Books: 'Power training programme'

1

Leonore, Fleischer, ed. Brain power: The 12-week mental training programme. London: Piatkus, 1990.

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2

K, Kanjlia V., Gupta A. C, India. Central Board of Irrigation and Power., Uttarakhand Jal Vidyut Nigam Ltd., and US Hydropower Council for International Development., eds. Capacity Building and Training Programme for Different Stakeholders in India's Hydropower Sector, 23-24 January 2008, Dehradun: Proceedings. New Delhi: [Central Board of Irrigation & Power], 2008.

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3

Seminar on Private Sector Participation in Hydropower Development (2008 Simla, India). Capacity building and training programme for different stakeholders in India's hydropower sector & special session on contract management: Settlement of claims, 24-25 March, 2008 : proceedings. Edited by Kanjlia V. K, Gupta A. C, Satluj Jal Vidyut Nigam, India. Central Board of Irrigation and Power., and US Hydropower Council for International Development. New Delhi: Central Board of Irrigation & Power, 2008.

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4

Indian Nuclear Society. Annual Conference. Indian Nuclear Society Seventh Annual Conference on "India's Energy Needs and Options: Strategy and planning" (INSAC-96), April 11-13, 1996, Multi-purpose Hall, BARC Training School Hostel, Anushaktinagar, Mumbai : conference brochure, containing programme, preprints & abstracts. [Mumbai: Indian Nuclear Society, 1996.

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5

Apprenticeship training: Power lineman program. Edmonton, Alberta]: Alberta Career Development and Employment, Apprenticeship and Industry Training Division, 1992.

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6

Avak'yan, Suren. Constitutional Law of Russia. Training course. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1390626.

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The book covers the issues of Russian constitutional law, the formation and development of constitutional and legal institutions, and analyzes the problems of forming the constitutional and legal foundations of Russia's political development. The second volume of the publication deals with the issues of state structure, the electoral system, state power and local self-government in the Russian Federation. For students studying for a master's degree, as well as for students studying undergraduate and specialist programs, graduate students, law school teachers, and anyone interested in various aspects of Russian constitutionalism.

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7

Outdoor power equipment technician: Apprenticeship course outline. Edmonton, AB: Alberta Advanced Education, 2006.

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8

The power of middle school: Maximizing these vital years. Lanham, Md: Rowman & Littlefield Publishers, 2012.

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9

Polyakov, Anatoliy, Maksim Ivanov, Elena Ryzhkova, and Ekaterina Filimonova. Electrical engineering and electronics: laboratory workshop. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1214583.

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The textbook presents the main theoretical provisions, evaluation tools, laboratory work and homework for the courses of the electrical cycle. It is intended for self-study of the main sections of theoretical electrical engineering. Meets the requirements of the federal state educational standards of higher education of the latest generation. For bachelors and undergraduates studying in the areas of training 15.03/04.04 "Automation of technological processes and production", 27.03/04.04 "Management in technical systems", 13.03.01 "Heat power engineering and heat engineering", 15.03.02 "Technological machines and equipment", 09.03.01 "Informatics and computer engineering", 09.03.02 "Information systems and technologies", 29.03.01 "Technology of light industry products", 29.03.02 "Technologies and design of textile products", 29.03.04 "Technology of artistic processing of materials", 27.03.01 "Standardization and metrology", 18.03.01 "Chemical technology", 20.03.01 "Technosphere safety", 15.03.06 "Mechatronics and robotics" of all forms of education studying the disciplines "Electrical Engineering", "Electrical Engineering and fundamentals of electronics", "Electrical Engineering and industrial electronics", "Electrical engineering, fundamentals of electronics and automation". Theoretical provisions, scientific, practical and methodological recommendations can be useful when studying the disciplines of the master's program " Electrotechnical complexes and systems. Energy saving".

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10

Nagujja, Zam Zam. Civic participation and legal awareness: The experience of the Ugandan woman : the experiences of trainers and women participants in the Resistance Council judicial powers training programme carried out in various districts of Uganda during 1994-1995. [Kampala]: Friedrich Ebert Foundation, 1995.

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11

Brain Power: The 12-week Mental Training Programme. Piatkus Books, 1999.

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12

Faigenbaum, Avery D., and Rhodri S. Lloyd. Resistance training. Edited by Neil Armstrong and Willem van Mechelen. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198757672.003.0036.

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Traditional fears and misinformed concerns regarding youth resistance training have been replaced by scientific evidence that indicates regular participation in well-designed resistance-training programmes can be safe and effective for both children and adolescents. In addition to increasing muscular strength and power, regular participation in a structured resistance training-programme can increase bone mineral density, improve cardiovascular risk factors, fuel metabolic health, facilitate weight control, enhance psychosocial well-being, and prepare youth for the demands of daily physical activity and sport. An integrative approach to training, grounded in resistance exercise and motor skill development, can optimize children’s fitness potential and maximize their athletic performance while reducing the risk of sports-related injury. Qualified professionals are needed to plan, implement and progress developmentally appropriate resistance training to attain a level of muscular fitness that facilitates long-term physical development.

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13

Dallmeijer, Annet, and Jost Schnyder. Exercise capacity and training in cerebral palsy and other neuromuscular diseases. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199232482.003.0035.

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Chapter 35 gives an understanding of the role of exercise in the functional assessment and clinical management of children with neuromuscular diseases, especially for children with CP and PMD. Current knowledge about exercise capacity and training possibilities with respect to the different fitness components (aerobic power, anaerobic power, muscular strength) will be described as well as the level of physical activity and training recommendations. Practical advice and suggestions are given on how to build up and execute an adapted programme for physical activity, sports, and exercise. Data will be summarized to recognize the possibilities as well as the limits of exercise, and also to permit a regular evaluation and a constant adaptation of a physical activity programme.

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14

Prah Ruger, Jennifer. The World Bank and Other Organizations. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199694631.003.0009.

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Since its founding in 1944, the World Bank’s development priorities and approach—along with its global role—have changed from rebuilding Europe to relieving poverty in the developing world. New thinking and evidence have reshaped both development views and the Bank’s practices and decisions. The Bank has been the largest financier of health, nutrition, and population (HNP) programs in developing countries. It has expanded operational research and analysis, including its Special Programme of Research, Development and Research Training in Human Reproduction, WHO/United Nations Development Program (UNDP)/UNICEF/World Bank Special Programme for Research and Training in Tropical Diseases, and the Micronutrient Initiative. But the Bank’s main advantage in global health is its power to mobilize financial resources. Its broad expansion of HNP funding through loans and credits is striking and has the potential to be a powerful force for health governance. The G8, G20, and other economic organizations also have roles to play.

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15

Kissane, David W., Barry D. Bultz, Phyllis N. Butow, Carma L. Bylund, Simon Noble, and Susie Wilkinson, eds. Oxford Textbook of Communication in Oncology and Palliative Care. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.001.0001.

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This textbook integrates clinical wisdom with empirical findings, drawing upon the history of communication science, providing a comprehensive curriculum for applied communication skills training for specialist oncologists, surgeons, nurses, psychosocial care providers and other members of the multidisciplinary team. This new edition presents a curriculum for nurses, which discusses needs of pre-registration to advanced trainees, including the ‘SAGE & THYME’ training programme, chronic disease, responding to depressed patients, the last hours and days of life, family care, facilitation training, and e-learning. The core curriculum ranges from breaking bad news, discussing risk and prognosis, achieving shared treatment decisions, responding to difficult emotions, dealing with denial, communicating with relatives and conducting a family meeting, helping patients cope with survivorship, deal with recurrence, transition to palliative care, and talk openly about death and dying. Modules offer guidelines about key skills, essential tasks, effective strategies, and scenarios for training sessions with simulated patients. The communication science section covers the history and models of communication skills training, the art of facilitating skill development, ethics, gender, power, the internet, audio-recording significant consultations, decision aides, and shared treatment decisions, medical student training, and enhancing patient participation in consultations. Specialty issues are explored, including enrolling in clinical trials, working in teams, discussing genetic risk, reconstructive and salvage surgery, among many other important issues. Variations in clinical disciplines are also discussed, including chapters for social workers, radiologists, surgical oncologists, medical and radiation oncologists, palliative medicine, pastoral care, pharmacy, paediatrics, and the elderly.

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16

Martin, Cathie Jo. Skill Builders and the Evolution of National Vocational Training Systems. Edited by John Buchanan, David Finegold, Ken Mayhew, and Chris Warhurst. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199655366.013.2.

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Some countries develop the (general) skills of industrial workers largely through regular secondary education systems whereas other nations rely on a network of industrial schools and apprenticeship programs to offer their workers credentialed industry or firm-specific occupational skills. Skills Builders delves into the origins of diverse forms. First, patterns of industrial development and economic cleavages shaped the development of skills-training institutions; thus countries with stark regional heterogeneity have been less likely to develop national training systems. Second, the legacies from pre-industrial patterns of cooperation in some nations – most prominently, from the guild system – have encouraged both employers and workers to negotiate collective vocational training institutions. Third, the political features of the state (most importantly, the structure of party competition and degree of federal power sharing) reinforce or work against collectivist solutions to skills needs, cooperative industrial relations systems, and entrenched regional cleavages. Finally, both employers and workers become more committed to skills training when these groups are institutionally well-organized and are given a significant role in the creation and oversight of training programs.

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17

Raz, Amir, and Sheida Rabipour. How (not) to train the brain. Oxford University Press, 2019. http://dx.doi.org/10.1093/med-psych/9780198789673.001.0001.

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How (Not) to Train the Brain offers a scientifically honest account of brain training. It demolishes unfounded claims often made for brain training programs, offering instead useful, proven, methods for improving mental performance and capacity. It reviews the apps, books, and other products that have emerged in recent years claiming to boost cognitive power and focus emotion, destroying well-established myths and misconceptions about the brain. It offers alternative, easily implementable techniques, including a list of commercially available products that readers may wish to consider. This title includes interviews with leading experts and practitioners working with different brain training and mental optimization approaches. These interviews provide unique insights into the foundations and development of brain training techniques.

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18

Lindvall, Johannes. Compensating the Losers. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198766865.003.0002.

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This chapter develops the book's central argument about political institutions, compensation, and reform. It begins by analyzing the term “compensation,” as well as related terms such as “side payments” and “logrolling.” It then shows how compensation facilitates policy reforms in power-sharing systems, where side payments are often used to overcome the opposition of politically powerful losers from reform. Following the discussion of these conceptual and theoretical problems, the chapter demonstrates empirically that compensation has, in fact, been used to bring about important reforms: in the area of trade policy, social policy programs have been used to compensate losers from trade; in the area of labor market policy, governments in power-sharing systems have adopted reforms that combine cuts in benefit provision with positive steps to improve training for the unemployed.

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19

Teaching to Transform Urban Schools and Communities: The Power of Classroom Teachers. Taylor & Francis Group, 2019.

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20

Hollins, Etta R. Teaching to Transform Urban Schools and Communities: The Power of Classroom Teachers. Taylor & Francis Group, 2019.

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21

Lochman, John E., Caroline Boxmeyer, Nicole Powell, and Thomas J. Dishion. Child-Focused Cognitive-Behavioral Interventions Designed to Reduce Aggression. Edited by Thomas J. Dishion and James Snyder. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199324552.013.30.

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This chapter describes issues related to cognitive-behavioral group-based interventions for children with aggressive behavior problems. It describes beneficial aspects of group formats and notes the longer-term effects of the Coping Power program. It discusses potential problems in group-based interventions with aggressive children, including the potential for deviant peer effects and deviancy training. It then describes a study of Coping Power that randomly assigned schools to either group or individual formats for aggressive children. Results indicated significant reduction in behavioral problems for children in both conditions. However, teacher ratings indicated significantly stronger effects apparent by a 1-year follow-up for children in the individual sessions compared to the group format. The chapter discusses why these differences may have emerged and how group therapist behavior may be important in protecting against longer term follow-up deviant peer effects.

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22

The Power of SMART Goals: Using Goals to Improve Student Learning. Solution Tree, 2005.

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23

Spray, E. C. Health and Medicine in the Enlightenment. Edited by Mark Jackson. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199546497.013.0005.

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This article discusses the transformation of medicine at the very end of the century and thus represents a shift both in the training of medical practitioners and in accounts of the body. The eighteenth century has been described as a time of increasing medicalization of Western societies. Though this is usually portrayed as a growth in the power of medical practitioners over ordinary life, in practice lay people may also understand it as an increasing embrace of the medical. The eighteenth century continues to be viewed as a critical period in the history of medicine, as the century when bodies became the subject of large-scale political intervention, from centralized responses to plague epidemics or mass inoculation programmes early in the century to the growing use of mortality tables at its end. To portray these knowledge projects in all their complexity, historians still need to embrace the full implications of treating eighteenth-century medical knowledge as a political enterprise.

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24

Silva, Maria Patrícia. Pesquisas sobre Currículos e Culturas: tensões, movimentos e criações. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-87836-56-0.

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The book Research on Curricula and Cultures: tensions, movements and creations, organized by Marlucy Alves Paraíso and Maria Patrícia Silva, it consists of 17 chapters, one of which is an interesting work by a Canadian scholar who investigates state anti-feminism. The other chapters bring results from 16 researches developed by researchers from the Study and Research Group on Curricula and Cultures (GECC), created and coordinated by Marlucy Alves Paraíso, which has researchers from several Brazilian universities and states. The articles in the book combine the post-critical perspectives used to investigate curricula and cultures in their different nuances, addressing silences, power relations, modes of subjectivation and the movements that prevent their fixity. The book brings research results that discuss the possibilities of creating possibilities at school and in other cultural spaces that also have curricula and develop pedagogies, such as: cyberspace, city, health care programs, teacher training programs, educational policies, etc. In addition, curricula are investigated with emphasis on different practices and aspects: childhood, art, music, dance, gender, sexuality, ethnicity, corporality, politics, with research that also innovates methodologically when operating with openings, experiments, do-it-yourself and compositions in different ways. to research curricula without rigidity, although with the necessary rigor in academic research. O livro reconhece de diferentes modos as possibilidades de conexões entre currículos e culturas, e mostra movimentos capazes de operar transgressões apostando em uma cultura porvir.

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25

García Corona, Leon F., and Kathleen Wiens, eds. Voices of the Field. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197526682.001.0001.

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Ethnomusicologists face complex and challenging professional landscapes. Graduate studies in our field do not fully equip ethnomusicologists for work outside of academia. The essays in Voices of the Field: Pathways in Public Ethnomusicology, edited by León F. García Corona and Kathleen Wiens, provide a reflection on the challenges, opportunities, and often overlooked importance of public ethnomusicology. The essays in the book, commissioned for the volume, capture years of experiences of fourteen academics who have simultaneously navigated the academic world and the world outside academia, sharing lifelong lessons often missing in ethnomusicological training. Power and organizational structures, revenue, marketing, decision-making, content management, and production are among the themes explored as an extension and re-evaluation of what constitutes the field of ethnomusicology. The authors share their personal and professional pathways, which often converge throughout their lifelong careers as public ethnomusicologists. Many of the authors share how to successfully acquire funding for a project, others show how to navigate nonacademic workplaces, and yet others share perspectives on reconciling business-like mindsets with humanistic goals. Grounded in case studies in multiple institutional and geographical locations, authors advocate for the importance and relevance of ethnomusicology in our society at large. While providing practical resources, this volume also sheds light into the blind spots of current academic ethnomusicology programs. Voices of the Field: Pathways in Public Ethnomusicology is a foundational current and retrospective approach to the study and sustainable practice of ethnomusicology.

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26

Hardy, Jeffrey S. The Gulag After Stalin. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9781501702792.001.0001.

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This book reveals how the vast Soviet penal system was reimagined and reformed in the wake of Stalin's death. The text argues that penal reform in the 1950s was a serious endeavor intended to transform the Gulag into a humane institution that re-educated criminals into honest Soviet citizens. Under the leadership of Minister of Internal Affairs Nikolai Dudorov, a Khrushchev appointee, this drive to change the Gulag into a “progressive” system where criminals were reformed through a combination of education, vocational training, leniency, sport, labor, cultural programs, and self-governance was both sincere and at least partially effective. The new vision for the Gulag faced many obstacles. Re-education proved difficult to quantify, a serious liability in a statistics-obsessed state. The entrenched habits of Gulag officials and the prisoner-guard power dynamic mitigated the effect of the post-Stalin reforms. And the Soviet public never fully accepted the new policies of leniency and the humane treatment of criminals. In the late 1950s, they joined with a coalition of party officials, criminologists, procurators, newspaper reporters, and some penal administrators to rally around the slogan “The camp is not a resort” and succeeded in re-imposing harsher conditions for inmates. By the mid-1960s the Soviet Gulag had emerged as a hybrid system forged from the old Stalinist system, the vision promoted by Khrushchev and others in the mid-1950s, and the ensuing counter-reform movement. This new penal equilibrium largely persisted until the fall of the Soviet Union.

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27

Abad, José Vicente, ed. Research on Language Teaching and Learning: Advances and Projection. Fondo Editorial Universidad Católica Luis Amigó, 2021. http://dx.doi.org/10.21501/9789588943701.

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In 2010, teachers from the B.A. in English Teaching at Universidad Católica Luis Amigó formed CILEX (Construcciones Investigativas en Lenguas Extranjeras). Research and teaching in the program have grown synergistically ever since, but ten years down the road it was time to take stock of our research to project the direction in which we wanted to move forward. This book is the result of that effort to recognize our shared history and thus propel our upcoming academic endeavors. The book starts out by presenting the epistemological foundations of CILEX, which is based on the threefold notion of the language teacher as an intellectual, an academic, and an educator. It thereon explains the system that arranges our academic production within five thematic nodes: cultural studies, language policy, literacies, language teacher education, and language assessment. Each chapter reports on one or two studies in which the authors participated as leading researchers or advisors. Hence, the book also reflects the formative research tradition that characterizes most of our practice. Having language teacher education as a binding thread that cuts across the entire volume, authors present their particular perspective on topics as varied as college academic performance, early childhood literacy, language policy appropriation, teacher educators’ assessment literacy, student teachers’ practicum identity crisis, research training in teacher education, and critical reading instruction. This book condenses the work of a group of teacher educators who believe in the power of research to galvanize teaching and inspire positive educational change. As readers go through its pages, it is our hope they will be able to recognize not only the singular value of each individual chapter but also the richness of our collaboration, which constitutes the fabric of our identity as an academic community.

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Books on the topic 'Power training programme'

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