Dissertations / Theses: 'Training Packages'

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Auburn, Stephen Donald, and sauburn@optusnet com au. "Trust the process: stakeholder management using a transparent, evidence-based policy approach." RMIT University. Education, 2005. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20060515.113429.

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In Australia, the development and implementation of National Training Packages has been a major tool in the drive to reform of the vocational education and training system. The main aim of the reform is to establish a national vocational and education system within a federal political system and to make vocational educations and training providers more responsive to the needs of industry, by industry specifying its skill needs through the mechanism of national Training Packages. The background to this workplace project, the Review of the Community Services Training Package, and this study, is established by a review of policy and literature in relation to national training reform issues and stakeholder management within a public policy context. This review established some principles of good practice in relation to stakeholder management. The industry context of the workplace project is discussed. The workplace project is then unpacked in some detail with specific reference to stakeholder management strategies and issues and some specific stakeholder groups. This exegesis goes on to explore stakeholder behaviour in this particular workplace project in its historical context of the introduction of Training Packages to the vocational education and training system. It explores the perspectives of teachers and industry on the implementation of Training Packages and in particular the gap between educational technologies and industry expectations of standards of work performance. The exegesis concludes with some suggestions of opportunities for enhanced workplace practice in stakeholder management and for further research. It also suggests a job of work for industry and teachers to develop new communities of practice around Training Packages as a means of bringing together their sometimes divergent interests.

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Jwaid, Ali Elseddig. "An investigation and development of high level control engineering training packages for higher education and industry." Thesis, Nottingham Trent University, 2016. http://irep.ntu.ac.uk/id/eprint/30945/.

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This study investigates using the best technological pedagogical approaches for teaching in Higher Education (HE) in Science, Technology, Engineering and Mathematics (STEM), using Control Engineering as a case study. Five objectives directed the study: first, it examined tutors' understanding of integrated technology to pedagogy and content; second, it developed a self-assessment instrument of understanding integrated technology, content and pedagogy for tutors in HE; third, it examined approaches to selecting the content and developing the curriculum; fourth, it developed a teaching and learning framework for HE to meet the needs of students and the industrial sector; finally, it implemented and assessed this framework in real modules at Nottingham Trent University at undergraduate and postgraduate levels. The Technological Pedagogical and Content Knowledge framework (TPACK) guided this study and the instrument was developed to assess the tutors' understanding of the TPACK framework in HE. The study used qualitative and quantitative approaches (mixed methods) under the post-positivist and constructivist paradigms (worldview). Through the use of purposive sampling, a total of 111 tutors and 120 students responded to the study. The questionnaires were used as a quantitative method, and semi-structured interviews, open-ended questions, observations and the literature review were used as qualitative methods. Quantitative data was analysed using the Statistical Package for the Social Sciences (SPSS). Principal Component Analysis (PCA) was used to check the validity of the instrument; Cronbach’s alpha was used as a reliability measure; t-test, correlation and regression were performed to examine the effectiveness of implementing a new pedagogical HE framework which was developed based on TPACK. The findings disclosed the validity of the TPACK framework in HE for control engineering teaching and indicated the likely benefits for HE STEM education in general; and they enabled the development of a self-assessment instrument for tutors in HE. The validity and reliability have been demonstrated in English; and the initial work on translation to Arabic is positive (originally, a case study was planned in Libya). The instrument helps to assess tutors in-service and pre-service training for Continuing Professional Development (CPD). This research proposes a training model within TPACK for tutors in HE, based on factor analysis (PCA) results, which clarify the most appropriate path to follow in particular training courses based on the real needs of the participant tutors. Finally, the research developed and investigated a new pedagogical framework (the AJ Framework) for teaching and learning in HE STEM and confirmed the effectiveness at BSc and MSc levels in control engineering. This study recommends that training in TPACK and the AJ Framework would provide HE tutors with wider understanding of technology-enhanced teaching and learning. Also, that there is a need to integrate the student feedback system (student evaluation surveys for modules and courses) with the rest of the NOW system (Nottingham Trent Online teaching and learning Workspace). Potential areas of other future work are discussed.

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Wright, Julie, and j. wright@rmit edu au. "Implementation of project based learning in a training package context." RMIT University. Education, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080729.165211.

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Training Packages form the basis upon which practitioners in the Vocational Education and Training (VET) sector in Australia develop their pedagogical processes. As workplaces adapt their practices to compete globally, demand for skilled and knowledgeable workers places pressure on institutional training providers such as TAFE to develop training programs that support the acquisition of higher order thinking skills in graduates. Using a competence based framework as a backdrop, the research centres on the notion of the place of Project Based Learning in a Training Package context. The research proposes that learning through projects is an effective means of integrating Training Package outcomes with an instructional model that engages learners in independent, flexible and reflective learning. The research was conducted retrospectively from a case study of an AQF Level 6 Textile, Clothing and Footwear Training Package Program at RMIT University TAFE. An Action Research approach underpins the investigation, resulting in the profiling of teaching, learning and assessment as areas in need of further examination. These defining themes are explored in the context of the Project Based Learning model developed at RMIT, with consideration given to the potential for broader application. The discussion concludes with a theoretical review of the new understandings of pedagogy. The study aims to establish that a constructive alignment exists between the behaviourist approach of Training Packages and the more constructivist theories behind Project Based Learning; rendering it a suitable instructional model that meets the needs of 21st century learners.

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Rahimi, Mohammad Ali, and ma rahimi@gmail com. "Transfer of Australian Vocational Education and Training knowledge and practice in a global context." RMIT University. Global Studies, Social Science and Planning, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091218.144230.

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Educational services have become Australia's third largest export industry. Onshore delivery of higher education has been a major export for many years, and in recent years offshore delivery of vocational education and training has grown to become a major part of this industry. Different Australian educational institutions are involved in delivery of Australian VET programs in a wide range of cultural and socioeconomic contexts. Because of the strong demand for skills in an increasingly interconnected world, this growing industry, which at an international level encompasses a diverse range of institutions, training delivery methods and management and administrative arrangements, is increasingly directing its attention towards globalising its regulatory and training approaches. The aim of this research is to investigate the process of adapting Training Packages and the Australian Quality Training Framework, the two main instruments of regulation in the Australian skill formation system, for an international audience. This thesis will examine what process of adaptation is involved when the Australian VET approaches are used as a model to develop skills formation overseas. Factors influencing the forms taken by this regulatory system in a global context will be studied through investigating the international activities of various Australian sectors in implementation of VET approaches in non-Australian systems. Two propositions underpin this key question. First is that the Australian VET system is primarily a regulatory system, which means that the export of these regulations needs to be accounted for. Secondly, the Australian VET system has been designed for Australian industrial and cultural conditions and adjustments are necessary in the regulations themselves, host country regulat ory practice, or both for Training Packages to work in these non-Australian cultural contexts.

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Shapiro, Marnie Nicole. "Yes You Can: The Effects of a Module to Teach Preference Assessments and Least-to-Most Prompting Procedures." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468849747.

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Zimmerman, Valerie L. V. "The Effects of Providing a Brief Training Package to Daycare Teachers to Teach a Child a Sign for Social Attention." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799535/.

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Behavioral skills training (BST) packages have been successful in increasing change agents’ correct implementation of various procedures. The current study evaluated the effects of a brief BST package to train daycare teachers to implement incidental teaching procedures with toddlers. The brief BST consisted of a set of written instructions, a two-minute video model, rehearsal, and feedback during session. Results demonstrated that teachers increased their correct implementation of incidental teaching procedures following training. In addition, two of the three toddlers increased the frequency of signs to request attention.

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Hassan, Nazir Ahmed. "An investigative study on the affect and concerns of mathematics student teachers with special reference to social-context based learning packages / Nazir Ahmed Hassan." Thesis, North-West University, 2013. http://hdl.handle.net/10394/8698.

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This investigative study was undertaken against the background of the recent calls for back to basics by the Schooling 2025 initiative, as well as to address the 2000 and 2009 Review Committees’ reports on the training and development of teachers and on the variable quality of learning support materials. The act of systemic transformation has led to two curriculum revisions taking place within the South African education sector and has inevitably culminated in the identification of shortcomings in teacher development and learning materials. This study has positioned itself to address these shortcomings at pre-service level through the preparation of Mathematics student teachers as prospective Mathematics teachers. In addressing the issue of inadequate training, the focus of the study was not only on cognition, but also on how affect could influence the learning of Mathematics so as to ensure a more encompassing approach in understanding how student teachers learn and do Mathematics. Integrated research on affect and cognition could lead to optimal performance in the teaching and learning of Mathematics and researchers in mathematics education need to acknowledge the role and impact of the affective domain and integrate it into studies of cognition. If learners are going to become competent learners of Mathematics, their affective responses to Mathematics are going to be much more intense than if they are merely expected to achieve satisfactory levels of performance in low-order mathematical skills. In the studies on mathematics cognition, the focus of mathematical competencies is on abilities and capabilities while, in the affective domain, competencies in mathematics are more than the abilities to perform observable tasks. Rather, the focus of the affective competencies lies in the direction, the degree and the levels of intensities of affect constructs (or their variables) that will define mathematical competencies within the affective domain. Evidentiary (qualitative) data from this study supported the contention that affect does influence the learning of mathematics since there were distinct patterns in the overall expressions of participants towards this aspect of the research. The acknowledgment of the concerns of student teachers during field practicum could possibly help in ameliorating these concerns through the identification of what student teachers were mostly concerned about when teaching Mathematics and how, by addressing these concerns, could help improve their teaching skills and abilities. Based on the quantitative evidence, the three subscales of self, task and impact used in the Student Concerns Questionnaire (SCQ) were modified on the basis of factor analysis to a two-factor model (concerns about self-benefit and concerns about learner-benefit). Some of the statistical results were integrated with the narrative data to provide substantive support for the expressions of student teachers. No classical trends, as noted in the concerns theory, could be detected in this study. It was statistically inferred that a majority of Mathematics student teachers who participated in this study were moderately concerned about most of the concerns statements noted in each of the items on the SCQ. In addressing the variable quality of the learning material the study focused on the development and the use of social context learning packages. The utilisation of these learning packages (in an intervention strategy) was aimed at strengthening social context knowledge and education, and explored its role in the translation (if any) of student teacher concerns within a hierarchical spectrum. The evidence on how student teachers perceived the use of these learning packages was recorded during the interviews. Analyses of the verbal data revealed that the participating student teachers agreed with the use of social context learning packages as part of their Mathematics lessons. In sum, the need to prepare effective Mathematics teachers and raise the academic calibre of prospective Mathematics teachers was fundamental to the overall design of this study. It is trusted that curriculum planners and designers will consider the recommendations of this study to address the so-called inadequacies within the education system of South Africa.
Thesis (PhD (Mathematics Education))--North-West University, Potchefstroom Campus, 2013

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Rosenlind, Rebecka. "PREGcare : Pregnant couple training package, preventing tears during childbirth." Thesis, Umeå universitet, Designhögskolan vid Umeå universitet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-172618.

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With this thesis, I have been looking at opportunities for improvement of childbirth in Scandinavia with a focus on prevention of perineal tears and levator injuries during labor. I have aimed to help couples during their pregnancy by giving them a more active role to avoid tears during childbirth. I have strived to help pregnant mothers to improve their well-being as well as improve cooperation between pregnant couples for them to have a better birthing experience. My goal has been to develop a concept that could improve today’s situation and that in theory could be implemented today in Scandinavia. Another goal was to create a discursive design topic, to question childbirth as it is today and show a new vision for how it could look like in the future. I wanted to show the importance of quality of life and that childbirth both could and should be questioned and looked into more to improve it.

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Roncon, Vera M. D. (Vera Maria Dias) Carleton University Dissertation Psychology. "Honesty instructions and compliance in the Carleton skills training package." Ottawa, 1993.

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Solveig, Hobro Nadine. "Pilot study for an 'emotion' training package for adults with Asperger syndrome." Thesis, University of Plymouth, 1995. http://hdl.handle.net/10026.1/2589.

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Asperger Syndrome (AS) is considered to belong to the spectrum of autistic disorders. Although people with AS are more cognitively able than many others with autism, they share a number of traits including the social impairments identified by Wing and Gould ( 1979). Problems with processing emotional information may underlie some of these social impairments. Reported difficulties in this area include perceptual deficits which interfere with processing visual cues offered by others, difficulties in matching emotional signals across modalities (e.g. visual, auditory, and contextual), and lack of comprehension about affective information. The present study aimed to investigate the above emotional impairments, and to determine whether an intervention which developed the cognitive skills of adults with AS could compensate for some of these difficulties. Four participants, diagnosed as having AS by a psychiatrist, took part in the study. Each was assessed on emotion-processing tasks before and after finishing a six session intervention focusing on the use of cognitive and behavioural strategies to decipher affective information. Prior to the intervention, the difficulties reported by other studies on matching visual and cross-modal signals of emotional information were generally found, but results for comprehension of verbal terms and recounting emotional experiences were not clearly replicated. Following the intervention, all participants improved on or performed at ceiling level for the visual and cross-modal tasks. Predicted improvement on the comprehension tasks was not always found. It is suggested that although linguistic ability is obviously important in such tasks, exposure to social situations is required if connections are to be made between verbal labels, affective behaviours, and social contexts. Strengths and weaknesses of the overall design are discussed. It is argued that the single-case study approach was useful for revealing operational problems in an efficient manner. However, the small number of participants make it difficult to generalise the findings, and the materials used can be criticised in terms of their reliability and validity. Questions are raised about the potential to generalise improvement found in a controlled environment to more natural settings. It is concluded that although the design can be criticised on a number of counts, the results suggest it is possible to train adults with AS to systematically decipher visual and cross-modal emotional cues using their cognitive abilities. Recommendations for improving the intervention include concentrating on one aspect of emotional processing at a time. In view of the clearer findings for visual and cross-modal processing tasks it is proposed that these areas should be the starting point of an intervention. Further research could determine whether people with AS who have been taught to categorise visual cues in a systematic way can then be taught to link other forms of affective information to these physical images.

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Hargraves, Toni Danielle. "Assessment of a metacontingency instructional package for a rehabilitation day training classroom." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1616.

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AN ABSTRACT OF THE THESIS OF Toni Hargraves, for the Master of Science degree in Behavior Analysis and Therapy, presented on April 2015, at Southern Illinois University Carbondale. TITLE: ASSESSMENT OF A METACONTINGENCY INSTRUCTIONAL PACKAGE FOR A REHABILITATION DAY TRAINING CLASSROOM MAJOR PROFESSOR: Dr. Ruth Anne Rehfeldt The following study evaluated the effects of a metacontingency instructional package on interlocking behaviors by measuring the products produced by the interlocking behaviors of four adults attending a specialized rehabilitation center and working to obtain financial gain and community inclusion. The package was a manipulation of the environment of a day training classroom by incorporating a program where contingencies were available on an interrelated level and targeted as many individuals as possible to provide the largest societal gain. For 3 adults with mild to severe intellectual disabilities, task completion increased above task completion averages observed during baseline conditions where only individualized tasks were presented. For all participants, cooperative behaviors were only observed in the condition where tasks were interrelated with tasks of peers and returned to baselines levels once the package was removed. Producing the changes at this level may be socially relevant due to the potential gains of the participants, potential gain of the rehabilitation setting in relation to funding for productivity results, and the potential gain to the overall community through increased social skills of individuals who interact in that setting.

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Wallace-Capretta, Suzanne M. (Suzanne Marie) Carleton University Dissertation Psychology. "The modification of hypnotizability utilizing the Carleton skills training package and compliant responding." Ottawa, 1993.

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Weinkauf, Sara Marie. "Evaluating the Effectiveness of a Comprehensive Staff Training Package for Behavioral Interventions for Children with Autism." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28490/.

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The effectiveness of behavioral interventions for the treatment of young children with autism has been well documented in professional literature. The success of these procedures, however, depends on the fidelity of implementation and proper training of the therapist. The purpose of this study was to evaluate a 125-skill, comprehensive staff training package that involved a graduated sequence of teaching. In addition to changes in skills, social validity and training time were also assessed. Results indicate that correct demonstration of skills increased following training, incorrect implementation decreased, teachers rated the procedures favorably, and the total training took between 20 and 32.5 hours for over 120 skills to reach mastery criteria. A discussion of the results as well as implications for future research is also provided.

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Al, Mulhem Ahmed. "Developing an e-learning training package for academic staff in one university in Saudi Arabia." Thesis, University of Plymouth, 2014. http://hdl.handle.net/10026.1/3081.

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The focus of this study is the development of an e-learning training package for the academic staff in King Faisal University (KFU) in Saudi Arabia. Evidence suggests that there is a lack of training for academic staff in Saudi Higher Education on how to integrate e-learning in their teaching. Despite this, very little attention is paid in the research literature to the design and evaluation of e-learning training. There is no clarity therefore about what constitutes effective e-learning training in higher education. This study aimed to design, implement and evaluate a training package for the academic staff. The study was conducted in two phases: 1) identifying the e-learning training needs and preferences of the academic staff in KFU; 2) designing, implementing and assessing a training package based on identified needs and preferences, e-learning training literature and common learning theories in the field. The study was qualitative. In phase one, 69 questionnaires and 17 interviews were analysed. The survey findings showed that the academic staff do suffer from the lack of training. Furthermore, the data showed a disagreement with the existing literature about the factors that limit the academic staff’s use of e-learning. The academic staff’s preferences for their future e-learning training were also determined and used to inform the design of the training package. Key design features of the training package included: covering both technical and pedagogical aspects of Blackboard; using blended delivery and using both cognitive constructivism and social constructivism to underpin its pedagogy. Evaluation data collected from a range of sources suggest that the academic staff responded well to the design features of the training package and that the training had a positive influence on their practice. The study has proposed a model for the design and evaluation of e-learning training in higher education that based on five generic criteria including ownership, intersubjectivity, contextualisation, transformational potential and evidence based.

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Lyn, André T. "Training end-users, the application of cognitive theory to learning a database software package." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0035/MQ27039.pdf.

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Fitzer, Marie Elizabeth. "An evaluation of an attachment based Early Year's Training Package : a multiple case study." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/969/.

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Attachment theory has become widely regarded as the most important and supported framework for understanding social and emotional development (Goldberg, 2000). Evidence suggests that attachment based interventions in early year’s settings will allow for a greater understanding, sensitive response and more effective use of practitioner’s skills when working with children (Kennedy and Kennedy, 2004). This thesis was produced as part of the written requirements for the new full-time Doctoral training in Educational Psychology. Volume one contains four chapters: Chapter one introduces the research study and literature review, providing information on the brokering and relevance of the research area. Chapter two discusses and presents existing attachment based interventions with parents, schools and early year’s settings. Chapter three reports findings from an evaluation an early year’s intervention, based on attachment principles - ‘Building Strong Foundations’. A multiple case study design was adopted. Three settings, where the intervention had been received, were evaluated to provide literal replication, and an additional setting, which had not received the intervention, acted as a comparison, and provided theoretical replication (Yin, 2009). Key positive outcomes and rival explanations are discussed, along with implications and future directions. Chapter four provides some final reflections and conclusions, including limitations in design and methods of the study. The impact which this study makes to the profession of educational psychology is also discussed.

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Haycraft, Carrie H. "Evaluation of a Training Package for Teaching Social Skills in an Inclusionary Preschool Environment." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4872/.

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Effective training procedures are necessary when teaching behavior analytic techniques because the techniques are so complex and precise; and there is a correlation between the changed skills in the trainees to be beneficial to the client. Instructors who may previously exhibit effective teaching techniques in a one-to-one setting may not exhibit those techniques in an inclusive setting. This study examines the effects of a training package and an instruction on the performance of experienced instructors, and desired responding from both preschool-aged children with autism and typically developing peers. The training took place with 3 triads of one instructor, one child with autism, and one peer in a center-based inclusionary preschool. Instructor skills targeted were prompt and consequence delivery for the target social skills, getting attention and responding to peers. Corroborative data on children's responding were obtained.

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Lyn, Andre T. (Andre Tyrone) Carleton University Dissertation Management Studies. "Training end-users: The application of cognitive theory to learning a database software package." Ottawa, 1997.

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Diaz, Gabriel D. "Identifying the method for effective combat marksmanship training using site optics and packaged sensor feedback." Thesis, Monterey, California. Naval Postgraduate School, 2011. http://hdl.handle.net/10945/5607.

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The Marine Corps is assessing how shooters train for Combat Marksmanship. An implementation of the Rifle Combat Optics (RCO) has been introduced into the Annual Rifle Qualification requirement. The question now is, How do coaches modify training to effectively instruct the shooters in firing with the RCO? This study provides feedback using the Split Shot Scope System as an aid in training doctrinal techniques for marksmanship on live fire ranges. The assessments, provided by current Marine Corps Marksmanship Instructors, highlight a necessity to using a device such as the Split Shot Scope System. In a postsurvey conducted in the study, responses provide a viable path to employing this diagnostic tool during live fire shooting and reporting the level of utility of this device. Added, in this study, is the use of a sensor package derived from concepts of the Indoor Simulated Marksmanship Trainer (ISMT), which will be discussed to provide the utility of such a device for improving and defining a useful technique for training shooters. While this may not be a complete fix to the dilemma, this study has provided an approach to understanding and deriving methods for effective marksmanship training and diagnosing fundamental problems more clearly.

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Bicknell, Janice. "The development, delivery and evaluation of a harassment awareness training package for a corporate workplace." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ39910.pdf.

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Vaughn, Brittany M. L. "The Effects of a Group Parent-coaching Package on the Behavior of Children with Autism and Their Parents." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc177261/.

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Support for parents is an important part of treatment programs for children diagnosed with autism. Parent training programs have generally focused on prescribed goals in one-on-one training settings with measures directly related to the goals. Of interest here are the few studies that included collaborative goals, expanded measures, and group training. Benefits of such approaches include the establishment of natural communities of reinforcement and better understanding of the breadth of effects. The purpose of this study was to determine if a group coaching approach would be effective in changing a large range of parent and child skills. This experiment involved group sessions (presentations, discussion, video sharing, and problem solving) and three individual in-vivo coaching sessions. The intervention took place over the course of four weeks. Direct measures included a parent skills checklist and child target behaviors. Results indicated an overall improvement on most measures that maintained or improved at follow-up.

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Olenginski, Stenley J. Seise Alan. "Methodology and design of a multimedia CD-ROM take home package for the National Training Center /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1997. http://handle.dtic.mil/100.2/ADA333328.

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Johnson, Mark S. "Validation of an active multimedia courseware package for the Integrated Damage Control Training Technology (IDCTT) trainer." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1994. http://handle.dtic.mil/100.2/ADA286207.

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Hill, Emma Louise. "A pilot study of a brief self-distancing and perspective-broadening training package for bipolar disorder." Thesis, University of East Anglia, 2016. https://ueaeprints.uea.ac.uk/60990/.

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Objectives: This pilot study investigated whether a training intervention comprising of decentering and reappraising, the Self-Distancing and Perspective-Broadening (SD-PB) package, was able to 1) reduce symptomatology or 2) improve the ability to decenter or perspective-take in individuals with Bipolar Disorder. Design: The study employed a small N single case-series design with an “A-B” phase methodology. Method: Six individuals diagnosed with Bipolar Disorder but in a euthymic state were recruited through the MRC-CBSU in Cambridge. The participants were asked to fill out daily mood measures of symptomatology for two weeks. Following this, the SD-PB training commenced, which comprised two face-to-face sessions and one week of daily homework, during this time participants were asked to continue to fill out daily mood measures of symptomatology. Several self-report measures of affective lability, anxiety, the ability to decenter and the ability to perspective-take were administered at four time points during the study and at an online two-week follow-up. Results: Two participants were categorised as responders in terms of their reductions in mood symptomatology. The self-report measures showed that five out of six participants showed reductions in anxiety and improvements in the ability to decenter. Four participants showed reductions in affective lability and three participants showed improvements in the ability to perspective-take. Pre- and post-training measures showed all participants experienced some improvements in positive thinking and reductions in negative thinking. Conclusions: The results indicate the SD-PB package has potential for reducing a range of symptomatology in BD and is able to bring about more helpful thinking styles. However, due to the limitations of the study these results should be interpreted with caution and more studies are needed in the future to build confidence in the package. The contribution this study has made to existing literature and the clinical applications are discussed.

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Olenginski, Stenley J., and Alan Seise. "Methodology and design of a multimedia CD-ROM take home package for the National Training Center." Monterey, California. Naval Postgraduate School, 1997. http://hdl.handle.net/10945/26065.

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The National Training Center (NTC) located at Fort Irwin, California performs the critical Army mission of preparing battalion task forces and brigade staffs for combat. With a state of the art instrumentation system and full time observer/controllers (OCs), the NTC provides a unique environment where units conduct tough, realistic training and then review performance through comprehensive after action reviews (AARs). At the conclusion of a rotation, the OCs and their staffs coalesce information from the rotation into a Take Home Package (THP). Unfortunately, the events from the rotation and lessons learned from AARs and the OCs are not effectively incorporated into the THP. Currently, Take Home Packages are without a standardized format and consist of approximately 300 pages of typed comments with numerous video cassette after action review tapes and supporting graphics. The primary emphasis of this research is to develop a "user friendly" multimedia CD-ROM THP that provides a clear overview of a unit's rotation, provides useful observations and supporting data which focus on causes and effects of unit performance, and suggests methods to improve performance through training at home station. The THP will be easy to produce and presents the objective and subjective data from the newly designed relational data base in a logical and easily understood manner. Additionally, the new THP will support methods for simple data manipulation for the purpose of conducting post-rotation analysis and trend identification

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Stoeklen, Tanya LaBelle. "EVALUATION OF A BEHAVIORAL SKILLS TRAINING PACKAGE TO TEACH ADULTS WITH DEVELOPMENTAL DISABILITIES PEDESTRIAN CROSSING SKILLS." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/theses/1790.

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The present study used a multiple probe design to examined the effectiveness of a Behavioral Skills Training (BST) package that included a discrimination component for teaching two male adults with developmental disabilities pedestrian crossing skills. Each participant was evaluated on his ability to perform the step from a behavior checklist, and to discriminate between car present and car not present conditions. Results suggest the BST package was effective at improving both participants' ability to safely and independently cross the street, and that they maintained most of the skills learned during maintenance probes in actual city traffic. Teaching pedestrian skills that include hazard discrimination can lead to a more independent lifestyle for individuals with disabilities. Other implications, limitations and suggestions for further research are discussed.

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Harris, Kellen-Jade S. "Evaluating the Effectiveness of a Competency-Based Training Package to Teach Behavior Management Skills to Direct Support Staff." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849622/.

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Cooper, Heron and Heward define maintenance as the extent to which a learner continues to perform a target behavior after the intervention has been terminated. Testing for maintenance allows the trainer to see if gains were sustained following the termination of a treatment program. In addition, once it is shown that a learner's skills have remained in the repertoire, assessment of generalization is possible. Previous literature in behavior skills training have assessed maintenance in a variety of settings for a variety of skills. Following maintenance assessments, booster sessions are commonly used to re-train skills that did not maintain at criterion levels. The current project assessed the maintenance of caregivers' skills following a training package used to teach three behavior management techniques (use reinforcement, pivot, protect-redirect) at a large, residential care facility. Procedures were developed to assess caregivers' maintenance of the three behavior management techniques using a pre-test- post-test design. If needed, skills were re-established using 5-20 minute booster sessions. The results showed that time between post-test and maintenance did not seem to have a strong effect on maintenance scores. In general, post-test scores were somewhat indicative of maintenance scores, and patterns were most apparent across tools.

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Hanratty, Laura Ann. "Evaluating the Effectiveness of a Teaching Package Utilizing Behavioral Skills Training and In Situ Training to Teach Gun Safety Skills in a Preschool Classroom." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3142.

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There are a number of different safety threats that children face in their lives. One infrequent, but highly dangerous situation a child can face is finding a firearm. Hundreds of children are injured or killed by firearms each year. Fortunately, behavioral skills training (BST) and in situ training (IST) are effective approaches for teaching a number of different skills, including safety skills. The purpose of this study was to evaluate a teaching package for preschool teachers to learn to conduct BST to teach safety skills. A multiple baseline across subjects design was used to evaluate the effectiveness of this teaching package implemented by the teacher with seven preschoolers. Five children demonstrated the skills following in situ training and additional reinforcement or time out. Two children did not complete the study.

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Baggerman, Melanie A. "THE EFFECTS OF A TRAINING PACKAGE ON THE USE OF INCLUSIVE TEACHER BEHAVIORS IN A SUNDAY SCHOOL CLASS." UKnowledge, 2014. http://uknowledge.uky.edu/edsrc_etds/13.

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The purpose of the study was to provide training and follow-up sessions for Sunday school teachers to increase the use of inclusive teacher behaviors (opportunities to respond, behavior specific praise, and opportunities to participate) for educating a child with moderate to severe disability. A multiple baseline across behaviors design was used to evaluate the effectiveness of training and follow-up sessions for a Sunday school teacher that had a child with moderate to severe disability in her class. The results showed training and follow-up were effective in teaching inclusive teacher behaviors within a church setting.

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Pettingell, Karen J. (Karen Jean). "An Experiment on the Interactions of the Learner, HCI, and Training Manual in Learning a Computer Software Package." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332616/.

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Training is a vital link between idle or inadequately used software and software seen as a tool. Education can take many forms such as self exploration, CAI, manuals, and formal class room training. The introduction of a computer to a system interjects complex interactions between the computer user and his work environment. Research in this area has been performed by such disciplines as MIS, education, and psychology. A fundamental purpose of this research is to study the interaction of such user variables as cognitive style, demographics, and reading to variables from education and psychology such as advanced organizers, reinforcement, and document layout.

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Bishop, Anne. "The Effects of a Graphic Organizer Training Package on the Persuasive Writing of Middle School Students with Autism." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1385562967.

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Berard, Kerri P. "Evaluating a positive parenting curriculum package: An analysis of the acquisition of key skills." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc4002/.

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With the increase in survival for children with cancer, part of the focus of current research is aimed towards evaluating how these children are adapting psychosocially. Neurocognitive deficits have been well established. However, there are multiple facets encompassing quality of life, including general mental health, lifestyles and health behaviors, and academic and cognitive functioning. The relationship between neurocognitive and psychosocial functioning has yet to be thoroughly evaluated. The purpose of this study was to investigate the relationship between neurocognitive and psychosocial functioning in survivors of brain tumors and acute lymphoblastic leukemia. Data was collected from existing archival database comprised of patients of the at Cook Children's Medical Center in Texas. The sample consisted of 177 patients between the ages of 3 and 12 who were at least two years post-diagnosis. Measures used included the NEPSY and the Behavioral Assessment for Children. Statistical analyses included a several one-way analysis of variances, an independent samples t-test, a univariate analysis of variance, a hierarchical multiple regression, and odds ratio analyses. Results indicated survivors treated with neurosurgery alone appear to be less at risk for developing behavior problems than other treatment modalities. Also, brain tumor survivors demonstrate more problematic behaviors than survivors of acute lymphoblastic leukemia. Visuospatial functioning, diagnosis, and type of treatment were found to be predictive variables of behavior problems. Attention, and perhaps language, deficits may predispose children to more problems in their behavior. It is concluded that there are other factors affecting behavior in this population that were not accounted for in this analysis. It is recommended for future studies to research the individual clinical scales of the Behavior Assessment System for Children, obtain information from multiple informants, study this relationship longitudinally, and research additional factors that may be influencing the relationship between neurocognitive and psychosocial functioning. This provides evidence of risk factors that should be monitored as the child returns home and to school.

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Kryszak, Kelsey. "Evaluating the Efficacy of a PEAK-T Training Program to Improve Outcomes on an ACT Values-based Intervention Package." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2174.

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The present investigation examines the effectiveness of the procedures in Promoting the Emergence of Advanced Knowledge: Transformation module using a single case research design. PEAK-T Program 14W was used as a training program designed to improve outcomes on an ACT intervention package which focused on values. A multiple baseline design across subjects was used to determine whether Program 14W was effective in improving knowledge and fluency of ACT values. Results of the present study demonstrated immediate improvement on ACT therapeutic exercises following the training program. Following the intervention, both subjects from the training condition showed significant increases in knowledge of ACT principles and the ability to apply them to therapeutic scenarios presented by the researcher.

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Tunsiri, Anchalee. "The effects of a brain development based-maternal training package (BDB-MTP) on parenting techniques and preschool child development." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/213.

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Thc early years of life arc crucial in shaping long term outcomes for children. Many research studies consistently demonstrate that families have the greatest impllct on the young. In this research. Contemporary parenting was compared with parenting skills based on recent eurobiological research in relation to child development. These new parenting skills were taught through a Brain Development Based - Maternal Training Package (BDB-MTP). The partciipants consisted of 78 Mothers and their 78 preschool children. divided into two equal groups. A range of measures were taken hefore the cummnencement of the program, on cumpletion., and d five months later. For the parents, these measures includeda parent t questionnaire and the Parent Stress Index. Fur the children. the Preschool Readiness Inventury and Vineland Adaptive Behaviour Scales were used. The findings revealed that the mothers who used the BDB-MTP had significantly higher knowledge of brain developmcnt based parenting than those in the control group immediately after completing the intervention and this difference was maintained five months later. There were no significant differences in mothers' stress levels across time or group.

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Newton, Daniel. "A Remote Area Power Supply (RAPS) Training Facility utilising SMA Sunny Island Inverter technology and National Instruments measurement package." Thesis, Newton, Daniel (2010) A Remote Area Power Supply (RAPS) Training Facility utilising SMA Sunny Island Inverter technology and National Instruments measurement package. Other thesis, Murdoch University, 2010. https://researchrepository.murdoch.edu.au/id/eprint/4380/.

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RAPS systems can sometimes be a cheaper alternative for supplying power than connection to a distant utility. Most assuredly it is a cleaner method of producing electricity than coal or gas constituents, provided the diesel generator is used minimally. A modern RAPS system will generally have several sources of generation, typically they might be; solar, wind and a diesel/petrol generator coupled with a battery to store excess power. The RAPS 2 system at Murdoch University was selected for an overhaul early in 2010. The system was redesigned to include new inverter technology from SMA. The new system relies on 3 separate inverters to convert the sources directly into grid quality electricity, as opposed to some traditional RAPS systems that would have most of its elements feed a DC bus that connected to a single inverter. This novel way of setting up a mini grid finds its niche in situations when the terrain or meteorological conditions make it impractical to have generation equipment all localised and a DC bus would have higher associated cable losses. For such a system to be of educational benefit to tertiary students, the variables within the system must be able to be monitored. To this end an advanced measurement system has been designed and procured so that every measurable point in the upgraded system is available for display. The measurement system was designed using National Instruments compact DAQ (data acquisition) hardware, one of the first of its type to be introduced to the university. The compact DAQ unit has been coupled with isolation equipment supplied by Dataforth, which already has an existing prevalence throughout the engineering department. The subsequent measurement program monitors 31 system variables at a high sampling rate to provide real time information on the state of the system. The measurement program also monitors relevant meteorological aspects such as the solar irradiance and local wind speed. This report documents and details the steps taken to set up a new and novel RAPS system. Discussed are the approaches taken throughout the semester to project manage and facilitate progress. A detailed description is also given of the measurement and protection system that has been designed to allow students and the general public to get a good grasp on the performance of the system.

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Fleming, Courtney V. "An Examination Of the Effects Of a Video-based Training Package On Professional Staff’s Implementation Of a Brief Functional Analysis and Data Analysis." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313608330.

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Grossi, Teresa A. "Effects of a self-evaluation treatment package on the work productivity of adults with disabilities in a restaurant training program /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487694389395262.

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38

Wiesner, Kevin Charles. "Improving academic skills and attention/memory skills in self- contained learning disabled students through a package of cognitive training procedures." W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539618591.

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The purpose of this study was to determine if participation in a cognitive training program administered by teachers within their classrooms would significantly improve the academic achievement, attentional responding styles and auditory and visual attention and memory skills of elementary self-contained learning disabled students.;Subjects were thirty-six elementary age self-contained learning disabled students 8-0 to 11-11 years of age and with total I.Q. scores on the Wechsler intelligence Scale for Children-Revised of 80 or greater from the Virginia Beach City Public Schools in Virginia Beach, Virginia.;Three instruments were used to measure the dependent variables in this study: the reading, mathematics, and written language clusters of the Woodcock-Johnson Psycho-Educational Battery; the auditory and visual attention and memory subtests of the Detroit Tests of Learning Aptitude; and the Matching Familiar Figures Test to measure impulsive vs. reflective responding styles.;The research design was the Pretest-Posttest Control Groups Design. The data was analyzed using a 2 x 2 analysis of variance with the hypotheses being tested at the .05 level of confidence.;The findings indicated that participation in a program of cognitive training procedures administered by self-contained learning disabilities teachers in their classrooms did significantly improve the reading and math achievement test scores, the auditory memory and attention test scores and the reflective attending style test scores of the students involved in the training. No significant improvement was noted in the students written language test scores on the Woodcock or in the visual attention and memory test scores on the Detroit.;Future research is suggested with larger samples of both self-contained and resource learning disabled students.

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Macias, Heather A. "The Effects of an Instructional Package on the Emergence of Novel Intraverbals in Children with Autism." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404601/.

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We evaluated the effects of an instructional package on the emergence of novel intraverbals in children diagnosed with autism. Participants were two boys with a diagnosis of autism who had tact and listener repertoires for common objects and events, some intraverbal responses, and showed an ability to learn new intraverbal responses through direct instruction prior to participating in the study. Tact training, listener training, sorting training, and mixed training (listener and tact training) were conducted with each participant, with a probe to test for emergent intraverbals following each training step. If some emergence was seen during a probe following a training step, probes were conducted with the remaining sets to test for emergence in those sets as well. Multiple-exemplar training was conducted following the training steps if all targets within a set did not meet the criterion for emergence during probes. Results showed that for one participant, all four training steps, in addition to multiple-exemplar training, were needed to see emergence in all targets during probes for two sets, with the last two sets requiring only tact training before all targets had emerged during probes. The second participant required only tact training during three sets, with listener training required for one target in one set before all targets in all sets emerged during probes.

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Horsch, Rachel M. "Effects of a Computer-based Self-instructional Training Package on Novice Instructors’ Implementation of Discrete Trial Instruction and a Naturalistic Developmental Behavioral Intervention." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804897/.

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Discrete trial instruction (DTI) and naturalistic developmental behavioral interventions (NDBIs) are often incorporated into early intensive behavioral interventions for young children with autism. Recent advances in staff training methods have demonstrated that self-instructional manuals, video models, and computer-based training are effective and efficient ways to improve staff implementation of these teaching strategies however research in this area is limited. The current evaluation assessed the effects of a computer-based training package including self-instructional manuals with embedded video models on direct-care staff’s implementation of DTI and an NDBI. All participants’ DTI teaching fidelity increased during role-plays with an adult and with a child with autism and all participants increased teaching fidelity across untrained instructional programs. In addition, moderate improvement was demonstrated following NDBI training on the use of correct prompts, environmental arrangements, and response interaction. Together, these results indicate that therapists are able to acquire a large number of skills using two teaching techniques, DTI and NDBI, following brief computer-based training.

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Sjostrom, Anna Rose. "Evaluation of the Maintenance of Dense and Lean Schedules of Reinforcement on a Behavioral Skills Training Package to Teach Social Skills to Adults with Developmental Disabilities." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1453.

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Study 1 evaluated the use of a behavioral skills training package (BST) to teach three adults with autism spectrum disorders job interview and conversation skills. Participants were asked to have a mock job interview and conversation with the researcher. Participants' behavior was scored according to the conversation and job interview task analyses. The BST package included instruction, modeling, rehearsal, feedback, and reinforcement. A dense or lean schedule of reinforcement was assigned to each social skill based on performance during baseline. Social skills increased for all three participants when the BST package was implemented. Study 2 evaluated if dense or lean schedules of reinforcement affect maintenance of social skills. Two participants from Study 1 participated. Participants' BST data from Study 1 was used as baseline, followed by a maintenance phase. During this phase no instruction, modeling, rehearsal, feedback, or reinforcement was provided. The effect of rate of reinforcement during baseline on maintenance was evaluated.

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Wilson, Odell D. "An Automated Diagnostic Test and Tutorial Package for Basic Skills of Mathematics in Post Secondary Vocational Education of Kentucky: Construction and Validation." Digital Commons @ East Tennessee State University, 1987. https://dc.etsu.edu/etd/2996.

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The purpose of this research study was to determine characteristics of entering vocational students in Kentucky Area/State vocational schools and to develop a computerized diagnostic instrument and tutorial package for assisting students in the mastery of necessary basic skills in mathematics. After specific math skills were identified in which proficiency is required of vocational education students, item pools were constructed for each skill. The skill item pools were validated using approximately 500 public school students throughout the grades of four through eight in public schools of Harlan County, Kentucky, Lee County, Virginia, and Washington County, Tennessee. The items within each item pool were found to be statistically equivalent. Computer programs were coded in the BASIC language using the item pools to randomly select and generate a diagnostic instrument and tutorial program relevant to the basic math skills. Three randomly generated forms of the diagnostic instrument were sent to 100 students in twenty area state vocational schools of Kentucky for normalization and form validation. The diagnostic instrument showed a strong positive coefficient of reliability with an average of.95 over the three forms used in the normalization process. There was no significant difference between the mean raw scores of the three forms. A 67 percentile score was found to be the norm which was to be statistically equivalent to the Tests of Adult Basic Education (TABE) at the 8.75 grade equivalent. An experiment was conducted using vocational students at Hazard State Vocational School as subjects to determine the affects of the tutorial package on basic math skill mastery using equivalent forms of the diagnostic instrument for pretesting and posttesting. Results of the experiment indicated that the computer managed instruction tutorial package had a significant affect in increasing posttest scores of the experimental group over the control group. It was concluded that the problem of constructing a computerized diagnostic math instrument and tutorial package capable of enhancing mastery of basic math skills to assist vocational students in gaining entrance into vocational school was achieved. A recommendation was made for further research and development to use the random item pool model for other development of computer assisted instruction (CAI) software.

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Salmon, Mary Dwight. "Script training with storybooks and puppets a social skills intervention package across settings for young children with autism and their typically developing peers /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124238875.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xvii, 326 p.; also includes graphics (some col.). Includes bibliographical references (p. 236-244). Available online via OhioLINK's ETD Center

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Sayer, Jane Louise. "Challenging behaviour : a cluster randomised controlled trial of the effectiveness of a staff training package in the assessment and treatment of challenging behaviour." Thesis, King's College London (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419463.

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Townley-Cochran, Donna. "Dance: a Training Package Utilizing Videotaped Self-observation to Teach Parents to Enhance Social Interactions with Children At-risk for a Developmental Delay." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc500215/.

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Previous research has demonstrated the effectiveness of programs that include a videotaped self-observation component. The self-observation protocols, however, have not been clearly specified within programs that teach and report parents’ use of general teaching strategies. The current study investigates the effects of a training package with a self-observation component to teach parents to improve teaching interactions with their children at-risk for a developmental delay using an AB design replicated across participants. Data were collected across play interactions to assess the number of parent teaching episodes, child target responses, and various parent and child relationship qualities. Relationship quality measures included parent and child affect and engagement, parent directives, parent confidence and stress, and parent and child interest. The results of this study suggest that the training package was effective in that parents engaged in higher rates of teaching, their children engaged in more desired responding, and certain aspects of the parent-child interaction were enhanced. These results are discussed in terms of the effects on the parent-child teaching interaction and implications for future use of parent self-observation techniques.

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Williams, Tamsin Michelle. "An investigation into care staff knowledge of the concept of a learning disability and whether a training package can alter any deficits in this knowledge." Thesis, University of Edinburgh, 2009. http://hdl.handle.net/1842/25317.

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Method: Part one is a quantitative, questionnaire based study, examining participants’ knowledge of the concept of a learning disability and its associated deficits both pre and post training. Care staff were invited to attend a training day based on the ‘Understanding Learning Disabilities’ package. Part two is a qualitative study that used Interpretive Phenomenological Analysis to explore participants’ understanding of the training and its impact on their practice. Results: After training, participants’ knowledge of a learning disability and its associated deficits had significantly increased. This knowledge was retained when measured one month later. Qualitative analysis indicated that participants struggled to either remember or articulate its content twelve months later although they reported benefits including enjoyment and experiencing an increase in confidence after attending. Participants also discussed difficulties with regard to its practical utilisation including; knowing what to do when strategies failed, struggling when personal beliefs clashed with practical advice, appropriately balancing duty of care and feeling abandoned due to a lack of managerial support. Discussion: This study increased participant knowledge of the concept of learning disability and associated cognitive deficits by using a standardised training package. Several study limitations were observed both methodologically and ethically. The study did not adequately address the practical utilisation of the training at the one month follow-up therefore an Interpretive Phenomenological Approach (IPA) was used to examine this. IPA illustrated benefits not identified during part one of the study including enjoyment and increased confidence about working with this client group. Several practice and training related difficulties were highlighted. Participants also placed importance on several carer qualities that reflected those identified by the literature examining therapeutic alliance.

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Hunt, Nina Marie. "A Training Package for Parents and their Toddlers with Autism: Observed Changes in Parent Teaching Episodes, Child Turn Taking and Social Attending, and Parent-Child Engagement." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc801880/.

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Research has shown that parents of children with autism report higher stress than parents of children with other developmental disabilities. It has been suggested that parent training programs, specifically naturalistic social-communication training, can reduce parental stress and enhance the quality of the parent-child relationship. Although the development of a multilevel assessment has been suggested, much of the research in this area has relied on measures of parent implementation fidelity and specific child target skills such as vocal communication, eye contact, and joint attention. Few have directly measured the parent-child interaction. The purpose of the current study is to examine the effects of an in-home parent training package for toddlers with autism on parent-child social interactions. Within this package, parents are taught to attend to contextual variables, to arrange the environment to set the occasion for child responding, to respond immediately to targeted child approximations, and to respond in ways that are mutually reinforcing, social, and fun. Data were collected during 5-min video-taped assessments, on the number of parent teaching episodes, child target skills (turn taking and social attending), engagement, and synchronous engagement. Results were evaluated in a multiple baseline design across two parent-child dyads and indicated increases in all measures. This study contributes to the current discussion on toddler parent-training programs and extends it in a way that highlights the benefits of using a multi-level assessment to measure the parent-child interaction.

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Raudensky, Jeanne. "Effects of a critical element training package using self-instruction on elementary inservice teachers' ability to analyze, diagnose, and provide feedback for the striking skill of batting /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487953567770847.

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Ntopi, Simon Willard. "Impact of the expansion of the health surveillance assistants programme in Nkhatabay District of North Malawi." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2621_1307424733.

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This study investigated the challenges facing a category of community health workers (Health Surveillance Assistants) in rural Malawi district of Nkhatabay following the expansion of their programme funding from the Global Funding to fight AIDS, Tuberculosis and Malaria (GFATM). The study has noted that HSAs are facing serious accommodation problems due to the lack of involvement of communities in their selection and that many HSAs are recruited from outside their catchment areas. The study has put forward some recommendations to the Ministry of Health and other stakeholders like United Nations Children&rsquo
s Fund (UNICEF) and the World Health Organization (WHO) to consider in making the HSAs programme in Nkhatabay district effective. Some of the recommendations made are that supervision of the HSAs by the EHOs and the ECHNs should be intensified and that infrastructure support should be provided to the HSAs for them to be able to deliver the EHP. Infrastructure like buildings and equipment like refrigerators and bicycles should be provided to HSAs and ensure that there is a plan for their maintenance.

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(14023284), Clive Graham. "An evaluation of the dominant assumptions and practices of training packages in Australian Vocational Education and Training and the extent to which they coincide with the emergence of mode-2 society and its imputed education and training needs." Thesis, 2004. https://figshare.com/articles/thesis/An_evaluation_of_the_dominant_assumptions_and_practices_of_training_packages_in_Australian_Vocational_Education_and_Training_and_the_extent_to_which_they_coincide_with_the_emergence_of_mode-2_society_and_its_imputed_education_and_training_n/21427032.

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This research investigates the relevance of contemporary Australian Vocational Education and Training (VET) to economic development in Mode-2 society. Mode-2 society is a term coined by Nowotny et al (2001) which equates with changes in productivity and the triumph of free-market capitalism commonly referred to as knowledge driven capitalism or knowledge capitalism. Building on Schumpeter's economic theory of entrepreneurial competition and Romer's new growth economic model that have transformed capitalism into 'gales of creative destruction' by which new knowledge now generates national economic advantage, the thesis examines the literature of Training Packages as the prescribed instruments of VET in the milieu of knowledge capitalism. It could be expected that Australian VET, and in particular Training Packages, would have a greater justification for pursuing a knowledge and skill application-and-transfer policy that fits the growth of knowledge capitalism which Mode-2 society represents than it had for the former manufacturing economy. To test this contention, the thesis establishes eleven key transitions from Mode-1 to Mode-2

society and the imputed education and training needs of the latter as derived from the Nowotny et al (2001) Mode-2 thesis. These transitions are formed into an Evaluative Framework and underpin an ethnographic study involving thirty-three VET experts. The literature search and ethnography responses are synthesized and analysed with new material elicited from the ethnography. The outcomes of the analysis are equated with the eleven key transitions from Mode-1 to Mode-2 society and the imputed emergent education and training needs of each transition. It is concluded that the dominant assumptions and practices of Training Packages do not align with the imputed education and training needs of Mode-2 society as indicated by the eleven key attributes of the Nowotny et al (2001) conceptualisation. The theoretical implications of this conclusion had an impact on the Australian provision of VET because they indicate that the Training Package agenda is a potential liability for national economic advantage in Mode-2 society.

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Dissertations / Theses on the topic 'Training Packages'

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