Academic literature on the topic 'Waist Training Guide'
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Journal articles on the topic "Waist Training Guide"
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LAY, YUN-LONG, PEI-WEN CHEN, and HUI-JEN YANG. "THE MACHINE VISION BLIND GUIDE SYSTEM." Biomedical Engineering: Applications, Basis and Communications 14, no. 02 (April 25, 2002): 81–85. http://dx.doi.org/10.4015/s1016237202000127.
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The available guide tools of the orientation and mobility for a blind are the cane, guide dog and electronic guide devices. A cane is easy to detect the hindrance that is in front of the user but not for the hindrance above the user waist. That's why a cane user of a blind sometimes will be hit by the upper hindrance. Guide dog is a very powerful mobility guider but expensive and the training and living care for the dogs are difficult. Hence, guide dog is not popular in many countries. The electronic devices for blind guide tools such as laser cane; sonic glasses, sonic guide etc. can only detect a single point at a time and not for a whole view. In our system, a machine vision blind guide system is proposed. A CCD grabbed the image of front view and divided the image into nine blocks. Each block is calculated to get the distance message, which is multipoint data to guide the blind by the converted voice signal.
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Singh, Rupak, Jayant Rastogi, Chandra Sekara Guru, Varad Apte, Karuna Datta, and Atul Sharma. "EFFECT OF COVID-19 LOCKDOWN ON SPORTS PERFORMANCE PARAMETERS OF COMPETITIVE ATHLETES." Journal of Applied Sports Sciences 1, no. 2022 (July 20, 2022): 16–27. http://dx.doi.org/10.37393/jass.2022.01.2.
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Background: Nationwide lockdown was enforced due to the spread of the new Coronavirus-19. This resulted in cessation of all sports training across the country, including elite athletes. This COVID-19 lockdown was hypothesized to result in detraining effects on elite athletes. Aim: We aimed to study the impact of COVID-19 lockdown on athletes’ physiological and anthropometric sports performance parameters. Methodology: Seventy-five athletes (age: 23.25 ± 3.9 years, training experience 7.49 ± 3.5 years) from different sports participated voluntarily. International Physical Activity Questionnaire was used to grade home-based non-super- vised physical activity undertaken during COVID-19 lockdown (137.81 ± 39.20 days). We compared the measured anthropometric, aerobic, and anaerobic performance parameters post-lockdown with pre-lockdown competitive phase recordings using Kruskal Wallis non-parametric test. Parameters were expressed as mean ± SD with level of significance fixed at p < .05. Results: Statistically significant reduction of 33.28% was observed in aerobic capacity post- COVID-19 lockdown (p = .01). We did not find any statistically significant variation in the other anthropometric and physiological performance parameters, namely weight (↑17.50 %), body mass index (↑20.69 %), body fat mass (↑20.76 %), waist (↑21.07 %), hip (↑19.13 %), waist: hip ratio (↑10.71 %), peak power (↑11.32 %) and mean power (↑5.17 %). Conclusions: We found that the athletes exhibited generalized detraining features despite maintaining home-based physical activity. Compared to other performance parameters, there was a significant decrease in the aerobic capacity post-lockdown. This shows the importance of incorporating an indoor-based supervised program including aerobic exercises to guide and monitor athletes. Practical Implications: Off-season/home confinement requires a remotely supervised tailored exercise program with optimal stimuli to maintain training adaptations. Awareness and incorporation of these findings would aid coaches and trainers in designing training programs to promote athletes’ injury-free gradual return to sports.
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Sutphin, Dean, Susan Meacham, JuliSu Di Mucci-Ward, Anna Kirby, Maria Jose Lopez, Fatima Recinos, Xiomara Erazo, et al. "Waist Circumference Complementing Body Mass Index Measures Assessed as Disease Risk Indicators in Adult Women; A Comparison Study in the Dominican, Honduras and El Salvador." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 914. http://dx.doi.org/10.1093/cdn/nzaa053_119.
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Abstract Objectives To determine differences in nutritional status to guide the culturally specific education interventions. Methods Pilot training occurred in each country using consistent equipment and measurement protocols. The IRB approved protocol for pretesting and educational interventions was conducted daily for a month at each location. Descriptive statistics and Pearson 2-tailed correlations were performed. Results Subjects, all non-pregnant, non-lactating women (n = 126 DR, n = 101 ES, n = 132 HN), ranged in age from 18 to 78 yrs with 30% in their 30’s; mean ages 32.9 DR, ES 37.0, HN 42.8 (all differed, P ≤ 0.05). Most reported their ethnicity as Hispanic/Latino-Americano. At pre-testing, subjects (%) with normal BMI distributions = DR 5.6, ES 18.8, HN 15.9; obese/overweight = DR 88.8, ES 75.3, HN 62.9 (all differed, P ≤ 0.05). Mean (SD) for WC (in) = DR 38.3 ± 5.6, ES 37.4 ± 5.1, HN 36.3 ± 5.7; waist: height ratios in HN 14% lower than mean measures for DR and ES. BMI and WC were closely correlated (r = 0.70, P ≤ 0.01). Self-reported data on physical activity, weekly household income, health insurance and level of education provided insight on factors contributing to nutritional status. Conclusions BMI and WC measures were convenient, noninvasive, inexpensive and available for comparative assessments. Pre-testing data indicate subjects, the majority in their 20’s and 30’s in all three countries, had BMI and waist measures higher than recommended indicating greater risk for disease. Physical activity and socioeconomic factors highlight disparities, particularly the lack of health insurance. Our findings support the need for country specific educational interventions in future research protocols to support weight management programs. This study highlights the valuable uniqueness of the VCOM international service area clinic model. Funding Sources VCOM REAP Program FY19.
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Pilli, Devi Nagini, and Triveni Shetty. "Ab. No. 139 Exploration of Physical Fitness Attributes and Kinanthropometric Measurements in Mallakhamb Players." Journal of Society of Indian Physiotherapists 8, no. 1 (January 2024): 85. http://dx.doi.org/10.4103/jsip.jsip_abstract_79.
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Introduction: Mallakhamb, an ancient sport against gravity combines yoga, gymnastics and martial arts. In a competitive set-up, Mallakhamb players showcase their skills in dynamic 90-second routines which demands various physical fitness attributes and kinanthropometric measurements. The purpose is to explore the physical fitness and kinanthropometric measurements of the Pole Mallakhamb players, the association between (1) The physical fitness and kinanthropometric measurements. (2) physical fitness and injury profile of players, as the literature related to this is scare. Physiotherapists can design effective exercise regimens and injury prevention program addressing biomechanical imbalances and performance enhancement of Mallakhamb players through evidence-based interventions. Methods: 41 elite and sub-elite mallakhamb players (male and female, age- 18-40 years) were randomly selected for the study. Descriptive data was employed to analyse the kinanthropometric measurements and physical fitness. Pearson’s correlation for Associations between kinanthropometric measurements, physical fitness, and injury profiles. Result: Agility was poor, UE and LE strength was good in male players. Whereas in female players, endurance, flexibility and balance was good, agility was poor, UE and LE strength was fair. Arm and Thigh circumstance was greater as compared to normal individuals whereas waist circumference was less. The BMI of both male and female players was normal (acc WHO). Conclusion: Understanding physical fitness and kinanthropometric aspects in Pole Mallakhamb players helps to form the basis for tailored training, improving overall performance and guiding coaches to focus more on domains like agility. Implications: Research findings can guide the development of skill-specific training protocols.
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Zhang, Shaolei, Yang Feng, and Liangyou Li. "Future-Guided Incremental Transformer for Simultaneous Translation." Proceedings of the AAAI Conference on Artificial Intelligence 35, no. 16 (May 18, 2021): 14428–36. http://dx.doi.org/10.1609/aaai.v35i16.17696.
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Simultaneous translation (ST) starts translations synchronously while reading source sentences, and is used in many online scenarios. The previous wait-k policy is concise and achieved good results in ST. However, wait-k policy faces two weaknesses: low training speed caused by the recalculation of hidden states and lack of future source information to guide training. For the low training speed, we propose an incremental Transformer with an average embedding layer (AEL) to accelerate the speed of calculation of the hidden states during training. For future-guided training, we propose a conventional Transformer as the teacher of the incremental Transformer, and try to invisibly embed some future information in the model through knowledge distillation. We conducted experiments on Chinese-English and German-English simultaneous translation tasks and compared with the wait-k policy to evaluate the proposed method. Our method can effectively increase the training speed by about 28 times on average at different k and implicitly embed some predictive abilities in the model, achieving better translation quality than wait-k baseline.
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Chen, Xinjie, Kai Fan, Wei Luo, Linlin Zhang, Libo Zhao, Xinggao Liu, and Zhongqiang Huang. "Divergence-Guided Simultaneous Speech Translation." Proceedings of the AAAI Conference on Artificial Intelligence 38, no. 16 (March 24, 2024): 17799–807. http://dx.doi.org/10.1609/aaai.v38i16.29733.
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To achieve high-quality translation with low latency, a Simultaneous Speech Translation (SimulST) system relies on a policy module to decide whether to translate immediately or wait for additional streaming input, along with a translation model capable of effectively handling partial speech input. Prior research has tackled these components separately, either using ``wait-k'' policies based on fixed-length segments or detected word boundaries, or dynamic policies based on different strategies (e.g., meaningful units), while employing offline models for prefix-to-prefix translation. In this paper, we propose Divergence-Guided Simultaneous Speech Translation (DiG-SST), a tightly integrated approach focusing on both translation quality and latency for streaming input. Specifically, we introduce a simple yet effective prefix-based strategy for training translation models with partial speech input, and develop an adaptive policy that makes read/write decisions for the translation model based on the expected divergence in translation distributions resulting from future input. Our experiments on multiple translation directions of the MuST-C benchmark demonstrate that our approach achieves a better trade-off between translation quality and latency compared to existing methods.
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Thirlwall, Kerstin, Peter J. Cooper, Jessica Karalus, Merryn Voysey, Lucy Willetts, and Cathy Creswell. "Treatment of child anxiety disorders via guided parent-delivered cognitive–behavioural therapy: Randomised controlled trial." British Journal of Psychiatry 203, no. 6 (December 2013): 436–44. http://dx.doi.org/10.1192/bjp.bp.113.126698.
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BackgroundPromising evidence has emerged of clinical gains using guided self-help cognitive–behavioural therapy (CBT) for child anxiety and by involving parents in treatment; however, the efficacy of guided parent-delivered CBT has not been systematically evaluated in UK primary and secondary settings.AimsTo evaluate the efficacy of low-intensity guided parent-delivered CBT treatments for children with anxiety disorders.MethodA total of 194 children presenting with a current anxiety disorder, whose primary carer did not meet criteria for a current anxiety disorder, were randomly allocated to full guided parent-delivered CBT (four face-to-face and four telephone sessions) or brief guided parent-delivered CBT (two face-to-face and two telephone sessions), or a wait-list control group (trial registration: ISRCTN92977593). Presence and severity of child primary anxiety disorder (Anxiety Disorders Interview Schedule for DSM-IV, child/parent versions), improvement in child presentation of anxiety (Clinical Global Impression –Improvement scale), and change in child anxiety symptoms (Spence Children's Anxiety Scale, child/parent version and Child Anxiety Impact scale, parent version) were assessed at post-treatment and for those in the two active treatment groups, 6 months post-treatment.ResultsFull guided parent-delivered CBT produced superior diagnostic outcomes compared with wait-list at post-treatment, whereas brief guided parent-delivered CBT did not: at post-treatment, 25 (50%) of those in the full guided CBT group had recovered from their primary diagnosis, compared with 16 (25%) of those on the wait-list (relative risk (RR) 1.85, 95% CI 1.14–2.99); and in the brief guided CBT group, 18 participants (39%) had recovered from their primary diagnosis post-treatment (RR = 1.56, 95% CI 0.89–2.74). Level of therapist training and experience was unrelated to child outcome.ConclusionsFull guided parent-delivered CBT is an effective and inexpensive first-line treatment for child anxiety.
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Irham, Muhamad, and Febi Kurniawan. "Pengembangan model latihan wasit sepakbola untuk meningkatkan kebugaran." Sepakbola 1, no. 2 (November 20, 2021): 56. http://dx.doi.org/10.33292/sepakbola.v1i2.95.
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Penelitian ini bertujuan untuk menghasilkan model latihan wasit sepakbola yang layak dan efektif, yang diharapkan dapat digunakan untuk meningkatkan kebugaran (physical fitness) wasit dalam persiapan tes kebugaran wasit, sesuai dengan kebutuhan gerak dari seorang wasit saat memimpin pertandingan sepakbola di lapangan, yang dikemas dalam bentuk modul dan video panduan latihan beserta penjelasan mengenai fungsi dan tujuan latihan. Penelitian ini mengadaptasi langkah-langkah penelitian pengembangan Borg & Gall sebagai berikut: (1) pengumpulan informasi, (2) menganalisis hasil informasi, (3) pengembangan produk awal, (4) validasi ahli dan revisi tahap pertama, (5) uji coba skala kecil dan revisi, (6) uji coba skala besar dan revisi, (7) pembuatan produk final, (8) uji efektivitas produk. Uji coba skala kecil dilakukan terhadap enam orang dari korps wasit Asosiasi PSSI Kota Yogyakarta. Uji coba skala besar dilakukan terhadap enam belas orang dari korps wasit Asosiasi Provinsi PSSI Daerah Istimewa Yogyakarta. Instrumen yang digunakan untuk mengumpulkan data adalah pedoman observasi, pedoman wawancara, catatan lapangan, skala nilai, dan lembar penilaian uji efektivitas model latihan. Hasil penelitian berupa model latihan kebugaran wasit sepakbola terdiri dari pemanasan, inti, dan pendinginan. Model disusun dalam modul pedoman berjudul ”Model Latihan Wasit Sepakbola untuk Meningkatkan Kebugaran (Physical Fitness)”. Berdasarkan penilaian ahli materi dan praktisi dapat disimpulkan bahwa model latihan kebugaran yang dikembangkan berkategori baik sehingga layak, efektif, dan sesuai untuk digunakan dalam latihan kebugaran wasit sepakbola. Developing a physical fitness exercise model for football referees AbstractThis research aims to develop and increase the diversity of a model of physical fitness for football referees, which effective and can be used by referees to improve fitness in order to prepare for physical fitness test and maintain fitness in daily life according to the needs of the motion of a referee when refereeing football matches, packaged in the form of books and video guides or training module with an explanation of its function and purpose. This research adapted the steps of research and development by Borg & Gall, consisting of: (1) the collection of information, (2) analysis of the information gathered, (3) initial product development, (4) validation by experts and revision, (5) small-scale field trial and revision, (6) large-scale field trials and revisions, (7) the manufacture of the final products. (8) testing the effectiveness of the product. The small-scale trials were conducted on six referees from refereeing corp of Indonesian Football Association of Yogyakarta City. The large-scale trial was conducted on sixteen referees from refereeing corp of Indonesian football Association of Yogyakarta Province. The instrument used to collect data included interview guides, field notes, evaluation sheet, the value scale questionnaire validation, assessment rubrics, observation guidelines, and sheet of the effectiveness of the exercise. The result of the research is a model of physical fitness for football referees consisting of warming up models, core, and cooling models. The model guidelines are compiled in a module titled "Physical Fitness Training Model for Football Referees". Based on the evaluation of the subject matter experts and practitioners, it can be concluded that the developed model of physical fitness for football referees is categorized as good, so that it is adequate, effective, and suitable for use in physical fitness exercise for football referees.
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Eaton, Jacqueline, Sarah Neller, Moroni Fernandez Cajavilca, Julene Johnson, and Lee Ellington. "A COMMUNITY-BASED APPROACH TO REFINING THE ENHANCING ACTIVE CAREGIVER TRAINING (ENACT) INTERVENTION." Innovation in Aging 7, Supplement_1 (December 1, 2023): 46. http://dx.doi.org/10.1093/geroni/igad104.0152.
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Abstract Several interventions for dementia caregivers target the negative effects of behavioral symptoms. Evidence suggests that actively engaging caregivers in training and preparation improves outcomes, such as reduced caregiver burden, depression, and improved subjective well-being. However, there is little information on the best approaches to optimize active engagement. Enhancing Active Caregiver Training (EnACT) is an arts-based intervention that facilitates active engagement using participant-informed vignettes that portray caregiving experiences. This presentation will describe the process of partnering with dementia caregivers to iteratively develop the EnACT intervention in preparation for a randomized controlled trial (RCT). We conducted three iterative focus groups in partnership with dementia caregivers (n=9). Feedback was incorporated into intervention design and materials following each meeting. During focus group one we reviewed and identified video vignettes for inclusion. In focus group two, we tested intervention activities. In focus group three, participants provided feedback on the facilitator guide developed during this process. Focus groups were audio-recorded, transcribed, and analyzed in three cycles using structural, descriptive, and pattern coding. Across all focus groups, we coded 679 items as what went well and 358 items as needing to change. Intervention revisions focused on narrowing vignette topics, removing confusing components (such as engagement activities that were too burdensome), enhancing accessibility, simplifying instructions, and adding facilitator training. A facilitator guide was developed with four main components: Letter to facilitator, Introduction, Preparation to Begin, and Instructions. Partnering with caregivers improved our ability to enhance acceptability and fidelity in preparation for future testing in a wait-list RCT.
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Raman, Maitreyi, Eldon Shaffer, and Jocelyn Lockyear. "Gastroenterology Fellowship Training: Approaches to Curriculum Assessment and Evaluation." Canadian Journal of Gastroenterology 22, no. 6 (2008): 559–64. http://dx.doi.org/10.1155/2008/583190.
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BACKGROUND: Medical education requires ongoing curriculum development and evaluation to incorporate new knowledge and competencies. The Kern model of curricular development is a generic model to guide curriculum design, whereas the Royal College of Physicians and Surgeons of Canada (RCPSC) has a specific model for curriculum development through its accreditation structure.OBJECTIVE: To apply the Kern model to an assessment of a residency program in gastroenterology.METHODS: A case study was used, which is a method of qualitative research designed to help researchers understand people and the societal contexts in which they live.RESULTS: The six steps involved in the Kern model of curricular development include problem identification; needs assessment; establishing objectives; establishing educational strategies; implementation; and evaluation. The steps of the RCPSC model of curriculum development include establishing an administrative structure for the program; objectives; structure and organization of the program; resources; clinical, academic and scholarly content of the program; and evaluation. Two differences between the models for curriculum development include the ability of the Kern model to conduct problem identification and learner needs assessment. Identifying problems that exist suggests a need for an educational program, such as the long wait times for gastroenterology referrals. Assessing learner needs allows for the development of a tailored curriculum for the trainee.CONCLUSIONS: The Kern model and RCPSC model for curriculum development are complementary. Consideration by the RCPSC should be provided to add the missing elements of curriculum design to the accreditation structure for completeness.
Books on the topic "Waist Training Guide"
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Krol, Ed. The whole Internet user's guide & catalog. Sebastopol, CA: O'Reilly & Associates, 1993.
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Krol, Ed. The whole Internet user's guide & catalog. Belmont, Calif: Integra Media Group, 1996.
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Krol, Ed. The whole Internet user's guide & catalog. Sebastopol, CA: O'Reilly & Associates, 1992.
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Krol, Ed. The whole Internet user's guide & catalog. Edited by Mike Loukides. 2nd ed. Sebastopol, CA: O'Reilly & Associates, 1994.
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Krol, Ed. The whole Internet for Windows 95: User's guide & catalog. Sebastopol, CA: O'Reilly & Associates, 1995.
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Krol, Ed. The whole Internet for Windows 95: User's guide & catalog. Sebastopol, Calif: O'Reilly &Associates, 1995.
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THE ULTIMATE GUIDE TO CHOOSING THE RIGHT WAIST TRAINER FOR YOU: How to choose the right waist trainer for individual body types and goals! Amazon KDP, 2023.
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Mark, John. Body Fitness : Body Fitness: A Guide to Wearing Corset and Waist Training for Every Man. Independently Published, 2020.
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Goodman, Lisa. Corset. Think Like a Pro: A Guide to Wearing Corset and Waist Training for Every Woman and Man. Independently Published, 2019.
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Arduser, Lora, and Douglas R. Brown. The Waiter & Waitress and Wait Staff Training Handbook: A Complete Guide to the Proper Steps in Service for Food & Beverage Employees. Atlantic Publishing Company (FL), 2004.
Find full textBook chapters on the topic "Waist Training Guide"
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Tulsky, David S., and Gordon J. Chelune. "Training Others to Administer the WAIS-III and WMS-III: A Guide to Practical Issues." In Clinical Interpretation of the WAIS-III and WMS-III, 487–89. Elsevier, 2003. http://dx.doi.org/10.1016/b978-012703570-3/50018-3.
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Crits-Christoph, Paul, and Jacques P. Barber. "Psychological Treatments for Personality Disorders." In A Guide to Treatments that Work, 641–58. Oxford University Press, 2007. http://dx.doi.org/10.1093/med:psych/9780195304145.003.0023.
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A Type 2 randomized clinical trial (RCT) of psychosocial treatment for avoidant personality disorder compared three group-administered behavioral interventions (graded exposure, standard social skills training, intimacy-focused social skills training) with a wait-list control; although all three treatments were more efficacious than the control condition, no differences among the treatments were identified either after the 10-week treatment or at follow-up. For the treatment of borderline personality disorder, a Type 1 RCT randomized 101 women with recent suicidal and self-injurious behaviors and borderline personality disorder to either dialectical behavior therapy (DBT) or community-treatment-by-experts psychotherapists (CTBE). Over the 2-year treatment and follow-up period, DBT was superior to CTBE on rates of suicide attempt, hospi-talization for suicide ideation, and overall medical risk (combining suicide attempts and self-injurious acts). Patients in the DBT group were also less likely to drop out of treatment and had fewer psychiatric emergency room visits and fewer psychiatric hospitalizations. There were no significant group differences on measures of depression, reasons for living, and suicide ideation, with patients in both treatment groups improving significantly on these measures. Four additional Type 2 and Type 3 studies support the efficacy of DBT as a treatment for borderline personality disorder with or without comorbid substance abuse or dependence. No RCTs of psychological treatment for other personality disorders have been reported. Several review articles have found a consistent adverse impact of personality disorders on outcomes of treatment for a wide range of Axis I disorders.
Conference papers on the topic "Waist Training Guide"
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Barbieru, Dragos, Ion Roceanu, Daniel Beligan, and Catalin Radu. "DEVELOPING LEARNING MODULES FOR LMS." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-311.
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The key to understanding the difference between LMS and other computer education terms is to understand the systemic nature of LMS. LMS is the framework that handles all aspects of the learning process. An LMS is the infrastructure that delivers and manages instructional content, identifies and assesses individual and organizational learning or training goals, tracks the progress towards meeting those goals, and collects and presents data for supervising the learning process of organization as a whole.[4] An LMS delivers content but also handles registering for courses, course administration, skills gap analysis, tracking, and reporting.[5] Most LMSs are Web-based to facilitate access to learning content and administration. They are also used by educational institutions to enhance and support classroom teaching and offering courses to a larger population of learners. LMSs are used by regulated industries (e.g. financial services and biopharma) for compliance training. Student self-service (e.g., self-registration on instructor-led training), training workflow (e.g., user notification, manager approval, wait-list management), the provision of on-line learning (e.g., computer-based training, read & understand), on-line assessment, management of continuous professional education (CPE), collaborative learning (e.g., application sharing, discussion threads), and training resource management (e.g., instructors, facilities, equipment), are all important dimensions of Learning Management Systems. Some LMS providers include "performance management systems", which encompass employee appraisals, competency management, skills-gap analysis, succession planning, and multi-rater assessments (i.e., 360 degree reviews). Modern techniques now employ competency-based learning to discover learning gaps and guide training material selection. For the commercial market, some Learning and Performance Management Systems include recruitment and reward functionality. A robust LMS should be able to do the following:[1] centralize and automate administration use self-service and self-guided services assemble and deliver learning content rapidly consolidate training initiatives on a scalable web-based platform support portability and standards personalize content and enable knowledge reuse