Relevant bibliographies by topics / Training of clergy

Contents

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

Academic literature on the topic 'Training of clergy'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Training of clergy"

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Wolff, Debra A., Douglas Burleigh, Maria Tripp, and Anne Gadomski. "Training Clergy." Journal of Religion & Abuse 2, no. 4 (September 2001): 47–62. http://dx.doi.org/10.1300/j154v02n04_04.

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Koepke, Donald. "Looking Backward: Demonstrated Clergy Training Needs." Journal of Religion, Spirituality & Aging 23, no. 1-2 (January 13, 2011): 18–32. http://dx.doi.org/10.1080/15528030.2011.533360.

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Hopkinson, Bill. "A Policy for Life-Long Clergy Training." British Journal of Theological Education 2, no. 3 (June 1989): 20–27. http://dx.doi.org/10.1080/1352741x.1989.11673954.

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Heseltine-Carp, William, and Mathew Hoskins. "Clergy as a frontline mental health service: a UK survey of medical practitioners and clergy." General Psychiatry 33, no. 6 (October 2020): e100229. http://dx.doi.org/10.1136/gpsych-2020-100229.

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BackgroundChristian clergy have often been identified as ‘frontline mental health workers’ and gatekeepers to mental health services. However, despite this, collaboration between clergy and mental health services remains poor, with some US clergy referring on as little as 10% of cases.AimsIn this study, we aimed to evaluate the collaborative relationship between UK clergy and medical practitioners, with the purpose of identifying key issues that should be addressed to improve such collaboration between the two services.MethodsWe surveyed 124 clergy, 48 general practitioners and 13 psychiatrists in Wales. Part 1 of the survey covered four main themes: demographics; types of mental health cases seen by clergy and practitioners; referral rates between clergy and mental health services; attitude and relationship between clergy and mental health services. Part 2 was directed at clergy only and assessed how sensitive clergy were in identifying and referring on mental health disorders by using seven virtual case vignettes.ResultsClergy frequently encountered mental health cases and around 60%–80% regularly referred on to a healthcare professional. Clergy appeared very effective at identifying and referring on high risk scenarios, such as psychosis, suicidal ideation and substance misuse, however were less effective at identifying and referring on clinical depression and anxiety. Clergy rarely received referrals from medical professionals. Both medical professionals and clergy felt they needed to engage in a more collaborative relationship, and around of one-third of practitioners were prepared to offer training to clergy.ConclusionMost clergy in Wales regularly encounter mental health cases and appear effective at recognising and referring on mental health disorders; however, a large minority do not (20%–40%). Clergy generally do not receive referrals from mental health professionals, despite the proven benefits. Therefore, improving collaboration, developing spiritual training for mental health professionals, and mental health training for clergy is likely useful, a notion that many clergy and medical professionals deem important and are prepared to support.
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Jones, Eric F., and Robert F. Stahmann. "Clergy Beliefs, Preparation, and Practice in Premarital Counseling." Journal of Pastoral Care 48, no. 2 (June 1994): 181–86. http://dx.doi.org/10.1177/002234099404800210.

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Reports data gathered from a national sample of clergy (N = 231) pertaining to their beliefs, practices, and training in premarital counseling (PMC). Notes that 94% of the clergy agreed that PMC should be required of all couples prior to marriage, and nearly 100% of the sample clergy provided PMC to couples they married. Points out that approximately 50% of clergy received no academic training in PMC, leaving 50% providing such services without having been trained in premarital counseling.
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Mason, Karen, Esther Kim, and W. Blake Martin. "Clergy Use of Suicide Prevention Competencies." OMEGA - Journal of Death and Dying 81, no. 3 (June 9, 2018): 404–23. http://dx.doi.org/10.1177/0030222818777373.

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This study examined clergy’s use of 15 suicide prevention competencies. Four hundred ninety-eight U.S. Catholic, Jewish, and Protestant clergy responded to an online survey regarding their use of these competencies. Analysis of variance, backward stepwise regression, and principal components analysis were used to determine clergy group differences, predictors of use of competencies, and a parsimonious summary of competencies. Some respondents reported infrequent opportunities to develop these competencies. Respondents reported using general pastoral competencies more than suicide-specific competencies. Protestant clergy reported that their congregants watch over each other significantly more than Jewish clergy. Catholic and Jewish clergy reported significantly more competence in conducting suicide funerals than Protestant clergy. Contacts by suicidal people and number of hours of suicide-specific training predicted the use of more competencies. Competency components included postvention following a suicide, nonjudgmental attitudes, talking with a suicidal person, and pastoral care. Findings suggest that clergy may benefit from consultation and suicide-specific training.
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Ellor, James W., and Robert B. Coates. "Ministry with the Elderly: Training Needs of Clergy." Journal of Religious Gerontology 12, no. 2 (July 6, 2001): 29–36. http://dx.doi.org/10.1300/j078v12n02_04.

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Gulledge, J. Kirk. "GERONTOLOGICAL KNOWLEDGE AMONG CLERGY: IMPLICATIONS FOR SEMINARY TRAINING." Educational Gerontology 18, no. 6 (January 1992): 637–44. http://dx.doi.org/10.1080/0360127920180604.

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Pawlina, Krzysztof. "History and Development of Clergy Training in Poland." Verbum Vitae 41, no. 4 (December 19, 2023): 1095–119. http://dx.doi.org/10.31743/vv.16647.

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Among the many issues related to priesthood, questions often arise about how the Church prepares pupils/students for priestly service, what this formation involves and who is responsible for it. The article attempts to answer these questions from a historical perspective. It begins by presenting the idea of seminary life and the beginnings of the institution of theological seminaries. Then it discusses the decision of the Council of Trent, which obliged the Church to establish theological seminaries in all dioceses. The next stage in the education of the clergy was introduced by the document of the Second Vatican Council, Optatam Totius, which defines the nature and mission of a priest. It obliged local churches to develop their own Ratio Fundamentalis Institutionis. The Polish Ratio Fundamentalis drew its inspiration from this document. The analysis of the new Ratio for Polish seminaries developed in 2021 concludes the latest stage in the history of clergy formation.
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Mason, Karen, Monica Geist, Richard Kuo, Day Marshall, and James D. Wines. "Clergy as Suicide Prevention Gatekeepers." Journal of Pastoral Care & Counseling: Advancing theory and professional practice through scholarly and reflective publications 75, no. 2 (June 2021): 84–91. http://dx.doi.org/10.1177/1542305020974997.

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801 U.S. Catholic, Jewish and Protestant clergy reported on their suicide gatekeeping activities. Using vignettes, they identified suicide risk and selected interventions for three risk levels. Two-thirds of the sample who provide counseling reported at least one contact from a suicidal person per year. Clergy were significantly more concurrent with experts in identifying risk and selecting interventions with high risk but deviated more from the experts with low and medium risk. Most reported needing more training.
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Dissertations / Theses on the topic "Training of clergy"

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Jenks-Greene, Patricia Anne. "Clergy Academic Management Training in Non-Denominational Faith-Based Organizations." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4453.

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There is little research about how clerics manage and lead small to midsized non-denominational nonprofit organizations. The rate of clergy failures in non-denominational organizations has left many questions about what is needed to create organizational success. The purpose of this qualitative phenomenological study was to explore the lived experiences and perceptions of clergy manager-leaders' management training in non-denominational organizations. Fourteen full-time clerics from Bloomingdale, Georgia, Rincon, Georgia, and Savannah, Georgia participated in face-to-face semi-structured interviews. The data analysis process involved the use of Edward and Welch's extension of Colaizzi's data analysis procedures, which resulted in the emergence of 4 themes. The themes included: (1) management education and training, (2) experiencing the call of God, and (3) servant leadership. There was common experiences and perceptions among clerics that there was a need for management training to improve workforce productivity, soft skills, and improve the performance of the organization to match the changes in their communities. The findings provide indications from clerics responses that organizational success is dependent upon clergy manager-leaders' effectiveness in their role as full-time clerics as perceived by the expectations of their members, followers, and community stakeholders. This study is significant in that its findings could promote awareness for the need of management training in non-denominational organizations. The potential implications for social change is an innovative work environment, organizational success, community and social responsibility.
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Kivunzi, Titus Musili. "A pastoral training manual for use by the Africa inland church Kenya." Online full text .pdf document, available to Fuller patrons only, 1987. http://www.tren.com.

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Gray, Phillip Anthony. "Training preachers in Christian apologetics for the 21st century." Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.

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Stalnaker, A. Michael. "A training manual for assistant pastors." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p003-0141.

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Heer, Kenneth. "The characteristics of beginning students in the ministerial training programs of the Wesleyan Church." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/762978.

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Knowledge of the characteristics of beginning students in ministerial training programs is important if those programs are to adequately prepare persons intellectually, emotionally, socially, and spiritually to be effective ministers. The purpose of this study was to answer the question: What are the important characteristics of the 1990 student population entering into the ministerial training programs of The Wesleyan Church?Sixty students who enrolled during the 1990 fall semester in programs leading to ordination in The Wesleyan Church were studied. These programs existed on the campuses of five colleges governed by the Church and six seminaries approved to provide graduate theological education for the Church's ministers.A survey instrument collected data on the students' backgrounds, attitudes, values, educational motivations, beliefs, and perspectives regarding the future. The responses of the Wesleyan ministerial students were analyzed to define the differences between students involved in different ministerial education programs of the Church and to compare their responses with national norms established by the 1989 Cooperative Institutional Research Program study which is administered annually to freshmen in American colleges and universities.Wesleyan freshmen ministerial students were older, had lower average grades in high school, and were less motivated to pursue graduate studies than students in the national study. The ability to finance their education was a major concern and they were very dependent upon government aid and borrowed money to pay for their education.The ministerial students studied had a wide variety of experiences which have had traumatic effect upon them. The students were highly motivated in their desire to help people. On most issues, they held traditional values and life style expectations which are promoted by the church. There were points at which their belief as to appropriate behavior for Christians did not characterize their own behavior. A high percentage of the students indicated they did not fully understand theological terms which are basic in church doctrine.The results from the study of Wesleyan ministerial students indicated the need for developing greater cooperation between the formal academic programs offered at the church's colleges and seminaries, and the non-formal learning opportunities which should occur through all levels of church organization.
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Sallee, Lawrence R. "Training Russian lay pastors important issues as identified by Russian church planters /." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.

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Mayes, Andrew Dennis. "What should be the role of spirituality in ministerial formation?" Thesis, University of Wales Trinity Saint David, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683011.

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Yeşilkağıt, Arif Kutsal. "Policy change under military rule : the politics of clergy training-colleges in Turkey /." [Leiden] : [s. n.], 2001. http://catalogue.bnf.fr/ark:/12148/cb39190990x.

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Peterson, Willie O. "A post-graduate core urban curriculum to fill the gap between seminary training and urban American ministry." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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Yi, Yong Kol. "Training pastors for ministerial integrity in an immigrant Korean context." Theological Research Exchange Network (TREN), 1997. http://www.tren.com.

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Books on the topic "Training of clergy"

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National Federation of Councils of Priests. Annual meeting. A statement on the theme priestly formation: A vision for the future : annual meeting, National Federation of Councils of Priests, October 16-20, 1989, Villa Maria Retreat House, St. Norbert, Manitoba. [S.l: s.n.], 1989.

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1932-, Handspicker M. B., and Whiman David A, eds. Learning while leading: Increasing your effectiveness in ministry. [Bethesda, Md.]: Alban Institute, 2000.

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Todd, Norman. A thing called Aston: An experiment in reflective learning. London: Church House Publishing, 1987.

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Wheeler, Barbara G. Is there a problem?: Theological students and religious leadership for the future. [New York]: Auburn Theological Seminary, 2001.

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Emmott, Douglas. Clergy training in Victorian York: The Schola Archiepiscopi at Bishopthorpe, 1892-1898. [York]: Borthwick Institute of Historical Research, University of York, 2002.

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Noyce, Gaylord B. Pastoral ethics: Professional responsibilities of the clergy. Nashville: Abingdon Press, 1988.

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Strötz, Jürgen. Kleruserziehung: Das Bistum Eichstätt im 19. Jahrhundert. Hamburg: Verlag Dr. Kovač, 2003.

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Maurice, Hobbs, Smith Greg, and Council of Churches for Britain and Ireland., eds. Equal partners?: Theological training and racial justice. London: CCBI, 1992.

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Lonsway, Francis A. Profiles of Ministry: A thirty-year study. Pittsburgh, PA: Association of Theological Schools, Commission on Accrediting, 2007.

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Jones, Peter Owen. Bed of nails. Oxford, England: Lion Pub., 1996.

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Book chapters on the topic "Training of clergy"

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Kickmeier-Rust, Michael D., Philipp Hann, and Michael Leitner. "Increasing Learning Motivation: An Empirical Study of VR Effects on the Vocational Training of Bank Clerks." In Entertainment Computing and Serious Games, 111–18. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-34644-7_9.

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Nuthall, Peter L. "Higher issues." In Farm business management: the decisive farmer, 38–48. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781800620124.0004.

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Abstract This chapter highlights the attitude change in farmers. Here, Anne is expressing her ideas about whether farmers can change their attitudes, thoughts, planning methods and plan implementation skills with respect to running a farm. This is clearly an important topic if indeed farmers are to be able to improve their management skills. Fortunately the research is very clear that humans can indeed improve their skills given the correct attitudes, processes and training. Issues related to skill improvement and related factors covered in this chapter include the following: epigenetics, personality, and intelligence.
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Michaud, Francine. "Alternative currencies and quality of life in Late Thirteenth- and Fourteenth-century Marseille: Negotiating labour in times of turmoil." In Datini Studies in Economic History, 171–89. Florence: Firenze University Press, 2024. http://dx.doi.org/10.36253/979-12-215-0347-0.11.

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In late medieval Marseille, a commercial hub where market forces largely determined labourers’ income, a significant segment of the workforce was paid partly or fully in non-monetized currencies. Hard bargained between employees and employers, these alternative salaries shed light on labour relations in a time of monetary volatility, demographic collapse, and inflationary trends. If apprentices and young workers depended almost exclusively on goods and services for their livelihood, skilled artisans’ earnings, especially after the Black Death, could favourably benefit from non-monetary compensation. Work agreements clearly demonstrate that victuals, clothing, artisanal training, and health care were held by both servants and masters as the most valued, necessary means of cashless payment.
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"The Training of Non-Graduate Clergy." In The Victorian Clergy, 116–76. Routledge, 2016. http://dx.doi.org/10.4324/9781315637587-3.

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"THE TRAINING OF INDIGENOUS CLERGY." In The Dominican Friars in Southern Africa, 202–37. BRILL, 1998. http://dx.doi.org/10.1163/9789004320017_006.

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Camp, Roderic Ai. "Educating the Clergy." In Crossing Swords, 154–79. Oxford University PressNew York, NY, 1997. http://dx.doi.org/10.1093/oso/9780195107845.003.0007.

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Abstract Well-developed institutions, regardless of purpose or profession, generate for mal and informal patterns for selecting and promoting future leaders. In Mexico, informal qualities such as kinship ties or personal friendships often exercise greater influence in both the choice and progress of future public leaders. Formally, education plays a significant role, not just in terms of level and quality of education but where it occurs. A politician’s education, therefore, brings that individual in contact with present and future public figures. Among Mexican entrepreneurial elites, family is overwhelmingly the determining variable in arriving at the post of chief executive officer of a major corporation.In the Mexican military, which shares more similarities with the Church, given its in-house training structures, than do the private and public sectors, educational experiences establish lifelong linkages among officers, and certain levels have become a sine qua non for achieving the rank of general.3
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Golemon, Larry Abbott. "Opening the Gates." In Clergy Education in America, 155–99. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780195314670.003.0006.

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The fifth chapter explores how theological education was opened to women, African Americans, and working class whites. Congregationalist Mary Lyon founded Mt. Holyoke Female Seminary (1837) to provide a rigorous education built on the liberal arts, theology, personal discipline, and domestic work—all designed to produce independent women for missions. Other women, like Methodist Lucy Rider, founded religious training schools for women in their denominations. For African Americans, pioneers like AME Bishop Daniel Payne, who revived Wilberforce University (1856), developed a blend of liberal arts and theological education. W. E. B. Dubois fought for this model as the way to educate “the talented tenth” needed for racial uplift. The other model, pioneered by Samuel Armstrong at the Hampton Institute (VA) and Booker T. Washington at Tuskegee (Alabama), combined a religious training school with industrial work so that black pastors and teachers could be self-supporting. Finally, Bible colleges, like that of Dwight Moody, opened theological studies to working people with only a basic education. Emma Dryer brought practical, normal school approaches to the beginnings of the Moody Bible Institute (MBI) in Chicago. Under Dr. R. A. Torrey, MBI combined a literal reading of Scripture with experiential holiness, spiritual healing, end-times prophecy, and practical business methods—all of which marked the future fundamentalist movement.
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Glancy, Graham, Michael Saini, and Kate Hardy. "Sexual Abuse by Clergy." In Sex Offenders, edited by Fabian M. Saleh, John M. Bradford, and Daniel J. Brodsky, 499–524. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780190884369.003.0025.

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This chapter examines sexual abuse by clergy, which has received a great deal of media attention and has generated immense public outcry toward the perpetrators and the church. The Catholic Church has been criticized for protecting child molesters and for concealing the widespread problem of clergy sexual abuse within the Church. Perpetrators of child sexual abuse, however, can be found among clergy of various denominations and across the globe. Moreover, allegations of child sexual abuse have been made in almost every type of community institution serving children, including schools, sports, and voluntary organizations. The chapter focuses on etiological factors comprising intrapersonal, interpersonal, and systemic levels of analysis, and presents current clergy offender typologies that have attained general acceptance within the scientific community. It also offers some suggestions regarding prevention, training, and treatment.
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"Ministry with the Elderly: Training Needs of Clergy." In Religion and Aging, 37–44. Routledge, 2012. http://dx.doi.org/10.4324/9780203048498-6.

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Nesbitt, Paula D. "The Second Job." In Feminization of the Clergy in America, 57–72. Oxford University PressNew York, NY, 1997. http://dx.doi.org/10.1093/oso/9780195106862.003.0005.

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Abstract Since entry placements are considered to be a training experience, the second placement becomes a more useful predictor of the direction that clergy careers will take. Despite whether a placement is chosen from a range of opportunities or represents the only option when a job change becomes necessary, taken together the first two placements often set forth a pattern of job tracking that shapes much of the clergy career life course.
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Conference papers on the topic "Training of clergy"

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Peng, Qingjin, Tong Zhang, and Yikun Xie. "3D Visualization-Based Training Systems for Product Maintenance." In ASME 2008 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/detc2008-49138.

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Maintainability is an important criterion for product lifecycle management (PLM). Product maintenance needs experience and skills of the product structure and operations. It can significantly improve the understanding of a product and efficiency of product maintenance using user-friendly interfaces to show product details and operations. 3D visualization technology provides a useful tool for the understanding of product and maintenance training. Product structure and the operation process can be clearly shown and run in 3D visualized user interfaces. A framework is proposed for 3D visualization-based training systems in this paper for the aid of understanding in product maintenance. The needs and implementation of the framework are discussed. Two applications are developed to demonstrate the feasibility of the proposed method.
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Chen, Yunpeng, Xiaojie Jin, Jiashi Feng, and Shuicheng Yan. "Training Group Orthogonal Neural Networks with Privileged Information." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/212.

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Learning rich and diverse representations is critical for the performance of deep convolutional neural networks (CNNs). In this paper, we consider how to use privileged information to promote inherent diversity of a single CNN model such that the model can learn better representations and offer stronger generalization ability. To this end, we propose a novel group orthogonal convolutional neural network (GoCNN) that learns untangled representations within each layer by exploiting provided privileged information and enhances representation diversity effectively. We take image classification as an example where image segmentation annotations are used as privileged information during the training process. Experiments on two benchmark datasets – ImageNet and PASCAL VOC – clearly demonstrate the strong generalization ability of our proposed GoCNN model. On the ImageNet dataset, GoCNN improves the performance of state-of-the-art ResNet-152 model by absolute value of 1.2% while only uses privileged information of 10% of the training images, confirming effectiveness of GoCNN on utilizing available privileged knowledge to train better CNNs.
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Tran Viet, Thang. "INNOVATION OF EDUCATION AND TRAINING TO IMPROVE THE QUALITY OF HUMAN RESOURCES FOR SUSTAINABLE DEVELOPMENT." In International Conference on Political Theory: The International Conference on Human Resources for Sustainable Development. Bach Khoa Publishing House, 2023. http://dx.doi.org/10.51316/icpt.hust.2023.66.

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In the inevitable trend of sustainable development, the demand for high-quality human resources through education and training is becoming increasingly essential. This is clearly reflected in the United Nations' Annual Report on the implementation of Sustainable Development Goals (SDGs). While Goal 4 explicitly addresses ensuring quality education for all, most of the remaining goals also require a highly trained workforce. This underscores the importance of frequent and effective innovation in the field of education and training for sustainable development.
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Čalić, Ante, Ladislav Stazić, and Igor Pavlović. "Improvement of Student’s Engine Room knowledge and operational skills during Simulator training." In 9th International Scientific Conference Technics and Informatics in Education. University of Kragujevac, Faculty of Technical Sciences Čačak, 2022. http://dx.doi.org/10.46793/tie22.116c.

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One of the most important tools for maritime student education is the use of simulators, which provide practical instruction under controlled conditions. This article analyzes the behavior of Marine Engineering students at the Faculty of Maritime Studies in Split and their progress in knowledge and practice achieved through training in the Kongsberg Engine Room Simulator. The research was conducted by the instructors of the Kongsberg training simulator with the students of the third (last) year of the undergraduate study of Maritime Engineering. The progress was observed during the last semester of their studies on the practical problem of manual parallel connection of diesel generators. The obtained results clearly show that the training on the simulator helped the students to combine the learned theory from several subjects into one complex and that this happens gradually during the training.
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Brüngger, Jonas, Cornelia Kleindienst, Julia Koch, and Frank Ritz. "PUMA - Development and Application of a Tool for Supporting Nuclear Power Plant Operating Teams in Unexpected and Unknown Situations." In Applied Human Factors and Ergonomics Conference. AHFE International, 2020. http://dx.doi.org/10.54941/ahfe100325.

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The method PUMA was developed to help operating teams coping with potentially critical situations that are unexpected and unknown, that means, situations that cannot be handled by standardized procedures. The method was developed with the participation of the operating teams of a nuclear power plant in Switzerland within the project TeamSafe (see also: Kleindienst, Brüngger, Koch & Ritz, 2014). By participation of the operating teams good practices were collected and condensed to the method PUMA, which consists of two essential components: "structure problem-solving process" and "coordination/communication during team discussion". Especially the encouragement of reflexivity and inclusion of all team members for information collection, situation assessment and planning of measures is supported by the tool. The method PUMA has been introduced to 10 operating teams (n=53) in the nuclear power plant. During the annually held simulator trainings in 2012 and in 2013, all control room teams of the plant have been trained theoretically and practically in applying PUMA for two simulation scenarios. After both training units all participants have been asked to evaluate the PUMA tool in a questionnaire. Analyses of the results clearly show that the tool is seen as a useful supplement to the existing standardized procedures.
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Fitzgerald, Brian, and Karen Neville. "Mid-Career Employees Embracing Technology (MEET): A Case Study." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2479.

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The importance of information technology (IT) for modern business and, indeed, research in general cannot be questioned, as its sheer pervasiveness adequately attests. However, simplistic views of technological utopianism are now being offset by accounts of technological dystopianism. Clearly organizational management have wholeheartedly subscribed to an IT future as a staggering 41 percent of total capital expenditure in US organizations currently goes on IT. However, organizations face enormous difficulty in trying to achieve successful training programmes in the use of IT. This research study involved the construction and implementation of an IT training programme for mid-career employees in a large multinational organization. Davis (1989) identified two constructs as relevant to user acceptance of technology, namely ease of use (EOU) and perceived usefulness (PU). These constructs were operationalised into a set of principles to underpin the training programme which was delivered in two phases, each specifically addressing one of Davis’ constructs.
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Levchenko, Nataliіa, and Nataliia Koliada. "Youth Center Management: Training the Trainers for The "Effective Management of Youth Centers" Program." In Human Interaction and Emerging Technologies (IHIET-AI 2022) Artificial Intelligence and Future Applications. AHFE International, 2022. http://dx.doi.org/10.54941/ahfe100843.

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The most important in the development of youth policy of Ukraine is the implementation, organization and realization of activities of the youth centers. As of 2017, the network of youth centers, the procedure for monitoring the activities of youth centers, financial support, organizers of youth spaces and youth work are clearly defined. Methods: systematic, problem-targeted, normative-comparative analysis of sources; content analysis of documentation of training the program "Effective management of youth centers", and of other training programs. The program covered 40 participants from different regions of Ukraine. Conclusions. Each training program, including "Effective management of youth centers" and others, are aimed at: improvement, effective activity of youth centers; development and improvement of professional competencies of managers, specialists and volunteers of youth centers and spaces; acquisition of new knowledge and skills connected to the financial direction of the centers; providing quality services by specialists of youth centers.
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Sajad, Allawati, and Saad Hiam. "Blended Approach to Stuck Pipe Avoidance Training." In ADIPEC. SPE, 2023. http://dx.doi.org/10.2118/216860-ms.

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Abstract The objectives of the project is to develop a blended training program for Stuck Pipe Avoidance using e-Learning, video learning and Virtual Reality, VR, to increase participants attention throughout the course and to enhance knowledge retention. PDO works in a complex, high-risk, high-consequence work environment where accidents can be extremely serious, causing damage to people, assets, and the environment. The traditional multiple day course content was reviewed and updated to incorporate VR technology into a blended training program for Stuck Pipe Avoidance with e-learning, 3D models, animation, and video learning modules so that the company could train their people in the safest way possible whilst providing a high level of realism and knowledge retention and allowing the trainees to learn more effectively and efficiently. Use-case studies and historical experience were incorporated into development of the new content. The vendor used the stage gate approach to get the SME's approval before developing the content into digital formats. A blended approach resulted in increased participants attention and gamified VR training modules helped participants to massively increase their knowledge retention by creating highly immersive virtual learning environments which helped them to focus all of their attention on their training. This creative approach helped the company to deliver training experiences that were truly immersive and engaging without the usual constraints, limitations and costs imposed by the physical world, allowing candidates to fail in a safe environment. Pre and post training questionnaires confirmed Class participation increased, employee motivation increased, and knowledge retention increased, throughout the new blended course compared to the traditional approach. VR is being increasingly used in education and training institutions around the world but has been slow to be adopted by the Oil & Gas industry. This project clearly demonstrates the benefits to include VR technology into a blended approach, being better prepared to mitigate risks in high risk, high consequences environments.
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Feng, Lei, and Bo An. "Leveraging Latent Label Distributions for Partial Label Learning." In Twenty-Seventh International Joint Conference on Artificial Intelligence {IJCAI-18}. California: International Joint Conferences on Artificial Intelligence Organization, 2018. http://dx.doi.org/10.24963/ijcai.2018/291.

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In partial label learning, each training example is assigned a set of candidate labels, only one of which is the ground-truth label. Existing partial label learning frameworks either assume each candidate label of equal confidence or consider the ground-truth label as a latent variable hidden in the indiscriminate candidate label set, while the different labeling confidence levels of the candidate labels are regrettably ignored. In this paper, we formalize the different labeling confidence levels as the latent label distributions, and propose a novel unified framework to estimate the latent label distributions while training the model simultaneously. Specifically, we present a biconvex formulation with constrained local consistency and adopt an alternating method to solve this optimization problem. The process of alternating optimization exactly facilitates the mutual adaption of the model training and the constrained label propagation. Extensive experimental results on controlled UCI datasets as well as real-world datasets clearly show the effectiveness of the proposed approach.
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Thanopoulou, Helen A., Vangelis Tsioumas, Orestis Schinas, and Dimitris Papachristos. "Sustainability and strategic directions in maritime education and training provision: An exploration of employers’ perceptions." In Maritime Transport Conference. Universitat Politècnica de Catalunya. Iniciativa Digital Politècnica, 2022. http://dx.doi.org/10.5821/mt.11001.

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The paper explores the importance of sustainability from the perspective of prospective employers of future and existing Maritime Education and Training (MET) graduates. More specifically, it investigates employers’ views on the incorporation of sustainability into MET provision. For this purpose, a questionnaire survey that addresses the concept of sustainability – among other emerging trends - from the angle of maritime education and training was distributed to European shipowning companies in the context of related EU funded research (SkillSea). A total of 23 responses were received but, albeit the relatively small sample, the findings suggest clearly that there is a significant gap between the skills presently acquired through MET. They also reveal the need for METs to develop a strategy aiming at a more comprehensive inclusion of the mega-trend of sustainability as a subject into the curricula of the various types of MET institutions. This paper contributes to the literature by addressing the mismatch between current and future needs and related issues arising for maritime education and training.
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Reports on the topic "Training of clergy"

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Riley, Jennifer, Trevor Wight, Peter Archer, Steve Calder, Lois Haultain, Sarah Oakey, Jennifer Thompson, and John Swinton. Educating for Inclusive, Caring Communities: What kind of education do clergy and ordinands require in order to include and care for people living with dementia and their carers and supporters? University of Aberdeen, December 2023. http://dx.doi.org/10.57064/2164/22617.

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The Educating for Inclusive, Caring Communities report delves into the critical role that clergy and church leaders play in fostering inclusivity and support for individuals living with dementia and their carers within Christian communities. Through the Educating for Inclusive, Caring Communities project, we have explored how Theological Education Institutions (TEIs) in the UK and Australia currently prepare their students for dementia ministry and identified strategies for enhancing this aspect of their training.
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Gehlhaus, Diana, Luke Koslosky, Kayla Goode, and Claire Perkins. U.S. AI Workforce: Policy Recommendations. Center for Security and Emerging Technology, October 2021. http://dx.doi.org/10.51593/20200087.

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This policy brief addresses the need for a clearly defined artificial intelligence education and workforce policy by providing recommendations designed to grow, sustain, and diversify the U.S. AI workforce. The authors employ a comprehensive definition of the AI workforce—technical and nontechnical occupations—and provide data-driven policy goals. Their recommendations are designed to leverage opportunities within the U.S. education and training system while mitigating its challenges, and prioritize equity in access and opportunity to AI education and AI careers.
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Uchitel, Aleksandr D., Ilona V. Batsurovska, Nataliia A. Dotsenko, Olena A. Gorbenko, and Nataliia I. Kim. Implementation of future agricultural engineers' training technology in the informational and educational environment. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4440.

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The article presents the implementation of future agricultural engineers’ training technology in the informational and educational environment. To train future agricultural engineers, it is advisable to form tutorials for the study of each discipline in the conditions of informational and educational environment. Such tutorials are an assistance in mastering both theoretical material and course navigation, where interactive electronic learning tools are presented to perform tasks in the informational and educational environment. Higher education applicants perform such tasks directly in the classroom with the help of gadgets or personal computers. The final grade is formed from the scores obtained in the classroom and the rating of higher education applicants while studying in the informational and educational environment. The outlined approach is able to help in the quality of learning content. The use of interactive audiovisual online tools allows to get acquainted with the theoretical, practical and experimental provisions clearly, it is important for the training of future agricultural engineers. At the end of the experiment, it can be argued that the developed technology increases the level of motivation and self-incentive to work in the informational and educational environment. The application of the presented technology provides an opportunity to combine the educational process in the classroom with learning in the informational and educational environment, forms analytical abilities and competencies in professional activity. The reliability of the obtained results was checked using the λ Kolmogorov-Smirnov criterion. It is determined that when using this technology in the educational process, the indicators in the experimental group increased, which displays the effectiveness of training bachelors in agricultural engineering in the conditions of informational and educational environment.
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Striuk, Andrii, Olena Rybalchenko, and Svitlana Bilashenko. Development and Using of a Virtual Laboratory to Study the Graph Algorithms for Bachelors of Software Engineering. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4462.

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The paper presents an analysis of the importance of studying graph algorithms, the reasons for the need to implement this project and its subsequent use. The existing analogues analysis is carried out, due to which a list of advantages and disadvantages is formed and taken into account in developing the virtual laboratory. A web application is created that clearly illustrates the work of graph algorithms, such as Depth-First Search, Dijkstra’s Shortest Path, Floyd- Warshall, Kruskal Minimum Cost Spanning Tree Algorithm. A simple and user- friendly interface is developed and it is supported by all popular browsers. The software product is provided with user registration and authorization functions, chat communication, personal cabinet editing and viewing the statistics on web- application use. An additional condition is taken into account at the design stage, namely the flexibility of the architecture, which envisaged the possibility of easy expansion of an existing functionality. Virtual laboratory is used at Kryvyi Rih National University to training students of specialty 121 Software Engineering in the disciplines “Algorithms and Data Structures” and “Discrete Structures”.
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Komba, Aneth, and Richard Shukia. An Analysis of the Basic Education Curriculum in Tanzania: The Integration, Scope, and Sequence of 21st Century Skills. Research on Improving Systems of Education (RISE), February 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/129.

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This study generated evidence on whether or not the basic education curriculum is geared towards developing problem-solving, collaboration, creativity, and critical thinking skills among those who graduate from the basic education system. It was informed by a mixed methodology research approach. The data were collected using interviews and documentary review. The findings reveal that the intention to promote 21st century skills through the basic education system in Tanzania is clear, as it is stated in various policy documents, including the Education for Self-Reliance philosophy, the 2014 Education and Training Policy and the National Curriculum Framework for Basic and Teacher Education. Furthermore, these skills are clearly reflected in every curriculum and syllabus document, yet those who graduate from the basic and advanced secondary levels are claimed to lack these skills. This suggests a variation between the enacted and the intended curriculum. We conclude that certain system elements are weak, and hence threaten the effective implementation of the curriculum. These weak system elements include limited finance, a teacher shortage, and the lack of a teacher continuous professional development programme. This research suggests that due consideration should be given to provision of the resources required for the successful implementation of the curriculum. These include, allocation of sufficient funds, the employment of more teachers and the provision of regular continuous professional development for teachers as a way to strengthen the system elements that we identified.
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Перерва, Вікторія Вікторівна. Педагогічні умови становлення професійно-термінологічної компетентності майбутнього вчителя біології. Державний заклад «Південноукраїнський національний університет імені К. Д. Ушинського», 2019. http://dx.doi.org/10.31812/123456789/4233.

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У статті розкрито сутність поняття «умова» та охарактеризовано зміст поняття «педагогічні умови». На основі узагальнення існуючих наукових підходів подано розуміння педагогічних умов формування професійно-термінологічної компетентності майбутніх вчителів біології в ході фахової підготовки. Визначено та обґрунтовано основні педагогічні умови формування професійно-термінологічної компетентності майбутніх вчителів біології. В статье раскрыта сущность понятия «условие» и охарактеризованы содержание понятия «педагогические условия». На основе обобщения существующих научных подходов подано понимание педагогических условий формирования профессионально-терминологической компетентности будущих учителей биологии в ходе профессиональной подготовки. Определены и обоснованы основные педагогические условия формирования профессионально-терминологической компетентности будущих учителей биологии. In the article essence of concept «condition» is exposed and maintenance of concept «pedagogical condition» is described. The generalization of existent scientific approaches the understanding of pedagogical terms of forming of professional and terminology competence of future biology teachers is given in the process of professional preparation. The main aspect of modern pedagogical research of the increasing the efficiency of the educational process problems is the identification, substantiation and verification of pedagogical conditions that ensure the success of the activity. The problem of identifying and substantiating the pedagogical conditions of professional and terminological competence of future biology teachers formation during professional training remained out of the attention of the researchers. The effective pedagogical conditions depend on the clearly determining the structure of methodological support in accordance with the ultimate goal, as well as on the implementation of an interdependent set of conditions. Considering that for the biology teacher, as well as for the doctor, Latin is the basis of professional and terminological competence.
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LI, Zhendong, Hangjian Qiu, xiaoqian Wang, chengcheng Zhang, and Yuejuan Zhang. Comparative Efficacy of 5 non-pharmaceutical Therapies For Adults With Post-stroke Cognitive Impairment: Protocol For A Bayesian Network Analysis Based on 55 Randomized Controlled Trials. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0036.

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Review question / Objective: This study will provide evidence-based references for the efficacy of 5 different non-pharmaceutical therapies in the treatment of post-stroke cognitive impairment(PSCI). 1. Types of studies. Only randomized controlled trials (RCTs) of Transcranial Magnetic Stimulation(TMS), Transcranial Direct Current Stimulation(tDCS), Acupuncture, Virtual Reality Exposure Therapy(VR) and Computer-assisted cognitive rehabilitation(CA) for PSCI will be recruited. Additionally, Studies should be available in full papers as well as peer reviewed and the original data should be clear and adequate. 2. Types of participants. All adults with a recent or previous history of ischaemic or hemorrhagic stroke and diagnosed according to clearly defined or internationally recognized diagnostic criteria, regardless of nationality, race, sex, age, or educational background. 3.Types of interventions and controls. The control group takes non-acupuncture treatment, including conventional rehabilitation or in combination with symptomatic support therapy. The experimental group should be treated with acupuncture on basis of the control group. 4.The interventions of the experimental groups were Transcranial Magnetic Stimulation(TMS), Transcranial Direct Current Stimulation(tDCS), Acupuncture, Virtual Reality Exposure Therapy(VR) or Computer-assisted cognitive rehabilitation(CA), and the interventions of the control group takes routine rehabilitation and cognition training or other therapies mentioned above that were different from the intervention group. 5.Types of outcomes. The primary outcomes are measured with The Mini-Mental State Examination (MMSE) and/or The Montreal Cognitive Assessment Scale (MoCA), which have been widely used to evaluate the cognitive abilities. The secondary outcome indicator was the Barthel Index (BI) to assess independence in activities of daily living (ADLs).
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McKenna, Patrick, and Mark Evans. Emergency Relief and complex service delivery: Towards better outcomes. Queensland University of Technology, June 2021. http://dx.doi.org/10.5204/rep.eprints.211133.

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Emergency Relief (ER) is a Department of Social Services (DSS) funded program, delivered by 197 community organisations (ER Providers) across Australia, to assist people facing a financial crisis with financial/material aid and referrals to other support programs. ER has been playing this important role in Australian communities since 1979. Without ER, more people living in Australia who experience a financial crisis might face further harm such as crippling debt or homelessness. The Emergency Relief National Coordination Group (NCG) was established in April 2020 at the start of the COVID-19 pandemic to advise the Minister for Families and Social Services on the implementation of ER. To inform its advice to the Minister, the NCG partnered with the Institute for Governance at the University of Canberra to conduct research to understand the issues and challenges faced by ER Providers and Service Users in local contexts across Australia. The research involved a desktop review of the existing literature on ER service provision, a large survey which all Commonwealth ER Providers were invited to participate in (and 122 responses were received), interviews with a purposive sample of 18 ER Providers, and the development of a program logic and theory of change for the Commonwealth ER program to assess progress. The surveys and interviews focussed on ER Provider perceptions of the strengths, weaknesses, future challenges, and areas of improvement for current ER provision. The trend of increasing case complexity, the effectiveness of ER service delivery models in achieving outcomes for Service Users, and the significance of volunteering in the sector were investigated. Separately, an evaluation of the performance of the NCG was conducted and a summary of the evaluation is provided as an appendix to this report. Several themes emerged from the review of the existing literature such as service delivery shortcomings in dealing with case complexity, the effectiveness of case management, and repeat requests for service. Interviews with ER workers and Service Users found that an uplift in workforce capability was required to deal with increasing case complexity, leading to recommendations for more training and service standards. Several service evaluations found that ER delivered with case management led to high Service User satisfaction, played an integral role in transforming the lives of people with complex needs, and lowered repeat requests for service. A large longitudinal quantitative study revealed that more time spent with participants substantially decreased the number of repeat requests for service; and, given that repeat requests for service can be an indicator of entrenched poverty, not accessing further services is likely to suggest improvement. The interviews identified the main strengths of ER to be the rapid response and flexible use of funds to stabilise crisis situations and connect people to other supports through strong local networks. Service Users trusted the system because of these strengths, and ER was often an access point to holistic support. There were three main weaknesses identified. First, funding contracts were too short and did not cover the full costs of the program—in particular, case management for complex cases. Second, many Service Users were dependent on ER which was inconsistent with the definition and intent of the program. Third, there was inconsistency in the level of service received by Service Users in different geographic locations. These weaknesses can be improved upon with a joined-up approach featuring co-design and collaborative governance, leading to the successful commissioning of social services. The survey confirmed that volunteers were significant for ER, making up 92% of all workers and 51% of all hours worked in respondent ER programs. Of the 122 respondents, volunteers amounted to 554 full-time equivalents, a contribution valued at $39.4 million. In total there were 8,316 volunteers working in the 122 respondent ER programs. The sector can support and upskill these volunteers (and employees in addition) by developing scalable training solutions such as online training modules, updating ER service standards, and engaging in collaborative learning arrangements where large and small ER Providers share resources. More engagement with peak bodies such as Volunteering Australia might also assist the sector to improve the focus on volunteer engagement. Integrated services achieve better outcomes for complex ER cases—97% of survey respondents either agreed or strongly agreed this was the case. The research identified the dimensions of service integration most relevant to ER Providers to be case management, referrals, the breadth of services offered internally, co-location with interrelated service providers, an established network of support, workforce capability, and Service User engagement. Providers can individually focus on increasing the level of service integration for their ER program to improve their ability to deal with complex cases, which are clearly on the rise. At the system level, a more joined-up approach can also improve service integration across Australia. The key dimensions of this finding are discussed next in more detail. Case management is key for achieving Service User outcomes for complex cases—89% of survey respondents either agreed or strongly agreed this was the case. Interviewees most frequently said they would provide more case management if they could change their service model. Case management allows for more time spent with the Service User, follow up with referral partners, and a higher level of expertise in service delivery to support complex cases. Of course, it is a costly model and not currently funded for all Service Users through ER. Where case management is not available as part of ER, it might be available through a related service that is part of a network of support. Where possible, ER Providers should facilitate access to case management for Service Users who would benefit. At a system level, ER models with a greater component of case management could be implemented as test cases. Referral systems are also key for achieving Service User outcomes, which is reflected in the ER Program Logic presented on page 31. The survey and interview data show that referrals within an integrated service (internal) or in a service hub (co-located) are most effective. Where this is not possible, warm referrals within a trusted network of support are more effective than cold referrals leading to higher take-up and beneficial Service User outcomes. However, cold referrals are most common, pointing to a weakness in ER referral systems. This is because ER Providers do not operate or co-locate with interrelated services in many cases, nor do they have the case management capacity to provide warm referrals in many other cases. For mental illness support, which interviewees identified as one of the most difficult issues to deal with, ER Providers offer an integrated service only 23% of the time, warm referrals 34% of the time, and cold referrals 43% of the time. A focus on referral systems at the individual ER Provider level, and system level through a joined-up approach, might lead to better outcomes for Service Users. The program logic and theory of change for ER have been documented with input from the research findings and included in Section 4.3 on page 31. These show that ER helps people facing a financial crisis to meet their immediate needs, avoid further harm, and access a path to recovery. The research demonstrates that ER is fundamental to supporting vulnerable people in Australia and should therefore continue to be funded by government.
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Determining an effective and replicable communication-based mechanisms for improving young couples' access to and use of reproductive health information and services in Nepal—An operations research study. Population Council, 2004. http://dx.doi.org/10.31899/rh17.1009.

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This operations research study sought to determine an effective communication-based model for increasing the involvement of community-based groups in improving access to and use of reproductive health services and information by young married couples. The study employed a quasi-experimental design with two experimental and two nonequivalent control groups in the Udaypur district of Nepal. As stated in this report, this OR study clearly demonstrates the effectiveness of communication-based models such as the formation and reactivation of Youth Communication Action Groups and Mother’s groups, basic and refresher training, group interaction and mobilization, and social events in creating an enabling environment for young married couples to learn and interact about sexual and reproductive health issues. The increase in reproductive health-related knowledge and practice among young married women has been high in both experimental areas. However, changes in the practice of family planning and antenatal care have not shown consistent trends probably because of the conflict situation in the project sites during the implementation phase.
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National report 2009-2019 - Rural NEET in Italy. OST Action CA 18213: Rural NEET Youth Network: Modeling the risks underlying rural NEETs social exclusion, December 2020. http://dx.doi.org/10.15847/cisrnyn.nrit.2020.12.

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This document describes the Italian situation of young people aged between 15 and 34 years who do not work, do not study and are not in training (NEET), from 2009 to 2019. The report analyses the following indicators of the youth population: employment; unem-ployment; education; and, distribution of NEETs. The criteria adopted to analyse data are mainly the degree of urbanisation, the age group and, where possible, gender. The statistical procedure adopted for the different dimensions selected is descriptive lon-gitudinal analysis and calculation of absolute and relative proportional changes between 2009 and 2013, 2013 and 2019 and between 2009 and 2019. These time intervals have been chosen to capture the evolution of the indicators before and after the economic cri-sis that hit European countries. All data has been extracted from Eurostat public data sets. The data analysed shows how the Italian population decreased slightly between 2009 and 2019. However, what clearly changed is the distribution: increased in rural areas and decreased in cities. Youth unemployment grew strongly from 2009 to 2014, until finally decreasing from 2014 to 2019. Between 2009 and 2019, the Italian population aged from 15 to 24 years old has become more educated. The number of young people who drop out of school early decreased sharply, although rural areas remain the ones with the highest rates thereof. Finally, the NEET rate is one of the highest in the EU and has increased overall from 2009 to 2019. The peak was reached in 2014 and then the share decreased until 2019. Rural areas have the highest rate, although with a very small difference compared to the rate of cities and the national average.
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