knowing that it would be a part of the assessment method. The survey results revealed that the teams considered the blog useful to keep an update record of the project progress and to stimulate the writing and reflection about project contents. Furthermore, some of teachers’ and students’ considerations showed the need for providing more training and experience in the development of blogs.

Abstract Human’s motion and its mechanisms had become interesting in the last years, where the medecine’s field search for rehabilitation methods for handicapped persons. Other fields, like sport sciences, professional or military world, search to distinguish profiles and ways to train them with specific purposes. Besides, recent findings in neuroscience try to describe these mechanisms from an organic point of view. Until now, different researchs had given a model about control motor that describes how the union between the senses’s information allows adaptable movements. One of this sense is the proprioception, the sense which has a quite big factor in the orientation and position of the body, its members and joints. For this reason, research for new strategies to explore proprioception and improve the theories of human motion could be done by three different vias. At first, the sense is analysed in a case-study where three groups of persons are compared in a controlled enviroment with three experimental tasks. The subjects belong to each group by the kind of sport they do: sedentary, normal sportsmen (e.g. athletics, swimming) and martial sportmen (e.g. karate, judo). They are compared thinking about the following hypothesis: “Martial Sportmen have a better proprioception than of the other groups’s subjects: It could be due to the type of exercises they do in their sports as empirically, a contact sportsman shows significantly superior motor skills to the members of the other two groups. The second via are records from encephalogram (EEG) while the experimental tasks are doing. These records are analised a posteriori with a set of processing algorithms to extract characteristics about brain’s activity of the proprioception and motion control. Finally , the study tries to integrate graphic tools to make easy to understand final scientific results which allow us to explore the brain activity of the subjects through easy interfaces (e.g. space-time events, activity intensity, connectivity, specific neural netwoks or anormal activity). In the future, this application could be a complement to assist doctors, researchers, sports center specialists and anyone who must improve the health and movements of handicapped persons. Keywords: proprioception, EEG, assesment, rehabilitation.References: Röijezon, U., Clark, N.C., Treleaven, J. (2015). Proprioception in musculoskeletal rehabilitation. Part 1: Basic science and principles of assessment and clinical interventions. ManualTher.10.1016/j.math.2015.01.008. Röijezon, U., Clark, N.C., Treleaven, J. (2015). Proprioception in musculoskeletal rehabilitation. Part 2: Clinical assessment and intervention. Manual Ther.10.1016/j.math.2015.01.009. 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