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Journal articles on the topic 'Training individuale'

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Published: 9 March 2023

Last updated: 10 March 2023

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1

Kamrani, Saleh. "The Relationship between Training Factors and Individual Characteristics." International Academic Journal of Organizational Behavior and Human Resource Management 05, no. 02 (December 20, 2018): 110–25. http://dx.doi.org/10.9756/iajobhrm/v5i2/1810019.

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2

Abdul Wahab, Muhammad Nubli, Suriyakumar Sinnadurai, and Mohd Azam Mohd. "The development of personality profiling systems on the assessment of individual performance for the betterment of training programme." Journal of Quality in Education 2, no. 2 (November 11, 2011): 17. http://dx.doi.org/10.37870/joqie.v2i2.111.

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Training performance can be measured by a number of outputs resulting from completing individual activities in a training programme. A good training programme enhances knowledge, skills, and attitudes which enable individuals to improve their performance. This paper has come up with a computerized heuristics system to assess individual's personality. It utilizes an expert system mode to assess individual's performance rather than utilizing manual assessments as currently being employed. The system is able to identify individual's personality strength and weaknesses and offer a detail evaluation and explanation on each individuals personality. The clarifications are important for each individual to understand their own behavior and how this can relate to their working performance. It is also useful to prevent assigning job tasks which do not fit with individual's traits and personalities. By utilizing the system, the user is able to explore the individual's personality and also in assisting the trainer in identifying suitable training programmes for their clients.

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Giuliani, Arianna. "Qualify formative processes by promoting inclusive practices: the case of B. Pascal High school." Form@re - Open Journal per la formazione in rete 22, no. 1 (April 30, 2022): 393–407. http://dx.doi.org/10.36253/form-12566.

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Promote inclusive processes by designing educational settings and activities seem to be confirmed as one of the most difficult challenges to which schools and teachers must respond. Encouraging the development, by all students, of engagement and skills useful for the future exercise of an active citizenship implies a broad commitment of teachers, as well as adequate mediation and co-planning skills of the specialized teacher. The contribution examines the results of a project conducted at the B. Pascal High school, based in Rome. Working with a class in which several students were supported by a specialized teacher, was focused the effectiveness that individual and small group reflection activities can have in enhancing communication and collaborative skills. The main evidence that emerged allow to highlight the effectiveness of the strategies used in promote an inclusive training experience. Qualificare i processi formativi promuovendo pratiche inclusive: il caso dell’Istituto statale B. Pascal. Predisporre setting educativi e progettare la didattica in modo da promuovere processi inclusivi sembrano confermarsi tra le sfide più ardue a cui le scuole e gli insegnanti devono rispondere. Favorire lo sviluppo, da parte di tutti gli studenti, dell’engagement e di competenze utili per il futuro esercizio di una cittadinanza attiva implica un ampio impegno degli insegnanti, nonché una adeguata capacità di mediazione e co-progettazione dell’insegnante specializzato. Il contributo approfondisce gli esiti di un percorso progettuale condotto presso l’Istituto statale B. Pascal di Roma. Nel lavorare con una classe in cui erano presenti più studenti affiancati dall’insegnante specializzato, l’attenzione è stata posta sull’efficacia che attività di riflessione individuale e di piccolo gruppo possono avere nel potenziamento delle capacità comunicative e collaborative. Le evidenze emerse consentono di evidenziare l’efficacia delle strategie utilizzate rispetto alla possibilità di predisporre un’esperienza formativa inclusiva.

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Hülya Kudret, Hülya Kudret, and Ebru Temiz Ebru Temiz. "BİREYSEL SES EĞİTİMİ DERSLERİNDE KULLANILAN REPERTUVARIN İNCELENMESİ." e-Journal of New World Sciences Academy 12, no. 4 (October 28, 2017): 299–310. http://dx.doi.org/10.12739/nwsa.2017.12.4.d0208.

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Browne, Julia, Sue E. Estroff, Kelsey Ludwig, Carrington Merritt, Piper Meyer-Kalos, Kim T. Mueser, Jennifer D. Gottlieb, and David L. Penn. "Character strengths of individuals with first episode psychosis in Individual Resiliency Training." Schizophrenia Research 195 (May 2018): 448–54. http://dx.doi.org/10.1016/j.schres.2017.09.036.

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Condron, Susanne, Lucas Godoy Garraza, Nora Kuiper, Bhuvana Sukumar, Christine Walrath, and Richard McKeon. "Comparing the Effectiveness of Brief Versus In-Depth Gatekeeper Training on Behavioral Outcomes for Trainees." Crisis 40, no. 2 (March 2019): 115–24. http://dx.doi.org/10.1027/0227-5910/a000539.

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Abstract. Background: A common suicide prevention strategy is training gatekeepers to identify at-risk individuals and refer them to services. Aims: The study aimed to examine whether differences in training outcomes were observed for brief versus in-depth gatekeeper trainings for trainees from varied professional settings while controlling for differences in trainee characteristics and community context. Method: Trainees' identification and referral behavior 3 months after gatekeeper training was compared with a sample of respondents matched on individual- and community-level variables using propensity score-based techniques. The value was estimated, in terms of additional identification and associated costs, of adopting in-depth training. Results: A higher proportion of trainees who participated in in-depth trainings from K-12 and community settings identified at-risk youth, and a higher proportion of in-depth trainees from mental health settings referred youth to services compared with participants of brief trainings from the same setting and with similar characteristics. The effect of training type on outcomes varied by professional role and community context. Limitations: Self-report measures were used to assess outcomes. Similar measures are used in other studies; their validity has not been conclusively established. Conclusion: Findings suggest certain individuals may benefit from in-depth training more than others, which favors targeting this intervention to particular gatekeepers.

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Hollingshead, Andrea B. "Groupand Individual Training." Small Group Research 29, no. 2 (April 1998): 254–80. http://dx.doi.org/10.1177/1046496498292006.

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8

I.A., Tursunaliev. "Factors Affecting The Individual Investigation Of Key Actions In Training Fighting And Competitions." American Journal of Social Science and Education Innovations 03, no. 04 (April 17, 2021): 47–54. http://dx.doi.org/10.37547/tajssei/volume03issue04-07.

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Identify ways for young boxers to achieve high results in combat, which consists of a large number of different movements that are performed very quickly in competitive fights, by determining the degree of correlation between the application of basic movements in training fights and competitions, the scope of application of preparatory movements and the effectiveness of basic movements.

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9

Dhindsa, Kiret, Dean Carcone, and Suzanna Becker. "Toward an Open-Ended BCI: A User-Centered Coadaptive Design." Neural Computation 29, no. 10 (October 2017): 2742–68. http://dx.doi.org/10.1162/neco_a_01001.

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Brain-computer interfaces (BCIs) allow users to control a device by interpreting their brain activity. For simplicity, these devices are designed to be operated by purposefully modulating specific predetermined neurophysiological signals, such as the sensorimotor rhythm. However, the ability to modulate a given neurophysiological signal is highly variable across individuals, contributing to the inconsistent performance of BCIs for different users. These differences suggest that individuals who experience poor BCI performance with one class of brain signals might have good results with another. In order to take advantage of individual abilities as they relate to BCI control, we need to move beyond the current approaches. In this letter, we explore a new BCI design aimed at a more individualized and user-focused experience, which we call open-ended BCI. Individual users were given the freedom to discover their own mental strategies as opposed to being trained to modulate a given brain signal. They then underwent multiple coadaptive training sessions with the BCI. Our first open-ended BCI performed similarly to comparable BCIs while accommodating a wider variety of mental strategies without a priori knowledge of the specific brain signals any individual might use. Post hoc analysis revealed individual differences in terms of which sensory modality yielded optimal performance. We found a large and significant effect of individual differences in background training and expertise, such as in musical training, on BCI performance. Future research should be focused on finding more generalized solutions to user training and brain state decoding methods to fully utilize the abilities of different individuals in an open-ended BCI. Accounting for each individual's areas of expertise could have important implications on BCI training and BCI application design.

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Merrick, Gwen, Andrea Figol, Jennifer Anderson, and R. Jun Lin. "Outcomes of Gender Affirming Voice Training: A Comparison of Hybrid and Individual Training Modules." Journal of Speech, Language, and Hearing Research 65, no. 2 (February 9, 2022): 501–7. http://dx.doi.org/10.1044/2021_jslhr-21-00056.

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Purpose: Gender affirming voice training supports individuals as they explore and develop a healthy voice that feels congruent with their gender and sense of self. Although gender affirming voice training is increasingly available, there is no research comparing individual versus hybrid training outcomes in the existing literature. Method: A retrospective chart review was performed on trans women and/or nonbinary individuals who attended either individual or hybrid (group and individual training) gender affirming voice and communication training at St. Michael's Hospital in Toronto between 2012 and 2019. Participant demographics, self-reported goal achievement, attendance, pre/post–Trans Woman Voice Questionnaire (TWVQ) scores, and pre/postspeaking fundamental frequency (SFF) were compared between individual and hybrid training participants. Multiple logistic regression analysis was performed to determine factors that could predict self-reported goal achievement. Results: Sixty-two trans women and/or nonbinary individuals who attended either individual ( n = 43) or hybrid ( n = 19) gender affirming voice and communication training were included in the study. Hybrid participants had a significantly higher goal achievement rate and therapy adherence rate compared with individual participants (74% vs. 21%; 84% vs. 28%, respectively). Both training models resulted in significant elevation of SFF and reduction of TWVQ scores. Inflection range did not change significantly for either training formats. Multiple logistic regression showed that hybrid training was a positive predictor for goal achievement (odds ratio = 2.2, 95% confidence interval [0.3, 4.1]). Conclusions: Although clients in individual and hybrid gender affirming voice and communication training achieved significant pitch elevation and lower TWVQ scores, hybrid participants demonstrated significantly higher goal achievement and therapy adherence. This study suggests that hybrid training may provide a valuable support system that improves therapy success in this client population.

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Roozen, Mark M. "Training Individuals With Fibromyalgia." STRENGTH AND CONDITIONING JOURNAL 20, no. 2 (1998): 64. http://dx.doi.org/10.1519/1073-6840(1998)020<0064:tiwf>2.3.co;2.

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Shannon, Michael P., and Romain Meeusen. "Individual Endurance Sports Training." Medicine & Science in Sports & Exercise 37, Supplement (May 2005): S47. http://dx.doi.org/10.1249/00005768-200505001-00245.

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Shannon, Michael P., and Romain Meeusen. "Individual Endurance Sports Training." Medicine & Science in Sports & Exercise 37, Supplement (May 2005): S47. http://dx.doi.org/10.1097/00005768-200505001-00245.

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14

Walter, Marcel, and Normann Mueller. "Explicating Individual Training Decisions." Vocations and Learning 8, no. 2 (February 4, 2015): 159–83. http://dx.doi.org/10.1007/s12186-014-9127-7.

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Esposito, Phil, Jaclyn Barrett, and Taylor Kimbrough. "Reaction Time in Individuals With Down Syndrome: A Systematic Review." American Journal of Occupational Therapy 76, Supplement_1 (July 1, 2022): 7610505050p1. http://dx.doi.org/10.5014/ajot.2022.76s1-po50.

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Abstract Date Presented 03/31/2022 The goal of this systematic review is to examine interventions and strategies for improving reaction time and fine motor skills in individuals with Down syndrome (DS). Common interventions included bilateral limb training, table tennis training, assisted cycling therapy, and serial reaction time tasks. Overall, motor task trainings are effective methods for boosting reaction time in the population with DS. Primary Author and Speaker: Phil Esposito Additional Authors and Speakers: Jaclyn Barrett, Taylor Kimbrough

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Bhosle, Sanika Gajanan, Vishnu Vardhan, and Aashirwad Mahajan. "EFFECT OF HIGH INTENSITY INTERVAL TRAINING WITH THE USE OF TRAMPOLINE IN INDIVIDUALS WITH STRESS." International Journal of Physiotherapy and Research 6, no. 6 (November 1, 2018): 2899–904. http://dx.doi.org/10.16965/ijpr.2018.168.

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Crane, Adam L., and Alicia Mathis. "Landmark learning by the Ozark zigzag salamander Plethodon angusticlavius." Current Zoology 57, no. 4 (August 1, 2011): 485–90. http://dx.doi.org/10.1093/czoolo/57.4.485.

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Abstract Although salamanders have been shown to respond to classical conditioning, spatial learning has been largely unstudied. We tested whether salamanders could learn to locate foraging areas by using landmarks. We trained 10 salamanders Plethodon angusticlavius to use landmarks (small rocks) to locate patches within the arena containing food (blackworms Lum-briculus variegatus). At the corners of each square testing arena were four plastic dishes, one containing blackworms and the other three empty. A rock was placed in front of the dish containing blackworms, and the location of the food-dish was randomly chosen for each training trial. A control group was also trained to feed on blackworms in the presence of a rock, but the rock was positioned randomly among the four dish locations so that the rock was not a reliable landmark for the worms. Although the length of the training period for individual salamanders varied (22–38 trainings per individual), the mean number of trainings for salamanders in the control and experimental groups was equal (30 training trials). During testing, no blackworms were present to eliminate any visual or chemical cues emanating directly from the prey. Individuals trained with the rock landmarks spent significantly more time in the area of the landmark than did control salamanders.

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Hodge, J. V., and D. Hodge. "Training Disaster Health Teams—Individual Versus Collective Training." Prehospital and Disaster Medicine 17, S2 (December 2002): S34. http://dx.doi.org/10.1017/s1049023x00009766.

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19

BELİBAĞLI, Mehmet Cenk. "Obez Kişilerde Tıkanırcasına Yeme Ataklarının Şiddetinin Azaltılması." Cukurova Anestezi ve Cerrahi Bilimler Dergisi 5, no. 2 (August 31, 2022): 259–66. http://dx.doi.org/10.36516/jocass.1152333.

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Aim: The study aimed to analyze the change in the severity of binge eating disorder in obese individuals registered to the Adana City Training and Research Hospital Obesity Center training program. Methods: The study was a single-arm, prospective, quasi-experimental study with an interrupted time-series design. Inclusion criteria were having registered to the center for training, age between 18 to 65 years, a body mass index (BMI) equal to or over 30 and having binge eating disorder. Binge eating disorder evaluation (BEDE) was a structured form exclusively using DSM-5 binge eating disorder (BED) diagnosis and the severity criteria. The progress record included a weekly curriculum that a physician, dietitian, psychologist administered, and the physiotherapist and the monthly individual meetings data. Results: The BEDE reports showed a significant improvement, with 65 of the patients scoring below the BED diagnosis at the final evaluation. There was no difference between the genders regarding improvement in episodes. The current study showed that after twenty weeks of training that lasted for approximately 80 hours, the patients reported fewer episodes. Conclusions The training could be considered efficacious for reducing the severity of binge eating episodes in obese patients seeking treatment.

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Melanson, Edward. "Resistance Training in Obese Individuals." Medicine & Science in Sports & Exercise 41 (May 2009): 51. http://dx.doi.org/10.1249/01.mss.0000353075.05016.43.

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Gayathri, KC. "A Comparative Study of Sports-specific Balance Training versus Plyometric Balance Training." Chettinad Health City Medical Journal 11, no. 1 (March 30, 2022): 3–8. http://dx.doi.org/10.24321/2278.2044.202202.

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Introduction: Football is a sport that involves running as the foremost part in which the lower limb plays a vital role in participation. Balance training is vital to athletic performance and should be integrated into an athlete’s daily training. Plyometric represents the performance of stretch-shortening cycle (SSC) activities that involve a high-intensity eccentric contraction straightaway after a rapid and powerful concentric contraction.Method: It is an experimental study with 30 college male football players in the age group of 18-25 years. Based on inclusion and exclusion criteria, they were divided into 2 groups. Group A consisted of 15 individuals who were trained with sports-specific balance training programmes. Group B consisted of 15 individuals who were trained with plyometric balance training. The individuals were trained for 4 weeks with 3 sessions per week (12 sessions). The pre-test and post-test measurements were measured using the triple hop test, stork balance test, and modified star excursion balance test (MSEBT).Results: Pre-test and post-test results of both groups were compared. The results showed a highly significant difference in mean values at p ≤ 0.001.Conclusion: 4 weeks of sports-specific balance training and plyometric balance training showed significant improvement in lower limb muscle strength in collegiate football players.

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Ruiz, Manuel Ruiz, Antonio Porras Torres, Federico Martin Ortiz, Eduardo Sanchez Guerrero, and Salvador Crossa Ramirez. "Individual and Group Training Program." Psychotherapy and Psychosomatics 53, no. 1-4 (1990): 103–7. http://dx.doi.org/10.1159/000288349.

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Ellington, J. Kemp, and Erich C. Dierdorff. "Individual Learning in Team Training." Small Group Research 45, no. 1 (November 27, 2013): 37–67. http://dx.doi.org/10.1177/1046496413511670.

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Baird, John, Peter Fensham, Richard Gunstone, and Richard White. "Individual development during teacher training." Research in Science Education 17, no. 1 (December 1987): 182–91. http://dx.doi.org/10.1007/bf02357186.

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Ismailova, Zukhra Karabaevna. "Designing the Process of Education and Training of Future Teachers on the Basis of Individual Principles." International Journal of Psychosocial Rehabilitation 24, no. 4 (April 30, 2020): 6653–59. http://dx.doi.org/10.37200/ijpr/v24i4/pr2020477.

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Abdul Rahim, Norhazira, Muhamad Hazwan Hamzah, and Nor Aijratul Asikin Mohamad Shalan. "Kesan “Sprint Interval Training” (SIT) ke atas indeks jisim tubuh dan peratusan lemak badan dalam kalangan individu berlebihan berat badan." Jurnal Sains Sukan & Pendidikan Jasmani 7, no. 2 (September 14, 2018): 22–31. http://dx.doi.org/10.37134/jsspj.vol7.2.3.2018.

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Bissig, David, and Cindy Lustig. "Who Benefits From Memory Training?" Psychological Science 18, no. 8 (August 2007): 720–26. http://dx.doi.org/10.1111/j.1467-9280.2007.01966.x.

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Cognitive training programs can have significant benefits. However, their efficacy is often reduced for individuals of advanced age or lower cognitive ability. Using older adult subjects, we examined the role of self-initiation of cognitive control in a training program that targets recollection memory. Relative time spent on an open-ended, intentional encoding task that requires the self-initiation of cognitive control was highly predictive of improvement in the training task, and fully accounted for individual differences related to age and crystallized intelligence. Analyzing training programs from the perspective of cognitive theory may help clarify how these programs have their effects and suggest ways to optimize such programs for the individuals who need them most.

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Modi, Maitri, and Geeta Bhatt. "THE EFFECT OF CORE STABILITY TRAINING ON DYNAMIC BALANCE AND LOWER EXTREMITY PERFORMANCE IN YOUNG, ASYMPTOMATIC INDIVIDUALS." International Journal of Physiotherapy and Research 5, no. 6 (November 11, 2017): 2451–56. http://dx.doi.org/10.16965/ijpr.2017.227.

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Love, Abigail M. A., Kirsten S. Railey, Marissa Phelps, Jonathan M. Campbell, Heidi A. Cooley-Cook, and R. Larry Taylor. "Preliminary evidence for a training improving first responder knowledge and confidence to work with individuals with Autism." Journal of Intellectual Disabilities and Offending Behaviour 11, no. 4 (June 26, 2020): 211–19. http://dx.doi.org/10.1108/jidob-04-2020-0007.

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Purpose The purpose of this paper is to investigate outcomes associated with a training designed to improve interactions between first responders and individuals with autism spectrum disorder (ASD). Design/methodology/approach Authors examined the responses of a group of first responders (N = 224) who completed a survey before and after a training to assess their (a) knowledge of ASD, (b) confidence for working with individuals with ASD, (c) comfort responding to a call and (d) ratings of the training they received. Findings Findings indicated first responders demonstrated more knowledge of ASD, increased confidence for working with individuals with ASD and improved comfort when responding to a call. Research limitations/implications This preliminary report serves as initial evidence of the importance of rigorous work examining trainings designed to improve interactions between first responders and individuals with ASD. Practical implications The results of this study justify continued rigorous research on the effectivness of ENACT, as a training designed to improve knowledge and comfort of first responders who work with individuals with ASD. Originality/value This study fills an identified need for research on trainings designed to educate first responders about ASD.

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McCulloch, Emaley, Audra Cuckler, Elise Valdes, and M. Courtney Hughes. "Effectiveness of Online Training and Supervisor Feedback on Safe Eating and Drinking Practices for Individuals With Developmental Disabilities." Intellectual and Developmental Disabilities 58, no. 2 (April 1, 2020): 111–25. http://dx.doi.org/10.1352/1934-9556-58.2.111.

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Abstract Dysphagia is common in individuals with developmental disabilities. Little research exists on the impact of trainings aimed at improving Direct Care Staff's (DCS) use of safe eating and drinking practices. This article presents two studies using pre-and postexperimental design, evaluating online training to improve DCSs' knowledge and ability to identify nonadherence to diet orders. A pilot study (n = 18) informed improvements to the intervention. The follow-up study (n = 64) compared those receiving training with those receiving training plus supervisor feedback. There was no significant difference between groups after training. Both groups increased in knowledge and identification of nonadherence to diet orders. Online training may be an effective tool for training DCS in safe eating and drinking practices.

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Gubanova, Elena. "Advanced training for teachers in the Ligh of Changes in state Policy in the Area of Education." Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology 2, no. 2 (2013): 193–98. http://dx.doi.org/10.18500/2304-9790-2013-2-2-193-198.

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The article discusses the role of advanced training in the context of changes in state policy in the educational area. In this study you can find basic approaches to the development of a model for advanced training for teachers. We show the prospects for applying personalized approach which contemplates the realization of individual plan of professional development for teacher’s personality. An individual plan of professional development for teacher’s personality gives an opportunity to build an individual educational way (trajectory) (to plan the timing and forms of advanced trainings, periods, etc.). We also show a modernization model of advanced trainings for teachers. The author comes to the conclusion that personalized approach to the developing a model of advanced training for educators will ensure the development of their personal and professional skills (professional readiness, pedagogical competence, professional identity, willingness to teach, teaching communication, professional self-development, ambition for advanced training).

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Eng, Janice J. "Strength Training in Individuals with Stroke." Physiotherapy Canada 56, no. 04 (2004): 189. http://dx.doi.org/10.2310/6640.2004.00025.

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Sheel, A. William. "Respiratory Muscle Training in Healthy Individuals." Sports Medicine 32, no. 9 (2002): 567–81. http://dx.doi.org/10.2165/00007256-200232090-00003.

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Dawes, Jay, and Mark D. Stephenson. "Training Individuals With Chronic Fatigue Syndrome." Strength and Conditioning Journal 30, no. 6 (December 2008): 55–57. http://dx.doi.org/10.1519/ssc.0b013e31818eb19a.

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Smith, Jason A. "Training Individuals in Public Health Law." Journal of Law, Medicine & Ethics 36, S3 (2008): 50–60. http://dx.doi.org/10.1111/j.1748-720x.2008.00314.x.

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This report provides an overview of training individuals in public health law. This report is designed to broadly outline the issues in order to facilitate discussion at the November 2007 PHLA meeting in Washington, D.C. I found that attorneys and public health practitioners have different approaches to training and practice. Materials and programs that seek to train individuals must be designed to fit within the professional culture of the targeted group. The differences between the two professional cultures can be a barrier to training if not acknowledged in the design of training programs and materials.In a selected overview of materials and programs available, I found that there is an unmet need for responsive materials and programs. I also found that networking and conference opportunities can play an important role in training that should be explored. I also discuss joint degree programs. The report concludes with a series of future recommendations to facilitate discussion.

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Williams, Chat. "Guidelines for Training Individuals With Lupus." Strength and Conditioning Journal 29, no. 2 (2007): 56. http://dx.doi.org/10.1519/1533-4295(2007)29[56:gftiwl]2.0.co;2.

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Williams, Chat, and Jay Dawes. "Guidelines for Training Individuals With Lupus." Strength and Conditioning Journal 29, no. 2 (April 2007): 56–58. http://dx.doi.org/10.1519/00126548-200704000-00007.

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Abaoğlu, Hatice, Emre Mutlu, Sertaç Ak, Esra Akı, and A. Elif Anıl Yağcıoğlu. "M221. THE EFFECT OF LIFE SKILLS TRAINING ON FUNCTIONING IN SCHIZOPHRENIA: A RANDOMIZED CONTROLLED TRIAL." Schizophrenia Bulletin 46, Supplement_1 (April 2020): S220. http://dx.doi.org/10.1093/schbul/sbaa030.533.

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Abstract Background The combined use of pharmacological and non-pharmacological psychosocial interventions is seen as the most effective treatment approaches to improve the long term outcomes in schizophrenia. The psychosocial interventions aim to improve social skills, self-efficacy, being independent in activities of daily living and interpersonal communication in people diagnosed with schizophrenia. They include various approaches, such as cognitive behavioral therapy, cognitive remediation, individual, group or family therapies and life skills trainings. Life skills training approaches aim to assist individuals gain skills necessary for fulfilling their roles in the environment they live in, and consist of parts including assessment, teaching, behavioral practice, feedback, and homework, covering areas such as self-care, money management, communication and social skills, home management and community life. In this study, we planned to investigate the effects of individualized life skills training on the functionality of individuals diagnosed with schizophrenia. Methods A total of 32 individuals diagnosed with schizophrenia were assigned randomly to the life skills training (n=15) and the control groups (n=17). The participants were assessed with the Positive and Negative Syndrome Scale (PANSS) for symptom severity, the Clinical Global Impression Scale for illness severity, improvement and response to treatment, the Katz Index of Independence in Activities of Daily Living and the Lawton – Brody Instrumental Activities of Daily Living Scale for adequacy of performance of basic activities and tasks of daily living, the Functioning Assessment Short Test and Social Functioning Scale for level of functionality before and after the scheduled interventions in both groups. The control group received a single-session awareness training to increase independence in daily living activities, and the life skills training group received individualized life skills training in 2 sessions per week for 8 weeks (i.e. 16 sessions). Results The life skills training and control groups did not differ significantly on the bases of age, gender, working status, marital status, education (years), age at onset and duration of illness. The groups were similar in terms of pharmacological treatment choices. At the end of the research program, improvements were observed in the negative symptoms, general psychopathology, severity of illness and independence in basic and instrumental activities of daily living and functioning in the life skills training group as compared to the control group. Discussion Our study showed that the training planned to improve life skills in individuals with chronic schizophrenia during the transition period from the hospital to the community environment, decreased negative symptoms and had a positive effect on general psychopathology and illness severity. Individual based life skills training, which focused less on social learning principles and aimed to increase independence in daily life, demonstrated positive effects on patient functionality. On the basis of the obtained results, it can be suggested that individualized life skills training may be an effective therapeutic method for the rehabilitation of individuals diagnosed with schizophrenia. The effect of individualized life skills training should be investigated and supported by long-term follow-up studies.

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Aggarwal, Anoop, Kalpana Zutshi, Jitender Munjal, Suraj Kumar, and Vijai Sharma. "Comparing stabilization training with balance training in recreationally active individuals." International Journal of Therapy and Rehabilitation 17, no. 5 (May 2010): 244–53. http://dx.doi.org/10.12968/ijtr.2010.17.5.47843.

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Bakulev, Sergey, Olga Dveyrina, Irina Afanasyeva, and Vladimir Chistyakov. "Individual training in striking single combats." Uchenye zapiski universiteta imeni P.F. Lesgafta, no. 102 (August 2013): 16–24. http://dx.doi.org/10.5930/issn.1994-4683.2013.08.102.p16-24.

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Redding, Richard E. "Individual Differences and Training Program Development." Proceedings of the Human Factors Society Annual Meeting 34, no. 18 (October 1990): 1391–95. http://dx.doi.org/10.1177/154193129003401819.

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Sessler, Alan D., and Paul F. Leonard. "The regulation of individual training establishments." Baillière's Clinical Anaesthesiology 8, no. 3 (September 1994): 679–88. http://dx.doi.org/10.1016/s0950-3501(05)80129-1.

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Sprik, Petra, and Danielle Gentile. "Cultural Humility: A Way to Reduce LGBTQ Health Disparities at the End of Life." American Journal of Hospice and Palliative Medicine® 37, no. 6 (October 13, 2019): 404–8. http://dx.doi.org/10.1177/1049909119880548.

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Sexual and gender minorities experience disparities throughout the life course. These are especially detrimental at the end-of-life and can include disenfranchised grief, homophobia and transphobia from medical staff, and forced outing. The best healthcare training approach to ameliorate health disparities is debated. Cultural competency trainings for clinicians have been commonly proposed by major medical institutions and certifying bodies to ameliorate lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ) health disparities. However, cultural competency trainings have limitations, including (1) false competence, (2) measurement issues, and (3) ecological fallacy (i.e., assuming individuals conform to the norms of their cultural group). The purpose of this commentary is to describe the limitations of cultural competency training and argue for healthcare systems to implement cultural humility trainings as a way to reduce LGBTQ health disparities at the end-of-life. The strengths of cultural humility training include focus on (1) individuals instead of their cultural groups, (2) self-reflection, and (3) active listening. While there are challenges to implementing cultural humility trainings in the health-care system, we assert that these trainings align with the aims of healthcare systems and can be an essential tool in reducing LGBTQ health disparities. We suggest practical components of successful cultural humility trainings including leadership buy-in, appropriate outcome measurements, multiple training sessions, and fostering a safe reflection space.

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Gadd, Elaine M. "Extending management training for senior registrars." Psychiatric Bulletin 14, no. 8 (August 1990): 482–84. http://dx.doi.org/10.1192/pb.14.8.482.

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It is recognised that the consultants of the future will have a greater management role than those of the past. The Griffiths report (1983) regarded doctors as ‘natural managers’, although this has been challenged by some authors. They suggest that medical training, with its emphasis on the individual case and rapid decision-making (Higgins, 1989), leads to a very different perspective from the manager considering the often competing long-term needs of many individuals.

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Mortari, Beatriz Rodrigues, and Roberta Munhoz Manzano. "Efetividade de diferentes protocolos e cargas utilizadas no treinamento muscular inspiratório de indivíduos com DPOC: uma revisão sistemática." Fisioterapia e Pesquisa 29, no. 3 (September 2022): 303–10. http://dx.doi.org/10.1590/1809-2950/22004529032022pt.

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RESUMO A doença pulmonar obstrutiva crônica (DPOC) provoca alterações no sistema musculoesquelético, afetando inclusive os músculos respiratórios e levando ao aumento da dispneia e à redução da capacidade funcional. Nesse sentido, o treinamento muscular inspiratório (TMI) deve fazer parte do programa de reabilitação pulmonar. Diversos estudos já demonstraram sua eficácia, contudo, ainda é necessário investigar qual a melhor forma de realizá-lo. Assim, o objetivo deste estudo foi investigar por meio de uma revisão sistemática a efetividade de diferentes protocolos e cargas de TMI sobre os desfechos de força e resistência dos músculos inspiratórios, bem como de capacidade funcional e redução da dispneia. Trata-se de uma revisão sistemática realizada de acordo com o protocolo PRISMA. A busca foi realizada em fevereiro de 2021, nas seguintes bases de dados: PubMed, SciELO, PEDro. Para a busca dos artigos, os seguintes descritores foram empregados: “COPD”; e “breathing exercises, resistive training, respiratory muscle training”. Um total de 398 pacientes foram incluídos nos 10 estudos selecionados, todos previamente diagnosticados com DPOC. Foram utilizados diferentes dispositivos para o TMI, e os protocolos variaram em relação às cargas e progressão. O dispositivo mais utilizado entre os artigos foi o Threshold, com carga estabelecida de acordo com a porcentagem da pressão inspiratória máxima (30-80%), reajustada de acordo com novas medições a cada uma ou duas semanas. Houve semelhança de resultados positivos encontrados tanto em treinamentos com cargas baixas quanto com cargas altas, havendo uma melhora na força muscular inspiratória, capacidade funcional e dispneia. No entanto, mais estudos são necessários para definir o melhor protocolo de TMI para DPOC.

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Rose, Dylan, and Peter Bex. "Peripheral Oculomotor Control Training in Healthy Individuals: Effects of Training and Training Transfer." Journal of Vision 15, no. 12 (September 1, 2015): 1278. http://dx.doi.org/10.1167/15.12.1278.

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Wooten, William, and Erich P. Prien. "Synthesizing Minimum Qualifications Using an Occupational Area Job Analysis Questionnaire." Public Personnel Management 36, no. 3 (September 2007): 307–14. http://dx.doi.org/10.1177/009102600703600308.

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Determining minimum qualifications is largely an impressionistic process loosely related to training and education ratings of individuals. In determining and publishing minimum qualifications, the hiring official essentially delegates the authority for individual assessment of competency to external agencies. Minimum qualifications are, at best, a surrogate estimate of an individual's potential to perform the target job duties based on inferred knowledge, skills and abilities and competencies required for effective performance. Also, this requires the additional inferential leap backward in time to the individual's experience. Validation research on minimum qualifications has been limited, and, in application, the procedure is supported by a very impressionistic and global judgment process. The project described employs a systematic procedure linking the knowledge, skills and abilities and the competency content for an occupational area to the typical education, training and experience activities judged as required to achieve functional competence. Minimum qualifications for any single target position can then be synthetically derived from the database.

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Palumbo, Arrigo, Nicola Ielpo, and Barbara Calabrese. "An FPGA-Embedded Brain-Computer Interface System to Support Individual Autonomy in Locked-In Individuals." Sensors 22, no. 1 (January 1, 2022): 318. http://dx.doi.org/10.3390/s22010318.

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Brain-computer interfaces (BCI) can detect specific EEG patterns and translate them into control signals for external devices by providing people suffering from severe motor disabilities with an alternative/additional channel to communicate and interact with the outer world. Many EEG-based BCIs rely on the P300 event-related potentials, mainly because they require training times for the user relatively short and provide higher selection speed. This paper proposes a P300-based portable embedded BCI system realized through an embedded hardware platform based on FPGA (field-programmable gate array), ensuring flexibility, reliability, and high-performance features. The system acquires EEG data during user visual stimulation and processes them in a real-time way to correctly detect and recognize the EEG features. The BCI system is designed to allow to user to perform communication and domotic controls.

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Borton, Ian M., and Gregory Dennis Paul. "A mixed-methods analysis of mediator socialization through training." International Journal of Conflict Management 29, no. 1 (February 12, 2018): 109–25. http://dx.doi.org/10.1108/ijcma-03-2017-0019.

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Purpose This study aims to better understand the socialization process individuals undergo when training to become a conflict mediator. Design/methodology/approach This paper presents an analysis of Michigan’s state-wide training guidelines, training documents and eight semi-structured narrative interviews from participants of two 40-hour mediation trainings. Findings Results are presented with regard to pre-training and post-training beliefs about mediation alongside data gathered regarding mediator tactics, beliefs and potential for transformation. In sum, newly trained mediators often undergo a phase of “unlearning” before returning to a settlement-focused facilitative model of mediation. Practical implications The paper presents implications for facilitative mediator training, training materials and role-play activities. Originality/value Third-party interventions can impact conflicts both positively and negatively. Currently, many states and municipal districts have engaged individuals through mediation training to act as a positive force for conflict resolution. Thus far, very little is understood about the development of individuals through mediation training.

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Aziz, Siti Fardaniah Abdul, Abu Daud Silong, and Zaki Zakaria. "Developing Individual Training Impact Scale for Workplace Training: Testing the Malaysian Sample to Determine the Impact of Training on Individual Effectiveness." Advanced Science Letters 24, no. 7 (July 1, 2018): 5067–69. http://dx.doi.org/10.1166/asl.2018.11269.

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